Latest / Clean Water Conversations / Three Colleges, One Goal: Educating the Next Generation for Clean Water

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Three Colleges, One Goal: Educating the Next Generation for Clean Water · Clean Water Conversations

• 0:02
  SPEAKER_05: Season 5 of Cleanwater Conversations is sponsored by RKK.
• 0:06
  SPEAKER_05: RKK is a full-service design and engineering firm that provides innovative solutions to complex challenges.
• 0:12
  SPEAKER_05: As a recognized leader in state and municipal stormwater management, MS4 permit compliance, stream restoration, and ecological design services, RKK is ready to deliver community-focused water quality improvements to urban and suburban communities.
• 0:28
  SPEAKER_05: Check out more information about RKK at rkk.com.
• 0:31
  SPEAKER_05: Thank you, RKK.
• 0:33
  SPEAKER_05: And now, on to our show.
• 0:58
  SPEAKER_02: And I'm Alison.
• 0:59
  SPEAKER_02: Hello, everyone.
• 1:00
  SPEAKER_02: Hello, Allison.
• 1:02
  SPEAKER_05: Oh my gosh, we have so much going on right now.
• 1:04
  SPEAKER_05: It's it's it's it's crazy.
• 1:06
  SPEAKER_02: Yeah, it's wonderful though.
• 1:08
  SPEAKER_05: It is, it is.
• 1:09
  SPEAKER_05: Yes.
• 1:09
  SPEAKER_05: I'm sure the times that will look back and go, oh, those were the good old days.
• 1:13
  SPEAKER_05: So yeah.
• 1:14
  SPEAKER_02: Things fly.
• 1:16
  SPEAKER_05: What do you have going on right now?
• 1:17
  SPEAKER_02: Oh, I am loving being the sports parent to the stars, whether it's creating snacks, taxi service, making sure the people have the right gear.
• 1:28
  SPEAKER_02: Oh my gosh, there's so many apps.
• 1:30
  SPEAKER_02: Like which app do I use for which sport?
• 1:33
  SPEAKER_02: That is life right now.
• 1:34
  SPEAKER_02: But I'm so appreciative.
• 1:36
  SPEAKER_02: That's when I get the best downloads, is when I'm taking them, like picking them up from somewhere and then bringing them to the next thing.
• 1:42
  SPEAKER_02: And I get the download in the car.
• 1:43
  SPEAKER_02: So loving that mom roll.
• 1:45
  SPEAKER_05: We did not have apps when my kids were in were in sports.
• 1:49
  SPEAKER_05: So I'm a little jealous about that, to be honest with you.
• 1:52
  SPEAKER_02: There's pieces of it that's great, but talk about a lot going on.
• 1:55
  SPEAKER_02: Yeah.
• 1:55
  SPEAKER_05: Yeah.
• 1:56
  SPEAKER_05: Yeah.
• 1:56
  SPEAKER_05: Well.
• 1:57
  SPEAKER_02: How about you, Ken?
• 1:59
  SPEAKER_05: We have, oh my goodness.
• 2:00
  SPEAKER_05: Again, there's a there's we were just talking the other day because we had a team hike the other day, which is awesome.
• 2:06
  SPEAKER_05: We're in the middle of it, and I'm like, I can't believe we do this for a living, really.
• 2:11
  SPEAKER_05: But we were talking about the really cool things that our new neighborhood um has going on.
• 2:15
  SPEAKER_05: And and um there are always new events scheduled.
• 2:20
  SPEAKER_05: I think upcoming, they're going to see a a musical somewhere.
• 2:24
  SPEAKER_05: Yeah, I wasn't available that day, so I didn't retain any of the information.
• 2:28
  SPEAKER_05: Um my neighbors, a couple of doors down, are having like a movie night.
• 2:31
  SPEAKER_05: They set up a screen in their garage and everybody like sits out on the driveway.
• 2:35
  SPEAKER_05: Oh fun.
• 2:35
  SPEAKER_05: Yeah, yeah.
• 2:36
  SPEAKER_05: So that's that's always fun.
• 2:37
  SPEAKER_05: And like halfway through next month in May, there is a it is a huge development.
• 2:43
  SPEAKER_05: Yeah.
• 2:43
  SPEAKER_05: So obviously, it's going to be a huge garage sale.
• 2:47
  SPEAKER_05: And my daughter's coming into town because she loves garage sales.
• 2:50
  SPEAKER_01: Everyone's spring cleaning.
• 2:52
  SPEAKER_05: Yeah, there you go.
• 2:54
  SPEAKER_05: So a lot going on personally.
• 2:56
  SPEAKER_05: I mean, and and there's a lot going on with our partners and with us.
• 3:00
  SPEAKER_02: And well, and recently we were all able to come together as a network, our full partners meeting, which happens every six months.
• 3:07
  SPEAKER_02: So taking the time to be together to celebrate, we did that on April 14th.
• 3:11
  SPEAKER_02: So a huge thank you to all of our partners.
• 3:14
  SPEAKER_02: We had over 118 people register, which was our largest number yet.
• 3:18
  SPEAKER_06: Yeah.
• 3:19
  SPEAKER_02: And a thank you to our hosts and presenters, especially with um High Associates and with Lancashire Conservancy.
• 3:26
  SPEAKER_02: A number of others were part of it.
• 3:27
  SPEAKER_02: But being able to tour the buffer and the meadow and see the work happening in Stauffer Run, it was fantastic.
• 3:33
  SPEAKER_05: And there's a lot coming up too.
• 3:35
  SPEAKER_02: That's right.
• 3:35
  SPEAKER_02: Yeah.
• 3:36
  SPEAKER_02: I I want to give a shout out to some of the things that you all as listeners can do to be part of that, is to participate in our annual survey.
• 3:44
  SPEAKER_02: The Lancashire Clean Water Partners, we are growing and evolving, and we are now 98 organizations strong, so close to that 100 partner mark.
• 3:52
  SPEAKER_02: Exciting.
• 3:53
  SPEAKER_02: Uh-huh.
• 3:53
  SPEAKER_02: We're going to have more parties.
• 3:55
  SPEAKER_02: And as we expand, we're working to better understand and measure the value of our collective impact across that network.
• 4:01
  SPEAKER_02: So we need your input.
• 4:02
  SPEAKER_02: Take the annual survey, share it within your organization.
• 4:05
  SPEAKER_02: It takes maybe 20 to 30 minutes, but actually, multiple responses from the same organization are really helpful.
• 4:11
  SPEAKER_02: So your feedback that talks about what is the impact?
• 4:15
  SPEAKER_02: How do we become stronger?
• 4:16
  SPEAKER_02: How do we communicate?
• 4:18
  SPEAKER_02: Like you said, Ken, there's so much going on, but how do we talk about that and put it all to the use of the future movement?
• 4:24
  SPEAKER_02: So you can do that through this survey.
• 4:26
  SPEAKER_02: It's available as the main thing on our banner at Lancaster Cleanwaterpartners.com.
• 4:31
  SPEAKER_05: Nice.
• 4:32
  SPEAKER_05: And coming up, there's some really exciting stuff coming up in the next couple of months.
• 4:37
  SPEAKER_05: The Choose Clean Water Conference, which is held in different places every year.
• 4:41
  SPEAKER_05: This year it's being held in Lancaster City.
• 4:44
  SPEAKER_05: Woohoo! It should be really cool.
• 4:46
  SPEAKER_05: Um that is gonna be May 18th through the 20th at the Lancaster Marriott and Penn Square.
• 4:51
  SPEAKER_05: Um, you can find out more information and you can register at choosecleanwater.org.
• 4:57
  SPEAKER_02: So many of our partners are hosting field trips for that.
• 5:00
  SPEAKER_02: It's gonna be a lot of fun.
• 5:01
  SPEAKER_05: It is.
• 5:02
  SPEAKER_05: And also, our big event of the summer every year.
• 5:06
  SPEAKER_05: This year, it's celebrating its 10th anniversary, is Water Week.
• 5:10
  SPEAKER_05: That is June 5th through the 13th.
• 5:13
  SPEAKER_05: There's over 60 events.
• 5:14
  SPEAKER_05: You can get all kinds of information at lancasterwaterweek.org.
• 5:20
  SPEAKER_05: Whew.
• 5:21
  SPEAKER_05: I got it out somehow.
• 5:24
  SPEAKER_05: Exciting stuff.
• 5:25
  SPEAKER_05: And speaking of exciting stuff, we have a really, really cool episode today.
• 5:30
  SPEAKER_01: Yeah, with our partners, there's so many different kinds of work happening.
• 5:34
  SPEAKER_05: Yeah.
• 5:34
  SPEAKER_05: This week, this episode, we are talking Leicester County's three colleges, which are Franklin Marshall, Millersville University, and Elizabethtown College, all offer very strong environmental coursework alongside hands-on extracurricular activities that that bring the learning to life.
• 5:53
  SPEAKER_05: And we're going to hear a lot of really cool stories from our guests this week.
• 5:58
  SPEAKER_05: Taken together, they all reflect the shared commitment across Lancashire County's higher education community, not just teaching environmental stewardship in the classroom, but also building a culture of care and responsibility that reaches the next generation.
• 6:13
  SPEAKER_01: Yeah, and we're going to hear from three groups today.
• 6:16
  SPEAKER_02: There are more than that in the higher education space in Lancaster, but we're really grateful for the perspectives of our guests today.
• 6:24
  SPEAKER_05: And talking with us today from Millersville University of Pennsylvania is Dr.
• 6:27
  SPEAKER_05: Nanette Markham Dietrich from Elizabethtown College, Dr.
• 6:32
  SPEAKER_05: David Baum, and from Franklin and Marshall College, Nicholas Allwater.
• 6:37
  SPEAKER_05: Let's check it out.
• 6:39
  SPEAKER_02: We sort of did intros of ourselves, but I don't know if you all have met each other.
• 6:42
  SPEAKER_02: So yeah, let's do some intros of yourself, maybe what your area of expertise is within your institution.
• 6:48
  SPEAKER_02: And one of the most creative, exciting things that you have going on related to clean water or conservation.
• 6:55
  SPEAKER_00: So my name is Nanette Markham Dietrich, and I'm a professor at Millersville University.
• 7:00
  SPEAKER_00: I'm in the College of Education.
• 7:02
  SPEAKER_00: I teach science education.
• 7:04
  SPEAKER_00: So I often say I have the best job on the planet.
• 7:07
  SPEAKER_00: You know, I'm a teacher who gets to work with people who want to go in the teaching profession.
• 7:12
  SPEAKER_00: I also work with in-service teachers, so practicing teachers.
• 7:17
  SPEAKER_00: And I also get to go to the bathroom whenever I want.
• 7:20
  SPEAKER_00: And from a teacher standpoint, sound is a good thing.
• 7:23
  SPEAKER_00: So you said one of the most exciting things I'm doing right now.
• 7:28
  SPEAKER_00: There's actually two things.
• 7:29
  SPEAKER_00: One is I've really, you know, post-COVID, I wanted to get my undergraduates more connected into giving back.
• 7:36
  SPEAKER_00: So we started this year a STEM ed lab every Friday out at the watershed education training institute called WETI.
• 7:45
  SPEAKER_00: So that's my acronym.
• 7:46
  SPEAKER_00: Okay.
• 7:47
  SPEAKER_00: Um, and it's just been so exciting to see students wanting to get together.
• 7:52
  SPEAKER_00: And as we're working on K-12 curriculum that we're designing at Millersville, that is around the areas of environmental literacy and sustainability, a watershed curriculum, and just having my students come together to help us create this work and to hear the conversations and the collaboration and just again, students getting together, doing something important.
• 8:16
  SPEAKER_00: The other thing would be I have a currently, just this year, we've been working with the National Science Foundation grant.
• 8:22
  SPEAKER_00: Really excited to have that funded during this time.
• 8:26
  SPEAKER_00: It's a collaboration with the Shroud Water Research Center and West Virginia University Tech.
• 8:31
  SPEAKER_00: So we're taking a watershed curriculum that uh we created with a previous NOAA B.
• 8:37
  SPEAKER_00: Wet grant.
• 8:38
  SPEAKER_00: NOAA stands for the National Oceanic and Atmospheric Association.
• 8:43
  SPEAKER_05: You're good at this.
• 8:44
  SPEAKER_00: I like chess.
• 8:47
  SPEAKER_00: And so that was a grant that we developed this curriculum to align with the new PA Pennsylvania Steels, which stands for Science, Technology, Engineering, Environmental Literacy, and Sustainability, our new science standards.
• 9:01
  SPEAKER_00: Um, and it is a grade three through five watershed curriculum.
• 9:06
  SPEAKER_00: And we've taken that curriculum and we're now implementing it in Delaware and West Virginia and looking at some really cool innovations, that connection of technology with environmental education.
• 9:18
  SPEAKER_00: So working with those partners is an invigorating time to be able to see, you know, watershed education across the East Coast.
• 9:27
  SPEAKER_02: That is so cool.
• 9:28
  SPEAKER_02: I remember honestly, I'm in like celebrity mode.
• 9:32
  SPEAKER_02: You're I'm geeking out a little bit because of my previous work with Chesapeake Bay Foundation in environmental education and teacher professional learning.
• 9:39
  SPEAKER_02: And so, yes, your research and your NSF grants and the use of the environment as an integrating context.
• 9:46
  SPEAKER_02: Like, oh, she's here.
• 9:48
  SPEAKER_02: I can hear about what Ms.
• 9:49
  SPEAKER_02: Danette's doing.
• 9:51
  SPEAKER_02: So thank you for your leadership in that work.
• 9:53
  SPEAKER_02: It's very cool.
• 9:55
  SPEAKER_03: Uh my name's Nick Alleter.
• 9:57
  SPEAKER_03: I'm the director for the Center for the Sustainable Environment at Franklin Marshall College.
• 10:01
  SPEAKER_03: So that's CSE at FM.
• 10:05
  SPEAKER_03: Particularly that first one is a long one.
• 10:07
  SPEAKER_03: So CSE will be the easier one.
• 10:10
  SPEAKER_03: I'm kind of in charge of all the things outside of the classroom when it comes to sustainability at Franklin Marshall and then how we can better interact with the classroom side of things as well.
• 10:19
  SPEAKER_03: We're trying to do more work on kind of integrating the kind of third spaces together.
• 10:24
  SPEAKER_03: One of the things that I think I'm most excited about right now is FM is a small conservancy right by the Lancaster Transfer Station and Laxwama Transfer Station.
• 10:32
  SPEAKER_03: I'm not going to get Latswama's acronym correct.
• 10:36
  SPEAKER_02: So Lancaster County Solid Waste Management Authority.
• 10:40
  SPEAKER_03: I always get most of it correct.
• 10:42
  SPEAKER_03: So we have a small conservancy called the Spaulding Conservancy that's about a mile and a half from campus.
• 10:47
  SPEAKER_03: We've been doing a number of interesting things that were kind of working to elevate that, especially post-COVID, because it's had a lot more foot traffic.
• 10:53
  SPEAKER_03: But particularly related to clean water is it connects up with the little Conestoga along the back side and the blue-green connector projects is uh knocking on our door for some exciting work in the the near future.
• 11:06
  SPEAKER_03: So blending some really great educational opportunities, opportunities to get data loggers out in a place where students can even walk to pretty easily, and working with the academic side of things to blend the functional side of things on campus as well.
• 11:19
  SPEAKER_02: I'm so excited to hear how those pieces, what that looks like in reality, because research with a class is one thing, and then service learning hour requirements or something else.
• 11:27
  SPEAKER_02: Like so excited to see how those blending, what the blending really works.
• 11:31
  SPEAKER_03: Yeah, it's an ever-evolving thing.
• 11:33
  SPEAKER_03: So I don't necessarily know if all the answers today, but I can certainly use that.
• 11:37
  SPEAKER_03: Um it's it's been really cool to see the potential for that to apply for sure.
• 11:42
  SPEAKER_03: Nice.
• 11:42
  SPEAKER_04: Nice.
• 11:43
  SPEAKER_04: Hi, I'm David Baume.
• 11:45
  SPEAKER_04: I'm a professor of biology and environmental science at Elizabethtown College.
• 11:50
  SPEAKER_04: And I'm feeling left out because I don't have any cool acronyms.
• 11:54
  SPEAKER_04: I'm sure there's probably more than you realize, but um what I do, Elizabeth Town College, it's a primarily undergraduate institution.
• 12:02
  SPEAKER_04: Our focus is educating our students.
• 12:05
  SPEAKER_04: And what we do really well is work with students in very applied settings and taking them out of the classroom, either in independent research or as part of our class to try to give them more of the outside of the classroom.
• 12:20
  SPEAKER_04: We use air quotes real-world experience.
• 12:23
  SPEAKER_04: I'm not a fan.
• 12:25
  SPEAKER_04: Suggest we do imaginary stuff in the classroom.
• 12:27
  SPEAKER_04: But anyway, yeah, trying to get them outside and get their their hands dirty and their feet wet.
• 12:33
  SPEAKER_04: Some of the more exciting things that I've been involved with, working with with colleagues, Bob Walter, Dorothy Meritz at Franklin Marshall College.
• 12:40
  SPEAKER_04: I've been working with some of the legacy sediment removal and the the font plain restoration projects.
• 12:47
  SPEAKER_04: And so there are two close to campus now that my students and I are sampling for biodiversity.
• 12:53
  SPEAKER_04: So our kind of angle, a lot of these projects are done for, you know, nutrient reduction and sediment reduction.
• 12:59
  SPEAKER_04: My angle is they have all these great potential great co-benefits for biodiversity.
• 13:05
  SPEAKER_04: And so recreating, right, with the restoration habitat that has been lost.
• 13:09
  SPEAKER_04: And so we're investigating the use by amphibians and reptiles.
• 13:13
  SPEAKER_04: And some of the challenges you have these restored wetlands embedded in a landscape that's very unfriendly to a lot of critters and seeing kind of what some of the colonization dynamics are.
• 13:25
  SPEAKER_04: So that's what uh my students and I will be doing this this June.
• 13:30
  SPEAKER_06: Oh, that's so amazing.
• 13:31
  SPEAKER_04: I should say where that's uh on the Kenori Creek in Elizabeth Town, and then the the Connewago in um in London Derry Township.
• 13:40
  SPEAKER_04: The great project they they put together.
• 13:42
  SPEAKER_02: Yes.
• 13:43
  SPEAKER_02: So many connections that make this obvious of how Lancaster's working together.
• 13:47
  SPEAKER_02: But I promise we didn't like intentionally make it quite so obvious, but it's wonderful because it just happens that way.
• 13:55
  SPEAKER_05: Nice.
• 13:55
  SPEAKER_05: I love hearing about what all you guys are doing, but we also in on this podcast want to learn a little bit about you guys.
• 14:00
  SPEAKER_05: So we are going to start off here with an icebreaker.
• 14:05
  SPEAKER_05: And your icebreaker question is what have you learned to take less seriously?
• 14:11
  SPEAKER_02: Anyone who wants to start, jump right in.
• 14:14
  SPEAKER_03: I can start.
• 14:15
  SPEAKER_03: I learned to take myself less seriously, I think.
• 14:18
  SPEAKER_03: Um I tend to be a pretty serious person, but really finding those spaces to be a little bit more goofy, I think, brings a lot more innovation and dynamic growth.
• 14:25
  SPEAKER_03: And so the opportunity to do that, especially in an area that needs to have a lot of uh different ways to approach a problem, like clean water, is something that I I think has been quite helpful.
• 14:38
  SPEAKER_06: Thanks.
• 14:39
  SPEAKER_04: So I think it's odd to say as an educator, but I think I've trying to take my teaching less seriously.
• 14:45
  SPEAKER_04: I know as a as a scientist, you know, especially undergraduates with like a certain amount of factual information we're trying to yet across.
• 14:53
  SPEAKER_04: I was gonna say cram into their brains.
• 14:55
  SPEAKER_04: That's not obviously that's not what we want.
• 14:58
  SPEAKER_04: But just taking an opportunity to step back and engage the students in a way that makes them ultimately learn the material more, but have more fun with it.
• 15:07
  SPEAKER_04: Right.
• 15:07
  SPEAKER_04: Like in my general ecology class, I actually have the students write their own short story based just on fiction.
• 15:15
  SPEAKER_04: And it's it's graded.
• 15:16
  SPEAKER_04: It's they get credit for it, but it's not graded in in terms of like quality of the writing or anything.
• 15:22
  SPEAKER_04: It's just really a way for me to give them the opportunity to engage with the material on on their own.
• 15:28
  SPEAKER_06: In a different way.
• 15:28
  SPEAKER_06: Yeah.
• 15:29
  SPEAKER_04: And so what I love about creative writing is it gives insight into the individual.
• 15:33
  SPEAKER_04: And so I can kind of get to peek into their mind and really see what they're engaging with with the material.
• 15:38
  SPEAKER_04: Oh, what a funny idea.
• 15:39
  SPEAKER_04: One one way that I'm trying to be a little less a little less serious in the classroom.
• 15:44
  SPEAKER_02: My daughter is in middle school, but she was asked to create basically an Instagram profile for one of the constitution writers.
• 15:53
  SPEAKER_02: And so, yeah, just a different way to think about and how to take the information and present it back.
• 15:59
  SPEAKER_02: So appreciate the creativity and your style.
• 16:02
  SPEAKER_02: Yeah.
• 16:03
  SPEAKER_00: That's good stuff.
• 16:04
  SPEAKER_00: There's a whole literature base on writing to learn in science.
• 16:07
  SPEAKER_00: And so what you're doing is really connecting with that.
• 16:10
  SPEAKER_00: Provide students with an opportunity to do in very way an entry point, and they're giving a translation of what they understand.
• 16:18
  SPEAKER_00: So I really like that.
• 16:19
  SPEAKER_00: It's nice to hear you doing that.
• 16:21
  SPEAKER_06: Thank you.
• 16:22
  SPEAKER_00: Yeah.
• 16:22
  SPEAKER_00: And I like when you were talking about what to take less seriously.
• 16:26
  SPEAKER_00: I would say, you know, I work with in-service teachers and I work with pre-service teachers.
• 16:32
  SPEAKER_00: And teaching right now, you hear a lot about being a difficult profession.
• 16:36
  SPEAKER_00: And I think in the past, you know, 12 months, I've been really trying to focus in on the joy.
• 16:42
  SPEAKER_00: Teaching's an awesome career.
• 16:45
  SPEAKER_00: I feel like we may have gotten, you know, post-COVID and during COVID into a hole of talking about the real struggles in teaching.
• 16:52
  SPEAKER_00: Sure.
• 16:53
  SPEAKER_00: Man, what drives us and keeps us going every day is the joy.
• 16:57
  SPEAKER_00: So trying to frame that and and helping us remember the fun.
• 17:00
  SPEAKER_00: Yeah.
• 17:01
  SPEAKER_00: The excitement and the joy.
• 17:03
  SPEAKER_00: Oh, that's great.
• 17:04
  SPEAKER_00: That's an important part.
• 17:05
  SPEAKER_02: That's all.
• 17:06
  SPEAKER_02: We have to have fun with what we do.
• 17:08
  SPEAKER_05: We definitely have fun with what we do.
• 17:10
  unknown: Yeah.
• 17:10
  SPEAKER_02: Yeah.
• 17:11
  SPEAKER_02: Clean water all over the place, how it shows up.
• 17:13
  SPEAKER_05: Yeah.
• 17:13
  SPEAKER_05: I'm going to combine the two questions.
• 17:15
  SPEAKER_05: First is what was an early memory that ties you to conservation?
• 17:22
  SPEAKER_05: What kind of got you first interested in it?
• 17:25
  SPEAKER_05: And because I'm going that far back in your life, what did you want to be when you grew up?
• 17:31
  SPEAKER_04: Okay, so I'll I'll tackle this one.
• 17:34
  SPEAKER_04: So I remember getting a book from my aunt and uncle.
• 17:37
  SPEAKER_04: Uh I forget the title of it, but it was some some nature book.
• 17:40
  SPEAKER_04: I mean, very visual.
• 17:41
  SPEAKER_04: And remember just being obsessed with it.
• 17:43
  SPEAKER_04: And then I think, you know, for whatever reason, that was that was a pivotal thing.
• 17:49
  SPEAKER_04: I remember this this two-page spread about a beaver lodge.
• 17:52
  unknown: Right.
• 17:52
  SPEAKER_04: Yeah.
• 17:53
  SPEAKER_04: You know, so I kind of became obsessed with beavers.
• 17:55
  SPEAKER_04: And and my mom, she was great.
• 17:57
  SPEAKER_04: I mean, single parent.
• 17:58
  SPEAKER_04: Uh there's three of us, and we would go camping, and we were always on this quest to find a beaver.
• 18:04
  SPEAKER_04: I grew up in suburbs of New Jersey, suburbs of Philadelphia.
• 18:07
  SPEAKER_04: So not exactly a place where you see beavers all over the place.
• 18:10
  SPEAKER_04: So we were never successful.
• 18:11
  SPEAKER_04: Still weren't successful.
• 18:12
  SPEAKER_04: So this is a horrible story.
• 18:14
  SPEAKER_04: Oh no.
• 18:15
  SPEAKER_04: Oh no.
• 18:16
  SPEAKER_04: So my mom, wonderful mom, she took us on a trip because I heard about this beaver sanctuary this animal.
• 18:22
  SPEAKER_04: Animal sanctuary up in the upstate New York called Beaver Sprite.
• 18:26
  SPEAKER_04: So this woman made Dorothy Richard, she made a uh sanctuary for beavers, and we had this long drive up there, and the car kept breaking down, and it was horrible.
• 18:36
  SPEAKER_04: My older brother, a couple years older, three years older, kept joking.
• 18:40
  SPEAKER_04: It's like, oh, by the time we get there, she's going to be dead, kind of thing.
• 18:43
  SPEAKER_02: Oh no.
• 18:44
  SPEAKER_04: And um, so we get up there and she died.
• 18:48
  SPEAKER_04: She had died the day before.
• 18:50
  SPEAKER_04: I mean, she was in her 90s.
• 18:51
  SPEAKER_04: I mean, and so it's like incredibly sad, but also just horribly hilarious at the same time.
• 18:58
  SPEAKER_04: We went through this whole process, you know, my mom doing this special thing for me, my brother being the jerk and you know, joking about poor woman.
• 19:06
  SPEAKER_04: Um and so I don't know if that inspired uh interest in conservation, right?
• 19:12
  SPEAKER_04: But it was definitely part of the the the fuel, a very memorable and and just that quest to find something.
• 19:17
  SPEAKER_04: Yeah, it's really uh no.
• 19:21
  SPEAKER_04: Yes.
• 19:22
  SPEAKER_04: So what did you want to be when you grew up?
• 19:25
  SPEAKER_04: Since that second grade, I wanted to be what I am.
• 19:28
  SPEAKER_04: I mean, there were iterations.
• 19:29
  SPEAKER_04: There was fifth grade, a park ranger.
• 19:32
  SPEAKER_06: Yeah.
• 19:33
  SPEAKER_04: Um, I saw in a rangerick magazine, the the profession of wildlife biologist.
• 19:38
  SPEAKER_06: Yes.
• 19:38
  SPEAKER_04: And I said, that's what I'll be.
• 19:41
  SPEAKER_04: That's what my undergrad degree is.
• 19:42
  SPEAKER_04: And you know, it's it's a continuous evolution when you realize, oh, okay, this is this profession.
• 19:47
  SPEAKER_04: I like this about it, I don't like this about it.
• 19:49
  SPEAKER_04: And so I th I was pretty set very early age.
• 19:53
  SPEAKER_06: Oh wow.
• 19:54
  SPEAKER_02: That's amazing.
• 19:55
  SPEAKER_02: Commitment to it.
• 19:58
  SPEAKER_03: Um, so it it borders on my earliest memory, and what my parents said is my first word was duck.
• 20:05
  SPEAKER_03: And so uh I think that uh every time I had the opportunity to, I would focus on anything wildlife related.
• 20:11
  SPEAKER_03: So my parents were like, not mom, not dad, duck, of course.
• 20:14
  SPEAKER_03: Um that that makes a lot of sense.
• 20:17
  SPEAKER_03: And so I think that I always wanted to do something with nature.
• 20:20
  SPEAKER_03: So national geographics were like what I spent so much time looking at instead of cartoons.
• 20:25
  SPEAKER_03: Um, and so just being out in nature uh in any way, shape, or form.
• 20:30
  SPEAKER_03: Um I think my earliest actual memory as opposed to the word is getting my Peterson's field guide from my dad and just being obsessed with it.
• 20:37
  SPEAKER_03: It's this kind of almost Bible-like thing for me in the sense of the importance of the book and the reverence I have for this idea of just exploring nature, understanding nature.
• 20:47
  SPEAKER_03: And um I think that that was pivotal in me understanding why I wanted to protect it.
• 20:51
  SPEAKER_03: Yeah.
• 20:52
  SPEAKER_02: Wow, powerful times.
• 20:54
  SPEAKER_02: Yeah.
• 20:55
  SPEAKER_02: Those are big.
• 20:56
  SPEAKER_02: Thanks.
• 20:57
  SPEAKER_02: That was you.
• 20:58
  SPEAKER_00: You know, I think there's a theme.
• 21:01
  SPEAKER_00: Everybody was talking about a book.
• 21:02
  SPEAKER_00: Mine was books too, but my mother loved to go yard sailing.
• 21:06
  SPEAKER_00: So when I was, you know, second, third grade, we'd go to yard sales, and I always like the nonfiction books from highlights to, you know, any little encyclopedia.
• 21:16
  SPEAKER_00: And I remember reading one, it was talking about the need to recycle this new idea.
• 21:21
  SPEAKER_00: And I was like, oh mom, we've got to recycle.
• 21:23
  SPEAKER_00: My mom was always supportive of whatever idea I had, you know, that good mom.
• 21:28
  SPEAKER_00: And so I told her, I said, we cannot use plastic bags anymore at the grocery store.
• 21:32
  SPEAKER_00: And this was early 80s, so this was way before it was cool.
• 21:36
  SPEAKER_00: And so I remember my mom, even through middle school and high school, if she forgot and got plastic, she would try to sneak it into the house.
• 21:44
  SPEAKER_00: You'd hide it from you.
• 21:45
  SPEAKER_00: Yes, to hide it from many.
• 21:47
  SPEAKER_00: She really loved that commitment.
• 21:48
  SPEAKER_00: Yes.
• 21:49
  SPEAKER_00: She's hype.
• 21:51
  SPEAKER_00: So I think that was my earliest memory.
• 21:54
  SPEAKER_05: Wow.
• 21:54
  SPEAKER_00: Did that translate into your career path or what you wanted to be?
• 21:58
  SPEAKER_00: Gotta be honest.
• 22:00
  SPEAKER_00: First career I can think I wanted to be, I wanted to be an optometrist.
• 22:03
  SPEAKER_00: Really?
• 22:04
  SPEAKER_00: Yeah.
• 22:04
  SPEAKER_00: I kind of think of you know Rudolph, red-nosed reindeer, you know, they go to mystic toys and the guy wanted to be a dentist.
• 22:10
  SPEAKER_00: I wanted to be an optometrist.
• 22:12
  SPEAKER_02: How did you get from optometry to teaching?
• 22:15
  SPEAKER_00: You know, it's really neat.
• 22:16
  SPEAKER_00: I always say you can't aspire to a career that you don't know exists.
• 22:20
  SPEAKER_00: And I grew up in southern West Virginia.
• 22:23
  SPEAKER_00: And so career exposure was very small.
• 22:26
  SPEAKER_00: I liked optometry because I had to get glasses in ninth grade.
• 22:29
  SPEAKER_00: And I I met Dr.
• 22:30
  SPEAKER_00: Wood, an optometrist, and I thought, I could do that.
• 22:33
  SPEAKER_06: I could see it.
• 22:34
  SPEAKER_06: Uh-huh.
• 22:37
  SPEAKER_00: And so 10 sounded people.
• 22:42
  SPEAKER_00: And so I would say throughout education, you know, just wonderful opportunities to learn.
• 22:46
  SPEAKER_00: I was exposed to new things.
• 22:48
  SPEAKER_00: And I still to this day I call myself a shiny object person.
• 22:51
  SPEAKER_00: I'm like, ooh, that sounds cool.
• 22:53
  SPEAKER_00: And so I think even with, you know, my career path is just people kind enough to share what they're doing.
• 22:59
  SPEAKER_00: And I'm like, I like that.
• 23:01
  SPEAKER_00: I want to know more.
• 23:03
  SPEAKER_00: So I ended up.
• 23:04
  SPEAKER_00: Sounds great.
• 23:05
  SPEAKER_05: Wow.
• 23:06
  SPEAKER_05: Now you all work at institutions obviously deeply connected here in Lancaster County.
• 23:11
  SPEAKER_05: Why is clean water such an important issue for higher education, specifically here in Lancaster County?
• 23:19
  SPEAKER_04: So we have a lot of streams.
• 23:21
  SPEAKER_04: Amen.
• 23:23
  SPEAKER_04: I mean, I don't know what is that off the top of my head, but but the but the just number of stream miles in Lancaster County and many of them being impaired, both for current reasons and and historic reasons, it's essential.
• 23:36
  SPEAKER_04: I mean, water's the basis of life.
• 23:38
  SPEAKER_04: So clean water is essential for life.
• 23:42
  SPEAKER_04: And so it is that thing that we interact with every day, if not coming out of the tap or crossing a street, you you can barely walk three blocks without crossing a stream.
• 23:53
  SPEAKER_04: It's something we can see and interact with every day.
• 23:56
  SPEAKER_04: And so as an educator, hopefully I I feel like as my job as an educ educator sometimes to broaden students' horizons and have them see some things that are hidden, right?
• 24:07
  SPEAKER_04: Like you can't see carbon dioxide.
• 24:09
  SPEAKER_04: Yeah.
• 24:09
  SPEAKER_04: That doesn't mean it's not really important.
• 24:11
  SPEAKER_04: Clean water, you just look at water and you don't know necessarily its quality.
• 24:16
  SPEAKER_04: I mean, you can if it's the edit and you can see the trash floating in it.
• 24:19
  SPEAKER_04: And so it is something that we can really engage students with.
• 24:24
  SPEAKER_04: And then they can take that learning and do with it as they wish, and but hopefully then educate out with their parents, relatives, everything else.
• 24:34
  SPEAKER_00: Yeah.
• 24:34
  SPEAKER_00: And I think it's that idea that our local action has an impact not only on our local area, but also on our downstream neighbors.
• 24:43
  SPEAKER_00: You know, we think about our impact on the Chesapeake Bay watershed.
• 24:47
  SPEAKER_00: So many of my students don't know we're part of the Chesapeake Bay.
• 24:50
  SPEAKER_00: But our actions have a huge impact on the health of the Bay.
• 24:54
  SPEAKER_00: And so I think, you know, it's that idea that what we do on a day-to-day basis makes an impact.
• 25:00
  SPEAKER_00: But we can't do better until we know better, you know?
• 25:03
  SPEAKER_00: Yep.
• 25:04
  SPEAKER_00: Yep.
• 25:04
  SPEAKER_02: Like you said, it's locally driven.
• 25:06
  SPEAKER_02: People need Lancaster's waters.
• 25:08
  SPEAKER_02: They want to focus on Lancaster's waters getting in better first.
• 25:11
  SPEAKER_02: And it will literally trickle downstream to improve that watershed.
• 25:15
  SPEAKER_02: Yeah.
• 25:15
  SPEAKER_02: Yeah.
• 25:16
  SPEAKER_02: I'm curious from all of you, how do you educate about something like nitrate?
• 25:21
  SPEAKER_02: That there's obviously molecules in there, but how do you get students in an extracurricular aspect to be more aware of it?
• 25:29
  SPEAKER_02: I mean, each of you comes at that from a different angle.
• 25:31
  SPEAKER_02: So I'm really curious how that shows up from a teaching techniques perspective.
• 25:36
  SPEAKER_05: I also wanted to add on to that as well.
• 25:38
  SPEAKER_05: What percentage of students do you have that come in and already know kind of where we are as far as as far as clean water, like how much of these waters are impaired or how much work needs to be done?
• 25:51
  SPEAKER_03: I mean, I think that's something that's really interesting about Lancaster in general, is just that there is a lot of great work that's being done and there is a lot of highlighting of that great work.
• 26:00
  SPEAKER_03: And so one of the things that I see is it's so awesome to have students come from all across the country, all across the world here to learn about that because I think that Lancaster punches above its weight class so much in doing that work that they can then take that with them, even if they don't know a lot about it.
• 26:15
  SPEAKER_03: And sometimes, you know, people are coming in completely blind that they can take all that education that they're receiving here because of the wonderful network that's been created and apply it to places where this concept is so much further out behind the uh the path, if you will.
• 26:31
  SPEAKER_00: And I would tell you, you know, I'm not from the College of Science, but from education.
• 26:36
  SPEAKER_00: So my students sometimes know little scientifically, but they come in with usually with a lot of experience from canoeing or swimming or fishing.
• 26:48
  SPEAKER_00: So they have a connection to the water through those recreation.
• 26:52
  SPEAKER_00: And we forget how important sometimes that recreation is as an entry point into conservation.
• 26:58
  SPEAKER_01: Yeah.
• 26:59
  SPEAKER_00: So it's really exciting.
• 27:00
  SPEAKER_00: I take my students every fall, it's either with CBF or Stroud, they host a canoe trip for my students.
• 27:09
  SPEAKER_00: Sorry.
• 27:10
  SPEAKER_00: CBF.
• 27:12
  SPEAKER_00: Yes, Chesapeake Bay Foundation.
• 27:14
  SPEAKER_00: Absolutely.
• 27:15
  SPEAKER_00: So so many of those community partners, but we do a canoe trip.
• 27:18
  SPEAKER_00: Um, it's the first activity we do this semester.
• 27:21
  SPEAKER_00: We start at Millersville, we hop in the canoes, and we do a full-day canoe trip down the Conestoga.
• 27:29
  SPEAKER_00: We do a macroinvertebrate survey, we do chemical testing, connecting with those partners.
• 27:36
  SPEAKER_00: We talk about the health of our local watershed on the water.
• 27:39
  SPEAKER_00: Yeah.
• 27:40
  unknown: Wow.
• 27:40
  SPEAKER_05: Perfect.
• 27:42
  SPEAKER_05: That sounds like so much fun.
• 27:45
  SPEAKER_02: It is.
• 27:46
  SPEAKER_02: Yeah.
• 27:47
  SPEAKER_02: Does it tie in?
• 27:48
  SPEAKER_02: You were mentioning kind of the upcoming events of recruiting new students.
• 27:51
  SPEAKER_02: Is that part of your story of why people want to come to Lancaster?
• 27:55
  SPEAKER_02: Because they've heard about it or they know that's part of their education here.
• 27:58
  SPEAKER_02: Do you feel like that's baked in?
• 28:00
  SPEAKER_04: I I do think it's baked in.
• 28:02
  SPEAKER_04: Being at a smaller school like Elizabeth Town, our draw, the students that come here, well, most colleges are this.
• 28:08
  SPEAKER_04: It's really a two-hour, I guess.
• 28:10
  SPEAKER_06: Okay.
• 28:10
  SPEAKER_04: So it's a lot of the students who come to Elizabeth Town want to be at a place that's small college in a rural kind of landscape.
• 28:20
  SPEAKER_04: And I I won't say they particularly come for like our environmental work.
• 28:26
  SPEAKER_04: We're working on that, right?
• 28:27
  SPEAKER_04: Trying to try to recruit more more students.
• 28:30
  SPEAKER_04: But I I do think there is a connection to the local area that really drives it.
• 28:35
  SPEAKER_04: Elizabeth Town College's motto is educate for service.
• 28:38
  SPEAKER_04: So that service aspect is really embedded in our culture and really that the students self-select, right?
• 28:45
  SPEAKER_04: They want to be at a place that that gets back.
• 28:47
  SPEAKER_04: And so they they take very well to opportunities to help out with the environment or the local homeless population, or whatever the case might be.
• 28:58
  SPEAKER_04: But but definitely very service-oriented and best.
• 29:01
  SPEAKER_02: That's awesome.
• 29:03
  SPEAKER_03: One of the things that FM just created, and it's it's brand new, is this fellowship cohort for incoming first-year students.
• 29:09
  SPEAKER_03: And one of those things is directly connected with clean water.
• 29:12
  SPEAKER_03: It's the Chesapeake Watershed Fellowship.
• 29:15
  SPEAKER_03: It's something that uh connects leadership with the work that Bob and Dorothy are doing to Franklin Marshall professors who are doing wonderful work specifically in this subject matter.
• 29:25
  SPEAKER_03: But we've heard lots of people who wanted to apply specifically to those fellowship programs.
• 29:29
  SPEAKER_03: So coming here to Lancaster to learn about clean water and their academics from like the point of being a first year and applying.
• 29:37
  SPEAKER_02: Oh, wow.
• 29:38
  SPEAKER_02: So it's a whole four years.
• 29:40
  SPEAKER_03: Yeah, it's focused mostly on that first year, but it's to get people, I think, really diving deep into um the subject matter right off the bat.
• 29:49
  SPEAKER_02: Oh, that's very exciting.
• 29:50
  SPEAKER_03: Wow.
• 29:51
  SPEAKER_02: I know there's movie premieres coming out about the work that Bob and Dorothy have done.
• 29:54
  SPEAKER_02: And oh my gosh, you guys are all so interconnected for these celebrations.
• 29:59
  SPEAKER_02: It's it's awesome.
• 30:00
  SPEAKER_05: That's fantastic.
• 30:01
  SPEAKER_00: I would say Millersville, you know, we're the oldest teachers' college in the state.
• 30:04
  SPEAKER_00: Yes.
• 30:05
  SPEAKER_00: And we're really a proud heritage of preparing the next generation of teachers.
• 30:09
  SPEAKER_00: And so some of the things that we do before they get here.
• 30:12
  SPEAKER_00: Of course, our canoe trip.
• 30:13
  SPEAKER_00: You're always welcome to join.
• 30:14
  SPEAKER_00: We love doing that with all of our new teachers, um, teacher candidates.
• 30:18
  SPEAKER_00: But we also have a migrant education camp every summer.
• 30:22
  SPEAKER_00: It's just a wonderful time.
• 30:24
  SPEAKER_00: Um, it's a week at Weti, but we already, I think we already did.
• 30:27
  SPEAKER_05: Yep.
• 30:28
  SPEAKER_00: And then we also have a future educator camp every summer where we bring students across the Commonwealth that want to pursue education as a career.
• 30:37
  SPEAKER_00: They're middle school and high school students.
• 30:40
  SPEAKER_00: And we spend one full day of that five-day camp out at Weti in a stream study.
• 30:45
  SPEAKER_00: And I'm always so proud, you know, um, Miriam Whitmer, Dr.
• 30:48
  SPEAKER_00: Whitmer, is the one who organizes that and lets them come to Weti for a day.
• 30:52
  SPEAKER_00: And she always says it's the highlight of the camp.
• 30:54
  SPEAKER_00: And I'm like, how could it not be?
• 30:57
  SPEAKER_00: Spending a day in a stream on a in August wasn't better.
• 31:01
  SPEAKER_02: Can you give us some of the background about the WEDI program, kind of the vision of it and how it came to be a anchor piece at Millersville?
• 31:08
  SPEAKER_00: Yeah.
• 31:09
  SPEAKER_00: So we started in 2014.
• 31:11
  SPEAKER_00: It was with Dr.
• 31:12
  SPEAKER_00: John Wallace.
• 31:13
  SPEAKER_00: Um, he's a legend and just a wonderful human being.
• 31:16
  SPEAKER_00: I was a biology professor and an entomologist.
• 31:20
  SPEAKER_00: He's currently retired.
• 31:21
  SPEAKER_00: I'm still a little salty about that.
• 31:24
  SPEAKER_00: He's doing great work even in retirement.
• 31:26
  SPEAKER_00: Millersville, we were building new dorms, and part of that um stormwater planning took part of our biological preserve.
• 31:34
  SPEAKER_01: Okay.
• 31:35
  SPEAKER_00: So if you take land from faculty, we get a little salty.
• 31:39
  SPEAKER_00: So we went and we said, that's not fair.
• 31:42
  SPEAKER_00: And there was a cabin, a whole property right along the Conestoga that came for sale.
• 31:46
  SPEAKER_00: We call it Creek Lot.
• 31:48
  SPEAKER_00: And President Anderson at the time, the university president, who was very much committed to conservation, sustainability, helped to facilitate the purchase of that property fronts to the Conestoga River, but there's also a first-order stream, Bodner Run, on the property.
• 32:06
  SPEAKER_00: And when I look at it, I thought, oh, I can get, I can get kids in that.
• 32:10
  SPEAKER_00: That's a safe space to get into the stream.
• 32:12
  SPEAKER_00: It was just such a wonderful property.
• 32:14
  SPEAKER_00: So we pitched the idea.
• 32:16
  SPEAKER_00: We said we'd like to start a field station.
• 32:18
  SPEAKER_00: And then the watershed education training institute came out of that.
• 32:22
  SPEAKER_00: It was a connection of the science with Dr.
• 32:24
  SPEAKER_00: Wallace and then the education and the work that we were doing.
• 32:28
  SPEAKER_00: And it was just a wonderful way to kind of bring both of those, you know, from K to Gray to watershed education.
• 32:37
  SPEAKER_05: As projects go, all three uh institutions have uh projects that they're deeply involved in.
• 32:44
  SPEAKER_05: Some of the more on-the-campus Nick FM is connected with the pardon the pun, the blue-green connector.
• 32:51
  SPEAKER_05: Can you tell us how that got started and where you're kind of going with that?
• 32:56
  SPEAKER_03: Yeah.
• 32:56
  SPEAKER_03: So I think uh the it certainly got started through the Steinem Foundation selecting that corridor that they were working with and kind of um the connection between the Steinman Foundation and Franklin Marshall College.
• 33:05
  SPEAKER_03: And so we've been working now with how that space interacts with our conservancy as is.
• 33:11
  SPEAKER_03: And we've been doing a lot of interesting um conversations, myself, Dan Ardia in particular, kind of figuring out where those two kind of concepts of education meet, working a lot with Emily Landis as well, who's in charge of a lot of the education, connecting with the following up on your no pun intended connectors, and seeing how you know the academic side from the what I'll say in some ways like Capital A academic versus citizen science academic can blend together really well.
• 33:39
  SPEAKER_03: We just also, um, thanks to a generous gift from the Russo family, were able to hire a part-time land steward for that property.
• 33:46
  SPEAKER_03: So that's uh just started recently kind of working on exploring that.
• 33:49
  SPEAKER_03: And one of the things that we wanted to do is really figure out how that can be, again, one of those third spaces of education for academics, education for the person just who's passing by, and education for the beta community as well.
• 34:02
  SPEAKER_02: Dave, you were talking about some of the research work that your students are doing at Elizabethtown.
• 34:07
  SPEAKER_02: Is there a tie-in with the engineering program?
• 34:09
  SPEAKER_02: Is there a tie-in with some of those on-the-ground research or volunteer efforts like you were describing?
• 34:15
  SPEAKER_04: So not current.
• 34:17
  SPEAKER_04: Okay.
• 34:17
  SPEAKER_04: So there's the tie-in.
• 34:18
  SPEAKER_04: Um, the sites that we have studied, I for years worked at Big Spring Run.
• 34:23
  SPEAKER_04: Yeah.
• 34:27
  SPEAKER_04: A lot of these work works are are done by land studies, environmental engineering company.
• 34:32
  SPEAKER_04: So working with them on on some of the projects, not per se, we have an engineering program.
• 34:37
  SPEAKER_04: We have a very strong engineering program at the college, but we haven't overlapped with them on any of these projects.
• 34:45
  SPEAKER_04: This semester I'm teaching a course called conservation biology.
• 34:49
  SPEAKER_04: So it's an upper level class, and every time I teach it, I I tweak it a little bit.
• 34:54
  SPEAKER_04: I just can't just try and find that perfect combination.
• 34:58
  SPEAKER_04: And this year I decided I really wanted to give the students ownership of a local stewardship project.
• 35:05
  SPEAKER_04: Yeah.
• 35:05
  SPEAKER_04: And so we don't have time, and it's I mean, it's one semester, it's not a lot of course.
• 35:10
  SPEAKER_04: Um, so it's more on the conceptual level, but there's a about a five-acre piece of property on the that the college owns, and and currently just kind of casually moves it whenever they they can.
• 35:23
  SPEAKER_04: So giving the student an opportunity from start, not quite to implementation, but saying, okay, if we wanted to develop a stewardship plan for this site, knowing we're going to keep it in a meadow, what's the benefits of the meadow?
• 35:36
  SPEAKER_04: What all the steps would it take, linking it to a certain extent back to its role in in the watershed so it feeds into the Kenoy Creek.
• 35:43
  SPEAKER_04: So that's that's personally exciting to me.
• 35:46
  SPEAKER_04: And the students have really uh been excited about it.
• 35:49
  SPEAKER_04: They're they'll be presenting.
• 35:50
  SPEAKER_04: We have a the Ne Town specific scholarship at Creative Arts Day tomorrow.
• 35:55
  SPEAKER_04: So they'll be presenting posters about their ideas on on what should be done with this property and how to how to manage it, how to steward it, what's the meaning of the word steward right in in a conservation context.
• 36:06
  SPEAKER_04: So that's um that's been a fun one.
• 36:08
  SPEAKER_04: I mean, there are other projects.
• 36:10
  SPEAKER_04: Elizabeth Town College has had a long history of of implementing a lot of land management strategies that are really to the benefit of local waterways, be it uh daylighting a stream years ago.
• 36:24
  SPEAKER_04: And a lot of this was just people in facilities were were motivated to get the grants and do it.
• 36:30
  SPEAKER_04: It wasn't kind of uh I I remember a couple of years back a student at Penn State wanted to come to campus, a former she graduated from Etown, and she was a Ph student at Penn State uh and wanted to come and tour the property and give us advice on how we can improve things in terms of water.
• 36:48
  SPEAKER_04: And I said, Well, you can tour.
• 36:50
  SPEAKER_04: You're you're you're gonna be surprised by how good and she barely had anything new to add because Wow, that's a good sign.
• 36:57
  SPEAKER_04: Yeah, an exceptional job.
• 36:59
  SPEAKER_02: And you do that with arts and other types of storytelling, is that right?
• 37:03
  SPEAKER_04: Yes, yes.
• 37:04
  SPEAKER_04: One of the projects I collaborated with one of our art professors about 10 years ago.
• 37:09
  SPEAKER_04: I was on Elizabethtown College.
• 37:11
  SPEAKER_04: We have a a lake called Placida.
• 37:15
  SPEAKER_04: But um, every fall I'm out there with my students, I need turtles and in the lake.
• 37:20
  SPEAKER_04: And one day I was out there standing at my waiter's the pond was quite great, a lot of algae, right?
• 37:26
  SPEAKER_04: Very nootrophic system.
• 37:27
  SPEAKER_04: And I just was standing there, I was wondering, I wonder if we can do anything with this.
• 37:33
  SPEAKER_04: And just popped in my head, I wonder if we could make paper.
• 37:36
  SPEAKER_04: And I contacted my my colleague, our professor, and I'll never forget what she said.
• 37:41
  SPEAKER_04: When I asked her, Do you know how to make paper?
• 37:43
  SPEAKER_04: And she goes, No, but I'm willing to learn.
• 37:46
  SPEAKER_06: All right.
• 37:47
  SPEAKER_04: That's just the awesome thing that you always want to hear.
• 37:50
  SPEAKER_04: Yeah.
• 37:50
  SPEAKER_04: And so she and I wrote a local, an internal grant, got some funding to go to New York City to Hell's Kitchen to learn how to paper.
• 38:00
  SPEAKER_04: And then we took those skills, and and the first two years, her art class and my general ecology class collaborated on a project where we harvested algae and duckweed from the lake, made that into handmade paper, and then had the students turn it into an art exhibit.
• 38:19
  SPEAKER_04: The first year it was a installation where it kind of a mobile 3D uh sense of like you walking through the lake in different layers of it was at the North Museum in like Hester for a little while.
• 38:33
  SPEAKER_02: Cool, like a transect of the water column.
• 38:36
  SPEAKER_02: Yeah, that's right.
• 38:37
  SPEAKER_04: Yeah, so it was really cool.
• 38:38
  SPEAKER_04: And that was their idea.
• 38:39
  SPEAKER_04: And since then, I've just said I I keep doing it now.
• 38:43
  SPEAKER_04: I do it in my intro to environmental science class where the students get to make the paper.
• 38:48
  SPEAKER_04: And then I say, make something.
• 38:50
  SPEAKER_04: You have two sheets of paper that you make, just do with it as you wish.
• 38:54
  SPEAKER_04: Again, just my original motivation was for them to think about creative problem solving.
• 39:00
  SPEAKER_04: There's this problem in the lake, there's too much algae.
• 39:02
  SPEAKER_04: Can we look at that in a different way and use that algae for a positive making paper?
• 39:08
  SPEAKER_04: And now that you have that paper, go crazy and be creative.
• 39:11
  SPEAKER_04: And and I love it because you never know what hidden talents students have that you don't see.
• 39:16
  SPEAKER_04: Yeah.
• 39:17
  SPEAKER_04: And then when they turn in these beautiful drawings or sculptures or or whatever, and they really engage with it.
• 39:25
  SPEAKER_04: Yeah.
• 39:25
  SPEAKER_04: So it's still one of my favorite assignments, although it's not as quite as intense as it was in the first couple of years, but still having the students make make the paper, especially when they think it's easy and then they realize, oh, this is hard.
• 39:39
  SPEAKER_04: Yeah.
• 39:39
  SPEAKER_04: But it's always a yeah, it's it's a learning, it's a skill.
• 39:42
  SPEAKER_04: It's a process.
• 39:43
  SPEAKER_04: Yes.
• 39:44
  SPEAKER_02: I'm curious to hear from each of you what is one of your secrets, or why do you think that the post-K through 12 audience is especially important for this kind of collaborative work?
• 39:56
  SPEAKER_02: Or, like you said, creative approaches.
• 39:58
  SPEAKER_02: You mentioned K through gray, and there's all kinds of different ways to approach different audiences.
• 40:03
  SPEAKER_02: You all are specific to that age range, I'll say.
• 40:07
  SPEAKER_02: People come at that with different experiences and different backgrounds.
• 40:11
  SPEAKER_02: But curious to hear from each of you why the college age is so important for clean water work.
• 40:18
  SPEAKER_00: Well, I will say I like working with young people because they truly believe they could change the world.
• 40:24
  SPEAKER_00: And I'll and our job is just to provide them with the knowledge, the space, and the ability to take those ideas.
• 40:31
  SPEAKER_00: I have a real hard time separating the college age from the K-12 because I'm preparing future teachers.
• 40:37
  SPEAKER_02: Oh, true.
• 40:38
  SPEAKER_00: So, you know, when I think of my work with, you know, undergraduates, my goal is to help them become the best teachers that they can be because our clientele is that K to 12.
• 40:50
  SPEAKER_00: You know, I was so fortunate I was on the Steele's writing committee.
• 40:53
  SPEAKER_00: Oh, okay.
• 40:54
  SPEAKER_00: And I'm really proud of our state science standards.
• 40:57
  SPEAKER_00: You know, we are now implementing what would be very similar to the next generation science standards, which most of the country um subscribes to, with one real distinct difference.
• 41:08
  SPEAKER_00: NGSS, which is the next generation science standards, have four pillar disciplines.
• 41:13
  SPEAKER_00: We have life science, earth science, physical science, and engineering.
• 41:18
  SPEAKER_00: But Pennsylvania has a fifth domain, and that is environmental literacy and sustainability.
• 41:24
  SPEAKER_00: It's a core feature of our science standards.
• 41:27
  SPEAKER_00: So my job working with my pre-service teachers is to really help them find ways to be able to take that environmental literacy and sustainability content and translate it into day-to-day classroom activities.
• 41:43
  SPEAKER_00: It really meets with that idea we talk about the way we teach science now is very phenomenon-based.
• 41:48
  SPEAKER_00: So anchoring it into a phenomenon and the environment.
• 41:53
  SPEAKER_00: I mean, what's what better phenomenon?
• 41:55
  SPEAKER_00: There's a lot there.
• 41:56
  SPEAKER_00: Yeah.
• 41:57
  SPEAKER_00: So one of the things we're working on right now is, you know, we did shared waters, which is our grade three to five curriculum.
• 42:03
  SPEAKER_00: Really proud of that.
• 42:05
  SPEAKER_00: But then using a C grant from NOAA, we've been writing this year a new middle level curriculum.
• 42:12
  SPEAKER_00: So middle level would be grades about five through nine.
• 42:15
  SPEAKER_00: And we wanted to pick a phenomenon that's relevant to Pennsylvania that also in that middle grades doesn't have a right or wrong answer.
• 42:24
  SPEAKER_00: Some gray in there.
• 42:25
  SPEAKER_00: And so we're looking, it's called salty streams and safer streets.
• 42:29
  SPEAKER_00: So we're having our students look at the impact of road salt on the health of our local streams.
• 42:36
  SPEAKER_00: And that idea that we need road salt to keep us safe.
• 42:40
  SPEAKER_00: But how we manage our roads, how much we use, what we use, whether it's a brine, whether we're just putting salt or whether we're using sand and with wet storm, so many really complex problems there.
• 42:51
  SPEAKER_00: So we've been really diving into writing that curriculum to let students investigate their local environment.
• 42:58
  SPEAKER_00: It gets into a lot of physical science.
• 43:03
  SPEAKER_00: We're looking at the impact on what lives in the streams.
• 43:06
  SPEAKER_00: We've got a lot of life science and really looking at how environmental science truly is interdisciplinary or even transdisciplinary and can be a great anchor for science learning.
• 43:17
  SPEAKER_02: And if you need more background on the steel standards, you can listen to episode 37 with Tom Ackerman from the Jesuit Bay Foundation and kind of the collaborative approach to advocate for those new standards.
• 43:30
  SPEAKER_02: That was a whole process.
• 43:31
  SPEAKER_02: So yeah, thank you for your leadership.
• 43:33
  SPEAKER_02: How about you, Nick?
• 43:34
  SPEAKER_03: I think one of the things I like because I get to see kind of outside the classroom is it's a time where students tend to have more time by themselves once you get to college.
• 43:46
  SPEAKER_03: So it's the sense of letting their brains kind of expand even more and letting their minds wander and coming with these different projects, especially because they're um actively choosing to be at the institution.
• 43:58
  SPEAKER_03: I get to see people coming to me like.
• 44:00
  SPEAKER_03: I like this idea.
• 44:01
  SPEAKER_03: I want to explore it more.
• 44:02
  SPEAKER_03: And I'm like, that's awesome.
• 44:03
  SPEAKER_03: I had never thought about it.
• 44:03
  SPEAKER_03: Or like, someone has tried it before.
• 44:05
  SPEAKER_03: What are you going to do that's different?
• 44:06
  SPEAKER_03: And giving them the opportunity to play and be messy when it comes to looking at projects in a space where there are people to help guide them.
• 44:14
  SPEAKER_03: Where I get excited around some of the clean water stuff that students are bringing is it gives them a chance again, because there's this wonderful network around Lancaster to get out and get their hands dirty via internships, via applying for independent studies, be it citizen science, be it just if I want to go out to the conservancy and try something, is is really interesting, really exciting.
• 44:36
  SPEAKER_03: And again, I like the idea of being messy in a safe space where they can take a big step.
• 44:42
  SPEAKER_03: And if it doesn't work out, there's someone there to catch them.
• 44:44
  SPEAKER_03: If it does work out, they get to fly.
• 44:46
  SPEAKER_03: And really watching that click in their eyes and just take off is an amazing feeling.
• 44:52
  SPEAKER_02: Oh, that's a cool way to describe it.
• 44:53
  SPEAKER_02: That safe protected space, but also the freedom to let your mind wander.
• 44:58
  SPEAKER_02: Yeah.
• 44:58
  SPEAKER_02: And how about you?
• 45:00
  SPEAKER_04: So I think working with college-age students is fun because it's such a critical transition, right?
• 45:06
  SPEAKER_04: So Nikki mentioned they have more time, right?
• 45:09
  SPEAKER_04: Well, some of the students do have a lot of still family obligations, but for the majority, it it is a time where they are learning more about who they are, figuring out both, especially now that higher education is often seen more as a technical, right?
• 45:25
  SPEAKER_04: You do this to get that job.
• 45:27
  SPEAKER_04: Oh, yeah.
• 45:28
  SPEAKER_04: Some students come in and know, okay, I I want to be a physician assistant, and it's a very linear path.
• 45:34
  SPEAKER_04: So I I kind of view it as two, those who are on that linear path and and it sets and it works for them, but there's always more to life than that, whatever that one path is.
• 45:44
  SPEAKER_04: Because even if you don't become an environmental scientist yourself, you you are always going to interact with water, right?
• 45:50
  SPEAKER_02: Yeah.
• 45:51
  SPEAKER_02: Be involved in your community somehow with it.
• 45:53
  SPEAKER_04: If you own property, you are a land manager, right?
• 45:56
  SPEAKER_04: So the decisions you make on how you tend your front yard.
• 46:00
  SPEAKER_04: So be it small part like that, or if you're managing, you know, a couple hundred-acre, thousand-acre property, yeah, all the things that you're learning in these classes can come into play.
• 46:10
  SPEAKER_04: And then in those students who are still looking and trying to find their way, really, to me, that personally, they're my favorites, right?
• 46:18
  SPEAKER_04: Because there's those moments of inspiration where you see the light bulb go off or realizing I didn't know to do this for a living, right?
• 46:27
  SPEAKER_04: And I never thought about that.
• 46:28
  SPEAKER_04: And then seeing where where that path goes.
• 46:32
  SPEAKER_04: And much like get metaphorical here with the stream channels, right?
• 46:36
  SPEAKER_04: It's not stream drive, it's not one channel, it's interbrading.
• 46:40
  SPEAKER_04: So true.
• 46:41
  SPEAKER_04: But just seeing those interbrading interests and and see where that takes them and and being uh able to to in some way guide them on that process.
• 46:49
  SPEAKER_04: That's a very fulfilling.
• 46:50
  SPEAKER_06: Yeah.
• 46:51
  SPEAKER_05: Yeah.
• 46:52
  SPEAKER_05: Can you give us an example of a time when you were teaching a student about the ecology around us and it clicked that they got it?
• 47:02
  SPEAKER_00: Well, I'm gonna I'm gonna be going to elementary because we had it's actually the shared waters curriculum.
• 47:07
  SPEAKER_00: We were piloting it in an elementary school and an after-school science programs.
• 47:12
  SPEAKER_00: Our curriculum is based on what's called a MIWI, a meaningful watershed educational experience, which starts with investigating a local issue.
• 47:21
  SPEAKER_00: It has outdoor and indoor field experiences.
• 47:24
  SPEAKER_00: They take data and they synthesize it and come to conclusions, and it ends in an action project.
• 47:29
  SPEAKER_00: And it's that action project that is most exciting for me.
• 47:33
  SPEAKER_00: And so I had one young lady, and she was thinking about what she's going to do an action project on.
• 47:38
  SPEAKER_00: And in a previous grant, working with Stroud, we had created a technology called model my watershed.
• 47:43
  SPEAKER_00: Yeah.
• 47:44
  SPEAKER_00: So they have the ability to model what land cover changes or adding a conservation practice will have on where water goes when it rains.
• 47:52
  SPEAKER_00: So how much is evapotranspiration, infiltration, runoff?
• 47:57
  SPEAKER_00: And so my student was saying, we had heard that the local school was going to pave the front lawn because they needed more parking.
• 48:05
  SPEAKER_00: And it was so sweet.
• 48:06
  SPEAKER_00: I have this fifth grader.
• 48:07
  SPEAKER_00: And she goes, Well yeah, if they pave the front lawn, what will that do to the amount of runoff?
• 48:13
  SPEAKER_00: And so she modeled it and modeled my watershed.
• 48:15
  SPEAKER_00: And you know, the runoff went up.
• 48:17
  SPEAKER_00: She goes, Well, that's not good.
• 48:18
  SPEAKER_00: And he says, Well, you know, every time it rains, the janitor has to bring these big trash cans out into the fifth grade hallway because the roof leaks.
• 48:26
  SPEAKER_00: She goes, So I wonder if we added a green roof to the roof, would it?
• 48:31
  SPEAKER_00: And I loved it, she used this word, mitigate of paving the front lawn.
• 48:36
  SPEAKER_00: So she just modeled my watershed and she modeled it out.
• 48:39
  SPEAKER_00: And sure enough, you know, we actually did better.
• 48:42
  SPEAKER_00: And she so then she went home and she investigated.
• 48:44
  SPEAKER_00: She said, How much did it cost at a green roof?
• 48:46
  SPEAKER_00: And I said, I don't know.
• 48:47
  SPEAKER_00: We're gonna have to check that out.
• 48:49
  SPEAKER_00: So with her with her parents, they we were investigating.
• 48:52
  SPEAKER_00: She came back, she goes, It's expensive.
• 48:54
  SPEAKER_00: And she said, But I wonder, we don't have to put a green roof on the whole school.
• 48:59
  SPEAKER_00: How much of the school would we have to make a green roof to what was her big word?
• 49:04
  SPEAKER_00: Mitigate mitigate the impact of this parking lot.
• 49:06
  SPEAKER_00: And so the principal hears about it, you know, and she she goes and she gets the ability to present it, the work that she's done.
• 49:14
  SPEAKER_00: And you know what?
• 49:14
  SPEAKER_00: She got an action because guess what the school board decided?
• 49:17
  SPEAKER_00: I was gonna say, put this girl on the school board.
• 49:20
  SPEAKER_00: And you know, in in the best end of the story would be she got a green roof.
• 49:23
  SPEAKER_00: Yeah.
• 49:24
  SPEAKER_00: No, but they did decide not to pave the front lawn.
• 49:27
  SPEAKER_00: And they said, you can just keep working on the lawn.
• 49:29
  SPEAKER_00: And I was like, that is still an act.
• 49:33
  SPEAKER_00: Still better.
• 49:34
  SPEAKER_00: It is an action where you had to look at, you know, a cost and a benefit.
• 49:37
  SPEAKER_00: And it was really, it was a great civics lesson in addition to a watershed lesson.
• 49:42
  SPEAKER_02: Yes.
• 49:43
  SPEAKER_02: Wow.
• 49:43
  SPEAKER_02: Mewe success.
• 49:44
  SPEAKER_00: Yeah.
• 49:45
  SPEAKER_00: So it's an all idea.
• 49:46
  SPEAKER_00: Like when we did Model My Watershed, the tagline was we wanted to give students access to real data for real places so they can make real decisions.
• 49:57
  SPEAKER_00: And so it was a neat way to see that in action.
• 49:59
  SPEAKER_02: Definite connection moment.
• 50:01
  SPEAKER_02: That's true.
• 50:03
  SPEAKER_02: Have you guys had similar experiences?
• 50:06
  SPEAKER_04: So the one that comes to mind, it's not a Eureka moment, but it's more the moment where I feel like a student's life trajectory did change.
• 50:15
  SPEAKER_04: Okay.
• 50:17
  SPEAKER_04: I I remember so a student I was teaching our second semester introductory biology series, which is Principles of Ecology and Evolution and Diversity of Life.
• 50:26
  SPEAKER_04: And there was a student in the classroom who was doing well, but I I just had a sense there was more to this student, right?
• 50:33
  SPEAKER_04: That wasn't quite living up to his potential.
• 50:35
  SPEAKER_04: So I invited him to do research with me out at Big Spring run doing amphibian sampling.
• 50:40
  SPEAKER_04: So he worked one summer with me and it he he was fantastic.
• 50:43
  SPEAKER_04: The next summer he didn't work with me, but then the end of the semester, I realized he had spent the whole summer just sampling his local creeks and learning about crayfish and becoming this amazing expert on crayfish.
• 50:54
  SPEAKER_04: And he was like, just doing this on his, just on his own, just because he wanted to.
• 50:58
  SPEAKER_04: And so that he would educate our faculty about crayfish.
• 51:01
  SPEAKER_04: And it was just fantastic.
• 51:03
  SPEAKER_04: And so he he graduated and did really well and he decided to go into to graduate school.
• 51:08
  SPEAKER_04: So he's he's now a PhD uh studying fire dynamics in California.
• 51:14
  SPEAKER_04: He shared with me his application letter to graduate school.
• 51:18
  SPEAKER_04: And it said something like he was sitting in that class, and I started the class off with just talking about Bloom's taxonomy, right?
• 51:25
  SPEAKER_04: So it was this way of organized, like what does it mean to be learning?
• 51:29
  SPEAKER_04: And he said that was his like bullet part, where up to that point, he thought learning was just memorizing a bunch of stuff, right?
• 51:37
  SPEAKER_04: He didn't realize there was all this added depth to it, and that he could take part in all that as added depth.
• 51:45
  SPEAKER_04: Yeah, so just that little thing.
• 51:47
  SPEAKER_04: I I mean, just kind of a throwaway lesson.
• 51:49
  SPEAKER_04: I mean not throwaway, because I do want students to know that learning isn't memorizing, right?
• 51:54
  SPEAKER_06: Sure.
• 51:55
  SPEAKER_04: But all the rest of it.
• 51:56
  SPEAKER_04: And for him, I mean, he he worked hard, but I think he just needed that little bump.
• 52:01
  SPEAKER_04: And then the opportunity spending a summer with me in waiters in a local creek, local rec uh restoration site.
• 52:10
  SPEAKER_04: Yeah, so is awesome.
• 52:12
  SPEAKER_04: So it's just I love seeing students succeed and and just be be happy with what their uh their chosen profession is.
• 52:20
  SPEAKER_02: That's amazing.
• 52:21
  SPEAKER_02: The power of experiential education.
• 52:23
  SPEAKER_02: You make it happen.
• 52:24
  SPEAKER_02: That's cool.
• 52:25
  unknown: Nick.
• 52:26
  SPEAKER_03: So I'll give an example that's less from me watching it click due to my own actions, but tying into Big Spring Run.
• 52:34
  SPEAKER_03: I also went to school at FM and there was a moment where we were in a class taught by Dorothy Meritts.
• 52:39
  SPEAKER_03: So shout out to Dorothy Merritt.
• 52:41
  SPEAKER_03: And we were sitting there, I was an upper class person, and there was some some younger students there, and it was torrentially downpouring outside.
• 52:48
  SPEAKER_03: And so they were all like, We're out of lab today.
• 52:51
  SPEAKER_03: This is great.
• 52:51
  SPEAKER_03: We don't have to do anything.
• 52:52
  SPEAKER_03: And my friend and I, who are seniors, were like, oh, this is gonna be a fog lab.
• 52:57
  SPEAKER_03: And uh in walks in Dorothy in full waiters, full ran gear, and says, Get to the vans, we're going to observe flooding conditions.
• 53:06
  SPEAKER_03: And everyone who is a sophomore younger was looking around speechless.
• 53:11
  SPEAKER_03: The best of Scott and was like, All right, let's go.
• 53:15
  SPEAKER_03: And so, yeah, watching people pull up to Big Spring Run and seeing just how nearly overbanked just from this rainstorm and like watching this click for so many students being like, oh, this is what we've been learning about.
• 53:28
  SPEAKER_03: And um, I think the thing that was really interesting to me was just how many of the students were completely soaked at the end, because we were willing to get in there, not quite in the overbanked uh stream, but pretty darn close.
• 53:41
  SPEAKER_03: And all of us just being excited in the van on the way back and that experiential learning where it's like, oh, this is this is what this is about.
• 53:48
  SPEAKER_03: It's not just about memorizing of things, but it's about experiencing it.
• 53:52
  SPEAKER_03: The importance of memorizing facts actually applies to what we're we're learning.
• 53:55
  SPEAKER_03: And the mood when we came back from that trip to I'd say about 75% of us was very excited.
• 54:02
  SPEAKER_03: Of course, there's always a few that were less excited to be completely soaked.
• 54:06
  SPEAKER_03: But it's, you know, that was 16 or 17 years ago that I I had that class, and it's still one of my like a very, very vivid memory.
• 54:14
  SPEAKER_03: Um, and again, I was already eager to to get drenched, but watching this other people say, like, nope, it's my time to shine.
• 54:20
  SPEAKER_03: I really want to do this, I really want to support her, is part of what kept me there after graduation as well.
• 54:25
  SPEAKER_03: Just to just to see more of that.
• 54:27
  SPEAKER_02: Oh man.
• 54:28
  SPEAKER_02: Well, as we're going through shout-outs, I have to give one to Carrie Snavely and her work with you.
• 54:33
  SPEAKER_00: Oh, yes, yes, the Peter Patter of your heart.
• 54:36
  SPEAKER_00: She actually is the instructor for our migrant camp.
• 54:37
  SPEAKER_02: For the migrant camp, yes.
• 54:39
  SPEAKER_02: So she was my teacher who got me into all of this.
• 54:42
  SPEAKER_02: And I got to volunteer with her in the summer, and she took me out, like you said, Nick, to play in the creek and see how that education piece, the experiential part of it, just that is the hook.
• 54:53
  SPEAKER_02: So yeah, shout out to Carrie and all of her amazing work.
• 54:56
  SPEAKER_00: You know, she also highlights at Conestoga Valley Um High School, they have a freshwater ecology course.
• 55:02
  SPEAKER_00: High school kids get to take freshwater biology.
• 55:06
  SPEAKER_00: And I just think it's amazing.
• 55:07
  SPEAKER_00: She's also recently retired, but that course lives on.
• 55:12
  SPEAKER_00: They offer multiple sections every year.
• 55:14
  SPEAKER_00: It's really exciting to see students get so excited to study about their local watershed in high school.
• 55:22
  SPEAKER_02: Yeah.
• 55:22
  SPEAKER_02: And I think they have one of the Stroud Mayfly units there to do some of the water quality monitoring tied in with Model My Watershed.
• 55:30
  SPEAKER_02: So, yes, the connections are strong.
• 55:33
  SPEAKER_02: It's so, so wonderful.
• 55:34
  SPEAKER_02: And we're gonna keep moving with some connections here because we have some trivia for you guys that I think is gonna make you go back and forth between each other.
• 55:42
  SPEAKER_02: You may have to collaborate on answers.
• 55:44
  SPEAKER_02: Ken, do your favorite part.
• 55:46
  SPEAKER_02: I'll let you dive right in.
• 55:48
  SPEAKER_05: Yeah, it's trivia time.
• 55:52
  SPEAKER_05: I put together a little trivia test here for you.
• 55:55
  SPEAKER_05: I'm gonna give you a trivial or historical fact about one of Lancaster County's three institutions of higher education.
• 56:03
  SPEAKER_05: You tell me if it's Millersville, Etown, or FM.
• 56:06
  SPEAKER_05: You can work together.
• 56:07
  SPEAKER_05: I think you guys are gonna kill this.
• 56:09
  SPEAKER_05: The writer of the song, Row, Row, Row Your Boat, was a principal at this school in the late 1800s and formerly had a building on campus named after him.
• 56:18
  SPEAKER_05: And that you are like waving your arms around.
• 56:20
  SPEAKER_00: That's Millersville.
• 56:21
  SPEAKER_00: I don't know the author, though.
• 56:24
  SPEAKER_05: It is uh actually E.O.
• 56:26
  SPEAKER_05: Light.
• 56:27
  SPEAKER_05: Used to be E.O.
• 56:28
  SPEAKER_05: Light Auditorium, which uh is now the performance center, I believe is what it's called.
• 56:32
  SPEAKER_05: Very good, very good.
• 56:34
  SPEAKER_05: Which campus frequently smells like chocolate due to its proximity to a confectionery plant.
• 56:40
  SPEAKER_05: David, you had your hand up.
• 56:41
  SPEAKER_04: That would definitely be E Town.
• 56:42
  SPEAKER_05: That is E Town, yeah.
• 56:43
  SPEAKER_05: The Mars Ringley confectioner plant, formerly Klein chocolate.
• 56:47
  SPEAKER_05: Uh, which school had among its student body members of a musical group made famous through late-night television?
• 56:55
  SPEAKER_00: Millersville.
• 56:56
  SPEAKER_05: It is Millersville.
• 56:58
  SPEAKER_05: Yeah, two of the members of the Roots uh went to went to Millersville for their undergrad in the in the early 1990s.
• 57:04
  SPEAKER_05: Which was the first college in the U.S.
• 57:07
  SPEAKER_05: to offer instruction in both English and German?
• 57:12
  SPEAKER_05: Ephonem.
• 57:13
  SPEAKER_05: That is Ephonum.
• 57:14
  SPEAKER_02: Nick's eagerly raising his hand on that one.
• 57:16
  unknown: Yep.
• 57:17
  SPEAKER_05: Which school housed a now iconic campus lake built by students and alumni in 1925.
• 57:28
  SPEAKER_05: That is E Town College, you're correct.
• 57:31
  SPEAKER_05: And it is called Lake Placida.
• 57:34
  SPEAKER_05: In 1994, Judge Judy received an honorary degree from which school?
• 57:41
  SPEAKER_05: It is Elizabeth Town.
• 57:42
  SPEAKER_05: Very good.
• 57:44
  SPEAKER_05: Famed actor and dancer Gene Kelly attended which school from 1929 to 1931.
• 57:52
  SPEAKER_05: FM.
• 57:52
  SPEAKER_05: It is FM.
• 57:54
  SPEAKER_05: I told you you guys would kill this.
• 57:56
  SPEAKER_05: Very good.
• 57:56
  SPEAKER_05: Which school has a building that is rumored to be built on a former Gallows Hill.
• 58:02
  SPEAKER_03: That would also be that is also FM.
• 58:05
  SPEAKER_03: Very good.
• 58:06
  SPEAKER_02: I know the story.
• 58:07
  SPEAKER_03: It is the highest point in Lancaster City.
• 58:09
  SPEAKER_03: And this used to be built on the highest point.
• 58:12
  SPEAKER_03: And uh when Franklin and Marshall College merged, they chose to build on that site to change from a site of kind of sadness and death to a site of lifting things up through education.
• 58:26
  SPEAKER_03: I love that.
• 58:26
  SPEAKER_02: My gosh, just mic drop there.
• 58:28
  SPEAKER_02: We're done.
• 58:30
  SPEAKER_02: Well, let me ask one more thing.
• 58:32
  SPEAKER_05: Which school's alumni include Richard Bond, former CEO of Tyson Foods, and Bill Foster, former head coach of Duke University's men's basketball team.
• 58:43
  SPEAKER_04: Go on, I'll go out on a limit to say Elizabeth Town College.
• 58:46
  SPEAKER_05: It is Elizabethtown College.
• 58:50
  SPEAKER_05: Very good.
• 58:51
  SPEAKER_05: You guys killed that.
• 58:52
  SPEAKER_05: That's awesome.
• 58:53
  SPEAKER_05: Thank you.
• 58:54
  SPEAKER_05: Nanette, David, and Nicholas for your time and for coming and telling us the stories.
• 58:59
  SPEAKER_05: You guys are all great storytellers, in addition to educators.
• 59:02
  SPEAKER_05: That really helps our mission here to tell the stories of clean waters.
• 59:07
  SPEAKER_05: That is our show, and we will be back in just a couple of weeks.
• 59:10
  SPEAKER_05: Until then, take care.
• 59:12
  SPEAKER_02: Thanks, everybody.
• 59:14
  SPEAKER_05: This episode of Clean Water Conversations is sponsored by RK, Creative Solutions, responsive people.
• 59:22
  SPEAKER_05: And produced by Lancaster Clean Water Partners, striving for clean and clear water by 2040.
• 59:27
  SPEAKER_05: If you have comments, suggestions for show topics, or are interested in becoming a show sponsor, please contact us at infol at Lancaster Cleanwater Partners.com.
• 59:37
  SPEAKER_05: Thanks for listening.