Title: Groundwater Education Strategy Description: This document lays out a framework to promote groundwater education programs in the Great Lakes region. Consists of findings of the Groundwater Education Task Force and its education roundtables. Agency: Great Lakes Commission Date: August, 1993 Subject: groundwater, education Contact: Tom Crane (tcrane@glc.org) Great Lakes Commission 400 Fourth St. ARGUS II Bldg. Ann Arbor, MI 48103-4816 P: 313-665-9135 F: 313-665-4370 GROUNDWATER EDUCATION STRATEGY -- a framework to promote groundwater education programs in the Great Lakes region -- INTRODUCTION Groundwater resources are the greatest "hidden asset" in the Great Lakes region. Their role in the hydrologic cycle is a critical one and their influence upon both the quantity and quality of surface water resources is profound. Groundwater influences the very fabric of the physical health, economic well-being and quality of life of over 40 million Basin residents. Annual water- use data from the Great Lakes States and Provinces shows that every day, well over one billion gallons of groundwater are withdrawn in the Basin to meet a variety of domestic, industrial, commercial and agricultural uses. This figure will increase dramatically in future years to accommodate population shifts, development pressures and the demands of an increasingly water- dependent economic base. Despite the growing importance of groundwater resources in the human health and socio-economic profile of Great Lakes Basin residents, management and protection efforts lag far behind those afforded to the surface waters of the Great Lakes and their tributaries. Groundwater has historically (though mistakenly) been regarded as a resource of secondary importance. It has been viewed as a seemingly endless and high quality resource, relatively immune to abuse and depletion. Furthermore, the historical failure to recognize Basin groundwater resources as part of a single hydrologic system fostered the evolution of a fragmented system of laws and programs based on political rather than hydrologic boundaries. Limited knowledge and understanding of the physical properties of groundwater flow and the nature of groundwater/surface water interrelationships has exacerbated problems brought on by increasingly intensive development. The consequences of past actions--and inaction--are now painfully evident throughout the Great Lakes Basin. Groundwater resources are threatened, and reports of widespread contamination and related human health implications are common occurrences. The Great Lakes Commission, an interstate compact agency with regional planning, policy development and advocacy responsibilities, has recognized this problem. In the fall of 1990, with support from the W.K. Kellogg Foundation, the Commission began a multi-year initiative to promote the informed use, management and protection of groundwater resources. That year, a Groundwater Education Task Force was convened, comprised of groundwater educators and technical experts from the eight Great Lakes states, Ontario, and numerous U.S. and Canadian federal and regional agencies. The three principal charges undertaken by the task force included: 1) Production of a groundwater education guidebook for the Great Lakes region. * describing the physical aspects of the groundwater resource in the region; * defining its economic and environmental importance to citizens; * exploring current management programs and priorities; and * introducing readers to a wealth of available resources including curriculum materials. 2) Planning and convening a series of groundwater education roundtables and a regional summit meeting for leading educators and policy officials in various locations throughout the Great Lakes region. 3) Preparation of a regional groundwater education strategy, reflecting the findings and recommendations from the five roundtables and summit meeting, to serve as a framework to promote groundwater education programs in the Great Lakes region. The following Great Lakes Groundwater Education Strategy addresses this third charge. Over a 12-month period (1991-92), almost 600 individuals attended one or more of five education roundtables, and a subsequent Groundwater Education Summit. Literally hundreds of recommendations from this large and diverse group were brought forward in the interest of advancing groundwater education efforts in the Great Lakes region. The Groundwater Education Task Force then reviewed and consolidated this wealth of information. The following set of 19 recommendations, organized into five categories, was subsequently developed and formally adopted as a consensus Groundwater Education Strategy by the eight member states of the Great Lakes Commission. Recommendations are organized under the categories of program development and teacher training; networking/coalition building; information dissemination and public involvement; funding; and publicity and promotion. Each recommendation is accompanied by statements on background; methodology; products; timeline; lead agency/participants; target audience; and monitoring. Implementation of the Groundwater Education Strategy is the shared responsibility of all individuals, agencies, and organizations with an interest in the region's environmental health, economic well- being and quality of life. The Great Lakes Commission, in a facilitation role, made development of the strategy possible; making the strategy successful is a challenge for the larger Great Lakes community. The Commission urges all readers to identify one or more recommendations in which they can assume a lead or support role. The Commission's commitment and involvement in groundwater education will of course continue, and we encourage you to keep us informed of your efforts in the shared implementation of the Groundwater Education Strategy. CATEGORY: Program Development and Teacher Training RECOMMENDATION #1: Institutionalize groundwater education via education objectives BACKGROUND: Groundwater is a major source of water for consumptive use by virtually every sector within the Great Lakes Basin. The quality of this resource influences the health, economic well-being and quality of life of millions of U.S. and Canadian citizens. Its importance is reflected in the proliferation of groundwater education programs and materials that have been generated with the goal of informing the public and encouraging responsible behavior. However, more and better materials and programs only contribute to this goal if they are accompanied by strategies for better coordination, sharing and distribution of these materials and programs, as well as their infusion into existing curricula. These strategies can be enhanced if groundwater education is institutionalized via education objectives. An efficient, cost-effective methodology for institutionalization should rely upon existing mechanisms wherever possible. One such mechanism particularly well-suited to the task is the National Council for Geographic Education and associated Geographic Alliances, presently operating in every Great Lakes state. The education agenda in the Great Lakes states--and nationally--is being driven in part by the national Educational Goals Process. Geography is one of five core subjects. The National Council for Geographic Education (NCGE) is developing "World Class Standards in Geography," and is negotiating with the National Environmental Education and Training Program to develop a project specifically integrating environmental education standards into the Geography Standards, with efforts to integrate groundwater education into these initiatives also advised. The National Geographic Society is developing a strong emphasis on water, and its Education Program maintains a Basinwide network of inservice education providers that are in a position to institutionalize a groundwater education program. METHODOLOGY: Through existing organizations, such as the Geographic Alliances and others mentioned above, the following guidelines should be adopted in institutionalizing groundwater education programs: 1) Support initiatives for integrating holistic environmental education through both formal and nonformal settings. Groundwater education should fit naturally into these programs as a piece, rather than stand alone. Basic state/province-wide programs are needed and should be advocated. 2) Promote existing products. Many fine educational products, from groundwater models and diagrams to pamphlets, curricula and entire programs, are available to aid in the teaching of groundwater issues. For example, the Michigan GEM Program has materials that it distributes widely, as do the groundwater education programs in many Great Lakes states. 3) Direct groundwater education efforts through a lead agency or program in each state and province. This varies by jurisdiction according to agency responsibilities, and includes broad coalitions. 4) Implement groundwater education on the basis of political boundaries (e.g., state, province, school district) as well as on a Great Lakes Basin basis. Using governmental agencies this way allows more coordination and ensures more even distribution of materials and programs. Jurisdictions will share and learn from each other. 5) Encourage foundation support for groundwater education more widely across the Basin via financial support, awards programs, and recognition of new and innovative programs or successful long- term successes. PRODUCTS: State and provincewide programs that integrate environmental education into existing formal and nonformal settings; and a strategy to promote existing programs, develop leadership for directing groundwater education efforts and expand opportunities for financial support. TIMELINE: This is an ongoing activity, with specific timelines to be determined by the various organizations in a position to assume leadership/co-leadership responsibility. LEAD AGENCIES/PARTICIPANTS: The National Council for Geographic Education, in collaboration with state geographic alliances, to assume leadership as it relates to geography education. Similar alliances/regional mechanisms in other disciplines to be identified. Great Lakes Commission to serve as advocate for environmental education legislation and related initiatives at the state, provincial and federal levels. TARGET AUDIENCES: State and provincial agencies, legislators, educators in pre-service and in-service situations, special interest groups, established educational programs with similar missions, and citizens in general. MONITORING: Monitoring progress in institutionalizing groundwater education will be the responsibility of the lead agency/agencies identified. Such activity should include periodic assessments of the status of environmental education legislation in Basin jurisdictions, and the extent to which groundwater is addressed in that legislation. CATEGORY: Program Development and Teacher Training RECOMMENDATION: #2 Infuse groundwater education into existing training and programs. BACKGROUND: Most of the Great Lakes states and provinces are heavily involved in several environmental education projects (hereafter, Projects). These include (but are not limited to) "Project Learning Tree", "Project WILD", "CLASS Project", "Rivers Curriculum Project" and "Project Wet". Each project provides teachers with training and curriculum materials for use in their classroom and has different constituencies and operating methods. In Ohio, for example, the Department of Natural Resources has committed to participating in "Project Wet" in cooperation with the Ohio Water Resources Center at Ohio State University. The project involves the modification of existing curriculum materials that can be tailored to the individual needs of the education programs for each jurisdiction. Workshops and teacher training are essential components. The projects with multidisciplinary approaches seem particularly well suited to groundwater. The "Rivers Curriculum Project" involves English, social studies, and science teachers; groundwater protection involves all of these disciplines. Projects associated with forestry or wildlife management may be less well suited for groundwater adaptations. METHODOLOGY: Groundwater education should be infused into existing Projects to utilize the existing network of facilitators, associations and agencies. Steps include: 1) Inventory Projects and their groundwater related materials. Typically, they have very little or no coverage of groundwater issues. 2) Work closely with Project principals in developing a work plan with elements such as: a) Conduct a writers workshop for teachers and groundwater specialists. b) Compile and edit materials developed by Project principals. c) Field-test the materials by teachers in classrooms. d) Produce the materials, emphasizing graphic designs and reproducible, teacher-friendly materials. e) Disseminate the materials through facilitators and teacher workshops. f) Evaluate and improve the materials and training. 3) Provide appropriate agency support. An example of this approach is seen in Illinois where the "Buried Treasure - Education Activity Guide" was developed by the Environmental Education Association of Illinois. It was written in a style similar that used in "Project WILD - Aquatic" and has been presented to over 4100 teachers through over 100 workshops conducted since 1989. The state agency responsible for groundwater education, (Energy and Natural Resources), provided limited financial support and printing services. PRODUCTS: Inventory of existing projects; work plan to infuse existing groundwater education activities into current programs; agreements with appropriate agencies to provide support. TIMELINE: Each state and provincial groundwater education program should promptly complete the initial inventory step in the methodology if it has not already been done. Additional steps and their timetable will be dependent on the findings, funding, and interests. LEAD AGENCIES/PARTICIPANTS: The state or provincial agency responsible for groundwater protection education, with appropriate environmental education associations, institutions, and agencies. TARGET AUDIENCES: Teachers and teacher-trainers. MONITORING: Monitoring and reporting can be accomplished through a state groundwater education work plan. CATEGORY: Program Development and Teacher Training RECOMMENDATION #3: Develop support systems for classroom teachers and nonformal educators. BACKGROUND: The complex and multi-faceted nature of groundwater issues is one of the primary obstacles to the development of groundwater education programs and, in general, is a deterrent to educators interested in informing people about groundwater. Groundwater education programs for both formal (K-12) and nonformal (public) audiences must be traditional (part of the classroom curricula), as well as action-oriented and innovative in approach. The current piecemeal approach to groundwater education must be improved upon, and the decision must be made to elevate groundwater's status in all aspects of the education process. METHODOLOGY: Support systems for both classroom and nonformal educators must be identified, developed, cultivated and expanded. This will include the involvement of educators, school districts, state/provincial and federal agencies, professional associations and organizations. Cooperation and commitment at all these levels will be essential to provide a workable support system to develop, promote and enhance groundwater education programs in the Great Lakes region. The following approaches should be viewed as a "tool kit" of ideas from which implementing entities can pick and choose as appropriate. The term "educator" is used broadly to include both classroom and non-classroom teachers. * Establish mentor programs for educators where state/provincial professionals provide leadership in developing groundwater education programs for classroom and nonformal use. * Establish a grants program for groundwater education to encourage the development of new educational initiatives and to enhance existing efforts. * Explore creative summer employment opportunities for educators. Interested individuals could work as paid interns with a natural resource management, regulatory or research agency. * Cultivate and expand sabbatical programs for educators. Opportunities to study groundwater issues should be explored by school districts as well as public agencies and private interests. * Develop a traveling groundwater program "road show" that can be loaned to educators or used by agencies as part of a formal presentation on groundwater. The lead groundwater education agency at the state/provincial level should be responsible for coordinating the implementation of the support system for classroom teachers. Implementation in the nonformal education arena will vary depending upon the chosen approach, which may be very action- oriented and narrowly focused, or a more general conveyance of information about groundwater issues and problems. Nonformal support systems will generally have a variety of delivery mechanisms. Some of these recommendations will be implemented locally, some regionally and some at the state/provincial level. In all cases, coordination should occur at both the interstate/province and intrastate/province level. PRODUCTS: A multi-faceted support system involving mentor programs and creative opportunities for educators; expanded sabbatical programs; and a traveling groundwater education show. TIMELINE: Ongoing. The "tool kit" approach to a support system should be initiated promptly by the appropriate lead agencies and expanded as necessary. LEAD AGENCIES/PARTICIPANTS: Leadership should be provided by groundwater management and education agencies in each state/province. Support and involvement from appropriate federal agencies should be an integral part of the "tool kit" approach. TARGET AUDIENCES: Formal and nonformal educators. MONITORING: Ongoing. One approach may be to build an evaluation component into state/provincial groundwater management and protection plans. CATEGORY: Networking/Coalition Building RECOMMENDATION #1: Identify lead institutions at jurisdictional level to promote, build and maintain coalitions to advance groundwater education and encourage full implementation. BACKGROUND: The complex, technical, and multi-faceted nature of groundwater issues poses challenges for teaching in both the classroom and nonformal setting. The broad-based involvement of numerous agencies, associations and individuals is therefore essential to the design, development and conduct of any comprehensive groundwater education program. At the same time, there is a need to identify and involve lead agencies at the federal, regional and jurisdictional level to provide structure, coordination and accountability for implementing a groundwater education program. Sustained regional leadership needs to be developed involving private, local, state, provincial, business, industrial, university, agricultural and other sectors as efforts to promote groundwater education evolve. The total coalition building effort must be broadened and expanded to include the entire binational Great Lakes Basin as well as a more complete spectrum of interest groups. METHODOLOGY: Groundwater education efforts must be conducted through a lead agency or program in each state/province. These lead agencies will be identified and included in a listing to be made available to a wide range of interested parties. The listing (to be presented as a directory) will include descriptions of agency responsibilities, mandates in education, etc. At the U.S. federal level, a committee on Education and Human Resources comprised of representatives from 15 federal agencies makes recommendations and sets goals for national education initiatives. The work of this Committee will be more broadly publicized, and lower level contacts from each agency working in the Great Lakes region will be identified and encouraged to serve as liaison to the Great Lakes Commission, its member states and cooperating federal and provincial agencies, and all others with a mandate for or interest in groundwater education. Once the directory is developed, it should be used to encourage active involvement in coalition building at all levels. At the U.S. federal level, contact will be made with each member of the Committee on Education and Human Resources work group, emphasizing Great Lakes contacts. At the state/provincial level, this work group (and Canadian federal counterpart) will be used to identify agencies/ministries that coordinate groundwater education activities for each jurisdiction. Nongovernmental organizations will be targeted with copies of the directory and sent letters requesting their groundwater education mandates and policies. Files of contacts will be maintained by the appropriate lead agency along with the compiled listing of agency/organizational policies/mandates in groundwater education. PRODUCTS: A directory of public and private sector agencies and organizations in the binational Great Lakes region with a leadership role in building/maintaining coalitions for groundwater education and listing of agency/organizational mandates pertaining to groundwater education. TIMELINE: The directory should be completed within 12 months and made available to the Great Lakes education community through the appropriate lead agency. LEAD AGENCIES/PARTICIPANTS: The Great Lakes Commission along with agencies and organizations represented on its Groundwater Education Task Force should initiate contact with appropriate state/provincial agencies and the Committee on Education and Human Resources which will then be responsible for coordination/implementation over the longer term. TARGET AUDIENCES: Broad-based, including groups, agencies, associations, teachers and interested individuals. MONITORING: Updates of the lead agency listings should be coordinated by the individual agencies/jurisdictions on a biannual basis. A survey/questionnaire administered biannually should be developed to measure progress in coalition building. CATEGORY: Networking/Coalition Building RECOMMENDATION #2: Ensure that every state/provincial groundwater management plan includes an education component and identifies the coalitions necessary to effectively implement it. BACKGROUND: Many Great Lakes states and provinces are in the process of developing and implementing plans and strategies to establish comprehensive programs for groundwater protection and management. In order to address the many groundwater quality and quantity issues, a lead commission, coalition or regulatory authority has been established to coordinate the development and implementation of the plans with other programs and regulatory authorities having responsibility or some jurisdiction over groundwater protection and management. Also, the development and implementation of plans includes involvement and input from a broad range of interests, including business, environmental organizations, regional planning agencies, professional organizations and education associations. The plans and strategies usually include initiatives and actions for implementation of groundwater education activities. The action items identified in the plans and strategies define general activities for formal and nonformal groundwater education, as well as specific activities such as public education for wellhead protection planning. On a national level U.S. EPA has finalized state guidance to support states in the development of Comprehensive State Ground Water Protection Program (CSGWPP) plans. One of the "strategic elements" considered by the U.S. EPA to be integral to a CSGWPP is "Improving Public Education and Participation in All Aspects of Groundwater Protection." METHODOLOGY: Encourage and support the incorporation of the Great Lakes Commission's Groundwater Education Strategy into state and provincial plans for groundwater protection and management. This should be accomplished through a coordinated effort utilizing state and provincial representatives to the Commission to forward and endorse the strategy to the lead commission, coalition or regulatory agency/ministry with authority over the development and implementation of comprehensive groundwater protection and management plans. All groundwater education activities should be coordinated with state and provincial groundwater protection and management plans. The coordination effort should include business, environmental organizations, regional planning agencies, professional organizations, universities and others involved in groundwater education. PRODUCTS: State and provincial groundwater management plans that incorporate education components consistent with the findings and recommendations of the Great Lakes Commission. Regional strategy adopted by the Great Lakes Commission to be widely disseminated. TIMELINE: Incorporation of the regional groundwater education strategy should be conducted consistent with groundwater protection and management planning activities. LEAD AGENCIES/PARTICIPANTS: Appropriate state and provincial agencies which will then be responsible for developing, coordinating and implementing the groundwater protection and management programs. TARGET AUDIENCES: State and provincial agencies involved in groundwater protection and management, business, environmental organizations, regional planning agencies, professional associations, universities and others involved in groundwater protection, planning, management and education. MONITORING: The agencies/coordinating committees involved with the state/provincial groundwater protection and management programs will monitor progress as part of the overall groundwater plan update activities. CATEGORY: Networking/Coalition Building RECOMMENDATION #3: Make professional associations aware of groundwater education needs and assist their members in addressing them. BACKGROUND: Coalitions between teachers, environmental groups, business and industry, government agencies, elected officials, universities, church groups and professional associations need to be established, strengthened and broadened. Professional associations must play a leadership role, with their membership providing the collective influence necessary to form groundwater "partnerships" and sustain an ongoing and comprehensive network. METHODOLOGY: Concentrate on professional newsletters to first provide information. To do so, lists must be compiled of 1) U.S. and Canadian groundwater organizations that operate or have an interest in the Great Lakes region; 2) state and provincial groundwater organizations; and 3) university newsletters that may be applicable for advancing this recommendation. The regional groundwater education strategy and associated groundwater guidebook will be widely distributed to associations that are encouraged to use their journals, newsletters, conferences and other services to promote groundwater education. Associations are further encouraged to provide speakers and informational materials to their members and the general public. PRODUCTS: Professional association sponsored services and events such as speaker's bureaus, conferences and symposia to advance groundwater education efforts and build coalitions. TIMELINE: The products should be completed over a twelve month period. The overall recommendation will be ongoing. LEAD AGENCIES/PARTICIPANTS: The agencies and organizations represented on the Great Lakes Commission's Groundwater Education Task Force should initiate contact with appropriate societies and associations in their jurisdictions. State and Provincial organizations ( e.g., the Illinois Groundwater Association) should take the lead over the longer term. TARGET AUDIENCES: Professional associations involved in groundwater issues and activities, teachers, environmental groups, business, industry, government agencies, elected officials, universities, community groups and others with an interest or mandate in groundwater education. MONITORING: Professional associations with a mandate in groundwater research/education should monitor progress in networking at their annual conferences/meetings. Category: Networking/Coalition Building RECOMMENDATION #4: Inform federal, state and provincial legislators of groundwater education needs, and encourage appropriate legislative, policy and program actions. BACKGROUND: An effective networking/coalition-building strategy must ensure that elected officials (particularly at the federal, state and provincial levels) are fully and continuously informed of education needs, and mechanisms to address them. Such efforts can help generate public funding support for education activities; lead to needed legislation and policies; motivate and direct relevant administrators and policy members; and raise the profile of education needs and opportunities among the general public. Heightened awareness at the elected official level can also help encourage a well-coordinated approach to groundwater education. As a multi-faceted, multi-disciplinary issue, groundwater use, management, protection and education responsibilities are found in a large and varied array of public agencies at all levels. Strong leadership at the elected level can help ensure that various education initiatives are collaborative, consistent, non- duplicative and mutually reinforcing. METHODOLOGY: A strategy will be developed and passed for each of the following target groups: federal legislators (U.S. Congress and Canadian Parliament); members of the provincial parliament (Ontario and Quebec); and state legislators (eight Great Lakes states). Elements of this effort will include, at the minimum, transmittal of the Great Lakes Commission's groundwater education strategy and guidebook; a transmittal letter highlighting key problems and opportunities; and the identification and pursuit of meeting/speaking opportunities. The latter may include legislative briefings and hearings, and presentations to legislators' associations and other organizations that develop or influence public policy. Once contact is established, the strategy will be pursued on an ongoing basis. PRODUCTS: Special correspondence, presentations and direct dialogue initiated collectively by state, provincial and regional agencies and organizations, directed at elected officials. TIMELINE: Initial correspondence to be sent to targeted officials within six months. Special presentations and contact with individual officials to be pursued on an ongoing basis. LEAD AGENCY/PARTICIPANTS: The Great Lakes Commission will initiate and pursue contact with members of Congress, placing emphasis on the Great Lakes Congressional Delegation and the House and Senate Great Lakes Coalitions. State and provincial agencies represented on the Commission's Groundwater Education Task Force, with Commission assistance, will assume leadership for the Parliamentary (federal and provincial) and state legislative strategies. Partnerships will be sought with groundwater associations and other applicable organizations within each state and province, recognizing that such networking/coalition building efforts must be collaborative and ongoing. TARGET AUDIENCES: Elected officials at the federal, state and provincial levels. MONITORING: Monitoring progress for each of these strategies will be the responsibility of the lead agency and its collaborators. Strategic goals within each jurisdiction (e.g., desired legislation, adequate level of funding for groundwater education) should be established to facilitate monitoring/evaluation efforts. CATEGORY: Networking/Coalition Building RECOMMENDATION #5: Build public/private partnerships to enhance technology transfer and promote pollution prevention through education initiatives and the marketing of practices, products and services. BACKGROUND: Marketing of products and services is essential for Great Lakes businesses, industries and agricultural sector to be successful. The management, use, handling, storage and disposal of these products is extremely important and will significantly affect pollution risks. Product providers, therefore, have a vested interest in assuring that their products and practices do not adversely affect the environment. Communication between manufacturer, dealer and user is essential for both environmental protection and product safety. Marketing of pollution prevention practices, products and services can help build a positive public image as well as increase the use of environmentally friendly products and services. The development of marketing strategies that build on pollution prevention principles developed in concert with water quality and education agencies should result in common messages being sent to users by both the private and public sectors. This should result in increased willingness to take voluntary pollution prevention actions. Professional services provided by consulting firms are available and credible, but inexpensive or free services such as those provided by the Cooperative Extension Service (CES) and the Soil Conservation Service (SCS) are also available and provide access to information and users with the need for pollution prevention practices and services. METHODOLOGY: Agencies, industries, dealers and their clients must be involved in pollution prevention needs identification and in the development of action strategies to address those needs. Incentives should be identified to encourage both industry and users to participate in the implementation of recommended practices. The following suggests a process for developing a pollution prevention strategy: 1) jointly identify management recommendations and services that reduce pollution risks for specific products and activities; 2) Identify how these practices and services can be effectively marketed to clientele; 3) Identify support mechanisms and incentives necessary to increase use of the practices and services. 4) Develop support mechanisms and incentives (e.g. Farmstead Assessment System) to determine site- specific needs; 5) Implement programs; and 6) Document and report the results. A specific approach might include the following: 1) a "clearinghouse" concept with industry representatives providing speakers for meetings or training sessions. Industry should be encouraged to participate in existing CES or district-sponsored activities like no-till days, for example; 2) Educational materials developed by industry for non-technical and traditional educational programs; and 3) Consulting companies (such as grower service companies) kept abreast of program/training needs of clients and given the opportunity to participate through development of training materials and the implementation of site- specific pollution risk assessments. The public/private partnership should also be addressed in the comprehensive state groundwater management plans (and the provincial counterparts). PRODUCTS: An education strategy that can be utilized by agencies, business, industry and users to promote pollution prevention practices and services. This strategy will include workshops and both traditional and nontraditional components, as appropriate. TIMELINE: Ongoing. Activities and programs for various target audiences should be developed promptly, resources permitting. Overall strategy development should be coordinated with the development and implementation of the state comprehensive groundwater management plans. LEAD AGENCIES/PARTICIPANTS: Appropriate leads will be: petroleum industry; pesticide and fertilizer industries; well drillers; septage haulers; and agencies (such as CES and SCS) which conduct educational programs dealing with the use of pollution prevention products, practices and services. TARGET AUDIENCES: The agricultural sector, business, industry and other users of pollution prevention products and sevices in the Great Lakes region. MONITORING: Practices, products and services should be evaluated before program development and implementation. User responses and feedback should be measured through surveys and questionnaires. CATEGORY: Information Dissemination and Public Involvement RECOMMENDATION #1: Establish a computerized groundwater education clearinghouse to provide centralized access to bibliographic information concerning curriculum materials, publications, videos, and other relevant resources related to groundwater education that are available regionally and nationally. BACKGROUND: Groundwater education programs in both classroom and nonformal settings are more readily established or strengthened when educators have access to "user-ready" curriculum materials. A variety of such materials for groundwater education and environmental education in general already exist. The principal problem is not one of the quantity and quality of such materials but of educators' knowledge of and access to those materials. While there are many sources for selected materials, there is not a centralized source that provides the type of "one-stop shopping" that will promote groundwater education initiatives. METHODOLOGY: The Groundwater Education in Michigan (GEM) program, based at the Michigan State University (MSU) Institute of Water Research, in conjunction with the University of Michigan Biological Station has designed a computerized bibliographic database of groundwater education materials for a variety of audiences in dBase IV format. A 26-page "Groundwater Reference Guide" was printed in 1991 and contains information from both the U.S. and Canada. It includes the most effective resources from the collection of materials on 11 topics related to groundwater. This database of existing materials will serve as the basis for a revised and updated collection and "second edition" of the reference guide to be printed. The information could also be made available in a computer format for those interested. PRODUCTS: A computerized database inventory to serve as a "clearinghouse" for groundwater education materials and other resources. TIMELINE: Within 12 months, the current database should be revised and appended, with the formating of information for printing purposes occurring shortly thereafter. LEAD AGENCIES/PARTICIPANTS: The GEM program will take the lead on revising and updating the database. Input concerning appropriate educational materials for the collection will be obtained from various sources. TARGET AUDIENCES: Formal and nonformal educators in the Great Lakes region. MONITORING: Once established, the computerized information clearinghouse (operated by GEM) will, through user surveys and other communication, assess and revise as necessary the clearinghouse services. The GEM program and Great Lakes Commission will monitor the progress toward implementing the recommendation. Monitoring of the actual clearinghouse operation will be responsibility of GEM. CATEGORY: Information Dissemination and Public Involvement RECOMMENDATION #2: Identify education needs (classroom and nonformal) of target groups and establish programs to meet those needs. BACKGROUND: A targeted, well-defined information dissemination program will require linkages, coordination, communication and a base level of knowledge about groundwater on the part of businesses, industry, elected officials and many other groups. Informational and educational needs of these specific groups are lacking and special programs and materials addressing the needs of narrow constituencies have not been developed. There is a need to determine informational needs of target groups so that educational materials and programs can be made more relevant. METHODOLOGY: Appropriate representatives of target groups will be identified to determine what their needs are and to develop a strategy on how to best meet those needs. This needs assessment will be packaged in an accessible, readable form and will be broadly distributed to agencies, educators, funding sources and others throughout the region. This approach will build upon work begun by the Freshwater Institute through their "Groundwater Information Project" for the Great Lakes Basin. The "Groundwater Information Project" involved 43 individuals from the eight Great Lakes states and two Great Lakes Provinces who attended a conference in early 1992 to identify a wide range of groundwater issues, key audiences and communication methods for addressing those audiences. PRODUCTS: A needs assessment report outlining requirements will be developed for some or all of the following select groups: * elected officials (local, state, provincial and federal) * teachers * farmers and dairy operators * land developers and realtors * media * textbook publishers * small businesses * industry * homeowners * others TIMELINE: The needs assessment(s) will be conducted over a 12 month period, with the written summaries to be prepared and distributed shortly thereafter, resources permitting. LEAD AGENCIES/PARTICIPANTS: An entity with a regional focus in collaboration with the Freshwater Institute, Groundwater Education in Michigan (GEM) and individual state/provincial agencies would be an appropriate lead. TARGET AUDIENCES: Constituents of the target groups listed above, as well as state/provincial and federal agencies and funding sources. MONITORING: Periodic update (resurvey) of the target groups will provide the necessary evaluation. CATEGORY: Funding RECOMMENDATION #1: Identify and cultivate opportunities to link funding organization/agencies (sources) with recipient groups. BACKGROUND: Funding for groundwater education as well as all areas of environmental education is limited and competition for dollars is fierce. There is a real need to explore, cultivate and expand existing funding opportunities through foundations, state and federal agencies, and the private sector to channel financial support into groundwater education areas. Funding is usually the number one constraint to implementing action items related to groundwater education. Though there is funding available from public and private sources for groundwater education activities, it is not commonly known or not accessible to all parties involved in groundwater education. There are numerous sources of funding for groundwater education and protection projects; there is a need for a comprehensive listing of these sources. A listing of such sources with contact addresses and phone numbers will be instrumental in assisting organizations seeking funds to implement groundwater education programs. METHODOLOGY: An essential goal of this recommendation is to broaden involvement of funding sources and explore opportunities to spread funding roles and burdens across a larger sector of groups, agencies and associations. This will be accomplished is three principal ways: 1) Survey of funding sources at both the private and governmental levels. The Groundwater Education in Michigan (GEM) program in concert with the W.K. Kellogg Foundation may be appropriate leads through the use of GEM's computerized bibliographic database of groundwater education materials. A survey of funding sources could be added as a separate component of this project; 2) Preparing a listing of funding sources including foundations, corporations and government agencies that have a potential interest in supporting projects related to groundwater education and protection. Information on numerous potential funding sources could be added as a separate section to the collection of materials included in the GEM groundwater education database; and 3) Convening a meeting to link funding sources with recipient groups and to review and coordinate agendas of funders in the area of groundwater education. W.K. Kellogg Foundation may wish to explore this activity as an element of ongoing communication and coordination between Great Lakes Foundations. The planners of this meeting will rely heavily on the listing of funding sources mentioned above. PRODUCTS: A directory of funding sources; a meeting of current and potential funders; and a better informed and more involved community of funding sources and potential recipients. TIMELINE: Twelve months will be required for the GEM database to be revised and appended to include a component on funding sources and the information to be subsequently formatted for printing purposes (in the form of a funding sources directory). The meeting of current and potential funders will be convened 6 to 12 months after the development of the funding sources directory. LEAD AGENCIES/PARTICIPANTS: The GEM program will take the lead on revising and updating the database, and will work with the Great Lakes Commission to prepare the funding sources directory. Input concerning the addition of potential funding sources will be collected from various organizations. The W.K. Kellogg Foundation may be an appropriate lead to convene a meeting of Great Lakes foundations and other funding sources to share information and coordinate agendas. TARGET AUDIENCES: Funding sources and potential recipients of funds. MONITORING: The GEM program and the Great Lakes Commission will monitor the progress toward implementing this recommendation. One approach might be to survey funding sources/agencies on a biannual basis to determine funding level changes for groundwater education projects. Monitoring of the database operation will be the responsibility of the GEM staff. CATEGORY: Funding RECOMMENDATION #2: Identify and cultivate new sources of funding to support groundwater education over both the short-term and long-term, including non-traditional innovative approaches. BACKGROUND: Funding constraints and limitations continue to be a harsh reality for educators interested in developing groundwater education programs in the Great Lakes region. There is a need to nurture and expand existing funding opportunities through contact with foundations, state, provincial and federal agencies, and the private sector to increase and better target much needed financing of groundwater education projects. At the same time, there is a need to identify and cultivate new sources of funding to support groundwater education over the longer term. This should include innovative and non-traditional approaches to funding. Examples of this can already be pointed to; in Illinois for instance, portions of collected funds from pollution fees and hazardous waste fines are being used to support groundwater education efforts. METHODOLOGY: The regional groundwater education strategy will be broadly distributed to current funding sources to encourage increased involvement in groundwater education. To facilitate the process, funding sources will be a prime audience to receive information on recipient groups and their needs outlined in more detail in FUNDING recommendation 1. Traditional funding sources including, but not limited to, foundations, corporations and government agencies are encouraged to support groundwater education including "in-kind" support such as: * giving programs (sponsorships) to fund groundwater education projects. * "non-cash" support programs for groundwater education to include: donation of equipment, computers, supplies, software and expertise to schools and others interested in establishing groundwater education programs. Leaders in each state/province are encouraged to look toward identifying and exploring new sources of funding as they are cultivating existing ones. An array of innovative approaches can be viewed as potential options, but all may not be appropriate in every jurisdiction. Some of these innovative long-term approaches are: * a refund "check box" for environmental education on state/provincial income tax forms. * fees collected from polluters. * an "environmental education" trust fund, similar to Great Lakes Protection Fund. * a special state/provincial lottery game or program to benefit groundwater and environmental education. * special edition license plates to support groundwater education efforts. PRODUCTS: A larger array of groundwater education funding sources including both traditional opportunities and innovative approaches. TIMELINE: Ongoing, emphasizing the need to provide dedicated and ongoing support for groundwater projects. The innovative approaches should be identified promptly, with implementation occurring over the longer term. LEAD AGENCIES/PARTICIPANTS: Leadership in each state/province, in consultation with the Great Lakes Commission. TARGET AUDIENCES: Prospective funding sources: foundations, state/provincial/federal agencies, corporations and other entities. MONITORING: Strategies to be developed by leadership in each jurisdiction. The W.K. Kellogg Foundation in concert with regional leaders might consider convening a meeting to identify, evaluate and pursue unique and innovative approaches. CATEGORY: Funding RECOMMENDATION #3: Advocate long-term, reliable funding for state, provincial or federal agency implementation of mandated education functions. BACKGROUND: There is a critical need to develop and nurture the public and political will necessary for decision makers to support and place greater emphasis and priority on groundwater education to ensure its appropriate status in K-12 curricula. This approach is necessary to ensure a base level of support even in times of budget restrictions and cutbacks. METHODOLOGY: The Great Lakes Commission, will propose working with other relevant organizations (e.g., International Joint Commission, Lake Michigan Federation) to compile information on federal/state/provincial mandated functions for environmental and groundwater education in the Great Lakes region. This information will then be conveyed to the appropriate decision making bodies. This includes members of the Great Lakes Congressional Delegation, Canadian Parliament, and state and provincial legislatures. Vehicles for transmitting this information may include, among others; Congressional and Parliamentary briefings and other federal programs, reference guides or activities, as appropriate. Efforts will be made to coordinate implementation with NETWORKING/COALITION BUILDING Recommendation #4. PRODUCTS: Compilation of information on federal/state provincial mandated functions for groundwater and environmental education in the Great Lakes region. TIMELINE: This activity will be ongoing, but initial contact with key decision making bodies should begin promptly. LEAD AGENCIES/PARTICIPANTS: An existing regional organization such as the Lake Michigan Federation (provided adequate support is available). Assistance can be provided by the Great Lakes Commission and the International Joint Commission on an as needed basis. TARGET AUDIENCES: The Great Lakes Congressional Delegation, Canadian Parliament, state and provincial legislatures and associated departments, ministries and agencies. MONITORING: Monitoring in the U.S. could be incorporated into the annual review of federal programs typically undertaken by Great Lakes regional organizations. Similar mechanisms should be developed for Canadian Parliament, and state and provincial legislatures. CATEGORY: Publicity and Promotion RECOMMENDATION #1: Designate a Groundwater Education "Day" or "Week" in Great Lakes jurisdictions and pursue national designation(s) in the U.S. and Canada. BACKGROUND: An aggressive and sustained Basinwide effort to promote and publicize groundwater education is needed. Broad-based regional interest in, and support of groundwater education will elevate groundwater issues to the status necessary to have successful programs. A Groundwater Education Day or Week is one promising approach to addressing this issue. METHODOLOGY: The Groundwater Education Task Force, working through the offices of the Governors and Premiers and state/provincial legislatures, should call for the designation of a Groundwater Education Day or Week, similar to the Great Lakes Education Week concept that was established by the State of Michigan in 1989 and conducted in 1989-90. National counterparts should be pursued in the U.S. and Canada as well. Involvement should be at many levels, and take many forms including preparation and distribution of educational materials; special programs; awards presentations for teachers, students and communities; and traveling groundwater exhibits, shows and games. This Day or Week should be coordinated with national organizations and agencies coordinating similar events on a larger scale. PRODUCTS: Designations of Groundwater Education Day or Week in each jurisdiction; conduct of associated activities and events; and promotional materials developed by each entity as appropriate. TIMELINE: Efforts to secure initial designation should be initiated promptly, with subsequent designations and conduct to be pursued on an annual basis. LEAD AGENCIES/PARTICIPANTS: Agencies and organizations represented on the Groundwater Education Task Force will assume leadership in securing state and provincial designations. These agencies will also pursue national designation working through the appropriate members of Congress and Parliament with assistance from the Great Lakes Commission as necessary. Design and conduct of program activities to be pursued by the Sea Grants Agencies (and/or related organizations in the U.S. and Canada). TARGET AUDIENCES: Broad-based, including the general public, the media, formal K-12 educators and students. MONITORING: Evaluation and feedback opportunities should be provided to organizers and participants of Groundwater Education Day or Week activities to facilitate modifications and ensure a quality product. CATEGORY: Publicity and Promotion RECOMMENDATION #2: Establish awards programs to recognize contributions to groundwater education. BACKGROUND: Awards programs can serve several purposes in the promotion of groundwater education. They can provide: 1) positive reinforcement to existing education efforts; 2) an incentive to initiate new education efforts and expand ongoing efforts; 3) a vehicle for promoting the importance of groundwater protection through the media; and 4) an opportunity for the awards sponsor to demonstrate its commitment to an important environmental issue. METHODOLOGY: Appropriate lead agencies in each jurisdiction will encourage potential sponsor groups to get involved in the promotion of groundwater education. Involvement can be multi- faceted and should include government agencies, professional associations, citizen groups and business and industry groups (such as the Council of Great Lakes Industries). The following suggestions can be employed by any agency or association interested in establishing an awards program: 1) Identify a sponsor for the award program. Examples include: the state's governor, a secretary or commissioner of an agency, a bureau or division level program, a regional citizens' group, a business/industry association, or joint industry and government agency. 2) Establish award categories. The program should focus on certain target groups and many audiences, depending on the jurisdiction's needs and the resources to judge entries. Possible categories include: community, civic and nonprofit organizations; schools (kindergarten through twelfth grades); colleges/universities; trade or professional associations; small business and industry; large business and industry; local governments; and state agencies. 3) Determine the selection process. Judges should be entirely from within the organization or agency, or include a diverse group of outside representatives. 4) Establish judging criteria. Determine what criteria is most important to promote and publicize. 5) Develop an application procedure and form. 6) Outline promotion strategy to advertise the program and to publicize the winners. PRODUCTS: The development of an example program that might include one or more of the following: press releases; award certificates; awards ceremonies; and annotated list of award winners. TIMELINE: Sponsoring groups should implement promptly with specific timelines and award procedures to be developed as appropriate. LEAD AGENCIES/PARTICIPANTS: Within each Great Lakes jurisdiction, appropriate sponsors will be state/provincial agencies, nongovernmental organizations and corporate interests. TARGET AUDIENCES: Eligible award recipients should include: 1) K- 12 teachers and students; 2) environmental advocacy groups; 3) business/corporate teams; and 4) communities. MONITORING: Accomplished and executed by the group sponsoring or administering each award program. CATEGORY: Publicity and Promotion RECOMMENDATION #3: Promote media campaign to raise awareness of groundwater issues. BACKGROUND: Although awareness of groundwater issues has increased in recent years, the general public still knows surprisingly little about our "hidden resource." A media campaign is needed to increase awareness about these issues. The materials for this campaign should be models suitable for use throughout the Great Lakes region, yet flexible enough to be adapted to local needs and interests. METHODOLOGY: A regional or national organization experienced in groundwater issues and media campaigns should be identified to coordinate and assist in: 1) the development of model promotional programs and materials; 2) the identification of local organizations to implement the program in their areas; and 3) the distribution of materials to these local groups. Materials could include public service announcements, graphics or clip-art packages, videos, a groundwater "mascot" etc. The program could be part of "Groundwater Education Week or Day" events (see PUBLICITY and PROMOTION Recommendation #1). PRODUCTS: Ongoing campaign, including elements identified in Methodology. TIMELINE: A complete media campaign to be designed within 12 months with implementation to follow based upon funding availability. LEAD AGENCIES/PARTICIPANTS: A nonprofit organization such as the American Ground Water Trust given adequate funding support, would be an appropriate lead entity for this activity. TARGET AUDIENCES: General public. MONITORING: Funding/sponsoring organizations should monitor progress on materials development over the period of the grant. Campaign strategy should provide evaluation/feedback opportunities for target audiences. CATEGORY: Publicity and Promotion RECOMMENDATION #4: Include groundwater quantity/quality protection information in economic development materials. BACKGROUND: The binational Great Lakes region is the world's richest economic region and is home to nearly one-third of the U.S. population and more than one-half of the Canadian population. Abundant levels of high quality water attract a variety of industries and firms to the region. Two hundred and thirty-seven Fortune 500 industrial companies are located in the region, accounting for 57% of total Fortune 500 sales in 1989. Businesses continue to be attracted to the region because of the abundant high quality water. Groundwater resources and their protection must be incorporated into economic development promotional materials. METHODOLOGY: Government agencies at all levels with an economic development mandate along with Great Lakes businesses/industries and relevant associations (such as the Council of Great Lakes Industries) are encouraged to address groundwater quantity/quality/protection information in their promotional materials. This will be undertaken at two levels: 1) the Great Lakes Commission, through the ongoing information dissemination efforts of its economic development program will convey information on groundwater quality/quantity to a wide range of private sector interests in the Great Lakes region; 2) relevant state/provincial agencies, professional associations and related groups in each jurisdiction will work with Great Lakes businesses/industries to implement this recommendation through the development of educational/informational pieces on groundwater which may include detailed descriptions of groundwater uses, supplies, potential future uses, contamination and vulnerability. PRODUCTS: Informational brochures on groundwater quality/quantity/protection, and other appropriate groundwater materials, presentations and related activities. TIMELINE: Ongoing. Development and distribution of products will be determined by the appropriate lead agency/organization. LEAD AGENCIES/PARTICIPANTS: The Great Lakes Commission will present this recommendation to business and industry interests in the region. Followup through the Council of Great Lakes Industries will be encouraged. Relevant groundwater protection agencies and nongovernmental organizations at the state/provincial level will pursue jurisdiction specific initiatives. TARGET AUDIENCES: Business/industry leaders in the region. MONITORING: Council of Great Lakes Industries is encouraged to assume leadership role for monitoring. Periodic review and update of materials will provide a mechanism for evaluation. CATEGORY: Publicity and Promotion RECOMMENDATION #5: Promote voluntary groundwater pollution risk assessments for farmers, urban and rural residents to identify pollution risks and voluntary actions that can be taken to protect groundwater, minimize liability and protect property values. BACKGROUND: Farmers and both urban and rural residents are increasingly concerned about how their activities impact groundwater and their drinking water supplies. Many are willing to participate in voluntary pollution risk assessments and take cost-effective actions to reduce pollution risks. Lending institutions are commonly requiring environmental assessments before or during property transfers. If these assessments identify problems, it can result in costly delays, corrective actions and/or loss of the transaction. This trend emphasizes the need for landowners to proactively assess site conditions at a home, farm or business, in order to better protect their investments. METHODOLOGY: A number of different assessment tools have been developed at the state/provincial level that could be applied to this recommendation. One particular assessment tool, Farm*A*Syst, can be applied conjuntively with both traditional and nontraditional information/education programs. Farm*A*Syst, the farmstead assessment system for clean water, uses step-by-step worksheets to evaluate activities, practices and structures posing risks to groundwater. Farm*A*Syst also evaluates how soil, geologic and hydrologic features of a farmstead influence overall pollution risks at specific sites. Farm*A*Syst could be incorporated into state/provincial groundwater protection plans and can be a significant tool in developing and implementing well- head protection programs. It can also be incorporated into education and technical assistance programs. A training program should be developed to provide information on: the types of problems that can be identified through environmental assessments; action recommendations that can be made to address problems; the costs associated with problem identification and corrective actions; and the benefits of pollution prevention efforts. It is recognized that states/provinces may have already developed specific programs similar to Farm*A*Syst that can be used instead of, or along with, this specific program. For example, Ohio is currently preparing Ground Water Pollution Potential Maps for the entire state by county, that describe the vulnerability of an aquifer to contamination. PRODUCTS: Environmental assessment tool (such as Farm*A*Syst or related program); training program/workshops for various target audiences; site-specific action plan tools; and pollution prevention practice implementation referral networks. TIMELINE: Assessment tools should be developed or modified promptly and applied appropriately, resources permitting. LEAD AGENCIES/PARTICIPANTS: Education agencies such as Cooperative Extension Services (and their Canadian equivalent) in conjunction with the appropriate state/provincial agencies in each jurisdiction, as well as real estate associations, Soil Conservation Service and Soil and Water Conservation Districts (and their Canadian equivalents). TARGET AUDIENCES: Farmers, urban and rural residents, prospective farm, home and small business owners, property owners, lending institutions and related associations. MONITORING: Track users of Farm*A*Syst (or related programs) for number of sites used, frequency of use and other results. Updates and referrals should be provided to CES, SCS and state and provincial water quality/environmental protection agencies as appropriate. CATEGORY: Publicity and Promotion RECOMMENDATION #6: Promote the development and placement of groundwater exhibits in "high traffic" areas such as museums. BACKGROUND: Millions of students and adults annually view exhibits in dozens of large museums throughout the Great Lakes states and provinces. The best attended exhibits are those showing activity and having interactive capabilities, such as groundwater flow models. Major museums, exhibits and tourist attractions should include groundwater protection in their coverage. Groundwater protection involves a long-term investment and this type of exhibit will help secure support from the general public over time. It can also encourage teachers to teach about groundwater. The overall cost will be high, but will become small per person viewing the exhibits. When compared to national or regional media advertising, the costs would be highly competitive and provide a long lasting impression. METHODOLOGY: Within each Great Lakes jurisdiction, the following methodology may be used to promote the development and placement of groundwater exhibits. It will be most effectively pursued at the state/provincial or local level. Coordinating groups may approach this recommendation as follows: 1) Secure a corporate or foundation sponsor. 2) Develop and test a groundwater model capable of repeated day-in and day-out usage in a museum. Semi- automatic or interactive commands should be built into the exhibit. 3) The exhibit would show methods and processes for studying groundwater, groundwater contamination principals, and the hydrologic cycle. 4) Pre-visit materials should be developed for teachers. 5) Publicize the methods and equipment used to enable other museums to benefit from this developmental work. 6) Encourage the sponsor to assist with the placement of additional exhibits in other museums and high traffic locations (airports, aquaria, transit stations, theme parks.) PRODUCTS: Interactive groundwater activities and models to be placed at major museums, exhibits and tourist attractions in the Great Lakes region. TIMELINE: Will vary with the scope of the project and as financial resources permit. LEAD AGENCIES/PARTICIPANTS: State, provincial and local agencies to implement methodology. Activities will be coordinated with museum development directors and corporate or foundation sponsors. TARGET AUDIENCES: General public and school age children. MONITORING: Pursued at the local level with state, provincial and regional involvement to monitor progress and publicize developments.