Dr. Andrea L. Ludwig Assistant Professor and Extension Specialist,

Department of Biosystems Engineering & Soil Science, University of Tennessee

APPOINTMENT: 75% Extension, 25% Research

PUBLICATIONS AND SCHOLARLY ACTIVITY

Type of Publication Number Links to Selected Examples

Peer-Reviewed Journal 4 Ludwig & Wright, 2015; Ludwig, et al., 2012

Peer-Reviewed Extension 9 Live Staking 2015; Stormwater Glossary 2013

Departmental Extension 2 Rain Gardens for Tennessee 2015

Web Extension 6 Nature Kaleidoscopes for Tennessee 4-H

Technical Conference Presentations: 12 Conference Planning Committees: 5

EXTENSION TEACHING SUMMARY

Total Direct Contacts: 5,399

Total Presentations: 135 University Class Guest Lectures: 20

Public Presentations: 34

Rain Garden Workshops: 17 Engineer Trainings: 5

Extension Agent Trainings: 27

GRANTS AND CONTRACTS

Total: $1,676,882

Total Submitted Proposals: 33 Awards as Principle Investigator: 9

Awards as Co-Principle Investigator: 7

HONORS AND AWARDS

2013 Outstanding New Extension Worker Award, UT Extension 2013 Outstanding Service Faculty Award, Biosystems Engineering & Soil Science Department

2012 Outstanding Service Award, Obed Watershed Community Association

WEBSITE https://ag.tennessee.edu/watersheds

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SUMMARY SHEET, EDUCATIONAL AND EMPLOYMENT HISTORY, STATEMENT OF RESPONSIBILITIES, DEPARTMENT AND COLLEGE CRITERIA STATEMENTS

A-1. The Summary Sheet: Recommendations for Promotion and/or Tenure

Name of faculty member: Andrea Lorene Ludwig

Present rank: Assistant Professor Candidate for: [X] Tenure [ ] Promotion to

Department: Biosystems Engineering and Soil Science Highest degree earned: Ph.D.

Original UTK rank: Assistant Professor Subsequent promotions (year, rank): None

UTK RECORD

Date of original UTK appointment as a full-time probationary faculty member: August 16, 2010

Years of full-time teaching experience at instructor rank or above before UTK probationary

period: 0

Years of full-time teaching at UTK, as of the May 31st prior to the review: 5

Total years of teaching: 5 Latest year for tenure review as stipulated in appointment letter: June

30, 2016

RECOMMENDATIONS

DEPARTMENTAL FACULTY

Date of departmental discussion:

Result of discussion: For: Against: Abstain:

Recuse (attach explanation for conflict of interest):

Is there a dissenting report? [ ] Yes (please attach) [ ] No

Is there a response from the candidate? [ ] Yes (please attach) [ ] No

INTERDISCIPLINARY COMMITTEE OR DIRECTOR (where appropriate)

For: Against: (Provide letter)

DEPARTMENT HEAD [ ] Recommend approval [ ] Do not recommend approval

Provide a statement on the professional record and a summary recommendation.

COLLEGE COMMITTEE

For: Against: Abstain:

Recuse (attach explanation for conflict of interest):

A copy of the report of the departmental and college committees must also be attached. In cases

where this report disagrees in any substantial way with the departmental recommendation, this

report must go beyond a listing of the vote to indicate as fully as possible the reasons for the

differences.

DEAN(s) _______________________________________ Date:

_____________________

Signature [ ] Approve [ ] Disapprove (Provide letter)

Date: _______________

Chief Academic Officer

Larry Arrington, Vice President for Agriculture

[ ] Approve [ ] Disapprove (Provide letter)

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A-2. Educational History and Employment History

Candidate Name: Andrea Lorene Ludwig

Educational History:

Institution Program or Degree Date Degree

Virginia Tech Biological Systems Engineering 2010 PhD

University of Arkansas Environmental Engineering 2006 MS

University of Arkansas Biological Engineering 2004 BS

Employment History:

Ranks Held Institution Department Effective

Dates of

Rank

Assistant Professor University of Tennessee Biosystems Engineering and Soil Science

2010-present

Graduate Research Assistant Virginia Tech Biological Systems

Engineering

2006-2007;

2008-2010

Graduate Teaching Assistant Virginia Tech Biological Systems

Engineering

2007-2008

Graduate Research Assistant University of Arkansas Biological Engineering 2005-2006

Graduate Teaching Assistant University of Arkansas Biological Engineering 2004-2005

Research Technician University of Arkansas Biological Engineering 2002-2004

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A-3. Statement of Responsibilities

Dr. Andrea Ludwig is an Assistant Professor and Extension Specialist in the Department of

Biosystems Engineering and Soil Science at the University of Tennessee Institute of Agriculture.

She holds a 75% appointment in UT Extension, where she serves as the Stormwater

Management Specialist providing technical expertise on a broad range of topics associated with

watershed restoration and water quality. She also holds a 25% appointment in UT AgResearch

where she is responsible for creating a nationally recognized research program. She is

responsible for developing and maintaining a statewide Extension education and service program

that is responsive to the needs of Tennesseans and Extension Agents and for conducting applied

research in the area of urban and agricultural stormwater management. She is charged with

creating and maintaining a program of integrated Extension and research with multi-state efforts.

The solicitation of external funds for applied research that supports, compliments, and benefits

Extension education activities is a crucial part of integrating research and Extension programs.

The focus of Dr. Ludwig’s effort have addressed three important trends in ecological engineering

and management: 1) the need to understand how our activities on the landscape affect water

quality and aquatic habitat, 2) the need for innovations in stormwater management techniques in

our developed watersheds, and 3) the need to demonstrate effective practices to the citizens of

Tennessee, the Southeast Region, and the nation.

The purpose of an Extension/Research Faculty in UT Extension is to bring the latest science-

based information to Tennesseans to improve the quality of life in our communities. Water

resources are a vital part of our communities, and her work as a water specialist is focused on

promoting stewardship in our watersheds to ensure clean and sustainable water resources for

generations to come. Dr. Ludwig provides adult and youth education through Extension Agent

training, local municipal government programming, and 4-H curriculum development. This work

is in direct response to the identified challenges facing Tennessee; increasing urbanization,

increasing population, and increasing concern for environmental sustainability. She

accomplishes this through an overarching program that provides educational programming that is

directly applied in targeted communities across the state, demonstrates innovations for clientele

through on-the-ground applications, and interfaces with key stakeholder groups to make

partnerships that move watershed management initiatives forward. She actively provides in-

service training for Agriculture and Natural Resource (ANR) and 4-H Agents, serves on local

and state-level advisory committees, and engages in university student activities related to

pertinent classroom curriculum and experiential learning opportunities.

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A-4. Department and College Criteria Statements

BESS Departmental Criteria (as outlined in the BESS By-Laws)

The objectives of the Faculty Criteria and Expectations are to (1) establish overall guidelines of

faculty involvement in Departmental functions and programs, (2) outline the expected individual

program development, contributions, and activities of a productive faculty member, and (3)

clarify the integration of teaching, research, and extension relative to the performance of an

individual faculty member.

Faculty Criteria and Expectations are primarily organized by teaching, research, and extension.

Any faculty with a singular appointment in any of these three areas will follow that particular

section. However, most BESS faculty members have appointments that span two or more of

these areas. In such cases of joint appointments, the Faculty Criteria and Expectations shall be

applied on a pro-rated basis based on the faculty member's appointment, but applied with a

reasonable degree of latitude.

The overall philosophy of the Faculty Criteria and Expectations is to encourage a balanced

approach that recognizes and rewards faculty who create and maintain funded programs,

discover and apply knowledge and technology, initiate and follow-through with publications,

develop and continuously improve their delivery of educational materials, develop and strive for

excellence and continual professional growth and stature, and contribute to overall functionality

of the Department. It is recognized that faculty member’s productivity should not be based solely

on specific metrics of publications, grants, contracts, and students ratings (for example) - but

should be based on a fair, balanced assessment of productivity.

All faculty members are expected to establish programs and to fulfill duties consistent with their

appointment percentages (teaching, research, extension) and rank. Any discrepancies between

stated appointments and assigned programs and duties relative to appointment must be quickly

identified and addressed by the faculty member and department head. Clear written

communication of the individual faculty member's program should be expressed by the faculty

member, especially in the promotion/tenure dossier. Increased rank results in increased

expectations for faculty stature and leadership and increased outcomes and outputs, where

outcomes are specific impacts on solving real-world problems and outputs are specific evidence

in support of outcomes. Individual faculty member's outcomes and outputs should be consistent

with and in support of overall Department programs, mission, and objectives. All faculty

members are additionally responsible for service to the Department, UTIA, and the University,

and such service is understood to be part of the normal responsibility of every faculty member,

regardless of appointment and rank. It is also incumbent upon all faculty members to engage in

professional development activities in order to increase knowledge and leadership abilities.

Extension

Faculty with extension appointment should develop and conduct independent planned

educational programs with specific target outcomes and the supporting outputs. Programs should

solve significant problems encountered by off-campus clientele, consistent with and in support of

overall Department programs, mission, and objectives.

Primary Role

The primary responsibility of extension faculty is to identify, develop, coordinate, enhance, and

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maintain an extension planned educational program leading to faculty- identified outcomes. The

development and delivery of pertinent, unbiased, research-based educational programs to

agricultural and related clientele of the program should involve transfer technology through

county extension agents and state clientele.

Active participation with other professionals and experts in related fields is highly valued and

expected. Association with peers, stakeholders, and industry groups is also highly valued so as to

build connections and to develop knowledge of real world problems that one's extension program

should address.

Evidence of Successful Programs

Successful extension programs will display a broad array of indicators such as but not limited to

1) evidence of a clearly defined and planned educational program with targeted outcomes, 2)

high quality teaching, 3) peer-reviewed publications, 4) extramural funding support, 5) education

for both adults and youth (4-H), and 6) service to the Department, UT Extension, UTIA, and UT.

As with teaching and research programs, a balanced portfolio is highly encouraged, not placing

the sole emphasis on any one indicator. Each faculty should emphasize their own unique stand-

alone program, balanced with any cooperative extension with other UT, peer institution, or

federal collaborators.

• Development of Extension Program. An extension program is a well-defined topic area in

which the faculty member's activities, fiscal support, and publications fit along a common

theme or problem being solved, often over a span of several years of extension activities.

Programs start with a faculty member's idea, which the faculty member cultivates and grows

to fruition as an outcome. A clearly defined and planned extension program should be

established based on the unique needs of clientele. The clientele should be identified along

with the associated holistic impact of the program. In addition to the faculty member’s

independent extension program, leadership and participation in cooperative extension

activities can contribute to balanced activities, but should not replace the faculty member's

independent program.

• Program Delivery and Evaluation. Extension faculty members should identify and develop

methods to disseminate their scholarly work through venues respected in their discipline. New

technology and information may be transferred by a multitude of traditional and new

techniques, including but not limited to in-service training (classroom and field), field tests

(applied research) and demonstrations, newsletters, tours, short courses, meetings with county

extension agents and clientele personnel, press and media, videos and computer software

development, extension/research publications, etc., depending on the nature and objectives of

specific educational programs and clientele. In the case of split appointments, use of

appropriate extension delivery techniques which complement individual responsibilities in

research or teaching functions are encouraged.

Identification of program outcomes should be determined through holistic analyses of the

actual impact achieved through adoption of educational principles uniquely put forth by the

faculty member's program. These program impacts should be determined with thoroughness

through an independent factual approach. Reviews and quantitative assessments by peers and

clientele assist in documenting impact, but should not be the sole data source. Periodic

surveys, conducted using validated scientific survey techniques to clearly ask the right

responses, may assist in assessing program adoption.

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• Scholarly activities. Scholarly activities substantially demonstrate the scientific soundness

and effectiveness of Extension programs and are necessary for tenure and promotion.

Evidence of scholarly activities includes peer reviewed Extension materials such as

publications, factsheets and on-line training courses and other educational outlets such as web

content contributions, educational displays, software development and use of mass media. In

addition, periodic publication in refereed regional or national journals is also necessary for

tenure and promotion. Publication in such journals or other scientific publications, writing of

books or book chapters, and training of graduate students, either individually or cooperatively,

is evidence of scholarly activity and continued intellectual development within the discipline.

• Program Support and Visibility. An important area that demonstrates evidence of program

support is success in obtaining extramural funding to fund various aspect of an extension

program. Fee-based programs are another mechanism that indicates program support.

Extension faculty members are encouraged to maintain professional contact with commodity,

regulatory, and service organizations or similar groups. These contacts can lead to statewide

recognition of programs, raise awareness of clientele concerns, and lead to awards as a natural

result of extension program. International experiences are valued contributions that should

support the overall planned educational program, but they cannot replace a planned

educational program for domestic clients.

Research

Faculty with specific appointment time in research are expected to devote the specified portion

of their time (i.e., appointment) to the development and conduct of independent, productive

research programs directed toward the creation of new knowledge or the creative synthesis of

existing knowledge, consistent with and in support of overall Department programs, mission, and

objectives. All faculty members with research appointments will prepare and have approved one

or more Hatch Projects associated with their efforts.

Primary Role

The primary responsibility is to identify, develop, coordinate, enhance, and maintain a research

program in an appropriate research area; to identify, pursue, and obtain fiscal support for the

identified research area; to participate in associated research task groups, regional projects,

industry and/or trade associations, and/or collaboration with peers in industry and academia; to

present research findings to peers and other stakeholders at associated meetings, and to publish

relevant research results in a timely fashion through a variety of peer-reviewed venues.

Active participation with other professionals and experts in the researcher’s field is highly valued

and expected. Association with peers, stakeholders, and industry groups is also highly valued so

as to build connections and to develop knowledge of relevant real world problems that one's

research should address.

Evidence of Successful Program

Successful programs typically have a broad array of indicators of success. A balanced portfolio

is emphasized as the primary indicator, rather than a metric associated with any single item.

Faculty should be pursuing as much productivity as possible, also with as wide of indicator

coverage as possible. Each faculty member should first emphasize their own unique program,

balanced with cooperative research with other UT, peer institution, or federal lab collaborators.

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Some additional details about successful program are outlined in the “AgResearch Research

Metrics”.

Establishment of a Research Program.

A research program is a well-defined topic area in which the faculty member's various research

activities, fiscal support, and publications fit along a common theme or problem being solved.

The faculty member's program must maintain creative and visible activities that support an idea

or hypothesis large enough to span several years of research. Programs start with a faculty

member's idea, which the faculty member cultivates and grows to fruition of new knowledge,

relevant data, expanded technology, solved problems, intellectual property, satisfied

stakeholders, and other important outcomes. The program is the framework or foundation for

research productivity.

• Extramural Funding. Non-competitive formulaic state support granted solely on the basis of

a position is no longer adequate for the development and maintenance of a quality research

program, nor for satisfactory progress toward professional development, program growth,

and, ultimately, permanent tenure with advancement.

Both effort and success in attracting extramural funding is, therefore, important to the

development of a quality research program, and effort in this regard will be considered during

the tenure and promotion evaluation process. It is incumbent on the faculty member to

identify sources of support and to submit proposals for consideration. This funding may take

the form of direct grants, university mini-grants, memoranda of agreement, unrestricted gifts,

in-kind support, and collaborative efforts. It is common for junior faculty to seek support in

modest amounts for specific, short- term projects targeted toward a narrow set of questions or

objectives. These funds should be expended in a manner which supports the research program.

More senior faculty members are expected to seek broader and longer-term support to address

larger questions and to fund more far-reaching programs.

• Reporting of Results. Faculty members are expected to publish their research results in

appropriate venues. Faculty who do not complete the research process by reporting the results,

in proportion to their research appointment, will not receive support for retention, promotion

and tenure. Publication of the written word is one mode of communicating information or

knowledge.

Publication of scholarly works in peer-review journals is an important means of disseminating

knowledge, because the review process not only improves the contribution, but validates it as

high-quality science. Supplementing peer-reviewed journals, other possible avenues for

distribution of information include Experiment Station publications (bulletins, etc.), books,

book chapters, review articles, technical papers, and computer programs. Presentations and

public/private media outlets are also considered as dissemination of research findings, though

they do less to indicate the scientific value of the effort.

There are not specific numbers of publications that will guarantee promotion and tenure, but

continued and regular contributions to the scientific literature are necessary as evidence of

scholarly pursuit. Quantity is important only as a general indicator of the level of scholarly

activity; of more significance is the quality and impact of the contribution to new knowledge

and problems solved for scientific peers and for citizens of the state of Tennessee, the U.S.,

and the world.

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• Collaborative Efforts. As the problems being solved become increasingly complex,

collaborative research with other faculty members within the department, other departments,

other institutions, and colleagues in the profession outside of academia (e.g. USDA, industry)

are important. Documentation of the faulty member’s collaborative effort should be provided.

Collaboration will not replace a faculty member’s core research program, but can complement

it with strategic collaboration partnerships.

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B. Teaching/Extension Ability and Effectiveness

B-1a. STATEMENT - A statement by the candidate of his/her teaching philosophy and its

implementation;

My teaching philosophy has been molded with tremendous influence from the State and

Land Grant institution mission, of which I have worked under my entire academic career. As

such, I strive to impart practical information and knowledge to learners to improve their quality

of life by understanding their needs and roles in their communities to maximize our collective

resilience as a society. The following are the basic concepts that guide my teaching and that I

have observed by being both a teacher and a student:

Learning and teaching are dynamic and formative by nature, and require constant

reflection to inform the selection of appropriate learning methodology to achieve

success in understanding in both the teacher and student.

Learning comes from a place of common passion and genuine interest in the topic

concepts at hand shared by the student and the teacher.

Understanding comes through a well-framed process, where each step is decisively

chosen to encourage deep learning and application of knowledge.

Teaching carries responsibilities associated with a trust formed with students that

involves the exchange of ideas to form a dialog that fosters learning.

Learning is fostered in many different ways, and a hands-on experiential learning

approach incorporates a variety of learning pathways that encourages students and

teachers to think outside the false boundaries of disciplines.

Personal ethics play a role in every aspect of teaching, and policies informed by ethics

will always be successful.

As an Extension educator, I have many different audiences that vary with age,

educational background, profession, culture, and role in their communities. It is imperative that I

identify these traits correctly and then understand how they use their knowledge and skill set

within their communities. I recognize that we are all students, and I use the term “student” to

indicate any person who is seeking information and knowledge. To foster learning and

knowledge adoption, within my teaching I must: 1) select the appropriate learning methodology,

2) identify the drivers behind the passion that has led the student to seek information, 3) frame a

learning process that creates relation and relativity for the audience, 4) establish a dialog of trust

based on the student’s acceptance of my expertise and my openness to learning from the student,

and 5) create a hands-on learning experience that resonates with students on many different

levels and relates to their lives.

In the field of science and engineering, learning is motivated for a passion and desire for

understanding how the world around us works. In Extension service, learning is motivated by the

desire of clientele to be a contributing members of society and experience a good quality of life.

These two concepts come together in my environmental conservation programming that is

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founded on the fact that the way the environment works and how we affect our environment are

intrinsically linked to our productivity and quality of life. I place great importance in framing

material such that students are cognitive of the usefulness of the material I present and how their

work will serve them in their personal life endeavors as well as a member of a larger community.

Implementation

The goal of my Extension program is to increase awareness of sustainable stormwater

management and watershed health in Tennesseans and increase the adoption of appropriate water

quality conservation practices by land managers in both the urban and agricultural landscape. I

focus on low impact development in urbanizing watersheds, constructed wetlands for pollutant

removal, and stream restoration in urban and agricultural landscapes. Parallels can be drawn

between my subject matter (watersheds) and how you create a cohesive Extension program,

which is one that identifies linkages between stakeholders and creates overarching themes to

attain desired outcomes. While a watershed is defined as all the land that drains to a common

point on a stream, watersheds vary in scale and are nested within each other. Land use changes

that occur in one area impact water resources downstream, and impacts are cumulative. As with

watersheds, stakeholders play key roles at varying spatial and societal scales and involvement

may be considered cumulative efforts that are nested within a greater stewardship effort to create

sustainable communities. Everyone has an interest in water quality (whether it’s realized or not),

and every stakeholder plays a different role in protecting water resources at a particular scale.

For example, a homeowner may practice stewardship at the lot-scale by installing a rain garden

or through rainwater harvesting, while a municipality may pass a local ordinance that requires

the preservation of existing contours and tree canopy in development projects. Both efforts are

protecting watershed health through the means available to the stakeholder(s) and at the scale

that those stakeholders can practice stewardship.

Implementing my teaching philosophy through Extension programming starts with

identifying targeted audiences. The role of an audience and the scale at which that audience can

make impact is dependent on effective technology transfer. At the core, we must have educated

individuals who can effectively identify problems and the needed information to contextualize a

solution. Then, we may make new discoveries that lead to sustainable solutions, which must be

shared across communities through hands-on experience and application. Once this process is

complete, then the larger community will see benefits. These primarily include municipal

separate storm sewer system managers (MS4s), urban-dwellers, agricultural producers, and

youth. My program logic model is depicted in Figure 1, in which I have identified inputs,

outputs, and a range of desired outcomes. Using this logic model, I draw relationships between

UT Extension priorities, available resources, and needed outcomes.

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Figure 1. Logic Model for Stormwater Management and Watershed Program as directed through UT Extension.

Methods

The methods that I employ to reach my targeted audiences vary depending upon the size of

the audience and characteristics that may affect learning opportunities as well as the available

means to which I may reach these audiences (Table 1). Each general method is listed below

along with a brief description:

Trainings: Through in-service trainings, I impart information to Extension Agents and

Municipal Professionals on relevant stormwater and watershed management topics.

During these trainings, I strive to create experiential learning opportunities though hands-

on demonstrations and case-based examples. During train-the-trainer style trainings, I

provide materials that the Agent/Educator can then take back to their community and

confidently deliver the educational session.

Workshops and Conferences: Extension by nature is collaborative. I use my extensive

network of academic colleagues as well as industry and agency partners to provide

workshops and conferences. These activities create the opportunity for sharing of ideas

and combining resources between stakeholder groups.

Field Days and Demonstrations: Through our extensive research station resources and

exposure, I use these opportunities to create first-hand experience and hands-on activities

for participants. Audiences that can see a real application of a solution are much more

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apt to adopt the technology than those who simply see a picture or hear a lecture.

Websites: I use the internet to showcase our work in watersheds through UT Extension and

AgResearch and post readily available materials for my clientele. With ongoing

development, I hope to continue to synthesize these resources associated with Tennessee

Smart Yards, the Backyard STEM for Tennessee 4-H program, and my Watershed

Restoration and Management program.

Linking with Targeted Audiences The logic model guides my Extension and research by linking outcomes with actions and

actions with targeted audiences. My primary audience is MS4 operators because these

individuals possess the following qualities: 1) play a regulatory role in communities, and as such,

have authority over water resource issues, 2) have the capacity to induce change amongst

citizens, and 3) are in need of new information from the university as well as from their peers

across the state and region. I reach this audience as the Assistance Director of the Stormwater

Management Assistance Research and Training (SMART) Center. This is the primary umbrella

for most of my work, and my vision for this program is detailed below. I reach agricultural

producers primarily through county Extension Agents, who I interact with through in-service

trainings. I reach homeowners and urban dwellers through the Tennessee Smart Yards program. I

am the co-director of this program, which is led by UT Extension and the TN Water Resources

Research Center. This program teaches homeowners how to create healthy landscapes and

preserve good water quality with ecologically sustainable landscaping practices. I reach our

youth through 4-H programs in science, technology, engineering, and mathematics (STEM). I

create watershed-learning modules for use by 4-H Agents and volunteers in middle and high

schools.

Table 1. Summary of Extension audiences and methods used to create learning opportunities.

Audience Means to Extend Reach Methods Desired Outcome

Homeowners ANR Extension Agents, Municipal Programs, Face-

to-Face Contact

Train-the-trainer workshops, conferences, demonstrations,

website

Increase awareness and residential best

management practice

adoption

Farmers ANR Extension Agents, Face-to-Face Contact

Field days, farm visits, demonstrations, website

Increase awareness and agricultural best

management practice

adoption

Municipalities Face-to-Face Contact, Providing sharing

opportunities

Holding conferences and workshops, website

Effective education programs, sustainable

communities

Youth 4-H Extension Agents,

STEM Educators

Train-the-trainer workshops,

student mentorship, website

Increased awareness

and learning

I extend my impact through train-the-trainer programs and speaking with volunteers.

Stormwater discharges from urban areas are regulated by permit by the state, but by enlarge,

many stormwater impact reduction strategies are completed on a voluntary basis and at the local

level. Dealing with local stormwater and water quality issues has to happen at the local level, and

because of this, we need a technically trained sector of our community to provide guidance to

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local governments and groups on how to minimize their stormwater footprints and preserve good

water quality in our watersheds. My program is formed to meet this emerging need.

Figure 2. Educational signage at the UT Gardens Rain Garden. Garden built in June 2011 and sign installed in 2013 (Graphics credit: Katie Walberg).

B-1b. EXTENSION/TEACHING ACTIVITIES - A list of courses taught in resident

instruction, continuing education, and international programs for each term or semester of

instruction with enrollments in each course;

A summary of my educational speaking engagements are provided in Figure 3 and listed in

detail in Appendix A. During Extension presentations, audient composition often varies, but the

dominant audience was used in creating the summary charts. From this synthesis, it is clear that

I am reaching numerous audiences through a variety of presentation formats. The audiences

whom I have directly contacted the most are the general pubic, college students, municipal

professionals, and Extension Agents. Specifically over the past four years, I have lectured in 20

college-level courses/programs, conducted 27 Extension in-service training sessions, and

participated in 9 University of Tennessee Institute of Agriculture field days.

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Figure 3. Summary of speaking engagement information. Top: Number of educational sessions conducted (Aug 2010-Nov 2014). Bottom: Estimated number of direct contacts.

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As college students are one of my targeted audiences, I strive to bring application and real-

world problems/solutions to the university classroom through guest lectures. As students learn

the theory over the duration of a course, I have found a unique niche with my guest lectures to

supplement this learning environment with my on-the-ground projects. I assisted in a special

topics course on Stream restoration offered in the Civil and Environmental Engineering

Department (Dr. John Schwartz). I have also guest lectured several undergraduate and graduate

courses including: veterinary school special topics course, One Health (Dr. Marcy Souza), water

resources courses in civil and environmental engineering (Dr. Jon Hathaway), restoration

ecology courses (Drs. Mike McKinney and Jennifer Franklin), wetlands ecology course (Mr.

Chris Graves) and fall workshop series (Dr. Matt Gray), environmental soil science course (Mr.

Andrew Sherfy), BESS Senior Practicum (Drs. Al Womac and William Hart), BESS

Environmental Sampling and Monitoring (Dr. Dan Yoder), and BESS Bioprocess Engineering

(Dr. Philip Ye). I continue to seek opportunities to lecture in the traditional classroom setting as

well as link the experiences provided through my Extension program. I feel that as an Extension

faculty, I have a unique opportunity to expose students to practical and real-world situations that

often are hard to appreciate in a traditional classroom lecture course.

B-1c. TEACHING RESULTS - A concise compilation of results of student evaluation or

documented evaluation of candidate's programs, activities, and skills;

Selected Quotations on Merit:

From Dr. Michael McKinney regarding my guest lecture in his Restoration Ecology (Fall 2013): “I wanted to give you a special thanks for a great talk to the class. Your presentation was perfect in terms of the content and level of complexity. We have covered a lot of theory and the literature but they really needed to hear the hands-on applied aspects.”

Select responses to a post-conference (Water Education Summit 2013, Chattanooga, TN) feedback survey, where 52% of respondents (n=50) said they had an outstanding conference experience (44% Good, 4% Fair, 0% Poor). My role was conference organizer and lead technical program coordinator.

“I can honestly say that this was one of the most useful and enjoyable conferences that I have been to. Every speaker was educational and inspiring. It was great to have time to network with others - I feel that I made some great connections that will be mutually beneficial. I left feeling energized! Thanks for all of the hard work you all put into planning and facilitating. And thanks for choosing such fantastic locations. I loved Chattanooga and can't wait for Asheville 2014!”

“This was a great way to continue our conversations in the southeast on partnering and learning from each other. The committee did a terrific job! Urban tour was AWESOME - such important work showcased!”

“This was a great conference. I made some amazing contacts. You are all doing incredible work. I look forward to being in touch with the Extension leaders and 4-H folks. I would love to attend and present at the next summit. I hope we could also do something on

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mentoring. I am trying to find groups of people who could help me with my career. Thank you for organizing this event.”

“This conference was amazing. Thanks to all the organizers who did an excellent job. I would definitely recommend this conference to others. I would have liked to see some more skill set presentations, that is, learning new content in a "how to" format as to opposed to a case study perspective.”

Requested Feedback on Performance

ANR Extension Agents and Master Gardeners evaluated my performance as a speaker and

lead organizer of an in-service training on July 29, 2011 at the Clyde York 4-H Camp. Overall,

participants indicated that they had a good experience at the training and felt they received very

useful information. All respondents indicated that they would attend another workshop.

ANR Extension Agents evaluated my performance as a speaker in an in-service training in

February 2011 in the Western and Central Regions. Generally, survey respondents indicated that

I was well prepared, presented material clearly, and increased their knowledge of my subject

matter (streambank stability practices and stormwater management). This was in collaboration

with Drs. Shawn Hawkins and Forbes Walker.

4-H Agents evaluated my performance as a speaker/co-organizer of an in-service training

in May 2012 in all three regions. Generally, participants were overwhelmingly impressed with

the training experience. Many Agents were highly appreciative of the ready-to-use activities and

materials made available to them through the training session, and many stated their eagerness to

have a similar program in years to come. One of the many praising remarks we received from

Agents was “This has been one of the BEST in-service trainings I have attended!! Looking

forward to round 2!” (Tonya Bain, Crockett County). This was in collaboration with Dr. Jennifer

DeBruyn.

Watershed Academy participants evaluated my performance as a speaker, organizer, and

field tour leader during a 2-day workshop in June 2012 in Chattanooga, TN. Participants

indicated that I was well prepared, I presented material clearly, and that the program was one of

the best programs they had attended. Participants seemed most satisfied with the field tours we

had on each of the two days. They indicated that seeing applications in the field was highly

beneficial and reinforced the classroom lecture materials. Participants also indicated they valued

the expertise that we pulled in from neighboring states in the Southeast (North Carolina and

Alabama).

B-1d. PEER EVALUATION - A report from a peer evaluation of teaching and any other

faculty input concerning the evaluation of teaching effectiveness, including any statements from

colleagues who have visited the candidate's classroom for the purpose of evaluating his/her

teaching, or who are in good position to evaluate fairly and effectively clinical or field

assignments or advising. Internal letters about teaching effectiveness should be included in this

section.

Fellow faculty of the Biosystems Engineering & Soil Science Department attended a

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training workshop (Dr. Yoder) and an Extension Agent in-service training (Drs. Buschermole,

Hart, and Yoder) to provide a peer evaluation. This committee concluded that I was an excellent

teacher and provided a thorough critique that is reported in Appendix B.

Using a faculty peer observation form from the University of Minnesota, Dr. Marcy Souza

performed a peer evaluation of my guest lecture on Oct 10, 2011 in her course, CEM Special

Topics: One Health, and Dr. Matt Gray performed a peer evaluation of my guest lecture on

November 11, 2011 in his class, WFS 536 Wetland Ecology (See Appendix B).

B-2a. OTHER INDICATIONS OF QUALITY - Any statements from administrators which

attest to the candidate's teaching and advising effectiveness.

From Dean Tim Cross regarding the recent Outstanding New Extension Worker Award that I

received for 2013:

“… you are very deserving, and I look forward to announcing this to our organization.”

From Assistant Dean Robert Burns regarding my leadership as Conference Chair of the

Water Education Summit:

“Thanks for all of your effort to make the Water Education Summit in Chattanooga a reality.

I greatly appreciate your effort and leadership to make sure that our county agents have the

opportunity to attend this conference. Thanks for all you do to support our county

programs!”

From Assistant Dean John Stier regarding my presentation to Vice-Provost for Academic

Affairs, RJ Hinde, on the experience learning opportunities students have gained through the

campus rain garden projects:

“Your presentation really showcased some of the wonderful hands-on instruction being don

in the college.”

B-2b. OTHER EVIDENCE OF TEACHING EFFECTIVENESS

See Extension impact statements (Appendix C).

B-2c. HONORS AND AWARDS

2013 BESS Department Outstanding Service Faculty Award

2013 UT Extension Hick’s Outstanding New Extension Worker Award

2012 Outstanding Service Award, Obed Watershed Community Association

B-2defg. STUDENT ADVISING - a list of supervised graduate dissertations (or equivalent)

required for graduate degrees with types of degrees and years granted.

Major Advisor, Ryan Hodges, MS BSE, Graduated August 2015. Thesis:

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Major Advisor, Jessica Johnson, MS BSET. Projected graduation: undetermined.

Co-Major Advisor, Bing Cao, PhD BSE. Projected graduation: December 2016.

MS Committee Member for Biosystems Engineering and Soil Science students Daniel

Wade, Maudy Budipradigdo, Brett Connell, Kelsey Hensley, Brian Baxter, and Seth

Benge; Landscape Architecture student Caleb Lillard; Forestry Wildlife and Fisheries

student Haley Gotwald; Earth and Planetary Sciences student Derek Street; Entomology

and Plant Pathology student Geoffrey Duesterbeck.

B-2h. INTERNATIONAL ACTIVITIES - Any evidence of expertise or experience in

international or intercultural activities.

I represented UTIA and the USA in the China-US Eco-partnership Workshop “Land

Use Change: An Opportunity for Agricultural Sustainability” December 14-15, 2013,

Shenyang, China. There, I presented a summary of my research and Extension activities along

with a synthesis of literature on watershed restoration regarding innovative stormwater

management approaches and tools for effective stream restoration efforts.

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C. Research, Scholarship, Creative Activity

C-1. STATEMENT

My research interests lie in

the field of ecological engineering

and related to water quality and

watershed restoration and are

driven by the need to know how to

practically implement management

practices that mitigate the effects

of land use change and non-point

source pollution on natural surface

water resources. These efforts lead

me to measure the impacts of land

use change on streams and

wetlands, the effectiveness of best

management practices for water

quality improvement, and the ecological benefits of recreating or preserving natural hydrology of

landscapes. I am interested in understanding the environmental controls of the natural processes

that ecological engineering applications exploit in the built environment to mitigate impacts.

My approach is to feed my research program with the experiences I gain in fieldwork and

conversations with industry partners while implementing my Extension program. This approach

will ensure that I am researching pertinent and practical questions and that my applied research

will provide guidance that can be accepted and readily adopted by practitioners and citizens.

Topics that I am currently pursuing include constructed wetlands for agricultural stormwater

runoff treatment, effective streambank stabilization practices in urban landscapes, effects of

organic amendments on pollutant removal capacity of small-scale bioretention practices (rain

gardens), and pollutant transport from conventional residential developments in East Tennessee.

Research in water-related fields is unavoidably multidisciplinary and generally problem-

based. All of my ongoing research is a result of an identified need to quantify a problem that is

observed or optimize a solution to a problem. I am fortunate to collaborate with faculty from

across campus as well as from other academic institutions, state agencies, and related industry

professionals.

IMPLEMENTATION

Research Efforts and Associated Funding/Resources

Metrics for Watershed Restoration –

Cumberland Plateau in Tennessee and Alabama –

Resources and Allocations: $61,000 US Environmental Protection Agency Funding,

graduate student tuition match (BESS).

Need Addressed: Regional design parameters for stream restoration projects and a robust

Figure 4. Experimental Integrated Constructed Wetland at the Little River Animal & Environmental Unit, East Tennessee AgResearch and

Education Center.

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protocol for assessing the restoration potential of a degraded stream system.

This work focuses on identification of reference stream geomorphological conditions in the

Cumberland Plateau region. Stream channel geometry, floodplain connectivity, and riparian

vegetation along with biological indicators of stream health will be quantified and used to create

regional curves that will inform stream restoration designs. This effort directly links a need of a

state agency with applied research performed in the field.

Dam Sediment Characterization and Recycling –

Allocations: $200,000 US Environmental Protection Agency, Wetland Development Grant

Program.

Need Addressed: Characterizing sediments at dams slated for removal to gauge potential

for reuse and/or degradation to water quality.

This work entails identifying pertinent constituents in dam sediments that may lead to

degradation in surface waters if released and determining the potential for reuse as beneficial soil

amendments in constructed wetlands or enhancement projects.

Stream Channel Restoration and Bank Stabilization – Oostanaula Creek in Athens, TN –

Resources and Allocations: $185,000 TN Department of Agriculture 319 Funding, salary

match, one part time graduate student (CEE), BESS and CEE faculty time, City of

Athens matching with $30,000 in-kind support.

Need Addressed: Effective stream channel and bank restoration techniques for urban

streams in the Ridge and Valley.

Through this project, we will have the opportunity to use a variety of different stream

channel restoration and bank stabilization techniques in the restoration of Oostanaula Creek. We

will monitor the effectiveness of stabilization practices at minimizing sediment inputs from bank

failure.

Urban Stormwater Management using Green Infrastructure -

Expanding the Appropriate use of Models in Design –

Allocations: $240,000 TN Dept of Environment and Conservation

Need Addressed: Effectively assessing development projects against state performance

requirements for runoff reduction and pollutant removal.

Through a collaborative group of UT faculty, I provide training and support for the

statewide use of the Tennessee Runoff Reduction Assessment Tool. This tool allows a designer

to test development designs that include runoff reduction practices.

Monitoring and Demonstration –

Partial Resources and Allocations: USGS Funding, salary match, Beaver Creek 319

Funding Contributions, $21,900 TDEC/TVA/TDOT Green Infrastructure Grant, High

School Student Research at L&N Academy

Need Addressed: Evaluating rain gardens and other small-scale low impact development

practices for stormwater runoff reduction and water quality treatment.

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Linking with my Extension demonstration projects, I use these as study sites for applied

research projects. Some topics include evaluating rain garden hydrologic function and plant

survival rates.

Urban Stormwater Infrastructure Retrofit –

Resources and Allocations: $87,797 USGS Funding, salary match, Beaver Creek 319

Funding Contributions, one ¼-time funded graduate student (BESS)

Need Addressed: Evaluating urban hydrology and stormwater quality, implementing

decentralized “green” stormwater retention controls, and evaluating effectiveness at

runoff reduction.

I lead an effort to document the existing hydrology and stormwater quality from a typical

1990s-constructed suburban development and the effectiveness of diffuse stormwater controls on

reducing runoff volume and pollutant transport. We have documented seasonal variability in

runoff generation over the past 1.5 years and will continue to monitor runoff rates as infiltration-

based stormwater controls are incorporated throughout the development.

Constructed Wetlands –

Little River Animal and Environmental Unit –

Resources and Allocations: $25,000 UTIA Innovation Grant, 4 AgResearch workplans,

one ¼-time funded graduate student (BESS)

Need Addressed: Protecting water quality through conservation practices associated with

dairy operations in challenging topography.

Here, I have led a team of investigators to design, construct, and monitor two constructed

stormwater treatment wetlands. We are collecting stormwater flow and water quality data to

quantify the pollutant attenuation capacity of these facilities. This work provides background

data for proposals, infrastructure for myself and another faculty to perform research, and creates

and opportunities for interdisciplinary research in agriculture and the environment. For example,

Dr. Larry McKay will use the treatment wetlands to examine how bovine viruses act in a wetland

environment. Furthermore, a group of BESS faculty is proposing to use the wetlands for

research on microbial community changes and nitrogen cycling in dairy operations. I continue to

investigate biogeochemical processes of the wetland and associated metrics to determine

ecological function as stormwater sponges.

UTIA Cherokee Woodlot Constructed Wetlands -

Resources and Allocations: $12,000 Department of Energy Grant (awarded to the Clinch

River Environmental Studies Organization), US Forest Service personnel oversight and

design time, FWF and BESS faculty time.

Need Addressed: Demonstrating and monitoring the success of constructed ephemeral

wetlands using three documented techniques.

A group of faculty work with collaborators from the US Forestry Department and the

Clinch River Environmental Studies Organization to design, construct, and monitor created

ephemeral wetlands at the Forest Resources REC and the Cherokee Woodlot. These projects are

in the planning stages, but a focus will be to incorporate undergraduate research projects

however possible.

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C-2. Research and/or scholarly publications.

Refereed Journals:

2015 Ludwig, A., C. Hession. Groundwater Influence on Water Budget of a Small Constructed

Floodplain Wetland in the Ridge and Valley of Virginia, USA. Journal of Hydrology Regional

Studies. In Press.

2015 Ludwig, A., W. Wright. Integrated constructed wetlands for treatment of dairy operation

runoff in Eastern Tennessee during first year establishment. Ecological Engineering Vol 78, pp.

33-40.

2012 Ludwig, A. M. Matlock, B. E Haggard, I. Chaubey. Periphyton Nutrient Limitation and

Maximum Potential Productivity in the Beaver Lake Basin, United States. Journal of the

American Water Resources Association Vol 48, Issue 5, pp. 896-908.

2008 Ludwig, A. M. Matlock, B. E. Haggard, M. Matlock, E. Cummings. Identification and

evaluation of nutrient limitation on periphyton growth in headwater streams in the Pawnee

Nation, Oklahoma. Ecological Engineering Vol 32, Issue 2, pp 178-186.

Refereed conference proceedings:

2012 Ludwig, A., S. Hawkins, F. Walker. “Application and Monitoring of Conservation

Practices to Protect Surface Water Quality” Proceedings of the UT Beef and Dairy Field Day,

University of Tennessee Institute of Agriculture, June 14

Utley, B., A. Ludwig, J.S. Cundiff, and S. McGinnis. Organization of an Introductory Green

Engineering Course for Engineering Undergraduates. 2008 Annual Conference and Exposition

Proceedings. American Society of Engineering Education. Pittsburgh, PA. June 2008.

Published in conference proceedings (refereed on the basis of abstract):

Ludwig, AL. “Constructed Wetland Effectiveness for Stormwater Management.” Published

Abstracts of the American Ecological Engineering Society Annual Meeting, Asheville, NC,

2011.

Ludwig, AL. and WC Wright. “Constructed Stormwater Wetlands at the Little River Animal &

Environmental Unit, University of Tennessee.” Published Abstracts of the American Ecological

Engineering Society Annual Meeting, Lansing, MI, 2013.

Ludwig, AL. “Constructed Floodplain Wetland for Stormwater Pollutant Management.”

Proceedings of the 21st TN Water Resources Symposium, Montgomery Bell State Park, 2011.

Ludwig, AL, SA Hawkins, J Lee, L McKay, FR Walker, and R Hunter. “Water quality best

management practices at the Little River Animal & Environmental Unit.” Proceedings of the

22nd Tennessee Water Resources Symposium, Montgomery Bell State Park, TN, 2012.

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Ludwig, AL. “Home Stormwater Education Tool Development for Tennessee.” Published

Abstracts of the 2012 USDA-NIFA National Water Quality Conference, Portland, OR, 2012.

Ludwig, AL. “Retrofitting Stormwater Infrastructure and Perceptions in a Conventional

Suburban Development in East TN.” Proceedings of the 23rd Tennessee Water Resources

Symposium, Montgomery Bell State Park, TN, 2013.

Ludwig, AL, KJ Neff, and P Massey. “The State of LID in Tennessee.” Proceedings of the 23rd

Tennessee Water Resources Symposium, Montgomery Bell State Park, TN, 2013.

DeBruyn, J. and AL Ludwig. “Backyard STEM: Environmental Science Education for Informal

Learning Experiences.” Printed Abstracts of the Water Education Summit, Chattanooga, TN,

2013.

AL Ludwig and WC Wright. “Measured Stormwater Runoff Seasonal Variation in a Small

Traditional Suburban Development in East Tennessee.” Published Abstracted of the American

Ecological Engineering Society Annual Meeting, Charleston, SC, 2014.

AL Ludwig and RA Hanahan. “Rain Gardens for Tennessee: Show, Tell, Help!” Annual

Meeting of the Tennessee Stormwater Association, Henry Horton State Park, TN, 2014.

Ludwig, AL, WC Wright, and D Yoder. (Oral Presentation) “Development of the Tennessee

Runoff Reduction Assessment Tool.” Published Abstracted of the American Ecological

Engineering Society Annual Meeting, Stillwater, OK, June 2015.

Ludwig, AL, J Buchanan, T Gangaware, J Tyner, and D. Yoder. (Oral Presentation) “Tennessee

Permanent Stormwater Management Design Training Program.” Tennessee Water Resources

Symposium, Montgomery Bell State Park, TN, Apr 2015.

Ludwig, AL, E Brantley, C Sawyer, G Jennings. (Oral Presentation) “Transforming Landscapes

and Perspectives.” American Water Resources Association Annual Conference, Denver, CO,

Nov 2015.

Articles published in popular press:

Tschantz, B and AL Ludwig, “Stormwater Management in Tennessee – A SMART Initiative.”

Tennessee Public Works Magazine. April 2011.

Technical Manuals:

2014. TN Permanent Stormwater Management and Design Guidance Manual (Lead Author).

UT Extension Publication and other articles appearing in in-house organs:

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Peer-Reviewed Extension Publications

2015 A. Ludwig. Improving Stream Channels, Ditches and Lakeshores with Live Staking. SP

781-B

2015 A. Ludwig, L. Duncan, E. Gall. The World is Flat – At Least with Topographic Maps. W

338-B.

2015 A. Ludwig, L. Duncan, E. Gall. Tennessee’s Natural Resources Crossword Puzzles. W

338-A.

2015 L. Duncan, A. Ludwig, E. Gall. How Much Water Would a Watershed Shed if a

Watershed Could Shed Water. W 338-C. In Press.

2015 A. Ludwig, J. Buchanan. Tennessee Storm-SMART Glossary of Terms for Communities.

W301.

2014 F. Walker, A. Ludwig, L.B. Reynolds, B. McIntosh, S. Hawkins. Agricultural and Urban

Best Management Practices for Water Quality. SP 752.

2013 A. Ludwig, R. A. Hanahan. Rainwater: Your Liquid Asset, A Home Stormwater Exercise.

W 300.

2013 A. Ludwig, J. DeBruyn. Environmental Science: Stormwater Happens! W 292-E.

2013 A. Ludwig, J. DeBruyn. Environmental Science: Wonderful Wetlands. W 292-F.

Departmental or Web Extension Publications (non-peer reviewed)

2015 A. Ludwig. Rain Gardens for Tennessee: Educators’ Toolkit. D21.

2015 A. Ludwig, Rain gardens for Tennessee: Builders’ Guide. D22.

2015 A. Ludwig, J. DeBruyn. Sponge Planet.

2015 A. Ludwig, J. DeBruyn. Nature Kaleidoscope.

2015 A. Ludwig, J. DeBruyn. Rain Gardening.

2014 A. Ludwig, J. DeBruyn. Making a Mountain Map.

2013 A. Ludwig, J. DeBruyn. Creek Critters: Ecological Detectives.

2013 A. Ludwig, J. DeBruyn. Creek Critters: Home in the River.

Other In-House Publications

Featured or Highlighted in Monthly ANR Associate Dean’s Newsletter

o Watershed Academy (Oct 2012)

o Rain Gardens for Tennessee (Aug 2013)

o Water Education Summit (Aug 2013)

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News Articles

o Tennessee Smart Yards (Formerly Yards and Neighborhoods) monthly newsletters –

opening statement from co-directors and a feature article entitled “Soggy Bottom

Blues: Creating Wetland Bog Gardens in Your Landscape,” and “Was 2013 the

Wettest Year on Record?”

o ANR Agent Web packets

Environmentally Friendly Deicers

Rain Gardens for Tennessee

What a Difference a Year Makes

Research reports submitted to sponsors:

Annual and Quarterly Reports to the Tennessee Department of Agriculture, Effective

Streambank Stabilization Practices in Oostanaula Creek Project. December 2012.

Annual and Quarterly Reports to the TN Water Resources Research Center and US

Geological Service, Evaluation of Bioretention Practices for Effective Stormwater

Management and Treatment: A Laboratory to Field Study. February 2012/2013.

Manuscripts Submitted:

2015 A. Ludwig, C. Hession, D. Scott, D. Gallagher. Event-scale Nutrient Attenuation in a Small

Constructed Floodplain Wetland in a Virginia Tributary of the Chesapeake Bay Basin.

Wetlands & Coastal Systems Special Collection, American Society of Agricultural and

Biological Engineers Journals. October

Manuscripts in Preparation:

Hodges, R., A. Ludwig, S. Schwartz, P. Ayers, G. Jennings. Bankfull Geomorphic

Characteristics in Headwater Streams in the Cumberland Plateau of Tennessee.

Ludwig, A., W. Wright, D. Yoder. Seasonal Volumetric Runoff and Rainfall Relationships in

two Nested Suburban Basins: A Case Study.

Cao, B., A. Ludwig. Exploratory Analysis to Identify First Flush Phenomena at a Concentrated

Dairy Operation.

Unsuccessful Manuscripts:

Connell, B, P Ayers, K Neff, and A Ludwig. GIS-Based Streambank Video Mapping to

Determine Erosion Susceptible Areas. Second revisions submitted to the Journal of the

American Water Resources Association, Submitted Oct 18, 2013. Rejected May 2014.

C-4. Projects, grants, commissions, and contracts:

27

I have obtained 9 total awards as principle investigator and been a co-principle investigator on 7

additional awards, totaling over $1.6 million dollars in external support garnered. I have also

been the recipient of 3 internal AgResearch Innovation grants, which totaled $40,000.

Figure 5. Summary of External Funding as Principle Investigator and as Co-Principle Investigator.

Completed:

November 2010, Water Quality Best Management Practices at the Little River Animal

and Environmental Unit; UTIA Innovation Grant, $25,000. Lead PI.

December 2010, TN Stormwater Management Assistance Research and Training

Center; UTIA Innovation Grant, $35,000. Co-PI.

March 2011, Evaluation of Bioretention Practices for Effective Stormwater

Management and Treatment: A Laboratory to Field Study; US Geological Survey

through the TN Water Resources Research Center, $37,517. Lead PI. (Extension through

Dec 31, 2012).

April 2011, Watershed Academy; USDA Southern Regional Water Quality Program,

$28,000. Lead PI (Auburn University Lead).

June 2011, Low Impact Development Demonstrations on the UTIA campus; UT Green

Fees Program, $2,500. Co-PI.

July 2011, Obed Watershed Conservation Projects; Tennessee Department of

Agriculture (TDA, 319 Non-point source funds). MATCHING ONLY. Provided advisory

role, expertise, and project matching time to the contract of the Obed Watershed

Community Association. We installed stormwater best management practices (infiltration

conveyance channel and native plantings, rain garden, streambank restoration, and rain

tanks) at the Clyde York 4-H Camp in Crossville, TN.

January 2011, TN Stormwater Management Assistance Research and Training

Center; TN Department of Environment and Conservation Seed Grant, $150,000. Co-PI.

May 2011, Oostanaula Watershed Conservation Project; Tennessee Department of

Agriculture (319 Non-point source funds), MATCHING ONLY. Provided expertise and

matching time to implement cattle exclusion and streambank restoration.

August 2012, Assessing impact of UT dairy operations and BMPs on microbial water

quality in streams and Assessing impact of UT dairy operations and BMPs on

microbial water quality in streams and wetlands using a mass balance approach

with monitoring of E. coli, host‐specific Bacteroidetes and bovine virus; University of

28

Tennessee M-CERV, $5,000. Supporting PI.

September 2011, Effective Streambank Stabilization Practices in Oostanaula Creek;

Tennessee Department of Agriculture (319 Non-point source funds), $185,000. Lead PI.

October 2012, Tennessee Permanent Stormwater Management Handbook; Tennessee

Department of Environment and Conservation, $200,000. Co-PI (Lead UTK-TN Water

Resources Research Center).

Funded in progress:

September 2015. Dam Sediment Recycling: Developing Protocols for Characterization

and Standards for Reuse in Wetland Rehabilitation. United States Environmental

Protection Agency, Wetland Development Grant Program, $200,000.

September 2015. AGirlculture: A day camp for girls in STEM in agriculture. US Dept

of Agriculture, National Institute of Food and Agriculture, $62,000. Co-PI.

June 2014. Enhancing widespread water quantity and quality control though implementation and dissemination of the Tennessee Runoff Reduction Assessment Tool (RRAT) to assist in the design and evaluation of runoff reduction Low Impact Development (LID) practices. Tennessee Department of Environment and Conservation, $90,000. Co-Lead PI.

March, 2014. Underground reactive barrier to attenuate contaminants from

agricultural drainage. University of Tennessee – Knoxville – TN Water Resources

Research Center, $10,000. Co-PI.

November 2013, Making Orange Green: Towards a Water-Smart Campus at UT;

Tennessee Stormwater Association, $21,900. Lead PI (with co-PIs from three other

departments).

November, 2013, Tennessee Stormwater Management Assistance Research and

Training (SMART) Center. Tennessee Wildlife Resources Agency, $20,000 Co-PI.

August 2012, Watershed Scale Project In Oostanaula Creek; USDA National Institute

for Food and Agriculture, National Integrated Water Quality Project, $633,400. Co-PI.

August 2012, Tennessee Yards and Neighborhoods: Establishing Roots for Long-

Term Viability; Tennessee Department of Agriculture (319 Non-point source funds),

$50,000. Lead PI.

August 2012, Eco-Morphological Stream Design and Assessment Tools for hte

Alabama and Tennessee Appalachian Plateau, Wetland Program Development Grant,

US Environmental Protection Agency $61,000. TN Subcontract Lead (Auburn University

Lead).

March 2012, Evaluation of Bioretention Practices for Effective Stormwater

Management and Treatment: A Laboratory to Field Study; US Geological Survey

through the TN Water Resources Research Center, $49,280. Lead PI.

Unsuccessful Efforts:

National Fish and Wildlife Federation, Five Star Urban Waters Restoration Program,

Canopy Clusters for Urban Conservation.

Bioretention Beds for Cedar Crossing Neighborhood in Beaver Creek Watershed,

Tennessee Healthy Watersheds Initiative, $150,000. Collaborator (UTK-TN Water

Resources Research Center Lead).

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Environmental Education program of the US Environmental Protection Agency. Urban

Homesteads - Rainwater Harvesting and Gardening Demonstrations Across Tennessee.

USDA NIFA Peoples Garden - Tennessee’s People’s Gardens: Overcoming the Challenges

of our Landscapes to Meet the Needs of our Communities.

Transportation Research Board – Guidance for Treatment of Deicing-Impacted Airport

Stormwater.

Water Environment Research Federation - Effect of Vegetation Selection on Constructed

Wetland Pollutant Attenuation Capacity from Runoff from Cropland Amended with

Dairy Manure (top 20 of 147 submitted).

NIFA Water Quality program – Oostanaula Watershed-Based Conservation proposal

USDA, NRCS, Conservation Innovation Grant Pre-proposal - Best Management Practices

at the Increasing Urban-Agriculture Interface.

USEPA Wetland Development Grant- Protocol Development for Voluntary Restoration

Behind Low Head Dam Removal Sites and Phosphorus Attenuation Monitoring for

Tennessee Wetland Programs.

USEPA Environmental Education Grant, Future Stewards Curriculum Development: Preserve, Protect, and Respect Landscape

USDA, NRCS, Conservation Innovation Grant Full Proposal – Integrated landform

treatment practices for the sequential reduction of nutrient losses from dairy operation

surface runoff and tile drainage.

C-6. Record of participation in, and description of, seminars and workshops.

Lead developer and trainer of the Permanent Stormwater Design Training using the Runoff

Reduction Assessment Tool sponsored by the TN Dept of Environment and Conservation

(2014-2015). Total courses delivered: 5.

Technical Program and Organizing Committee, Annual Watershed Symposium hosted by

the Watershed Faculty of the University of Tennessee (2011-2015).

Planning Committee, Green Infrastructure Symposium, Hosted by the TN Chapter of the

American Water Resources Association, Nashville, TN, June 30, 2014.

Supporter, Dam Removal Workshop, hosted by UT Extension and delivered by American

Rivers. Oct 1-2, 2014, Athens, TN.

Academic Host, Certified Ecological Designer Charrette provided by the American

Ecological Engineering Society, Asheville, NC, April 3-5, 2014.

Co-organizer, Stormwater Best Management Practice Inspection and Maintenance Training

session for municipal professionals and industry, Nov 20-21, 2013.

Lead Organizer, Rain Garden Installation for Service Activity, Annual Tennessee

Stormwater Association Meeting, Henry Horton State Park, October 1, 2013.

Conference Chair of the Water Education Summit, a national meeting of water educators

from across all sectors of education, focused on water programming in the southeastern

region. Sept 24-26, 2013.

Graduate of the UT AgResearch Faculty Development Fellows Program, administered by

Dean William Brown, 2012-2013.

Lead developer and trainer of the Rain Gardens for Tennessee workshop for UT Extension

Agents, delivered regionally in 2013-2014.

Lead developer and trainer of the Tennessee Smart Yards Rain Garden 101,a 1-day

30

workshop for homeowners. Total workshops given: 17

Lead organizer and moderator of the pre-conference technical workshop for the Tennessee

Stormwater Association on October 17, 2012 in Chattanooga, TN. This workshop

focused on efforts of TDEC and regulated MS4s to create permanent stormwater

management technical guidance documents and design tools for engineers, compensatory

mitigation, and plans review.

Lead organizer and presenter at a 2-day workshop entitled “Watershed Academy: Water

Resource Management from Downspout to River Mouth” in Chattanooga, TN, June 25-

26, 2012. UT partnered with Auburn University and North Carolina State University to

host 50 Extension Agents, MS4 government professionals, and industry engineers and

planners. Funded through USDA NIFA.

Invited participant at the “Mic Nite: Talks by UT Faculty,” a “Pecha-Kucha Powered”

gathering, Oct 2012. Presentation entitled “Watersheds: We’re All in This Together.”

Co-Lead organizer and presenter at a 2-day workshop entitled “Watershed Academy” in

Nashville, TN, April 18-19, 2012. UT and TSU partnered with faculty from Auburn

University and North Carolina State University to host 10 Extension Agents for a

workshop on all things watersheds. Funded through USDA NIFA.

Co-Lead on a webinar and work session for the Tennessee Yards and Neighborhoods

program. After meeting with all the participating Extension Agents and Municipal

Government Professionals during face-to-face interviews, we held a webinar conference

to discuss and brainstorm lessons learned from the pilot program and the future of TYN.

Invited presenter at the UTIA ETREC-Little River Animal and Environmental Unit

Preview Day in January 2011.

Lead organizer of the pre-conference technical workshop for the Tennessee Stormwater

Association on October 28, 2011 in Gatlinburg, TN. This workshop is the product of a

request of TDEC and will focus on implementing effective green infrastructure and low

impact development techniques as alternatives for the management of urban stormwater

runoff. I moderated the morning technical presentations and facilitated a design charrette

with the audience of primarily municipal stormwater management professionals.

Supporting expert at three workdays conducted by the Obed Watershed Community

Association to install bank stabilization practices at the Clyde York 4-H Center in

Crossville, TN.

Lead organizer of a 1-day workshop for Extension Agents and Master Gardeners on small-

scale stormwater best management practices for residential property. We toured the

installed BMPs at the Clyde York 4-H Center and planted a rain garden.

Replacement speaker at the USDA National Institute for Food and Agriculture

grantsmanship workshop on August 6, 2011 in Knoxville, TN. I was asked by an invited

speaker, Dr. Marty Matlock (my MS advisor from the University of Arkansas) and the

Director for the Sustainable Agriculture Research and Education (SARE) program to fill

in for Marty to present his presentation entitled “Sustainable Agriculture: Measuring

What Matters.” I participated as a speaker and sat on a panel to discuss before an

audience of academic colleagues. (See Appendix D for letter or recognition)

Invited speaker at the Tennessee Stormwater Association Annual Meeting on Oct 22, 2010

in Nashville, TN. My talk entitled “Stormwater Extension and Research at the University

of Tennessee” focused on low impact development strategies and stormwater best

management practices with examples implemented in the Chesapeake Bay Watershed in

Virginia.

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C-7. Papers presented at technical and professional meetings

Ludwig, AL, E Brantley, C Sawyer, G Jennings. (Oral Presentation) “Transforming

Landscapes and Perspectives.” American Water Resources Association Annual

Conference, Denver, CO, Nov 2015.

Ludwig, AL, WC Wright, and D Yoder. (Oral Presentation) “Development of the

Tennessee Runoff Reduction Assessment Tool.” Published Abstracted of the American

Ecological Engineering Society Annual Meeting, Stillwater, OK, June 2015.

Ludwig, AL, J Buchanan, T Gangaware, J Tyner, and D. Yoder. (Oral Presentation)

“Tennessee Permanent Stormwater Management Design Training Program.” Tennessee

Water Resources Symposium, Montgomery Bell State Park, TN, Apr 2015.

Ludwig, AL and WC Wright (Oral Presentation). “Measured Stormwater Runoff Seasonal

Variation in a Small Traditional Suburban Development in East Tennessee.” Published

Abstracted of the American Ecological Engineering Society Annual Meeting, Charleston,

SC, 2014.

Ludwig, AL and RA Hanahan (Oral Presentation). “Rain Gardens for Tennessee: Making

it Attainable!” Water Education Summit, 2014. Asheville, NC, Sept 9, 2014.

Ludwig, AL and RA Hanahan (Oral Presentation). “Rain Gardens for Tennessee: Show,

Tell, Help!” Annual Meeting of the Tennessee Stormwater Association, Henry Horton

State Park, TN, 2014.

Hodges, R and AL Ludwig (Poster Presentation). “The State of Stream Restoration in

Tennessee.” Water Education Summit, 2014. Asheville, NC, Sept 9, 2014.

Ludwig, AL. (Oral Presentation) “Retrofitting Stormwater Infrastructure and Perceptions

in a Conventional Suburban Development in East TN.” 23rd Tennessee Water Resources

Symposium, Montgomery Bell State Park, TN, 2013. Selected through abstract

submission and review process.

Ludwig, AL, KJ Neff, and P Massey. (Oral Presentation) “The State of LID in Tennessee.”

23rd Tennessee Water Resources Symposium, Montgomery Bell State Park, TN, 2013.

Selected through abstract submission and review process.

Ludwig, AL. and WC Wright.(Oral Presentation) “Constructed Stormwater Wetlands at the

Little River Animal & Environmental Unit, University of Tennessee.” American

Ecological Engineering Society Annual Meeting, Lansing, MI, 2013. Selected through

abstract submission and review process.

Ludwig, AL. (Oral Presentation) “Green Infrastructure 101.” Presentation to state-wide

External Advisory Committee for the Development of the TN Green Infrastructure

Design Manual. Murfreesboro, TN, 2013.

Ludwig, AL, D Yoder, J Buchanan, J Tyner, T Gangaware, and B Tschantz. “The

Tennessee Stormwater Management Assistance Research and Training Center.” (Poster

presentation) 2nd Annual Watershed Symposium at UT, Knoxville, TN, 2012.

Ludwig, AL, R. Hanahan, T. Gangaware, and R. Arthur. (Oral presentation) National

Water Program Conference, Portland, OR, May 24, 2012. Selected through abstract

submission and review process.

Ludwig, AL, SA Hawkins, J Lee, L McKay, FR Walker, and R Hunter. “Water quality best

management practices at the Little River Animal & Environmental Unit.” Tennessee

Water Resources Symposium, Montgomery Bell, 2012. Selected through abstract

submission and review process.

Ludwig, AL, and W. C. Hession. (Oral presentation) “Constructed Floodplain Wetland

32

Effectiveness for Urban Stormwater Treatment.” Annual Meeting of the TN chapter

American Water Resources Association, Burns, TN, April 12, 2011. Selected through

abstract submission and review process.

Ludwig, AL and W. C. Hession. (Oral presentation) “Constructed Floodplain Wetland

effectiveness for Urban Stormwater Treatment.” American Ecological Engineering

Annual Meeting, Asheville, NC, May 20, 2011. Selected through abstract submission and

review process.

Johnson, J and A. Ludwig. (Poster Presentation by J. Johnson) “A Stormwater Retrofit of a

Suburban East Tennessee Neighborhood.” American Ecological Engineering Annual

Meeting, Asheville, NC, May 20, 2011. Selected through abstract submission and review

process.

C-9. List of grants and contracts for instruction or for training programs

Stormwater Watershed Academy, USDA Southern Regional Water Quality Program,

Chattanooga, TN (June 2012). Targeted audiences are municipal stormwater

professionals, industry engineers and planners, and non-profit organizations. Lead.

Tennessee Low Impact Development and Green Infrastructure Design, Tennessee

Department of Environment and Conservation. Tasked to develop a technical manual and

associated training course series on permanent stormwater controls for engineers,

landscape architects, and governmental officials. Lead UTIA.

Figure 6. Tennessee Smart Yards demonstration rain garden at the UT Gardens.

33

D. Institutional, Disciplinary, and/or Professional Service

D-1. STATEMENT

Academicians work in their related fields because they feel that there is value in their

research and in the dissemination of information that will benefit society as a whole. As such, we

have vested interest in the progression of our fields and staying relevant to society’s needs. And

it is these needs that perpetuate our discipline and academic department. I have had an active role

in recruiting students into the field of Biological and Agricultural Engineering. I feel as though

our field has evolved over decades to stay with changing societal needs, and that it is our duty as

educators to equip our students with the skill set and knowledge needed to be a contributing

member of society as capable engineers and scientists. I have performed this recruiting through

many different avenues: as an undergraduate recruiter calling prospective high school students,

as a college ambassador giving campus tours, as a member of a professional society coordinating

an annual student design competition, and as a faculty member sharing my research interests.

D-2a. INSTITUTIONAL SERVICE

Committee work at department, college, and university levels:

Member of the Building Exceptionally Skilled Teachers Development (BEST) Team, UT

Extension Dean’s Initiative

Recruiting work for BESS – Engineering Fundamentals 101, Society of Women Engineers,

Community Open House at the Little River Animal & Environmental Unit, Ag Day 2012

and 2013.

BESS Space Committee 2011-2014; BESS Strategic Planning Committee, 2013-2014.

UTIA Cherokee Woodlot Wetlands Project Committee

Search Committee Member, Department Head, Biosystems Engineering and Soil Science,

2014

Subject Matter Expert for the Oil and Gas Project, Forest Resources AgResearch and

Education Center, UTIA.

Reviewer of Outreach Publications (Plant Sciences Dept and Landscape Architecture)

Eureka Competition Faculty judge, 2014.

Figure 7. Students of the American Water Resources Association Chapter (now known as the Hydrolunteers) at UTK clean up Second Creek as part of the City of Knoxville's Adopt-a-Stream program.

34

University-wide governance bodies and related activities:

Watershed Faculty Consortium at UT: Member since conception in 2011, elected Chair

2015.

Faculty advisor for UT student branch of the American Water Resources Association, now

known as the Hydrolunteers (Fall 2012-2015, membership ~50).

Contributions to the University's programs, at home and abroad, to enhance equal

opportunity, cultural diversity, and international and intercultural awareness:

Recruiting women into STEM fields through work with the Society of Women Engineers

and Gadget Girls.

Co-Principle Investigator of funded grant from USDA-NIFA for “A-Girl-Culture: A camp

for girls to encourage STEM careers in agriculture.”

D-2b. DISCIPLINARY SERVICE –

Activity in professional and learned societies:

American Ecological Engineering Society

I have been an active member of the American Ecological Engineering Society member for 11

years, of which I have attended each national meeting. I held the office of Society Secretary

(2011-2013) and was the appointed the Membership and Recruitment Co-Chair (2009-2011). I

have sat on three conference-planning committees (2008, 2012, 2014), and directed the student

design competition for the past 3 out of 5 years. This student design competition is a hands-on,

multi-day activity where students work in small groups to create ecologically-focused designs to

practical problems. The description of last year’s event is below. I have also acted as the

academic host for the society’s Certified Ecological Designer course, held in Asheville, NC,

2014 and attended by 28 members. I am working towards completing my application, and

within the next year should be recognized by the society as a Certified Ecological Designer.

14th Meeting of the American Ecological Engineering Society, Charleston, SC, June 9-11, 2014, Student Design Competition

Summary: In mid-afternoon on a hot June day in Charleston's Marion Square Park, university students from across the country could be found putting their education into application during the Filtrexx Student Design Competition during the 14th Annual Meeting of the American Ecological Engineering Society. Clemson University hosted over 120 students, academicians, and practitioners in Charleston, SC, for a 3-day conference on the science and application of ecological engineering, which the society defines as the development of sustainable ecosystems that integrate human society with its natural environment for the benefit of both. As in previous years, the society offered travel funding for students to attend the conference with the expectation that they participate in the annual student design competition.

This year's competition reflected the overall conference theme and location: "Engineering Resiliency for Coastal Communities." Students were challenged to work in multi-disciplinary groups to design a system using Filtrexx Sox and to prevent coastal erosion while treating urban stormwater runoff for particulates and other harmful pollutants. Eight teams of 5-6 students created and tested prototype designs in a simulated coastal environment in Marion Square. In a 4 ft by 8 ft design box lined with plastic and filled with 4" of water and sand, their Sox designs were tested against simulated waves and sediment-laden runoff. Students had four different Sox to choose from, including two polypropylene Sox and two cotton Sox. Sand, compost, and shredded hard-wood mulch was available for use as Sox media. Designs were judged on the following criteria: 1) minimize the amount of sand movement from the "shoreline" in the design box, 2) optimization of permeability and filtration capacity of media for particulate pollutants, and 3) practicality – in other words, in application, would the design minimize impacts on the surroundings, be easy to implement, and provide additional ecosystem services. To quantify these success metrics, students used a piece of plywood as a wave generator in the design box while the judges observed the way the design absorbed the wave energy. Students were also required to filter a 32-oz volume of sediment-laden stormwater runoff through their design media. Permeability was measured by timing how long it took the 32 ounces to

35

pass through the filter, and treatment was quantified by measuring the turbidity of the effluent with a portable turbidity meter. Finally, the students created Extension factsheets targeted at shoreline homeowners to explain how Sox is used as a best management practice to protect against accelerated shoreline erosion.

The winning teams were comprised of student representatives from Auburn University, University of Maryland, Syracuse University, and the State University of New York College of Environmental Science and Forestry. Their designs showed minimal sand movement during the wave testing, had an acceptable level of permeability and pollutant filtering capacity, and considered practical issues of implementation. For example, the University of Maryland's design allowed for turtle passage, while the winning design team tested a suite of media options and considered what media was closest to the native materials found on South Carolina beaches and mimicked the proximity to shoreline of naturally energy-dissipating coral reefs. The students gained valuable experience in working with the Sox product to solve a real-world problem. They also used their written and verbal communication skills to describe their design to conference goers as well as the general public, wandering just what was all the commotion going on in Marion Square.

Filtrexx International partnered with the University of Tennessee and Clemson University to hold the student design competition. Find out more about the American Ecological Engineering Society at their website (http://www.ecoeng.org/).

TN Section American Water Resources Association

I have been an active member of the Tennessee Section of the American Water Resources since

my arrival to Tennessee (2010), and have attended all the annual meetings held within the last 4

years. I was elected Association Secretary in 2013 and hold this office until 2015. My role as

faculty advisor of the student branch of the American Water Resources Association at UTK

compliments my work with the state chapter.

Chesapeake Bay Expert Panel

In November 2014, I was appointed to the Chesapeake Bay Manure Management Expert Panel

(2014-2015). Here, I act as the expert in aerobic systems (constructed wetlands and

composting). The final report will be presented to the Chesapeake Bay Technology Committee

by the end of 2015.

Other Activity

UT Representative, Tennessee Stormwater Association

American Water Resources Association member.

International Erosion Control Association member.

One of two institutional members of the American Geophysical Union’s Consortium for

the Advancement of Hydrologic Science (2012-2013).

Technical reviewer for the International Journal of Dairy Science, Journal of Ecological

Engineering, Journal of the American Water Resources Association, Journal of

Bioresource Technology.

Service Awards:

Outstanding Service Faculty Award 2013, Biosystems Engineering and Soil Science

Department, UTIA

Outstanding Service Award 2012 Recipient, Obed Watershed Community Association.

D-2c. PROFESSIONAL SERVICE

Service to public and private organizations or institutions:

Stormwater Technical Guidance: Reviewed grading plans for the stormwater department of

Metro Nashville and the City of Athens, TN.

36

Stormwater BMP Monitoring: Worked with Third Rock Engineering, LLC, to monitor a

constructed wetland in the City of Athens, TN.

Farmer Technical Assistance: Visited Pure Water Farms and provided the owner with

guidance on maintaining his natural wetlands and restoring prior converted wetlands for

mitigation purposes on his site. Technical advise and project oversight on two Daugherty

dairy farms near Sweetwater, TN.

Wetland Mitigation Bank Guidance: Provided technical advise on the creation of Crooked

Creek Mitigation Bank near Walland, TN.

Stream Restoration Design: Consulted (non-charge) with the Obed Watershed Community

Association on their technical design for in-stream structures and communicated with

TDEC on design requirements.

Constructed Wetlands: Worked with Knox County Stormwater on a design for a small-

scale enhanced wetland on a homeowners property to alleviate flooding.

Rain Garden Design: Worked with Knox County to design and install community rain

gardens at homes, schools, and parks.

Educational workshops: Collaborated with the Lower Clinch River Watershed Association

and the Fort Loudon Lake Association to create rain garden and rain barrel workshops to

deliver to homeowners.

Site visit and advice to Telico Village Water Resources Oversight Group.

Service to governmental agencies at the international, federal, state and local levels:

Member, TN State-led Oversight Committee for the West Tennessee Nutrient Reduction

Strategy (working group consisting of members from TDEC, TDA, TWRA, and UT

Extension)

Member, TN Stormwater Association, Education and Training Committee.

Advisory Committee, University of Tennessee Stormwater Permitting (Submitted to the

Tennessee Department of Environment and Conservation in July 2012).

Appointed by Mayor Rogero, Board of Environmental Appeals, City of Knoxville, TN

Participated in over 15 separate events where I spoke or lead educational sessions for

municipal government professionals in local stormwater and engineering departments.

Service to industry:

See Section A-2. Teaching/Extension Activities

Participation in community affairs as a representative of the University:

Water Education Together Festival (WETFest) speaker, Sevierville, TN, Sept 24, 2011.

Gibbs Elementary Earth and Science Day Speaker, where I spoke with 5 sets of 3rd and

5th graders about watersheds, ways to reduce pollution, and erosion.

Speaker at Cedar Crossings HOA meeting to introduce the Tennessee Yards and

Neighborhoods program and teach the board members about impacts of urban hydrology.

Table exhibit on the Tennessee Yards and Neighborhoods program at WTREC Summer

Celebration, where over 2,500 community members visited the facility.

Table exhibit at LRAEU Community Open House, where I had a BESS Departmental

table and spoke to community members about water quality best management practices at

the facility.

37

Organizer of and expert interviewee in a UTIA video clip about stormwater runoff

impacts to streams and rivers and how rain gardens can help slow down runoff and filter

out pollutants. (Access here: https://www.youtube.com/watch?v=jgODP6_5WI8)

Subject matter expert in UTIA video clip about stormwater management in agriculture

(Access here: https://ag.tennessee.edu/news/VideoReleases/Pages/Creek-

Restoration.aspx)

BESS representative at Ag Day 2011, 2013.

Participant in Plan East Tennessee, Knox Municipal Planning Committee, as subject

matter expert on stormwater management.

Eastern Tennessee Regional Science Fair Judge 2012.

Science Fair Judge at Anoor Academy 2012, 2013, 2014

L&N STEM Academy student mentor, 2013-2014

Adopt-A-Stream Program, City of Knoxville, 2nd Creek

Invited speaker at watershed organization meetings and community groups.

o Annual Obed Watershed Community Association Fundraiser 2012

o Little River Watershed Association Watershed 101 Series 2012

o Little River Watershed Association Annual Fundraiser 2012

o Knoxville Herb Society

o Telico River Watershed Association Fall Meeting 2013

o Tennessee Association of Conservation Districts Fall Meeting 2013

38

Appendix A. Detailed information on speaking engagements.

Class Lecture or Speaking Event Date My Role Specific Audience #

2 EVE 595 Special Topics: Stream Restoration (Spring)

2011 Lab Instructor Graduate Students 96

5 TN Stormwater Association Annual Meeting, Nashville, TN

26-Oct-10 Invited Presentation

(45 min)

Stormwater Managers,

State Agency, Industry Consultants

65

4 UT Extension Professional Development Conference 2011

10-Nov-10 Lecture (45 min, 2 times)

Extension Professionals

60

8 in-Service Training: Stormwater Management

6-Feb-11 Lecture (45 min, 2

times)

Extension Agents,

Producers 65

7 Grounds Management Short Course

22-Feb-11 Presentation (45

min)

Grounds Management

Professionals 11

1 Cedar Crossing Homeowners Association Meeting

23-Mar-11 Presentation (15 min)

Homeowners 10

6 TN American Water Resources Association Annual Conference 2011

14-Apr-11 Presentation (30 min)

Undergraduate Students, Graduate

Students, Faculty, Staff, Industry

Consultants, Stage Agency

65

3 Gibbs Elementary Earth and Science Day

24-Apr-11 Presentation (40 min, 5 times)

3rd and 5th Graders 300

5 Southeastern Region TN Stormwater Association Meeting

27-Apr-11 Presentation (15

min)

Stormwater Managers 35

8 Annual Meeting of the American Ecological Engineering Society, Asheville

24-May-11 Poster, Presentation, Student Design

Competition Leader (90 min)

University Faculty and Students, Industry

Consultants, Educators

45

5 Crossville Stormwater Meeting 3-Jun-11 Presentation (30 min)

Water Resource Managers

10

3 Little River Animal and Environmental Unit Ohio 4-H visit

16-Jul-11 Presentation (15 min, 3 times)

4-Hers 60

4 In-Service Training: Residential Stormwater Management

29-Jul-11 Field Demonstration (4 hrs)

Extension Agents, Master Gardeners

12

2 BESS Graduate Seminar 9-Sep-11 Lecture (20 min) Graduate Students 20

5 Cumberland River Compact Meeting

22-Sep-11 Presentation (15 min)

Water Resource Mangers

20

2 CEM Special Topics: One Health 10-Oct-11 Guest Lecture (75 min)

Graduate Students 4

1 Cedar Crossing Neighborhood Workshop

26-Oct-11 Workshop (120 min) Citizens 18

5 TN Stormwater Association Annual Meeting, Gatlinburg, TN

28-Oct-11 Presentation,

Charrette Leader, Workshop Moderator

Stormwater Managers,

State Agency, Industry Consultants

50

4 In-Service Training: Introduction to Tennessee Yards and Neighborhoods

3-Nov-11 Web Lecture (75 min)

Extension Agents 3

2 Inaugural Watershed Symposium

14-Nov-11 Poster Undergraduate Students, Graduate

Students, Faculty, Staff, Industry

Consultants, Public

10

2 Wetland Ecology 17-Nov-11 Lecture (50 min) Undergraduate/Gradua

te Students 20

39

Class Lecture or Speaking Event Date My Role Specific Audience #

8 West Tennessee Nutrient Reduction Strategy Producers Meeting

9-Dec-11 Coordinator Producers, State and

Local Agency 24

1 Knoxville Herb Society 19-Jan-12 Presentation (60 min)

Herb Society Members 15

4 In-Service Training Western Region: Keeping it Clean: Watersheds and Environmental Law

6-Feb-12 Lecture (60 min) Extension Agents 35

4 In-Service Training Central Region: Keeping it Clean: Watersheds and Environmental Law

7-Feb-12 Lecture (60 min) Extension Agents 20

7 Grounds Management Short Course

15-Feb-12 Invited Presentation (45 min)

Grounds Management Professionals

80

1 Little River Watershed Association: Watershed 101 Series

21-Feb-12 Invited Presentation

(50 min)

General Public 50

4 UT Extension External Advisory Council Meeting 2012

21-Feb-12 Invited Presentation

(45 min)

Extension Advisory

Council 18

1 Obed River Watershed Annual Fundraiser

24-Mar-12 Invited Address (30

min)

Public 30

6 TN American Water Resources Association Annual Conference 2012

12-Apr-12 Presentation (30 min)

Undergraduate Students, Graduate

Students, Faculty, Staff, Industry

Consultants, State Agency

45

4 In-Service Training: Statewide Watershed Academy, Nashville, TN

18-Apr-12 Lecture (50 min) UT and TSU Extension Agents

20

2 ESS Soils and Sieves 25-Apr-12 Lecture (60 min) BESS undergraduates 50

4 In-Service Training: Watershed Science and Engineering for 4-H Western Region

30-Apr-12 Lecture (120 min) 4-H Extension Agents 12

4 In-Service Training: Watershed Science and Engineering for 4-H Central Region

1-May-12 Lecture (120 min) 4-H Extension Agents 12

4 In-Service Training: Watershed Science and Engineering for 4-H Eastern Region

3-May-12 Lecture (120 min) 4-H Extension Agents 11

1 UT Gardens Blooms Day 13-May-12 Educational Session Leader (60 min)

General Public 30

1 Cedar Crossing Home Owners Association Meeting

18-May-12 Presentation (20 min)

Citizens 5

4 National Extension Water Program Conference 2012, Portland, OR

22-May-12 Presentation (30 min)

State and Land Grant Institution Faculty and

Staff

40

7 Beef and Dairy Field Day, Little River Animal & Environmental Unit, 2012

14-Jun-12 Presentation (7 min, 3 times)

Public 80

6 In-Service Training: Statewide Stormwater Watershed Academy, Chattanooga, TN

26-Jun-12 Presentation, Field

Tour, Workshop Moderator

Municipal Government

Professionals, State Agency, Industry

Consultants, Extension

Agents

50

40

Class Lecture or Speaking Event Date My Role Specific Audience #

6 TDEC Workshop: Compensatory Mitigation

26-Jun-12 Invited Presentation

(45 min)

Municipal Government

Professionals, State Agency, Industry

Consultants, Non-

profit organizations

60

1 Milan No Til Field Day 2012 26-Jul-12 Presentation (20 min, 4 times)

Public 100

2 2nd Annual Watershed Symposium

18-Sep-12 Poster Undergraduate

Students, Graduate Students, Faculty,

Staff, Industry Consultants, Public

120

5 TN Stormwater Association Annual Meeting, Chattanooga, TN

17-Oct-12 Workshop Moderator Stormwater Managers, State Agency, Industry

Consultants

45

2 BESS Senior Design Praticum 18-Oct-12 Field Tour Leader (120 min)

BESS Seniors 18

6 Mic Night: Talks by UTK Faculty 24-Oct-12 Invited PechaKucha Presentation (20

min)

UT Faculty, Staff, Students, and Guests

140

2 BESS Environmental Monitoring and Sampling

5-Nov-12 Field Tour Leader (90

min)

Undergraduate

students 15

1 Rain Gardens 101: Lower Clinch River Watershed Association

9-Nov-12 Workshop Lead (7-hrs)

Public 24

1 Rain Gardens 101: Lower Clinch River Watershed Association

15-Nov-12 Workshop Lead (7-hrs)

Public 23

3 Gadget Girls 17-Nov-12 Activity Leader 8th grade girls 50

2 Wetlands Workshop with Tom Biebighauser and Matt Gray

19-Nov-12 Guest Instructor Undergraduate/Graduate Students

20

5 TN Stormwater Association Visioning Meeting

10-Dec-12 Invited Participant Stormwater Managers,

State Agency, Industry Consultants

15

6 Knox County/TNSA Green Development Symposium

14-Feb-13 Invited Presentation (45 min)

Municipal Government Professionals, State

Agency, Industry

Consultants, Extension Agents

110

1 Rain Gardens 101: Lower Clinch River Watershed Association

7-Mar-13 Workshop Lead (7-hrs)

Public 12

1 Rain Gardens 101: Lower Clinch River Watershed Association

9-Mar-13 Workshop Lead (7-

hrs)

Public 15

1 Rain Gardens 101: Lower Clinch River Watershed Association

14-Mar-13 Workshop Lead (7-

hrs)

Public 10

4 Backyard Stem 4-H Agent In-Service, Western Region

19-Mar-13 Trainer 4-H Extension Agents 17

4 Backyard Stem 4-H Agent In-Service, Central Region

20-Mar-13 Trainer 4-H Extension Agents 16

4 Backyard Stem 4-H Agent In-Service, Eastern Region

22-Mar-13 Trainer 4-H Extension Agents 22

5 Watershed Academy, Midwest City, Oklahoma (Multi-State)

9-Apr-13 Educational Session

Leader (60 min)

Stormwater Managers,

State Agency, Industry Consultants

40

4 TEA 4-HW State Conference Presentation

2-May-13 Educational Session Leader (60 min)

4-H Extension Agents 28

41

Class Lecture or Speaking Event Date My Role Specific Audience #

5 TN Green Infrastructure Manual Development Meeting

17-May-13 Moderator and

Presentation (40 min)

Stormwater Managers,

State Agency 26

9 Annual Meeting of the American Ecological Engineering Society Meeting, Lansing, MI

7-Jun-13 Presentation (20 min)

Academia 45

5 IECA Roadshow, Nashville, TN 25-Jul-13 Presentation (40

min)

Municipal Government

Professionals, State Agency, Industry

Consultants

80

5 TN Green Infrastructure Manual Development Meeting

13-Aug-13 Presentation (20 min)

Stormwater Managers, State Agency

18

8 Water Education Summit (National)

25-Sep-13 Conference Host, Field Tour Guide,

Closing Speaker

Municipal Government Professionals, State

Agency, Industry

Consultants, Extension Agents

155

4 Rain Gardens for Tennessee, Central Region

4-Oct-13 Trainer Extension Agents, Master Gardeners

35

1 Telico River Watershed Association Meeting

14-Oct-13 Invited Address (75 min)

Public 25

2 Watershed Restoration (Restoration Ecology)

30-Oct-13 Undergraduate

students 30

6 TN Water Resources Symposium Presentation 1

5-Nov-13 Presentation (30

min)

Undergraduate

Students, Graduate Students, Faculty,

Staff, Industry Consultants, State

Agency

60

6 TN Water Resources Symposium Presentation 2

5-Nov-13 Presentation (30

min)

Undergraduate

Students, Graduate Students, Faculty,

Staff, Industry

Consultants, State Agency

60

2 Rain Gardens for UTK 7-Nov-13 Lecture (40 min) Undergraduate/Graduate Students

18

2 Water Quality Conservation in Agriculture (CEE)

7-Nov-13 Lecture (45 min) Undergraduate students

35

1 Rain Gardens 101: Lower Clinch River Watershed Association

16-Nov-13 Workshop Lead (7-hrs)

Public 18

2 Wetlands Workshop with Tom Biebighauser and Matt Gray

18-Nov-13 Guest Instructor Undergraduate/Gradua

te Students 25

1 Rain Gardens 101: Lower Clinch River Watershed Association

19-Nov-13 Public 18

5 Urban Stream Restoration Workshop (Multi-State)

4-Dec-13 Organizer,

Presentation (60 min)

Stormwater Managers,

State Agency, Industry Consultants

28

1 Water Across the Urban-Agriculture Interface; Tennessee Association of Conservation Districts Area II Fall Meeting Address

5-Dec-13 Invited Address (20 min)

Soil & Water Conservation District

Representatives

60

9 China-USA Joint Land Use Change and Water Conference

14-Dec-13 Invited Presentation (30 min)

Academia 80

7 Middle Tennessee Grounds Management Short Course

15-Jan-14 Presentation (60

min)

Landscapers,

Foresters,

Professionals

80

42

Class Lecture or Speaking Event Date My Role Specific Audience #

2 FWF 493 Wetland Wildlife Ecology

5-Mar-14 Guest Lecture +

Field Trip (120 min)

Graduate Students 16

1 Rain Gardens 101: Lower Clinch River Watershed Association

6-Mar-14 Workshop Lead (7-hrs)

General Public 18

4 Rain Gardens for Tennessee, Western Retion

27-Mar-14 Trainer Extension Agents, Master Gardeners

16

7 Certification for Ecological Designer (through AEES)

13-Apr-14 Organizer,

Presentation (90 min)

Industry Consultants 26

4 Rain Gardens for Tennessee, Eastern Region

16-Apr-14 Trainer Extension Agents, Master Gardeners

21

2 BSE 16-Apr-14 Guest Lecture (60

mins)

20

5 Rain Gardens for Tennessee, Mt. Juliette

30-Apr-14 Invited Workshop (6-

hours)

Municipal Government

Professionals, General Public

30

1 Telico River Watershed Association Rain Garden Session

9-May-14 Educational Session Leader (90 min)

General Public 20

4 Backyard Stem 4-H Agent In-Service, Eastern Region

10-May-14 Trainer 4-H Extension Agents 17

1 UT Gardens Blooms Day 2014 10-May-14 Educational Session

Leader (60 min)

General Public 30

4 Backyard Stem 4-H Agent In-Service, Western Region

15-May-14 Trainer 4-H Extension Agents 22

4 Backyard Stem 4-H Agent In-Service, Central Region

16-May-14 Trainer 4-H Extension Agents 15

4 Teacher Inservice Training: Backyard STEM

29-May-14 Presentation (60 min)

High School Teachers 10

9 Annual Meeting of the American Ecological Engineering Society Meeting, Charleston

7-Jun-14 Presentation (30

min)

Academia, Industry

Consultants 38

7 TN Permanent Stormwater Design Manual Meeting

8-Jul-14 Working Session

Leader

Municipal Government

Professionals, State Agency, Industry

Consultants

23

1 Ocoee Watershed Meeting, TDEC

14-Jul-14 Information Table General Public 12

1 Fall Gardeners Celebration 26-Aug-14 Field Day Speaker

(90 min)

General Public 35

4 Water Education Summit 2014 9-Sep-14 Presentation (25

min)

Academia, Industry

Consultants 45

1 Greeneville Sustainability Fair 13-Sep-14 Information Table General Public 30

5 Tennessee Stormwater Association Annual Conference Service Project Workshop

23-Sep-14 Educational Session

Leader (150 min)

Municipal Government

Professionals, State Agency, Industry

Consultants

45

5 Tennessee Stormwater Association Annual Conference

24-Sep-14 Session Moderator,

Presentation (45 min)

Municipal Government

Professionals, State Agency, Industry

Consultants

50

1 FRREC Field Day 15-Oct-14 Field Day Speaker

(90 min)

General Public 48

2 BSE 444 Senior Practicum Design Activity

30-Oct-14 Guest Lecture + Field Trip (240 min)

Undergraduate students

24

7 Green Development Symposium 5-Nov-14 Presentation (50 min)

Municipal Government Professionals, State

Agency, Industry Consultants

40

43

Class Lecture or Speaking Event Date My Role Specific Audience #

4 Tennessee Extension Conference 2014

11-Nov-14 Booth Display,

Presentation (45 min)

Extension Agents 40

9 Chesapeake Bay Expert Panel on Manure Mgmt

15-Dec-14 Academic Expert Panelists

15

2 BSE Senior Design 9-Dec-15 Practicum Design

Assignment/Lecture

College students 15

6 UT Grounds Committee Meeting 6-Feb-15 Presentation (15 min)

Administration 18

1 Telico Village Speaker Series 11-Feb-15 Presentation (60 min)

Public 20

7 Tennessee Permanent Stormwater Design Training Course

17-Feb-15 Workshop Lead (7-hrs)

Engineers, local government

professionals

30

1 Live Staking Field Day in Athens 28-Feb-15 Field Demonstration (4 hrs)

Public 18

2 Wildlife Ecology Class 9-Mar-15 Lecture (50 min) College students 17

1 Rain Gardens for Tennessee, Collierville

13-Mar-15 Workshop Lead (7-

hrs)

Public 22

6 Tennessee Environmental Council Conference

17-Mar-15 Presentation (60 min) Municipal Government

Professionals 65

1 Rain Gardens 101: Lower Clinch River Watershed Association

26-Mar-15 Workshop Lead (7-hrs)

Public 24

1 Rain Gardens 101: Lower Clinch River Watershed Association

28-Mar-15 Workshop Lead (7-

hrs)

Public 24

3 TN Water Resources Symposium Youth Education Event

1-Apr-15 Presentation (20 min, 3 times)

Youth 45

6 TN Water Resources Symposium

2-Apr-15 Presentation (20

min)

Professionals 40

2 BSE Hydrology lecture 6-Apr-15 Lecture (45 min) College students 16

6 ESS Soils and Sieves lecture 6-Apr-15 Lecture (45 min) College students 120

1 Dairy Presentation 9-Apr-15 Presentation (20

min)

Public 30

4 Backyard Stem 4-H Agent In-Service, Eastern Region

28-Apr-15 Workshop Lead (7-hrs)

Extension Agents 25

4 Backyard Stem 4-H Agent In-Service, Western Region

30-Apr-15 Workshop Lead (7-hrs)

Extension Agents 22

4 Backyard Stem 4-H Agent In-Service, Central Region

1-May-15 Workshop Lead (7-

hrs)

Extension Agents 22

1 Bloomsday at the UT Gardens 9-May-15 Field Day Speaker (45 min)

Public 18

1 Eastern Region Master Gardener Festival

30-May-15 Event Speaker (60 min) Master Gardeners, Public

45

9 Annual Meeting of the American Ecological Engineering Society, Stillwater, OK

7-Jul-15 Presentation (20

min)

Academia 25

7 Tennessee Permanent Stormwater Design Training Course

18-Jul-15 Workshop Lead (7-hrs)

Engineers, local government

professionals

32

1 Tennessee Wetland Festival 20-Jul-15 Field Day Public 40

6 Arkansas Water Resources Center Conference

21-Jul-15 Presentation (30

min)

Academia, Industry

Consultants 65

44

Class Lecture or Speaking Event Date My Role Specific Audience #

1 Knox County Master Gardener Training

24-Jul-15 Presentation (60

min)

Master Gardeners 16

7 Tennessee Permanent Stormwater Design Training Course

28-Jul-15 Workshop Lead (7-

hrs)

Engineers, local

government professionals

26

7 Tennessee Permanent Stormwater Design Training Course

30-Jul-15 Workshop Lead (7-

hrs)

Engineers, local

government professionals

30

5 Rain Gardens for Tennessee, Rutherford County

27-Aug-15 Workshop Lead (7-

hrs)

Municipal Government

Professionals, State Agency, Industry

Consultants

32

6 Watershed Symposium 15-Sep-15 Presentation (40

min)

Academia, Industry

Consultants 200

Total Direct Contacts: 5399

# - Number of attendees.

Audience Class:

1 - General Public

2 - College Students

3 - K-12 Students

4 - Extension Professionals

5 - Municipal Government Professionals

6 - Mix, including Elected Officials and Decision Makers

7 - Industry

8 - Farmers

9 - Academia

45

Appendix B.

M  E  M  O  R  A  N  D  U  M  

June  19,  2015  

To:   Dr.  Eric  C.  Drumm,  Professor  and  Head  

From:   Teaching  Peer  Review  Committee  Dr.  William  E.  Hart,  Chair  Dr.  Michael  J.  Buschermohle  Dr.  Daniel  C.  Yoder  

Subject:   Teaching  Evaluation  of  Dr.  Andrea  L.  Ludwig  

The  Teaching  Peer  Review  Committee  has  completed  the  evaluation  of  Dr.  Andrea  L.  Ludwig,  Assistant  Professor  in  the  Department  of  Biosystems  Engineering  and  Soil  Science.    Dr.  Ludwig’s  appointment  is  75%  UT  Extension  and  25  %  UT  AgResearch.    The  Committee  reviewed  presentation  materials  and  independently  observed  her  teaching  performance  in  two  very  different  teaching  venues.    One  reviewer  observed  her  on  March  30,  2015  at  a  Tennessee  Runoff  Reduction  Assessment  Tool  (TNRRAT)  pilot-­‐training  session  for  the  Tennessee  Department  of  Environment  &  Conservation  (TDEC)  in  Nashville,  TN,  and  three  reviewers  observed  her  on  April  28  at  an  Eastern  Region  Extension  4-­‐H  Agent  In-­‐Service  training  session  on  developing  Backyard  Science  Technology  Engineering  and  Mathematics  (STEM)  Curriculum  in  Knoxville,  TN.      

The  TNRRAT  training  session  was  a  state-­‐wide  pilot-­‐training  program  to  educate  designers  (landscape  architects  and  engineers)    and  city/county  engineering  staff  on  the  use  of  TNRRAT  for  planning  site-­‐permanent  water  designs  (rain  gardens,  vegetative  swales,  etc.).      Approximately  40  people  participated  in  the  training  session.  

The  Backyard  STEM  In-­‐Service  training  session  was  a  continuation  of  a  program  developed  to  create  “ready-­‐to-­‐go”  STEM  teaching  curriculum  modules  targeted  at  6-­‐8th  grade  4-­‐Hers  and  to  train  Extension  4-­‐H  Agents  on  the  use  of  associated  teacher  guides  and  student  handouts.    The  program  was  started  in  2012  and  has  created  a  total  of  18  teaching  modules  that  are  available  on-­‐line  for  Extension  4-­‐H  Agents.    Five  of  the  modules  have  been  published  through  UT  Extension,  4  are  in  press,  and  7  are  in  the  review  stage.    The  2015  theme  was  Soil  Quality,  and  six  additional  modules  were  added  to  the  curriculum.    Approximately  14  agents  participated  in  the  training  session.    Dr.  Jennifer  Debruyn  co-­‐taught  the  In-­‐Service  Training.  

All  reviewers  used  the  same  presentation  evaluation  form  to  evaluate  Dr.  Ludwig’s  presentations.    The  evaluation  form  consisted  of  four  main  categories  (General  Presentation,  Instructor/Participant  Interaction,  Presentation  Technique,  and  Visual  Aids)  with  several  sub-­‐categories  to  evaluate  the  overall  effectiveness  and  presentation  delivery.    A  copy  of  the  form  is  attached.      Also  Dr.  Ludwig  provided  copies  of  participant  feedback  surveys  from  the  Backyard  STEM  In-­‐Service  training  session,  and  was  evaluated  separately.  

A  summary  of  reviewer  rating  evaluations  is  presented  in  Table  1  and  original  evaluation  forms  (without  reviewer  names)  are  attached  at  the  end  of  report.    Also,  copies  of  individual  participant  feedback  surveys  for  the  Backyard  STEM  In-­‐Service  training  session  are  attached.    As  indicated  by  the  summary  table,  Dr.  Ludwig  earned  excellent  ratings  in  all  aspects  of  her  instructional  style  and  techniques.    For  the  combined  reviewer  evaluations,  Dr.  Ludwig  was  rated  5  out  of  5  on  56  and  4  out  of  5  on  the  remaining  

Ludwig  -­‐  Teaching  Peer  Review  Report,  Page  2  

16  sub-­‐categories.    For  the  main  categories  of  General  Presentation,  Instructor/Participant  Interaction,  Presentation  Technique,  and  Visual  Aids,  Dr.  Ludwig  earned  average  ratings  of  4.8,  4.4,  4.9,  and  4.9  respectively.  

Table  1.    Summary  of  reviewer  evaluations  (1  =  poor  and  5  =  excellent)  

 

Based  on  the  reviewer  evaluation  forms  and  individual  comments  and  participant  feedback  surveys,  the  Committee  clearly  considers  Dr.  Ludwig  an  extremely  competent  and  knowledgeable  teacher.    She  is  an  enthusiastic  presenter  and  is  clearly  passionate  about  her  area  of  expertise.    Her  presentations  are  high  energy,  provide  good  flow  and  clarity,  and  are  well  organized.    In  general  her  visual  aids  are  high  quality  and  effective  in  relaying  information.    Her  handouts  and  templates  were  equally  well  done.    Dr.  Ludwig  did  a  very  good  job  of  engaging  session  participants  in  discussions  and  activities.    She  had  an  excellent  rapport  with  session  participants  and  provided  a  very  positive  environment  for  exchanging  information.      

Suggestions  for  Improvement:  

As  noted  above,  the  committee  unanimously  agreed  that  Dr.  Ludwig  is  an  excellent  teacher,  and  has  only  a  few  minor  suggestions  for  areas  of  improvement.      

• Clearly  state  goals  and  objectives  at  the  beginning  of  a  session  • Be  aware  of  nervous  mannerisms  such  as  excessive  movement  about  the  room,  hand  waving  

and  hand  clinching,  nervous  laugh,  and  bywords  such  as  “umh”  between  thoughts.    You  know  this  material  and  are  good  at  what  you  do,  so  relax.  

TNRRAT BYSTEM BYSTEM BYSTEM BYSTEMCategory Rev  1 Rev  2 Rev  3 Rev  4 Avg

General  Presentation 4.8Content  Appropriate  for  Audience 5 5 5 5 5.0Organization  of  Material 4 5 5 5 4.8Flow  and  Clarity  of  Material  Presented 4 5 5 5 4.8Thorough  Knowledg-­‐Level  of  Material  Presented 5 5 5 5 5.0Timeliness  of  Material  (i.e.  up-­‐to-­‐date) 5 5 5 5 5.0Time  Utilization 4 4 4 5 4.3Specific  Take-­‐Home  Message 5 5 5 4 4.8

Instructor/Participant  Interaction 4.4Use  of  Questions  to  Engage  Participation 5 4 5 4 4.5Respose  to  Participant  Questions 5 5 5 4 4.8Use  of  Individual/Group  Activities 4 4 4 4 4.0

Presentation  Technique 4.9Exhibit  Positive  Interest  and  Enthusiasm  for  Material 5 5 5 5 5.0Spoke  to  Audience  (eye  contact) 5 5 5 5 5.0Voice  Level 5 5 5 5 5.0Enunciation  and  Clarity 5 5 5 5 5.0Absence  of  Distracting  Mannerisms 5 5 4 4 4.5

Visual  Aids 4.9Effectiveness  of  Visual  Aids 5 5 5 4 4.8Quality  of  Visual  Aids  (appropriate,  detail,  and  usefulness) 5 5 5 5 5.0High  Technical  Quality  of  Visual  Aids 5 5 5 5 5.0

Ludwig  -­‐  Teaching  Peer  Review  Report,  Page  3  

• Never  apologize  for  presenting  material  (i.e.,  apologizing  for  using  math  in  Backyard  STEM  session).    You  are  being  paid  to  help  decide  what  they  need  to  know  and  for  your  skill  in  teaching  it,  and  some  of  the  material  will  be  challenging.    That  is  what  learning  is  about.  

• When  using  group  activities,  always  try  to  include  everyone  in  the  activity,  otherwise  individuals  become  disengaged  and  distract  others  from  the  current  activity  

• When  preparing  training  materials  consider  scale  of  individual  entities  in  relation  to  final  template  design  (i.e.,  the  size  of  rain  garden  they  were  supposed  to  design  did  not  fit  easily  n  the  supplied  graph  paper).  

• Always  manage  and  allocate  enough  time  for  hands-­‐on-­‐activities,    some  activities  such  as  group  calculations  tend  to  require  additional  time.    If  the  total  activity  will  take  too  much  time,  is  there  any  way  of  dividing  tasks  between  subgroups  and  having  them  report  back  to  the  larger  group?  

• Clearly  restate  the  critical  “take-­‐home”  message(s)  during  session  summary/wrap  up.  

In  summary,  Dr.  Ludwig  is  an  excellent  teacher.    The  Committee  fully  anticipates  her  to  continue  presenting  excellent  Extension  and  Research  programs  and  suggests  that  she  pace  herself  for  a  long  and  productive  career.  

c:   Dr.  Andrea  L.  Ludwig  Dr.  Michael  J.  Buschermohle  Dr.  William  E.  Hart  Dr.  Daniel  C.  Yoder  

 Peer  Evaluations  from  guest  lectures  in  Drs.  Marcy  Souza  and  Matt  Gray’s  classes,  VET  One  Health  and  FWF  Wetland  Ecology,  respectively.      

 

Faculty Observed 1).,. kr..~ Lv dW I'~ Rank fts.s\-. ~Date of Observation \oj '0 l I I C rse Observed •.D"'.(&

Classroom Teaching Observation

Rating scale (1 = very poor, 2 = weak, 3 = average, 4 = good, 5 = excellent, NA = not applicable)

CONTENT

~

Main ideas are clear and specific 1 2 3 ~(Excellent)Sufficient variety in supporting information 1 2 3Relevancy of main ideas was clear 1 2 3

!Higher order thinking was required 1 2 3 5Instructor related ideas to prior knowledge 1 2 3 5Definitions were given for vocabulary 1 2 3 5

ORGANIZATION(] (Excellent)Introduction captured attention 1 2 3

~

Introduction stated organization of lecture 1 2 3 5Effective transitions (clear w/summaries) 1 2

~

5Clear organizational plan 1 2 5Concluded by summarizing main ideas 1 2

~

Reviewed by connecting to previous classes 1 2 3 4Previewed by connecting to future classes 1 2 3 4

INTERACTION

~

Instructor questions at different levels 1 2 4 5 NASufficient wait time 1 2

~

5 NAStudents asked questions 1 2 3 5 NAInstructor feedback was informative 1 2 3 4 <p NAInstructor incorporated student responses 1 2 3 <p NAGood rapport with students 1 2 cD 5 NA

VERBALINON-VERBAL

mLanguage was understandable 1 2 3 5 (Excellent)Articulation and pronunciation clear 1 2 3 5Absence of verbalized pauses (er, ah, etc.) 1 2 3 5Instructor spoke extemporaneously 1 2 3 ctAccent was not distracting 1 2 3 4 NAEffective voice quality 1 2 3 G::::> 5Volume sufficient to be heard 1 2 3 4 CPRate of delivery was appropriate 1 2 3 2i5 5Effective body movement and gestures 1 2 3

ffiEye contact with students 1 2 3 4Confident & enthusiastic 1 2 3 4

USE OF MEDIA

Overheads/chalkboard content clear~& well organized 1 2 3 4 5

Visual aids can be easily read 1 2 3 4 'P ~Instructor provided an outlinelhandouts 1 2 3 4Computerized instruction effective 1 2 3 (D 5 NA

     

SPECIAL CLASSIFICATION NOTES:STRENGTHS: ~e.g.m~tacurriculum, use of comparisons & contrasts, positivefeedback, opportunity provided for student questions)

D-r Wwt0 ~c\ ~ ~ &"0 \Y\ctvd,· N&.1 L:..~

~\p.A +0 .QA<.f'\C\';' ~ tnfr<:- <iJ ~~~ {\9-o'tw~.

~ JS() ~ • ~ ~,~ -\-0 ~ ~ ~ ~

~ ~ V\.A~ ~~ ~c-Jr.WIEAKNESSES: (e.g. unable to answer student questions overall topic knowledgere evance of examples, etc.) , ,

~ lv~\ •.,,'S ~.! "'- L......IJ.-U ~"""" • "-""'" \.l ~\k ~cv>f cd-'5rfW\L rO\~. ~h.. UV\d... aJ..<;O ~ 'n, .9<'UAN""¥ S'lv~

'fDV-hC-f'fo-ht>vo-- ~ ~~ 0.. ~~.~ O-\o~+--N. ~rz:~

~~~,

OVERALL EFFECTIVENESS RATING 1 2

Date of Corif ence_J. '0 / 1_0/ \ l __ Observer

Signature_

Appendix C - UT Extension Impact Statements (2012-2013)

TITLE:    Tennessee  Yards  and  Neighborhoods  2012  

ISSUE:    The  “urban  stream  syndrome”  describes  streams  in  developing  watersheds  as  ecologically  degraded  due  to  flashy  hydrology,  elevated  concentrations  of  pollutants,  altered  channel  shape,  and  reduced  biodiversity.  Many  of  these  characteristics  can  be  linked  to  changes  in  the  water  cycle  of  a  watershed  due  to  the  replacement  of  permeable,  natural  land  cover  (like  forest  and  grasslands)  with  impermeable  surfaces  (like  concrete  and  rooftops)  as  well  as  the  transport  of  nutrients  and  contaminants  from  residential  areas.  These  conditions  often  result  in  downstream  flooding,  loss  of  aquatic  habitat,  and  impacts  to  community  infrastructure  (such  as  roads,  greenways,  and  sewer  systems).    

WHAT  HAS  BEEN  DONE:    The  Tennessee  Yards  and  Neighborhoods  (TYN)  program  was  piloted  in  six  counties  across  Tennessee  over  the  past  three  years  to  educate  homeowners  on  environmentally  friendly  and  watershed  smart  landscaping  techniques  to  create  healthy  urban  landscapes  and  protect  our  water  resources.  The  program’s  initial  training  sessions  have  included  1)  a  6-­‐hour  Homeowner  Landscape  Workshop  based  on  TYN’s  nine  sustainable  landscape  principles;  2)  a  “Make  it,  Take  it”  Rain  Barrel  Workshop;  and  a  3)  “Savings  for  a  Sunny  Day”  Rain  Barrel  Information  Session.      

IMPACT:    The  TYN  program  utilizes  county  Extension  Agents  and  municipal  government  stormwater  professionals  to  deliver  educational  workshops,  and  in  doing  so,  has  strengthened  the  knowledge  base  of  20  trainers  on  urban  stormwater  issues.  Through  this  program,  the  following  has  been  accomplished:  

• Six  hundred  and  two  homeowners  increased  their  awareness  of  nonpoint  source  pollution  and  watershed  smart  landscaping  techniques.  

• 70%  of  workshop  participants  disconnected  their  rooftop  downspouts  from  conventional  stormwater  drainage  networks,  30%  installed  rain  barrels  and  over  50%  planted  trees.  

• Over  $1million  in  property  value  increases  occurred  across  Tennessee  as  a  result  of  healthy  landscaping  created  at  homes.  

• Five  rain  gardens  were  installed  as  demonstration  projects  to  show  citizens  one  approach  to  reducing  urban  stormwater  runoff.  

 

FUNDING:    Smith-­‐Lever,  Tennessee  Department  of  Agriculture  319  Nonpoint  Source  Program  

CONTACT:    Andrea  Ludwig,  Assistant  Professor,  Biosystems  Engineering  and  Soil  Science,  University  of  Tennessee,  304  BESS  Office  Building,  Knoxville,  TN,  37996;  (865)  974-­‐7238;  aludwig@utk.edu    

TITLE:  Watershed-­‐SMART  2012  

ISSUE:  As  urban  development  increases  throughout  many  Tennessee  watersheds,  it  has  become  increasingly  clear  that  the  conventional  way  of  development  for  commercial  and  residential  areas  has  lead  to  water  quality  degradation  and  loss  of  habitat  in  our  surface  waters.  The  federal  government  has  mandated  that  runoff  from  urbanized  areas  be  treated  as  a  discharge  into  surface  waters,  and  in  doing  so,  has  given  authority  to  state  governments  to  permit  these  discharges  to  uphold  the  Clean  Water  Act  of  1972.  There  are  over  85  communities  across  Tennessee  affected  by  these  new  regulations  on  urban  runoff,  or  stormwater.    

WHAT  HAS  BEEN  DONE:    The  Tennessee  Stormwater  Management  Assistance  Research  and  Training  (SMART)  Center  faculty  established  an  Assistance  Program  to  provide  technical  guidance  to  municipal  governments  and  other  stormwater  professionals  on  effective  low  impact  development  (LID)  practices  for  runoff  reduction  and  improved  water  quality  in  urbanized  areas.  SMART  Center  faculty  meet  with  water  quality-­‐focused  groups  across  Tennessee  and  works  with  the  Tennessee  Stormwater  Association  (a  statewide  trade  organization  for  stormwater  professionals)  to  deliver  technical  workshops  and  share  materials.      

IMPACT:    The  SMART  Center  Assistance  Program  has  created  a  web  presence  and  established  itself  as  a  statewide  resource  for  stormwater  related  technical  guidance.  We  have  achieved  the  following  results  through  our  presentations  and  projects:  

• Over  80%  of  SMART  Center  sponsored  workshop  attendees  indicated  they  will  use  the  knowledge  they  gained  often  in  their  jobs.  

• 35  stormwater  professionals  increased  their  knowledge  of  LID  practices  for  stormwater  management.  

•  70  Extension  professionals  increased  their  awareness  of  stormwater  management  and  watershed  conservation  practices.  

• 10  best  management  practices  were  installed  to  demonstrate  to  the  public  effective  ways  to  minimize  stormwater  runoff  and  its  impact  on  water  quality.  

 

FUNDING:    Smith-­‐Lever,  Tennessee  Department  of  Environment  and  Conservation,  Tennessee  Department  of  Agriculture  319  Nonpoint  Source  Program  

CONTACT:    Andrea  Ludwig,  Assistant  Professor,  Biosystems  Engineering  and  Soil  Science,  University  of  Tennessee,  304  BESS  Office  Building,  Knoxville,  TN,  37996;  (865)  974-­‐7238;  aludwig@utk.edu    

Title:  Stream  Corridor  Management  2012  

Issue:   Sediment  is  the  largest  contributor  to  water  quality  degradation  and  aquatic  habitat  loss  in  Tennessee.  A  potential  source  of  sediment  in  streams  is  eroding  streambanks  and  riparian  areas.    Management  of  stream  channels  and  floodplains  in  urban  and  agricultural  settings  is  challenging  because  of  fluctuating  water  levels,  potentially  erosive  flows  from  upstream,  and  competing  land  use  priorities  for  these  areas.    

What  has  been  done:    Extension  programs  in  environmentally  friendly  home  landscaping,  urban  forestry,  and  agricultural  conservation  practices  educate  citizens  about  the  benefits  of  protecting  the  water’s  edge  with  vegetated  buffers  and  streambank  stabilization  best  management  practices.  Demonstration  sites  have  been  established  in  both  urban  and  agricultural  settings  that  showcase  various  techniques    

Impact:  Through  various  programs  in  plant  sciences  and  biosystems  engineering,    stream-­‐side  management  in  both  urban  and  agricultural  settings  is  a  priority  for  homeowners  and  producers.  Citizens  have  gained  knowledge  of  effective  management  techniques  and  best  management  practices  have  been  adopted  throughout  Tennessee  watersheds.    

• 22 underserved landowners planted riparian buffer strips along waterways.    • 4915 consumers learned how to conserve and protect water quality in the

landscape.  •  700  linear  feet  of  stream  that  has  been  protected  through  bioengineered  

solutions  to  control  erosion  demonstrate  these  applications  to  the  public.      

Funding:  Smith-­‐Lever  

Contact:  Andrea  Ludwig,  Assistant  Professor,  Biosystems  Engineering  and  Soil  Science,  University  of  Tennessee,  304  BESS  Office  Building,  Knoxville,  TN,  37996;  (865)  974-­‐7238;  aludwig@utk.edu  

TITLE:  Educational  Lift  from  the  2013  Water  Education  Summit,  hosted  by  UT  Extension  ISSUE:  National  water  resources  are  threatened  by  impacts  from  land  cover  changes  due  to  urban  and  suburban  development,  agricultural  production,  resource  extraction,  forestry,  and  a  variety  of  other  anthropogenic  uses.  State  and  Land  Grant  Universities  along  with  a  suite  of  other  local  and  state  institutions  are  tasked  with  providing  education  to  the  breadth  of  stakeholders  in  water  quality  issues  to  ensure  that  our  society  is  empowered  with  the  latest  information  and  technology  available  and  to  increase  the  adoption  of  sustainable  management  practices  that  protect  public  water  quality  and  natural  resources.        

WHAT  HAS  BEEN  DONE:  In  2013,  UT  Extension  hosted  the  Water  Education  Summit  in  Chattanooga,  TN.    Here,  164  water-­‐oriented  professionals  from  across  the  country  come  together  to  share  experiences  in  water  education  programming  from  a  variety  of  sectors  of  society,  including  academia,  industry  consultants,  state  and  local  governmental  agencies,  non-­‐profit  organizations,  and  youth  education.  Participant  survey  information  was  gathered  before,  during,  and  after  the  conference  to  help  measure  the  educational  lift  provided  by  the  Summit  and  identify  content  needs  for  future  Summits.      

IMPACT:  Conference  attendees  (n=50)  reported  that  they  were  very  satisfied  with  the  overall  Summit  (3.48  out  of  4),  and  that  future  focus  areas  for  Summit  content  should  include:  ecological  preservation  and  restoration,  education  for  decision  makers  and  elected  officials,  water  resources  and  climate  change,  residential  stormwater  best  management  practices,  creative  or  nontraditional  funding  opportunities,  and  equine  best  management  practices.  Through  the  feedback  surveys,  Summit  participants:    

- Reported that through their experience at the Summit, they are better equipped to 1) inspire action (n=16), 2) raise awareness (n=10), and empower citizens (n=9), in their respective educational programs. (n=78)  

- Reported that through their experience at the Summit, they are more confident using the following methods of program delivery: 1) hands-on approach (n=14), field-scale, public demonstrations (n=12), and online or other technology methods (n=10).  

- Identified the three top challenges to creating effective programming as 1) raising awareness, 2) finding funding, and 3) creating interest. (n=12)  

FUNDING:  Smith-­‐Lever,  USDA  NIFA  Southern  Regional  Water  Program  CONTACT:  Andrea  L  Ludwig,  Assistant  Professor    aludwig@utk.edu  

University  of  Tennessee,  Biosystems  Engineering  and  Soil  Science,  Agricultural  Engineering  Building,  Knoxville,  TN  37996-­‐4531;  phone:  (865)  974-­‐7266;  fax:  (865)  974-­‐4514

TITLE:  Sustainability  in  Tennessee—Improving  the  Environment,  Economy  and  Society  2013  ISSUE:  Increasing  the  use  of  sustainable  resource  management  practices  will  enable  the  world  to  meet  present  needs  while  continuously  improving  future  generation’s  ability  to  meet  their  own  needs.  This  can  be  done  not  only  by  lessening  our  environmental  impacts,  improving  human  health,  and  improving  the  economic  and  social  well-­‐being  of  Tennessee’s  communities,  but  also  by  increasing  productivity  to  meet  current  as  well  as  future  food,  fuel,  and  fiber  demands.  Water  quality  and  quantity  are  issues  that  demand  targeted  attention,  as  excess  nutrients  and  sediment  are  threatening  surface  water  quality  and  groundwater  resources  are  being  depleted.    

WHAT  HAS  BEEN  DONE:  An  integrated,  multi-­‐disciplinary  research,  education,  and  outreach  program  has  been  established  to  develop  and  disseminate  information  pertaining  to  water  quality  and  quantity  issues  in  Tennessee.  We  promoted  the  adoption  of  profitable  and  environmentally-­‐conscious  resource  management  practices  through  1)  89  presentations  at  field  days,  county  and/or  multi-­‐county  meetings,  on-­‐farm  demonstrations;  2)  22  on-­‐farm  demonstrations,  3)  11  newly-­‐developed  publications;  4)  the  development  of  the  UT  Extension  Solar  Energy  website  (ag.tennessee.edu/solar);  5)  mass  media  articles;  and  6)  20,361contacts.    

IMPACT:  The  Biosystems  Engineering  and  Soil  Science  department’s  educational  efforts  to  promote  sustainability  in  Tennessee  have  resulted  in  the  following  impacts:  

• Tennessee row crop producers lowered chemical costs and potential losses to the environment by an average of 7% by reducing off-target application errors on 630,000 acres with the adoption of automatic section control technology on their sprayers.

• Approximately 34% of cotton producers in Tennessee have adopted Automatic Section Control for planters on approximately 82,400 acres. It is estimated that adoption of ASC for planters on these numbers  

• 537,000 row crop acres in Tennessee are currently being grid or zone soil sampled to determine the right fertilizer application rate on a site-specific basis.

• Tennessee row crop producers maximized profitability and reduced the risk of nutrient runoff or leaching in surface or groundwater resources by applying the right fertilizer rate at the right place on 491,000 acres by using variable rate application technology.

• Tennessee row crop producers reduced micronutrient costs by an average of 8% and primary nutrient costs by 35% on 674,000 row crop acres using University of Tennessee soil fertility recommendations.

• 16% of producers planting legume-based cover crops reduced nitrogen inputs by 60 to 80 pounds per acre by utilizing University of Tennessee soil fertility recommendations, thus lowering fertilizer costs and the potential for soil degradation by acidification and nitrogen leaching or runoff into Tennessee’s ground and surface water resources.

• 38% of row crop producers reduced the potential of nitrogen runoff or leaching by utilizing nitrogen enhanced efficiency fertilizer products

• Tennessee row crop producers have adopted no-till production as a best management practice on 75% of the 2.4 million soybean, corn and cotton acres grown in Tennessee. By adopting no-till production systems, erosion from Tennessee soils has been reduced by an estimated 154 million tons, or approximately 60 tons per acre, compared to conventional tillage methods.

• Tennessee row crop producers have increased profitability by reducing production costs by more than $18 million per year using no-till production as a best management practice.  

• 50% of Tennessee’s 560,000 wheat acreage was planted using no-till methods and 19% using other conservation practices. Producers already using no-till methods reduced soil erosion losses from Tennessee soils by an additional 1.1 million tons by adopting these conservation production practices.

• 21% of producers applying animal manure or poultry litter to crops maximized the economic benefit of the nutrients in achieving yields and reducing fertilizer costs, while reducing the environmental impacts from excess nutrient application by sampling manure for nutrient analysis prior to application.  

• Increased adoption of nutrient management tools by Tennessee livestock and row crop producers resulted in 37stream sections totaling over 310 miles being removed from the state’s 303d list of impacted streams and rivers for one or more pollutants due to forestry, animal and row crop agriculture.  

• Tennessee row crop producers increased the number of irrigated acres used for corn, cotton and soybean production in 2013 by 62,000 acres. Based on UT research, average yield increases from irrigation resulted in an additional $18.3 million dollars of farm income for Tennessee’s row crop producers.

• Based on an average cost of $900 per acre, Tennessee row crop producers in 2013 invested more than $59 million in their local economy by purchasing center pivot irrigation equipment.

• More than 300 CAFOs have received state or federal CAFO permits and are now conducting nutrient management with regulatory approval of their Nutrient Management Plans, improving profitability, reducing liability for manure applications, and ensuring compliance with state and federal CAFO regulations.

• 33 secondary fuel containment structures, holding approximately 150,000 gallons of fuel and other oils regulated under the EPA’s Oil Pollution Prevention, were constructed in 2013, most with direct design input from the University of Tennessee Extension, significantly reducing producer liability and potential environmental contamination in the event of an oil spill.

• Landowners reduced the amount of sediment and other nonpoint source pollutants entering Tennessee’s surface water resources by stabilizing streambanks, establishing buffer strips and/or fencing cattle access on 58 miles of rivers and streams.

• Tennessee landowners planted native grasses on 5,600 acres to provide enhanced wildlife habitat, protect against soil erosion and stabilize the edges of fields.

• 6873 producers attending field days, workshops, one-on-one visits and producer meetings increased their knowledge and skills of best management practices that promote sustainable row crop production systems.

• 313 landowners attending field days, workshops and county meetings increased their knowledge and skills on ecologically friendly landscaping techniques.

• 92 homeowners increased their knowledge and skills on locating, designing, and implementing residential rain gardens to decrease urban and suburban stormwater runoff into surface waterways.  

• 2239 construction workers, contractors, engineers and regulators attending erosion prevention and sediment control workshops increased their knowledge on construction site stormwater best management practices that promote improved water quality in Tennessee’s urban and suburban areas.

• 93 Tennessee homeowners increased their knowledge and skills pertaining to household or small community wastewater systems.

• 32 Extension agents representing ANR/CED, FCS and 4-H Youth Development program areas who attended the "Solar Energy and Energy Sustainability" in-service training have conducted energy education programs in their counties

• Homeowners, farm operators and businesses have conducted 154 energy assessments, implemented 307 energy conservation and efficiency improvements, and installed 20 solar energy systems

FUNDING:  Smith-­‐Lever,  Cotton  Inc.,  National  Cotton  Council,  Tennessee  Soybean  Promotion  Board,  TDA,  TDEC,  EPA,  NRCS  

CONTACTS:    

John  R  Buchanan,  Associate  Professor    jbuchan7@utk.edu  Michael  J  Buschermohle,  Professor    mbuscher@utk.edu  Lori  A  Duncan,  Extension  Specialist    lgibson5@utk.edu  Shawn  A  Hawkins  Assistant  Professor    shawkins@utk.edu  Brian  G  Leib,  Associate  Professor    bleib@utk.edu  Andrea  L  Ludwig,  Assistant  Professor    aludwig@utk.edu  Timothy  G  Prather,  Extension  Specialist    tprather@utk.edu  Hubert  J  Savoy,  Associate  Professor    hsavoy@utk.edu  Forbes  R  Walker,  Associate  Professor    frwalker@utk.edu  

 

University  of  Tennessee,  Biosystems  Engineering  and  Soil  Science,  Agricultural  Engineering  Building,  Knoxville,  TN  37996-­‐4531;  phone:  (865)  974-­‐7266;  fax:  (865)  974-­‐4514  

TITLE:  Improving  Science,  Technology,  Engineering  and  Mathematics  (STEM)  Skills  of  Tennessee’s  Youth  2013  

ISSUE:  Science,  technology,  engineering  and  mathematics  (STEM)  education  is  a  priority  at  local,  state  and  national  levels.  Tennessee  has  historically  performed  at  or  below  the  national  average  in  science  and  mathematics.  One  of  the  key  initiatives  of  the  recent  “Race  to  the  Top”  education  reform  program  adopted  in  the  State  of  Tennessee  is  increasing  STEM  education  in  grades  K-­‐12.  

WHAT  HAS  BEEN  DONE:    Specialists  in  the  Biosystems  Engineering  and  Soil  Science  department  utilized  a  variety  of  educational  efforts  to  promote  STEM  education  in  Tennessee.  These  efforts  included  the  development  and  delivery  of  six  4-­‐H  Agent  trainings;  partnering  with  Tennessee’s  electric  power  distributors  and  TVA  to  hold  the  2013  4-­‐H  Electric  Camp;  partnering  with  Tennessee  Geographic  Information  Council  (TNGIC)  to  host  3  workshops  teaching  GPS  and  GIS  to  4-­‐H  agents,  volunteers  and  youth;  coordinating  a  National  4-­‐H  Youth  Science  Day  event;  and  presentations  at  various  summer  camps  and  Earth  Science  Day  events.  Educational  resources  and  materials  including  12  curriculum  modules  and  several  factsheets  were  developed  to  support  these  educational  programs.  

IMPACT:  The  Biosystems  Engineering  and  Soil  Science  department’s  educational  efforts  to  promote  STEM  education  in  Tennessee  have  resulted  in  the  following  impacts:  

• 40 4-H Extension agents from across Tennessee attended the Environmental Science 4-H in-service training workshop. As a result of this training,

Ø 40 agents reported gains in knowledge in specific subject areas such as soil and aquatic sciences and general inquiry-based learning techniques.

Ø 40 agents reported a greater likelihood of incorporating environmental science materials into their 4-H club programs.

Ø Six months later, 40% of the agents had incorporated the environmental science materials into their teaching programs, reaching approximately 6,500 youth.

Ø An invited presentation on this program was presented as part of the “Youth Water Education” track at the Water Education Summit in Chattanooga, TN (Sept 2013), attended by 164 educators from across the country. Curriculum materials were distributed to other interested agents and youth educators.

• 164 educators from across the country attended the 2013 Water Education Summit held in Chattanooga, TN, and hosted by UT Extension. At the Summit, the “Youth Water Education” track contained 12 invited presentations from seven states with a range of topics in water resources.

• 1,557 youth (1st – 8th grade) increased their knowledge and skills in science, technology, engineering and math as a result of direct instructional events:

Ø 300 3rd-5th graders increased their knowledge of Antarctic Life during the Gibbs Elementary Earth Science day.

Ø 19 6th-8th grade females increased their knowledge of natural resources during a full day of Ag related activities during UT’s Adventures in STEM camp.

Ø 35 6th-8th grade youth increased their knowledge and skills in soil chemistry during UT’s Forensic Chemistry Camp.

Ø 40 1st – 5th grade youth increased their knowledge of soil texture during a 4-H Garden Camp.

Ø 287 6th and 7th grade 4-H members increased their knowledge of energy, electricity, energy conservation, electrical safety and other basic sciences in fun-filled, hands-on" learning activities by attending 4-H Electric Camp.

Ø 876 Kindergarten -5th graders increased their knowledge of electricity, chemistry, energy and other basic sciences during the Gibbs Elementary Earth Science day.

• 60 4-H Extension agents and 4-H Center Staff across the State of Tennessee attended the 4-H Energy Training Workshops for continuing counties. As a result of this training,

Ø 34 Agents indicated an increase in intentions to teach solar energy activities.

Ø 37 Agents indicated an increase in intentions to incorporate Common Core State Standards practices into their activities.

Ø 39 Agents self-reported gains in knowledge in the subject areas of solar energy and solar power.

Ø Two months later, agents had incorporated the solar energy and energy activities into their programming, reaching approximately 491 youth.

• Six middle and high school 4-H Youth participating in the 4-H National Youth Science Day increased their skills and knowledge of GIS and GPS technology and the creation of maps to meet a local community need.

• 40 youth increased their knowledge and skills of GPS navigation, geospatial data collection and GIS mapping by attending workshops at TNGIC regional conferences.

• Youth from 5 counties (Unicoi, Sullivan, Union, Anderson, and Giles), under the guidance of county agents and extension specialist, created and entered GIS/GPS maps in the Tennessee 4-H GIS Contest with the following top place entries,

Ø 1st place - Unicoi County: Nolichucky River Recreation Guide. Ø 2nd place - Sullivan County: Fire Hydrants - Avoca Volunteer Fire

Department Service Area, Bluff City, TN. Ø 3rd place - Union County: Lake and Ghost house Trails at Big Ridge State

Park in Maynardville, TN. • Five youth from 2 counties (Unicoi and Union), along with county agent and

extension specialist chaperones, representing Tennessee 4-H GIS, participated in the National 4-H GIS/GPS Leadership Team meeting at the Esri International Users Conference in San Diego, CA in July 2013. At this meeting,

Ø Unicoi County GIS team won “Best Student Presentation (K-12)” award for their map “Nolichucky River Recreation Guide.”

Ø National 4-H GIS/GPS Leadership Team accepted the “Esri Special Achievement in GIS (SAG) Award for K-12 Education,” on behalf of National 4-H Council and USDA National Institute of Food & Agriculture (NIFA).

Ø Participated in service-learning project, partnering with California Dept. of Transportation, to map trees on the headquarters property as a contribution to an ongoing community mapping project.

• 106 high school youth increased their skills and knowledge in evaluating land for agricultural and other use during the 2013 State Land Judging Contest

 

FUNDING  SOURCES:  Smith-­‐Lever,  TNGIS,  TVA,  Tennessee  Electric  Cooperative  Association,  Tennessee  Municipal  Electric  Power  Association,  Tennessee  Department  of  Environment  and  Conservation,  USDA  NIFA  

Scope  of  impact:  State-­‐specific  

CONTACTS:    Michael  Buschermohle,  Professor  mbuscher@utk.edu  Jennifer  DeBruyn,  Assistant  Professor  jdebruyn@utk.edu  Elizabeth  Gall,  Extension  Specialist  egall1@utk.edu  Andrea  Ludwig,  Assistant  Professor  aludwig@utk.edu  Tim  Prather,  Extension  Specialist  tprather@utk.edu    Biosystems  Engineering  &  Soil  Science,  The  University  of  Tennessee,  2506  E  J  Chapman  Drive,  Knoxville,  TN  37996;  phone  (865)-­‐974-­‐7266;  fax  (865)  974-­‐4514    

 

 

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Appendix D

Letter of Appreciation from NIFA Program Leader

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