Abstract
Stressor gradients and spatial narratives of the St. Louis River Estuary, a joint Minnesota and Wisconsin Sea Grant study, connected aquatic science research with spatially-explicit stories of local resource issues and place-based geo-quests to enhance spatial awareness and stewardship of the estuary. The goal of this paper is to report and reflect on an integrated study that combined environmental humanities and technology with aquatic science in a spatial context. Our study was organized into three objectives around research, outreach, and evaluation. First, we summarized anthropogenic stressors within high resolution watersheds and linked the watershed stress estimates to aquatic habitats within the estuary. Second, we designed tools to deliver place-based environmental science and technology to targeted users to increase awareness, learning, and the potential for long-term stewardship. And third, we evaluated the responses of targeted end users to their interaction with the project’s integrated science and innovative delivery methods. Finally, central to all three objectives, we created a dynamic website to facilitate regional to national coastal outreach and education goals. We found significant correlations between the stressor index and the water quality and biotic data, along with variability attributed to landscape elements. Connecting this science with the place-based experiences we collected is expected to expand the scope and reach of state, bi-national and non-governmental outreach programs. The project also has direct applications to classroom science education. Developing this integrated project contributed to our shared knowledge of environmental and cultural aspects of the estuary for place-based education, and offers several lessons for future work of this nature.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 181-198 |
| Number of pages | 18 |
| Journal | Journal of Coastal Conservation |
| Volume | 19 |
| Issue number | 2 |
| DOIs | |
| State | Published - Apr 22 2015 |
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Keywords
- Area of concern
- Geoquests
- Place-based learning
- Spatial narratives
- St. Louis River estuary
- Stressor gradients
Cite this
Linking place-based science to people through spatial narratives of coastal stewardship. / Silbernagel, J.; Host, George E; Hagley, Cynthia A; Hart, D.; Axler, Richard P; Fortner, R.; Axler, M.; Smith, V.; Drewes, A.; Bartsch, Will M; Danz, N.; Mathews, J.; Wagler, M.
In: Journal of Coastal Conservation, Vol. 19, No. 2, 22.04.2015, p. 181-198.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Linking place-based science to people through spatial narratives of coastal stewardship
AU - Silbernagel, J.
AU - Host, George E
AU - Hagley, Cynthia A
AU - Hart, D.
AU - Axler, Richard P
AU - Fortner, R.
AU - Axler, M.
AU - Smith, V.
AU - Drewes, A.
AU - Bartsch, Will M
AU - Danz, N.
AU - Mathews, J.
AU - Wagler, M.
PY - 2015/4/22
Y1 - 2015/4/22
N2 - Stressor gradients and spatial narratives of the St. Louis River Estuary, a joint Minnesota and Wisconsin Sea Grant study, connected aquatic science research with spatially-explicit stories of local resource issues and place-based geo-quests to enhance spatial awareness and stewardship of the estuary. The goal of this paper is to report and reflect on an integrated study that combined environmental humanities and technology with aquatic science in a spatial context. Our study was organized into three objectives around research, outreach, and evaluation. First, we summarized anthropogenic stressors within high resolution watersheds and linked the watershed stress estimates to aquatic habitats within the estuary. Second, we designed tools to deliver place-based environmental science and technology to targeted users to increase awareness, learning, and the potential for long-term stewardship. And third, we evaluated the responses of targeted end users to their interaction with the project’s integrated science and innovative delivery methods. Finally, central to all three objectives, we created a dynamic website to facilitate regional to national coastal outreach and education goals. We found significant correlations between the stressor index and the water quality and biotic data, along with variability attributed to landscape elements. Connecting this science with the place-based experiences we collected is expected to expand the scope and reach of state, bi-national and non-governmental outreach programs. The project also has direct applications to classroom science education. Developing this integrated project contributed to our shared knowledge of environmental and cultural aspects of the estuary for place-based education, and offers several lessons for future work of this nature.
AB - Stressor gradients and spatial narratives of the St. Louis River Estuary, a joint Minnesota and Wisconsin Sea Grant study, connected aquatic science research with spatially-explicit stories of local resource issues and place-based geo-quests to enhance spatial awareness and stewardship of the estuary. The goal of this paper is to report and reflect on an integrated study that combined environmental humanities and technology with aquatic science in a spatial context. Our study was organized into three objectives around research, outreach, and evaluation. First, we summarized anthropogenic stressors within high resolution watersheds and linked the watershed stress estimates to aquatic habitats within the estuary. Second, we designed tools to deliver place-based environmental science and technology to targeted users to increase awareness, learning, and the potential for long-term stewardship. And third, we evaluated the responses of targeted end users to their interaction with the project’s integrated science and innovative delivery methods. Finally, central to all three objectives, we created a dynamic website to facilitate regional to national coastal outreach and education goals. We found significant correlations between the stressor index and the water quality and biotic data, along with variability attributed to landscape elements. Connecting this science with the place-based experiences we collected is expected to expand the scope and reach of state, bi-national and non-governmental outreach programs. The project also has direct applications to classroom science education. Developing this integrated project contributed to our shared knowledge of environmental and cultural aspects of the estuary for place-based education, and offers several lessons for future work of this nature.
KW - Area of concern
KW - Geoquests
KW - Place-based learning
KW - Spatial narratives
KW - St. Louis River estuary
KW - Stressor gradients
UR - http://www.scopus.com/inward/record.url?scp=84931568860&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84931568860&partnerID=8YFLogxK
U2 - 10.1007/s11852-015-0380-1
DO - 10.1007/s11852-015-0380-1
M3 - Article
AN - SCOPUS:84931568860
VL - 19
SP - 181
EP - 198
JO - Journal of Coastal Conservation
JF - Journal of Coastal Conservation
SN - 1400-0350
IS - 2
ER -