Who’s who in the Great Lakes?

National Invasive Species Awareness Week, Part 3: Native, non-native and invasive species are found in Michigan waters.

This poster is available at michiganseagrant.org. Photo Credit: Michigan Sea Grant

This poster is available at michiganseagrant.org. Photo Credit: Michigan Sea Grant

National Invasive Species Awareness Week is Feb. 26 to March 2, 2018. The goal is to draw attention to invasive species and what individuals can do to stop the spread and introduction of them. This effort is sponsored by a diverse set of partners from across the country. To increase awareness of Michigan’s invasive species, Michigan State University Extension and Michigan Sea Grant are publishing a series of articles featuring resources and programs in our state working on invasive species issues.

Invasive species are plants, animals, and other organisms that are not traditionally found in a given location (in this case the Great Lakes) AND are having a negative impact of some kind, whether ecological, economic, social, and/or a public health threat

Today’s article takes a look at a few of the invasive fish species living in our Great Lakes. Michigan Sea Grant’s poster Fins, Tails and Scales – Learning about Great Lakes Fishes is a great resource for learning how to tell the difference between them.

More than 160 species

There are more than 160 species of fish that inhabit the waters of the Great Lakes region. While many look similar in shape and size, each belongs to a family that exhibits particular characteristics. These distinguishing features, combined with information on geographic range and behavior, help us observe and identify specific species. A native fish is one that traditionally belongs in the Great Lakes.

Non-native vs. invasive

A non-native fish is one that wouldn’t normally be found in Michigan or the Great Lakes, however not all non-native fish species are invasive. Chinook salmon are an example of a non-native fish introduced to the Great Lakes to enhance the state’s sports fishery and to help control the alewife population. They are not considered an invasive species.

Examples of invasive species

The Fish, Tails and Scales poster provides specific information about invasive fish species, the harm they are doing, how they likely came to be in the Great Lakes. It also has identifying characteristics and efforts to remove them or prevent them from spreading to uninfected areas. Here are just two of the invasive species that cause problems in our Great Lakes:

  • The sea lamprey, first recorded in the 1830’s in Lake Ontario, likely entered from the Erie Canal and later spread westward with the construction of the Welland Canal in the 1920s. Sea lamprey can kill up to 40 pounds of fish in their lifetime. An integrated sea lamprey control program has had great success in the Great Lakes and has reduced numbers of the spawning sea lamprey by about 90 percent. Without the control program sea lamprey would increase in numbers again in the Great Lakes. Read more about this program.
  • Round and tubenose goby originate from the Ponto-Caspian Sea region and arrived in the Great Lakes in ballast water of international cargo vessels. Both goby species can disrupt the food web by consuming insect larvae, large invertebrates, fish eggs and small fish. They are bottom-dwellers and voracious eaters that feed day and night.

The Michigan Department of Natural Resources provides distribution maps and scientific illustrations of species from “An Atlas of Michigan Fishes with Keys and Illustrations” as an aid in identification.

Michigan Sea Grant helps to foster economic growth and protect Michigan’s coastal, Great Lakes resources through education, research and outreach. A collaborative effort of the University of Michigan and Michigan State University and its MSU Extension, Michigan Sea Grant is part of the NOAA-National Sea Grant network of 33 university-based programs.

GLANSIS: A ‘one-stop shop’ for information on aquatic invaders

National Invasive Species Awareness Week, Part 2: The Great Lakes Aquatic Nonindigenous Species Information System provides profiles, maps, and further reading for scientists and citizens alike.

Great Lakes Aquatic Nonindigenous Species Information System (GLANSIS) map shows the number of nonindigenous species by Great Lakes watershed.

Great Lakes Aquatic Nonindigenous Species Information System (GLANSIS) map shows the number of nonindigenous species by Great Lakes watershed.

National Invasive Species Awareness Week this year is Feb. 26 to March 2, 2018. The goal is to draw attention to invasive species and what individuals can do to stop the spread and introduction of them. This effort is sponsored by a diverse set of partners from across the country. To increase awareness of Michigan’s invasive species, Michigan State University Extension and Michigan Sea Grant are publishing a series of articles featuring resources and programs in our state working on invasive species issues.

This article features the Great Lakes Aquatic Nonindigenous Species Information System (GLANSIS) which provides profiles, maps, and further reading for scientists and citizens alike.

Aquatic invasive species have been a serious problem for the Great Lakes since the 1800s. By the mid-1990s, the Great Lakes were facing an invasion rate of nearly two new species every year. Across the globe, hundreds of species seemed to be on the move, and information about them was changing on a daily basis. In late 2002, Dr. Dave Reid of NOAA’s Great Lakes Environmental Research Laboratory (GLERL) realized the need for a “one-stop” comprehensive database on aquatic nonindigenous species in the Great Lakes. Funding was secured, Dr. David Raikow was brought on to develop and manage the fledgling database, and in 2005, GLANSIS—the Great Lakes Aquatic Nonindigenous Species Information System—was launched with basic information and bibliographies on 139 established nonindigenous species.

Numbers keep growing

As of 2018, 187 aquatic nonindigenous species are established in the Great Lakes, where many of them negatively impact environmental, economic, and human health. These introduced animals, plants, and microorganisms can disrupt food webs, outcompete native species, clog waterways, and even transmit parasites and disease. The ability to accurately identify these species, track their spread, and access information about how to control them is a necessity for environmental researchers and resource managers.

GLANSIS is designed to meet these needs and more. Hosted by GLERL and currently funded by the Great Lakes Restoration Initiative (GLRI), the database provides identification and management information, maps of sightings, and reference material for more than 250 nonindigenous and watchlist species in the Great Lakes basin. A partnership with the U.S. Geological Survey Nonindigenous Aquatic Species database enables GLANSIS to provide a seamless interface with their database of reports for the inland lakes. The list generator search feature allows users to look up information by scientific and common names, taxonomic groups, and specific lakes and their drainages to generate species lists and access information about each species. Another tool, the map explorer, displays all sightings of a chosen species on habitat map layers provided by the Great Lakes Aquatic Habitat Framework (GLAHF). The map explorer also allows users to quickly map sightings of selected “hot button” species like grass carp and rusty crayfish with a single click.

Who can use GLANSIS?

While GLANSIS was originally designed for use by scientists and environmental managers, this publicly-accessible tool can be used by teachers, students, anglers, property owners, and anyone who wants to learn more about invasive species in the Great Lakes. Citizens and stakeholders can help protect their local waterways by learning how to recognize, report, and stop the spread of aquatic invaders.

  • Are you a science teacher building a lesson plan on invasive species? Use the GLANSIS search portal to generate a list of species in your local waterway.
  • A student researching a chosen species for a class assignment? Check out the non-technical profiles produced by Indiana-Illinois Sea Grant to learn more about your species in plain language or access our glossary to help you understand technical reports.
  • A lake association member? Download the list of invasives for your lake (and nearby lakes, so you know what to watch for.) 
  • A researcher interested in how habitat type affects patterns of invasion? Use the map explorer to find species sightings, download them to your own GIS or use GLAHF’s habitat layers for better insight on how environmental conditions might influence their spread.
  • A property owner, fisherman or beachgoer who has found something unusual? Report your finding to us.
  • An undergraduate or graduate student looking for a project idea? Check profiles for what we don’t know or where there are gaps in the current state of the science.

To use GLANSIS and learn more about nonindigenous aquatic species in waterways near you, explore the website at https://www.glerl.noaa.gov/glansis/.

For assistance in using the database or suggestions for additional information that GLANSIS should provide, contact Rochelle.Sturtevant@noaa.gov or Erika.Lower@noaa.gov.

Read the entire 2018 National Invasive Species Awareness Week series

Additional Invasive Species Resources

Clean Marina Classroom Live: South Haven

When: April 4, 2018
Where: Northside Marina, 148 Black River St., South Haven, MI 49090
Workshop Host: Todd Newberry, Northside Marina

The Clean Marina Classroom is going on the road! In spring 2018, the Michigan Clean Marina Program will offer several in-person workshops. Michigan Sea Grant staff and Clean Marina certification specialists will cover important lessons from the online classroom tied to mandatory and recommended best practices for becoming a Clean Marina. Pledged marinas, as well as marinas due for re-certification in 2018, are invited to attend.

For the Classroom Live workshop to be effective, participants must take the following steps before the workshop:

    • Register for the workshop (dates and locations below).
    • Sign the Clean Marina pledge form (new and re-certifying marinas) and pay the required pledge fee (new marinas only).
    • Log in to the online classroom and complete the marina self-assessment (also called the certification checklist).
    • Bring your self-assessment, a notebook (paper and pencil or laptop) and your calendar to the workshop.

In return, each marina will leave with:

  • Clean Marina Classroom certificate
  • Scheduled certification site visit date
  • Prize for completing the workshop evaluation and survey

 

2018 National Invasive Species Awareness Week

Part 1: Learn more about invasive species and what you can do to help fight this problem in Michigan.

The claws of the invasive red swamp crayfish have bright red spiky bumps. Photo Credit: Mike MurphyPhoto Credit: Mike Murphy

The claws of the invasive red swamp crayfish have bright red spiky bumps. Photo Credit: Mike MurphyPhoto Credit: Mike Murphy

 

National Invasive Species Awareness Week this year is Feb. 26 to March 2, 2018. The goal is to draw attention to invasive species and what individuals can do to stop the spread and introduction of them. To increase awareness of Michigan’s invasive species, Michigan State University Extension and Michigan Sea Grantare publishing a series of articles featuring resources and programs in our state working on invasive species issues. Also, we will update previous information on the red swamp crayfish – a species we had hoped wasn’t in Michigan but was confirmed here in 2017.

What is an invasive species?

Invasive species are a threat to Michigan’s native diversity and are found everywhere in the state. Invasive species can be plants, animals, and other organisms. The Michigan Department of Natural Resources defines invasive species as non-native, rapidly reproducing species which threaten the integrity of natural areas. They can have devastating effects and often out-compete native species for limited resources including food and habitat. Invasive species sometimes alter and damage existing habitat, displace native species, and even prey on native species. Many invasive species are spread from place to place by human activity.

How can I help?

Here are 9 ways to help in the fight against invasive species from the National Invasive Species Awareness Week toolkit:

  1. Learn about invasive species, especially those found in your region. Your county extension office and the National Invasive Species Information Center are both trusted resources.
  2. Clean hiking boots, waders, boats and trailers, off-road vehicles and other gear to stop invasive species from hitching a ride to a new location. Learn more at PlayCleanGo.org
  3. Avoid dumping aquariums or live bait into waterways. Learn more at Habitattitude.org
  4. Don’t move firewood – instead, buy it where you’ll burn it, or gather on site when permitted. Learn more at DontMoveFirewood.org
  5. Use forage, hay, mulch and soil that are certified as “weed free.”
  6. Plant only non-invasive plants in your garden, and remove any known invaders.
  7. Report new or expanded invasive species outbreaks to authorities. Here is a state-by-state list of contacts.
  8. Volunteer to help remove invasive species from public lands and natural areas.
  9. Ask your political representatives at the state, local and national level to support invasive species control efforts.

Learn more

The National Association of Invasive Plant Council is one of the sponsors of the National Invasive Species Awareness Week. The organization will be holding several free webinars this week about invasive species:

  • 3 p.m. today (Feb. 26, 2018): SIIPA Model: Webmap on Early Detection and Rapid Response
    (The Spatial Invasive Infestation and Priority Analysis (SIIPA) model (built in ESRI ArcGIS software) was built to be a customizable tool for rapid application of a prioritization framework to known invasive populations within a preserve, management area, or region.)
  • 3 p.m. Tuesday (Feb. 27, 2018): Legal Issues Surrounding Invasive Species Management
  • 4 p.m. Wed. (Feb. 28): Climate Change and Invasive Species
    (This seminar will review how climate change influences invasive species and how those changes might affect invasive species management.)
  • 3 p.m. (March 1, 2018): The Indiana CISMA Project|
    (The details an agreement that provides funding for a 5-year project aimed at developing a Cooperative Invasive Species Management Area (CISMA) in each of Indiana’s 92 counties will be discussed.)

Additional resources

Read the entire 2018 National Invasive Species Awareness Week series

Additional Invasive Species Resources

Hiring: Seasonal Educator

THROUGH: Michigan State University Extension
LOCATION: Lake Erie Metropark (primary), Lake St. Clair Metropark (secondary)
$11.22 per hour
CLOSING DATE: Open until filled
TO APPLY: Contact Steve Stewart, stew@msu.edu, (586) 469-7431

This is an experiential education position for an individual to work with the Great Lakes Education Program (GLEP) and Summer Discovery Cruises (SDC) in SE Michigan. The individual will work under the supervision of the Senior District Extension Sea Grant Educator.

Primary responsibility will be vessel–based education during the Spring and Fall Great Lakes Education Program season, as well as our Summer Discovery Cruise season. Responsible with other GLEP/SDC staff for conducting varied hands‐on learning activities aboard the schoolship.

Work week for GLEP is Monday–Friday. Work week for SDC is five days, including weekends. Work may also include general duties supplemental to GLEP/SDC, such as greeting the public, maintenance, exhibit preparation assistance, and other duties assigned. Duties may also include some general youth education program work.

Bachelor’s Degree in biology, education or related field required. Must have good communication and presentation skills. Aquatic science or natural history background desired. Previous interpretive work or fieldwork preferred. Boating experience preferred. Must love working outdoors. Benefits are not included.

Learn more about declining Great Lakes prey fish populations

A cross-basin overview reviews status and trends of prey fish from 1978 to 2016.

The research vessel Sturgeon conducts prey fish trawl surveys on the Great Lakes. Photo: Great Lakes Fishery Commission

The research vessel Sturgeon conducts prey fish trawl surveys on the Great Lakes. Photo: Great Lakes Fishery Commission

There were massive changes in the Great Lakes fish communities during the 20th century. During that time proliferation of sea lamprey, alewife, and smelt occurred. In the mid-20th century the collapse of native fish communities, such as lake trout and ciscoes occurred. In the late 20th century there was stocking of trout and salmon; the invasion and proliferation of zebra mussels, quagga mussels, spiny waterfleas, and round gobies; declines in Diporeia (small, shrimp-like crustacean), alewife, and rainbow smelt; and the oligotrophication of Lakes Huron, Michigan, and Ontario because of low phosphorus inputs and the cropping of phytoplankton by quagga mussels. An oligotrophic lake has a deficiency of plant nutrients, usually accompanied by an abundance of dissolved oxygen.

Given this scenario questions are asked on how similar or different are the changes in fish communities across the Great Lakes and what could be causing these changes? Michigan Sea Grant and Michigan State University Extension recently held an educational session at the Michigan Fish Producers Association Annual Conference. At the conference Chuck Madenjian of the U.S. Geological Survey Great Lakes Science Center discussed this topic and reviewed data prepared by his colleague Owen Gorman with other contributors from U.S. Geological Survey, Ohio Department of Natural ResourcesNew York Department of Environmental ConservationPennsylvania Fish and Boat Commission, and Ontario Ministry of Natural Resources and Forestry. Here is a summary of his presentation on Great Lakes prey fish:

Assessments of Great Lakes prey fish stocks have been conducted annually by the U.S. Geological Survey since the 1970s using bottom trawl surveys. The focus of the surveys has been on the prey species cisco, bloater, rainbow smelt, alewife, and round goby. Total prey fish (alewife, rainbow smelt, bloater, and cisco) biomass declined during 1978-2016 in Lakes Superior, Michigan, and Huron. Lake Ontario is now different based on a new correction factor and prey fish biomass was not available for Lake Erie.

Coregonids

There was a synchronous decline in coregonid (whitefish, cisco or lake herring, bloater, kiyi) biomass in Lakes Superior, Michigan, and Huron during 1978-2016 with peak biomass occurring during 1989-1992. Lake Huron showed a coregonid rebound during 2008-2012. Predation does not appear to be the primary driver of bloater dynamics during 1978-2016. Some fishery biologists believe predation on bloaters by salmon and trout is more important nowadays than during the 1980s and 1990s, but most of the diet data do not support this contention. There may be population-intrinsic factors (sex ratio); changes in climate patterns; changes in trawl catchability over time due to changes in bloater behavior or increased water transparency in Lakes Michigan and Huron.

Alewife

In Lakes Huron and Michigan there was a synchronous decline in alewife biomass during 1978-2016. Alewife is the dominant prey fish in Lakes Huron, Michigan, and Ontario. It is rare in Lakes Superior and Erie. Predation has been the primary driver of alewife dynamics in Lake Michigan since the 1960s and it is likely the main driver of alewife dynamics in Lakes Huron and Ontario as well.

Rainbow smelt

Rainbow smelt had a synchronous decline in Lakes Superior, Huron, Michigan, and Ontario during 1978-2016. Lake Superior peaked earlier than the other lakes in 1978. In these four lakes, rainbow smelt was an important prey species before the mid-1990s and is now a minor prey species. Predation appears to be the primary driver of rainbow smelt dynamics in Lake Superior but not in Lake Michigan.

Round goby

Round goby biomass increased in Lakes Michigan, Huron, Erie, and Ontario during the 1990s or 2000s, then peaked, perhaps even decreased somewhat, and appears to have leveled off in all four lakes. Further increases in round goby biomass are not expected. Round gobies in Lake Superior are mainly limited to harbors. Round goby populations in Lakes Michigan, Huron, Erie, and Ontario now appear to be under some degree of predatory control as they are fed upon by smallmouth bass, lake whitefish, burbot, lake trout, brown trout, yellow perch, other fish and birds. There are relatively high annual mortality rates (> 60% each year) in open waters of Lakes Michigan, Huron, and Erie.

Hiring: Special Projects Outreach Specialist

Michigan Sea Grant is seeking a fixed-term special projects outreach specialist. Position positing is available: http://careers.msu.edu/cw/en-us/job/498631/specialist-outreachfixed-term

Position Summary

As part of the Michigan Sea Grant College Program, this position has dual responsibilities providing leadership in special projects for facilitating integration and partnership among NOAA, Great Lakes Environmental Research Lab, National Sea Grant Network, and Michigan Sea Grant/Michigan State University about their research, extension, education and other programs; and (2) developing collaborative extension, communications, and outreach programs that draw upon the collaborators’ work and that are directed towards specific Great Lakes stakeholder audiences and/or the general public.

This position will collaborate across collaborators, work with faculty, specialists and educators for advancement of the needs of NOAA, NOAA GLERL, and Sea Grant; designs, implements and evaluates programming based on basic and applied research and the needs of partners; ensures dissemination of science-based information through various methods, including multi-media, personal education and written articles; and serves as an informational resource.

Michigan Sea Grant, a cooperative program of Michigan State University and the University of Michigan, helps to foster economic growth and conserve Michigan’s coastal and Great Lakes resources through education, research, and outreach. Sea Grant Extension educators and specialists are involved in planning, organizing, and implementing university-based educational programs that apply knowledge and understanding gained through research. Sea Grant staff support Great Lakes stakeholders with information and tools to make informed decisions to conserve Michigan’s coastal and Great Lakes resources and enhance coastal communities.

Sea Grant Extension staff serve a variety of stakeholder groups, but no single staff can be an expert in all areas of concern to all potential stakeholders. Therefore, staff are part of a collaborative team within Michigan Sea Grant and Michigan State University (MSU), specializing in particular areas; and sharing their knowledge and skills with colleagues in other parts of the state, Great Lakes region and nation. 

The person in this position will work collaboratively with the team of Sea Grant, MSU, and NOAA professionals to provide overall leadership on special projects for NOAA GLERL, NSGO, and Michigan Sea Grant/MSU. This person will collaborate with other partners to support activities related to facilitating NOAA, Sea Grant, and Extension integration and partnerships for collaborative research, extension, education, or other programs; and develop collaborative special projects.  

This position is a full-time, end-dated appointment renewable annually based upon successful performance and continued funding.

Required Degree

  • Master’s degree

Minimum Requirements

  • Master’s degree from an accredited institution in a field of study related to freshwater coastal wetlands, fisheries or wildlife ecology, water quality, land use, planning, natural resources, or related field must be earned by date of hire;
  • Demonstrated ability and skill in educational program planning, implementation and evaluation;
  • Proven ability to create and carry-out a project plan from research of initial concept to project completion and follow-up;
  • Other requirements per MSU employment guidelines.

Desired Qualifications

  • 3-years’ experience in Extension program delivery or demonstrated ability and skill in educational program planning, implementation and evaluation (relevant experience acquired within the last 5-years preferred);
  • Demonstrated effectiveness in leadership, facilitation, human relations, and written and oral communications;
  • Proven record of working with State, Federal, and community based organizations and groups;
  • Experience in establishing collaborations and community-based initiatives;
  • Computer skills, including use of word processing, spread sheets, GIS, presentation software and the development of multimedia programs;
  • An understanding of educational program planning and successful experience in proposal development;
  • Demonstrated success in grant writing and experience managing operating budgets;
  • Documented understanding of and commitment to equal opportunity, affirmative action and diversity/pluralism; and
  • Demonstrated ability to work effectively with diverse audiences of all socioeconomic levels and cultural backgrounds.

Required Application Materials

  • Applicants are asked to provide a current resume/CV, cover letter and four (4) professional references that will be contacted by the department if requested.

Special Instructions

  • Review of applications will begin on 2/28/2018 and will continue until filled.

www.michiganseagrant.org

Lake Superior water levels nearing monthly record highs

Shoreline erosion and coastal damages likely. Water will also make its way down through the other Great Lakes, too.

U.S. Army Corps of Engineers

U.S. Army Corps of Engineers

Monthly forecasts for Great Lakes levels in February 2018 have just been released by the U.S. Army Corps of Engineers. Many people are keeping a close eye on current lake levels and future predictions, particularly for Lake Superior. The preliminary data just in for January 2018, show Lake Superior just set the second highest monthly record level, a mere 2 inches below its all-time record for the monthly average January (record set in 1986). The recently released forecast also indicates a high probability Lake Superior could be within 2 inches of its all-time record high levels for every one of the next six months. Put simply, there is a lot of water in Lake Superior and all of that water will eventually make its way through the other Great Lakes.

100 years of data

Also, 2018 marks the centennial year of accurate lake level measurements from the series of binational gaging stations. The measurements for Lake Superior are taken in Duluth, Minn.; Marquette, Mich.; Pt. Iroquois, Mich.; Thunder Bay and Michipicoten, Ontario. There are now 100 years of coordinated data ­—this geographically dispersed gaging network accounts for seiches and provides excellent information – and thus 100 January monthly averages.

Isn’t Lake Superior’s water level controlled? 

The International Lake Superior Board of Control has a Regulation Plan 2012 and is responsible for regulating the outflow and control works in the St. Mary’s River. This Board has been in place since 1914 and has compensating works which allow for some limited variation. This plan must meet multiple objectives including hydropower; municipal and industrial water supply, navigation through the locks, and maintaining a minimum flow for protection of fish habitat in the St. Mary’s River. The January 2018 control board update states:

In consideration of the continuing high water levels in the upper Great Lakes, the International Lake Superior Board of Control, under authority granted to it by the International Joint Commission (IJC), will continue to release outflows of up to 2,510 cubic metres per second (m3/s) through the winter months. This flow is 100 m3/s more than the normal winter maximum prescribed by Regulation Plan 2012. Actual outflows may vary depending on hydrologic and ice conditions, as well as maintenance activities at the hydropower plants on the St. Mary’s River, all of which have been directed to flow at their maximum available capacity.” 

Additionally, the Board noted:''

“The high levels coupled with strong winds and waves have resulted in shoreline erosion and coastal damages across the upper Great Lakes system. As lake ice begins to form this may provide a level of protection to some areas of the shoreline, but additional shoreline erosion and coastal damages may occur this winter should active weather continue.”

System snow in Lake Superior impacts the spring seasonal rise as the snow turns into liquid water. We’re still in the thick of winter so time will tell if the 2018 seasonal rises are low, average, or high. Regardless of how much changes over the next few months, notable shoreline erosion and coastal damages can be expected on Lake Superior shores. (View above image)

Tools to help visualize changes

One tool for shoreline owners and other interests is the Great Lakes Shoreview risk assessment tool (http://www.greatlakesshoreviewer.org/#/great-lakes). This tool, funded by the Michigan Department of Natural Resources Office of the Great Lakes, is a web-based mapping tool that shows photos from the Lake Superior shoreline, some nearshore LIDAR data, and some risk rankings.

One other tool to note is the NOAA Lake Levels Viewer tool. Similarly, this web-based mapping tool allows users to artificially fluctuate levels up or down and see impacts on the shore. The tool is found on NOAA’s Digital Coast website at https://coast.noaa.gov/llv/. Select the lake you are interested in, zoom to your geographic area, and use the legend bar to vary the lake levels. You will see impacts on the screen.

It has been a bit of a coastal dynamics wild ride, just 5 years ago all-time record-low lake levels were noted in some of the Great Lakes; now we’re dealing with almost all time highs. Keep your seat belts buckled!

Contact Mark Breederland, Michigan State University Extension Sea Grant if you want more information on living with the ever-changing dynamic coastlines of the Great Lakes.

MSU grad’s work in Northeast Michigan will support place-based stewardship education

A childhood filled with beach trips, nature camps, and Ranger Rick magazines helped Hannah Hazewinkel choose her career path early on.

MSU graduate Hannah Hazewinkel is one of 26 Huron Pines AmeriCorps members serving this year with conservation stewardship agencies and organizations across Michigan. Courtesy photo

MSU graduate Hannah Hazewinkel is one of 26 Huron Pines AmeriCorps members serving this year with conservation stewardship agencies and organizations across Michigan. Courtesy photo

The Northeast Michigan Great Lakes Stewardship Initiative (NEMIGLSI), a place-based stewardship education network and partnership, has gained a new set of helping hands through the Huron Pines AmeriCorps program. Hannah Hazewinkel, a Michigan State University graduate, joins as one of 26 Huron Pines AmeriCorps members serving with conservation stewardship agencies and organizations across Michigan this year. Hannah received her Bachelor of Science degree in Environmental Biology and Zoology in May 2017.

As part of the NEMIGLSI network, Hannah will be supporting place-based stewardship education activities that facilitate school-community partnerships and support educators through sustained professional development. Most of all, her service will help engage youth, through their learning, in environmental stewardship issues and projects that make a difference in communities across northern Michigan.

In collaboration with MSU Extension and Michigan Sea Grant, Huron Pines is a leadership partner to the NEMIGLSI network and since 2009 they have placed AmeriCorps members annually in service of this education initiative. These members have been crucial in establishing and expanding this educational network of school and community partners in northeast Michigan communities.

So what do we have to look forward to in Hannah’s expertise and service in the coming year? Let’s meet and learn more about Hannah in her own words.

Tell us about yourself and what inspired you to pursue a career in environmental or conservation stewardship?

A childhood filled with beach trips, nature camps and Ranger Rick magazines had me convinced at the age of 9 or 10 that working in environmental conservation was the life path for me. For years I plastered my room in nature photos and articles and I dedicated myself to the study of natural science. In July of 2015, I realized the incredible power of environmental stewardship when I helped facilitate a tree planting event as an intern with the Department of Conservation in New Zealand. That day changed my life. I spent the following two years volunteering/interning/working at Fenner Nature Center, engaging with the educational programs and volunteer coordination, as well as becoming a Staff Naturalist. The support team and the experiences I had there taught me so much about nature and community relationships and inspired me to pursue stewardship and education as a career path.

What do you most look forward to in your upcoming service with the NEMIGLSI network and partnership?

I’m really looking forward to working with the youth and providing them with opportunities to engage with the land and the lakes and be touched by these encounters as I was. I love being able to witness these interactions firsthand and watch students and community members learn and grow in their connection to nature. I’m also excited to get out to these natural places in Northern Michigan and have as much of an engagement and learning experience as the students.

Looking forward and after nearly a year of service – what would you like to have accomplished?

I hope to gain a breadth of experience with place-based education and a better understanding of how we can integrate it into our educational systems to foster good student-community interactions and raise good environmental stewards. I want to build a good skills portfolio but also have my service mean something to the communities and the natural areas that I interact with. If I can change the life and perspective of at least one student and create a more sustainable future for at least one natural region, then at the end of the day I can be assured that I have made at least a small contribution to the Earth and reciprocated a fraction of the gifts that I have been given. For me, service is not about getting myself ahead, but rather showing humility and gratitude for the human and natural communities that have blessed and supported me throughout my life. 

How has your experience at MSU prepared you for this role and opportunity?

MSU and Lyman Briggs College provided me with a great natural science education, and diverse opportunities to explore different career paths, countries, cultures and activities. Their partnership with Massey University in New Zealand allowed me to have a life-changing study abroad and internship experience. Through the science and humanities-based curriculum in LBC, I was able to gain a better comprehension of how science is integrated in society, and how we need a well-rounded and open perspective to understand and solve the world’s problems.

What are some of your favorite Great Lakes and natural resources hobbies or memories? What Great Lakes and natural resources experience are you most looking forward to experiencing?

I’ve always been an avid beach-goer and paddler. One of my favorite stories from my parents is the time they took me down the Lower Platte River in a raft when I was less than two years old. I enjoy kayaking adventures and trips to Lake Michigan every summer and fall, and last year I completed my first Great Lakes tour, swimming in every Lake over the course of the summer. Fond memories from that trip include swimming in Lake Huron when the solar eclipse peaked and almost being denied entry into Canada because the immigration officers didn’t believe that anyone would be traveling just for the sake of seeing the Lakes. I’m looking forward to spending more time in Lake Huron, hiking, and paddling northeast Michigan rivers, particularly the Au Sable of which I am very fond.

Clean Marina Classroom Live: Harrison Township

When: March 27, 2018
Where: Thomas Welsh Activity Center, Lake St. Clair Metropark, 31300 Metro Parkway, Harrison Township, MI 48045
Workshop Host: Joe Hall and Sue Knapp

The Clean Marina Classroom is going on the road! In spring 2018, the Michigan Clean Marina Program will offer several in-person workshops. Michigan Sea Grant staff and Clean Marina certification specialists will cover important lessons from the online classroom tied to mandatory and recommended best practices for becoming a Clean Marina. Pledged marinas, as well as marinas due for re-certification in 2018, are invited to attend.

For the Classroom Live workshop to be effective, participants must take the following steps before the workshop:

    • Register for the workshop (dates and locations below).
    • Sign the Clean Marina pledge form (new and re-certifying marinas) and pay the required pledge fee (new marinas only).
    • Log in to the online classroom and complete the marina self-assessment (also called the certification checklist).
    • Bring your self-assessment, a notebook (paper and pencil or laptop) and your calendar to the workshop.

In return, each marina will leave with:

  • Clean Marina Classroom certificate
  • Scheduled certification site visit date
  • Prize for completing the workshop evaluation and survey

Other Locations

Petoskey

When: March 14, 2018
Where: City of Petoskey Winer Sports Park, 1100 Winter Park Lane Petoskey, MI 49770
Workshop Host: Kendall Klingelsmith, City of Petoskey Marina