WEF's membership newsletter covers current Federation activities, Member Association news, and items of concern to the water quality field. WEF Highlights is your source for the most up-to-the-minute WEF news and member information.



November 2009, Vol. 46, No. 9

Top Story

Encouraging Girls To Become Mathematicians, Engineers, and Scientists

Being the only female in a college engineering class is an experience familiar to many female engineers. Committing to a major where only 20% of graduates are female and entering a field where only 11% of engineers are female can be a tough experience, according to professor Nadya Fouad of the University of Wisconsin–Milwaukee. A few different fields of study and work are characterized by this underrepresentation of women, and these fields often face a correlated need for a larger work force, she said.

The Research

“There continues to be an underrepresentation of women in math, science, and engineering careers,” Fouad said. She has spent 20 years of her career trying to pinpoint why this occurs. Girls achieve more in technical subjects during elementary school, so the decline begins in middle school, she explained.    

TechbridgeFilter
Techbridge (Oakland, Calif.) girls at Holbrook Elementary School (Concord, Calif.) learn about water treatment by making water filters. Photo courtesy of Linda Kekelis, Techbridge. Click for larger image.
“There [are] systematic barriers that happen in middle school to prevent girls from taking those math and science classes, and then in high school to prevent them from thinking about those careers or majors in college, and then in college to prevent them from continuing in or completing those majors,” Fouad said. “Our research shows that those are different issues at different stages.”

Fouad looked at five areas to determine what girls see as support and barriers to pursuing technical subject matter. They include parents and family, school atmosphere, financial perception (such as the perceived cost of pursuing an education in the subject), social influences, and individual interests.

Fouad found that parental support and teachers providing innovative or hands-on methods were big supports for middle-school girls. Parents who did not help with homework or show interest in the child learning math and science were a large barrier. Teachers’ support and expectations that students do well, as well as their teaching methods, become more influential in high school. “Both boys and girls saw that teachers expected boys to do better in both math and science,” Fouad added.

Fouad found that self-confidence feeds interest in subjects and that this confidence, instilled by parents and teachers, is extremely important for young girls in learning math and science, according to a university news release. The top barriers for all age groups were test anxiety and subject difficulty. In college, interest and self-evaluation become more influential.

Fouad explained that efforts to increase girls’ interest in technical subjects has not been ineffective but differs by field. More women have been going into life sciences, rather than physics or chemistry, and into biomedical engineering, rather than electrical or mechanical engineering. “Addressing the barriers from the very beginning means it’s not one standard answer,” Fouad said.

Fouad is now surveying 30 university graduates going back to 1989 to find out why women aren’t staying in the engineering field. “We’ve put all of this money into increasing the number of women going into engineering,” Fouad said. “We still haven’t really made a dent in how many actually stay in that career.”

Techbridge Brings Science and Engineering to Girls
In 2000, the Chabot Space and Science Center (Oakland, Calif.) founded a program that encourages girls in technology, science, and engineering. Linda Kekelis, the program’s director, explained that girls need to have hands-on activities that show that they are able to do projects that focus on engineering and science, which feeds their interest in these subjects.“The program … helps create that spark,” she said. 

 TechbridgeWetlands
Techbridge girls make a wetlands in a pan under the guidance of role model, Lyn Gomes, during the program's summer academy. Photo courtesy of Linda Kekelis, Techbridge. Click for larger image.
Techbridge is a nonprofit program funded by supporting organizations and includes after-school and summer programs for girls in grades 5 through 12. Over the years, the program has served more than 2500 girls, according to the Techbridge Web site. It offers hands-on projects, career exploration opportunities, leadership development, and academic and career guidance for girls.

Currently, there are 18 after-school programs at different schools, with 25 to 30 girls in each program. Two classroom teachers from the school and one Techbridge coordinator run an after-school program that lasts approximately 90 minutes. Each year, there are two field trips and two groups of role models who come in to speak to the girls, Kekelis explained.

Girls take part in such projects as learning how to solder, build circuits, dissect computers, analyze fingerprints, determine blood types, build model engines, and perform basic car maintenance, to name a few examples.

In her experience, Kekelis has found that the girls are more comfortable and willing to try new things in a girls-only environment. “The girls-only environment is so important for them,” she said. Techbridge attempts to shed light on the real-world and beneficial applications that these topics have to build the girls’ interest.

“We also work with parents,” Kekelis added. Girls are often dissuaded from pursuing technical careers because parents don’t know how to help them with their homework or don’t know how to support their children, she said. Techbridge produces a newsletter telling parents what their girls are doing and provides a list of science- or engineering-related activities for the family to do together, she said. Parents are very supportive and interested, and they often only need a little guidance, she said. To monitor success and find ways to improve the program, girls, parents, and teachers are asked to fill out surveys when they start and end the program, she added.
 TechbridgeCarollo
On a field trip to Carollo Engineers, Techbridge girls learn about career opportunities in water treatment and environmental engineering. Photo courtesy of Linda Kekelis, Techbridge. Click for larger image.
 
    

The most influential component of the project seems to be the role models, Kekelis said. Techbridge holds training for role models who come in to speak to the girls about their science or engineering careers. From surveys and experience, Kekelis has found that having people from professional backgrounds as role models is a key element to the program, she said.

Being a Role Model For Girls
One Techbridge role model entirely agrees with the importance of role models in expanding the engineering work force. Lyn Gomes, a staff engineer at Carollo Engineers (Phoenix), first became involved in Techbridge approximately 5 years ago. She relates to being the only girl in engineering courses during college and got involved in mentoring to try to increase the number of girls in the field. “I wanted to increase the number of girls in future classes so they wouldn’t have to feel as alienated as I did,” she said. “We face a shortage of engineers, and I would like to see more people entering the field.”

Gomes is dedicated to helping girls understand what engineers can do. “I’m really passionate about outreach,” she said. “It’s a cause that’s really, really important to me.” For Techbridge, Gomes gives presentations at high school career days by giving a short introduction about herself, sharing her struggles, and conducting an activity, such as taking apart hair dryers. 

“What I’ve found is that students don’t even come close to the field of engineering, because they have no idea what they do,” she said. “I try to demystify what each of the different types of engineers do so that students can identify with one of those disciplines.”  
Gomes also volunteers for the Society of Women Engineers (Chicago) at one of their outreach events and at their weeklong event where girls attend engineering classes at Santa Clara (Calif.) University. At the university, Gomes leads a mechanical engineering activity in which girls design and build their own gearbox to move marbles. One of Gomes’ most fulfilling experiences was at this event where a group of girls was struggling and frustrated with their gearbox, she said. “I watched them finally get it, and, to me, they had the best marble mover there,” she said. “It was reliable, [and] it used all of the principles we had been giving them. To watch them just get it and grow and learn was a wonderful experience," she said.

Many factors influence girls in science, and there is no single answer, but from their research and experience, Fouad, Kekelis, and Gomes agree that having parents, teachers, and role models providing active interest and support for girls in science, engineering, and math will help reduce the gender differences in these careers. To find a local program promoting girls in technology, see the National Girls Collaborative Project (Lynnwood, Wash.) Program Directory.

 
TechbridgeCertificate  
Techbridge girls receive a certificate from Carollo Engineers that lets them know they have what it takes to become an engineer. Photo courtesy of Linda Kekelis, Techbridge. Click for larger image.
 

 

— Jennifer Fulcher, WEF Highlights


Outlining a Strategy for Successful Student Outreach
Creating a presentation, deciding what to discuss, and relaying your message
  1. Be an ambassador. Students often have no idea what an engineer does or associate negative stereotypes with the career. By explaining that engineers dream up creative, practical solutions and work with other people to invent, design, analyze, or build things that matter and make the world a better place, you can portray a positive example of engineering.
  2. Role models make a difference. As a role model, you make a huge impression on students. What you say about your interests and your career can help encourage students to become engineers. One way I communicate this is by telling a short story about myself, my experiences, and my likes and dislikes so students can find something to identify with. It also is important to highlight interests that are not considered engineering-related and to share your struggles and how you overcame them.
  3. Share your excitement for your career. When giving presentations, act more like a weatherman and less like a newscaster. As engineers, we usually give factual presentations, taking on a newscaster tone to reinforce our competency. When you go into a classroom, you are automatically seen as qualified and can use the weatherman’s enthusiasm to engage the audience. Show how much you love what you do or how exciting your field is because enthusiasm is infectious. 
  4. Present interesting facts and explain why your job matters. These facts should be quick and to the point. You don’t have to explain everything to students. They will notice the gaps and ask questions. Treating wastewater makes a large, positive impact on the environment — your job matters and improves environment — and this is important to communicate to the students.
  5. Talk about money and job security. Talking about money is not taboo. For some students, money can be an initial consideration. Since most students work jobs with hourly wages, put your salary in terms of both yearly and hourly amounts. Also compare the years spent in college for engineering to other careers.
  6. Engage your students. An interactive activity engages students. It may not be possible to bring a wastewater treatment plant to your visit, but you can bring part of it to you. Sterilized toys from the screenings handling area (or enclose them in plastic bags) passed around the class can make them laugh and connect their lives to your career. If you have the time, lead an activity that you come up with or find on the Internet; just make sure you’ve done the activity before presenting it.
  7. Make the connection. Now that you’ve created your presentation and have an activity, it is time to contact a local teacher, Girl/Boy Scout group, or Girls/Boys club. Explain that you are a local engineer who is passionate about outreach and would like to make a presentation to their class. Offer to e-mail your presentation — it can vouch for your sincerity, and the teacher can prepare their students. Ask the teacher about the students and any federal or state requirements for science and engineering concepts. This will help you tailor your presentation so you can connect with as many students as possible and present abstract concepts in a real-world scenario.
— Lyn Gomes, Carollo Engineers
From the President: A Vision of Leadership for the New Year

As a youth and student, I experienced and observed a lot of turmoil and change. I witnessed the Cuyahoga River burning, witnessed huge advances in technology, and participated in social movements to make the world a better place. So, when I had to choose a profession, it came naturally — I chose what has now become environmental engineering — and when I looked for a professional affiliation, I chose the Water Environment Federation (WEF; Alexandria, Va.), because I saw WEF as the best source for new ideas and technologies, populated with outstanding leaders championing those ideas and technologies, and people who were making a difference in the environment. Throughout my career, WEF has epitomized these attributes, making a positive impact in providing bold leadership, championing innovation, connecting water professionals, and leveraging knowledge to support clean and safe water worldwide. Hence, I am exceptionally proud now to be your president and grateful for a long association.

 Freedman
Paul Freedman, 2009–2010 WEF President. Click for larger image.

The position of WEF president is an honor but also a challenge. While we no longer have burning rivers or wastewater spewing from pipes — at least here in the United States — our current problems are more complex, costly, and critical to the future health of society, the economy, and the environment.

We have water shortages from California to Florida and widespread aging infrastructure in desperate need of repair and replacement. We have dead zones in Lake Erie, Chesapeake Bay, and the Gulf of Mexico. We have ecosystem disruption and the collapse of fisheries. All of these issues were not apparent 35 to 40 years ago. Globally, these problems are similar and often worse. We also have 2.6 billion people in this world who have inadequate access to sanitation and safe, clean water to drink.

My challenge as president is to continue to place WEF and our members in a leadership role in solving these growing water challenges. I view WEF and our members as the water stewards, the caretakers. As you all know, protecting the quality and quantity of our water is much more than just treating wastewater; it is stormwater management, it is watershed management, and it is sustainability. Solutions must include water reuse, energy recovery, product stewardship, reduction of water footprints, and, most importantly, integrated water resource management.

We no longer view ourselves as just wastewater experts, because the lines between water and wastewater and between urban and rural waters have blurred; water is water. Holistic watershed management utilizing integrated water resource management and planning is the only solution. I see WEF and our members as leaders in defining solutions in this new paradigm where we look for integrated watershed solutions.

WEF has a reputation of excellence, objectivity, and expertise. We need to leverage this reputation, partnered with other organizations, to promote better policies. An example is our partnership with the Johnson Foundation (Racine, Wis.) and Duke University (Durham, N.C.), where we are conducting a series of workshops next year focused on defining needed improvements to our U.S. clean water strategies and regulations.

However, our role also extends beyond U.S. borders. Our footprint in the global discussion of water grows each year as we engage strategically with various international organizations. Most recently, WEF helped launch the international Alliance for Water Stewardship focused on setting industry standards for water use and management. We exemplify our leadership by our actions, our expert objective voice, and our partnerships.

Also, I envision WEF members at the center of efforts to reinvent cities and their relationship to watersheds. This has been our historical role, beginning in ancient Roman times, when our professional ancestors built aqueducts. We have been key leaders in urban development for generations and need to continue our leadership role to address modern water issues.

So I challenge us to re-examine our cities as they relate to their watersheds. We need to integrate urban and rural watershed management in order to meet our water quality goals. Almost 90% of our water quality impairments are due in whole or in part to nonpoint watershed sources. To restore our waters, we need to focus on the land. We need to stop wasteful uses of water and promote reuse. We need to promote green urban practices and best agricultural practices as solutions to our pollution and flooding problems.

Green approaches also will make our cities attractive again as vital centers for growth and activity, and make agriculture more sustainable and even profitable. I encourage our members to learn about these and other ideas and technologies and to talk with our new partners at a WEF specialty conference being held in Boston in March 2010, dually titled Cities of the Future and Urban River Restoration.

With climate change, water will take center stage in the decades to come, whether it is with shortages, excesses, allocation, or pollution. Our challenge is to lead society in effective solutions to these problems, which can only be achieved through integrated planning and management. We have technical knowledge and experience, and it is my vision that we use that experience to establish our role as leaders and water stewards. Borrowing from my alma mater’s motto, the University of Michigan (Ann Arbor), I plan to work hard to ensure that WEF is recognized as the “leader and the best,” for we truly are.

— Paul Freedman, 2009–2010 WEF President
WEFTEC.09 — Introducing the New Leaders

WEFTEC.09 was held Oct. 10 to 14 in Orlando, Fla. This year, the largest annual water and wastewater exhibition had approximately 17,722 registrants and 995 exhibiting companies. The conference offered 122 technical sessions, 31 workshops, and nine facility tours. This year’s attendees were introduced to a new president, new members of the Water Environment Federation (WEF; Alexandria, Va.) Board of Trustees (2009–2010), new committee chairs and vice-chairs, and new Committee Leadership Council leaders.   

Board of Trustees 2009–2010

The Water Environment Federation (WEF; Alexandria, Va.) Board of Trustees is the governing body of the Federation and is composed of six officers and 12 trustees. For more information about members of WEF's 2009–2010 Board of Trustees, click here BoardofTrustees    
Back row, from left: Terry Krause, Cordell Samuels, Sandra Ralston, Carl Janson, Leslie Samel, Rick Warner, Judy Jones, Ed McCormick, Deborah Houdeshell, Paul Schuler, and Paul Bowen.
Front row, from left: Vice President Matt Bond, President-Elect Jeanette Brown, President Paul Freedman, Past President Rebecca West, and Betty Jordan.
Not pictured: Treasurer Chris Browning
Photo by Oscar Einzig Photography. Click for larger image.
Officers
President Paul Freedman, Limno Tech (Ann Arbor, Mich.)
President-Elect Jeanette Brown, Stamford (Conn.) Water Pollution Control Authority
Vice President Matt Bond, Black and Veatch (Overland Park, Kan.)
Past President Rebecca F. West, Spartanburg (S.C.) Water
Treasurer Chris Browning, Fulton County (Ga.) Department of Public Works
Secretary William Bertera, WEF

New Trustees
Paul Bowen, The Coca-Cola Co. (Atlanta)
Paul Schuler, GE Water and Process Technologies (Trevose, Pa.)
Terry Krause, CH2M Hill (Englewood, Colo.)
Rick Warner, Washoe County (Nev.) Department of Water

Continuing Trustees
Deborah Houdeshell, Stearns & Wheler GHD (Copley, Ohio)
Carl Janson, Riordan Materials Corp. (Blue Bell, Pa.)
Judy Jones, Cobb County (Ga.) Water System
Betty Jordan, Alan Plummer Associates Inc. (Dallas)
Ed McCormick, East Bay Municipal Utility District (Oakland, Calif.)
Sandra Ralston, Malcolm Pirnie (White Plains, N.Y.)
Leslie Samel, CDM (Cambridge, Mass.)
Cordell Samuels, Regional Municipality of Durham (Ontario)

Committee Chairs and Vice Chairs
The members of WEF’s technical committees provide the expertise to create a strong force aimed at improving water quality management. The committees help develop WEF policy positions, write and peer-review books and training materials, and plan and deliver workshops and conferences. Currently, WEF has 39 committees, each focusing on a different aspect of water and wastewater management. Committee chairs and vice chairs serve for 3 years. At WEFTEC.09, the following new chairs and vice chairs were introduced:

Academic Committee: Chair – Nancy Love, University of Michigan (Ann Arbor); and Vice Chair – Chris Schmit, South Dakota State University (Brookings)

Audit Committee: Chair – Chris Browning, Fulton County Department of Public Works (Atlanta, Ga.)

Awards Committee: Chair – Ralph B. Schroedel Jr., AECOM (Los Angeles); and Vice Chair – Larry Tolby, National Clay Pipe Institute (Lake Geneva, Wis.)

Constitution and Bylaws Committee: Chair – B. Scott Cummings, CH2M Hill (Englewood, Colo.)

Groundwater Committee: Chair – Ronald L. Horres, PB Water (New York); and Vice-Chair – Russell E. Mau, Gonzaga University (Spokane, Wash.)

Industrial Wastes Committee: Chair – Joseph G. Cleary, HydroQual Inc. (Mahwah, N.J.)

International Coordination Committee: Chair – Brian W. Evans, AECOM Middle East (Los Angeles); and Vice Chair – Champak Sadhu, Weston Solutions Inc. (West Chester, Pa.)

Literature Review Committee: Chair – Timothy G. Ellis, Iowa State University (Ames); and Vice Chair – Michael W. Sweeney, Woolpert Inc. (Dayton, Ohio)

Manufacturers & Representatives Committee: Chair – Diane Meyer, Val-Matic Valve (Elmhurst, Ill.); and Vice Chair – Chris Enloe, Instrument & Supply Inc. (Hot Springs, Ark.)

Nominating Committee: Chair – J. Michael Read, Oak Lodge Sanitary District (Oak Grove, Ore.); and Vice Chair – Mohamed F. Dahab, University of Nebraska — Lincoln

Professional Development Committee: Chair – William Edgar, CEU Plan (Brooksville, Fla.); and Co-Vice Chairs – Thomas Dwyer Johnson, CH2M Hill (Englewood, Colo.) and Laura Watson, Infrastructure Management Group Inc. (Bethesda, Md.)

Program Committee: Chair – George L. Martin, Greenwood (S.C.) Metro District; and Vice Chair – Paul Causey, Tiburon (Calif.) Sanitation District

Safety, Security, and Occupational Health Committee: Chair – Tim Page-Bottorff, Total Safety Compliance (Mesa, Ariz.); and Co-Vice Chairs – John William Bannen, Workplace Safety Specialists (Mesa, Ariz.) and Jeff Cooley, City of Vacaville (Calif.) Utility Division

Committee Leadership Council
The Committee Leadership Council (CLC) is made up of the chairs and vice chairs of WEF’s committees and Community of Practice Groups. Leaders of the CLC give guidance and act as leadership of the council. The following new chairs, new members of the CLC Steering Group, and members of the new BOT/CLC Joint Coordination Group have been appointed.  

CLC Leadership
Chair – Barton Jones, Strand Associates Inc. (Madison, Wis.)
Vice Chair – Joan Hawley, Superior Engineering (Hammond, Ind.)

CLC Steering Group
Chair – Matt Bond, Black and Veatch (Overland Park, Kan.)
Vice Chair – Barton Jones
Member – Joan Hawley
Member – Jay Witherspoon, CH2M Hill (Englewood, Colo.)
Member – Sandra Ralston, Malcolm Pirnie Inc. (White Plains, N.Y.)
Member – Robert Wimmer, Black and Veatch (Overland Park, Kan.)

BOT–CLC Joint Coordination Group
Chair – Matt Bond
Member – Barton Jones
Member – Joan Hawley
Member – Ed McCormick, East Bay Municipal Utility District (Oakland, Calif.)
Member – Terry Krause, CH2M Hill (Englewood, Colo.)
Member – Jay Witherspoon

WEF Presents New Web Site Design

Fresh, colorful, and user-friendly are terms that can be used to describe the new Water Environment Federation (WEF; Alexandria, Va.) Web site that launched this month. Visitors can expect to see an entirely new design, explained WEF Web Manager Julie Fuller.

Fresh Design
The site’s fresh look begins with an increase in Web page resolution from 800 to 1024 pixels, which results in much wider pages. Flash animation on the home page provides a visual identity for the Federation, representing the different aspects of WEF’s work, including public health, environmental protection, economic prosperity, public support, and technical training and education.

Even though the home page has been shortened, it includes more information than before, Fuller said. Information is broken into boxes with tabs and scroll bars to help users find information more quickly and efficiently.

The new site also features multiple “visual cues to help people navigate,” Fuller said. Whenever coming to the site from a search engine, users will see a list of links identifying exactly which section they are in and providing a trail back to the home page. Each section has a different color scheme, ranging from the traditional blue to new shades, such as orange, green, and purple. Each section’s border and headlines appear in the same color to show users where they are on the site.

New Elements
The goal of the redesign is to improve navigation and make the site more user-friendly. In pursuit of this goal, some content has been added or altered, Fuller explained.

Section headlines have been shortened or changed to be more intuitive, Fuller said. A new section titled Online Education compiles information for all of WEF’s online learning tools, such as webcasts and the distance learning program.

Visitors will find a calendar of events on the home page that lists all WEF and WEF-partner events, with a filter enabling the user to search for different types of events.

WEF also has new social media tools and plans to launch a new blog and new member forum. WEF will be looking into expanding its use of these tools in the future, Fuller said.

The Access Water Knowledge section introduced last year now includes new categories or “centers,” Fuller said. “We have reorganized the centers to better reflect WEF’s focus,” she noted. Throughout the site, WEF has broken down information so it is easier to find, she added.

One of the most important changes is a new search system. Users now have the option of using either a section search engine or a sitewide search engine. Content has been linked through keywords, so when using these search tools, content on the topic being searched will be pulled from different areas of the site.

“The way that we are using the content is brand new,” Fuller said. WEF hopes that the site’s new look and overall organization will make Web visits more pleasant and informative, she said. 

— Jennifer Fulcher, WEF Highlights
More Than 250 Attend World Water Monitoring Day Event in Washington, D.C.

The World Water Monitoring Day (WWMD) event held in Washington, D.C., this year welcomed 160 students from five schools and an additional 100 attendees. The event, hosted by the Water Environment Federation (WEF; Alexandria, Va.) and the International Water Association (IWA; London), with support from the U.S. Environmental Protection Agency (EPA), U.S. Geological Survey (USGS), and other partnering organizations, featured 21 exhibiting groups and six speakers.

WWMDGroupLarge 
Approximately 150 schoolchildren from schools in the D.C., Virginia, and Maryland areas participated in this year's WWMD event at Hains Point. Photo courtesy of Allison O’Brien. Click for larger image.
  
Speakers included Congresswoman Eleanor Holmes Norton (D–District of Columbia); Brian van de Graaff, meteorologist for the television programs Good Morning Washington and ABC7 News at Noon; Michael Shapiro, deputy assistant administrator of the EPA Office of Water; Nancy Myers, chief of the USGS National Water Quality Assessment Program; Rebecca West, WEF president; and Frances Lucraft, IWA program officer.

For the Washington, D.C., event, students gathered buckets of water and then used the WWMD test kits to find the temperature, pH level, clarity, and dissolved-oxygen levels of the water. The U.S. Forest Service’s Woodsy Owl mascot and Officer Snook with the U.S. Coast Guard’s Sea Partners program made an appearance to meet with students. In addition, the students carried passports and were asked find the answers to at least 10 questions posed by exhibiting organizations to receive a WWMD prize.

Exhibiting companies and organizations brought interactive educational activities and displays to engage students. U.S. National Park Service representatives used their wetlands model to show students what happens to pollutants when it rains. LaMotte Co. (Chestertown, Md.) showed students how various types of monitoring equipment operate. EPA brought preserved macroinvertebrates to show to students. 
 WWMDGirl
A student from Grace Episcopal School checks the temperature of her water sample at the WWMD event at Hains Point on Sept. 18. Photo courtesy of Allison O’Brien. Click for larger image.
 

Officially observed each year on Sept. 18, WWMD is an international outreach program that builds public awareness and involvement in protecting water resources around the world. Communities are asked to monitor their local rivers, streams, estuaries, and other waterbodies and submit the information to the WWMD Web site by Dec. 31. The results are reported online, tabulated, and presented in a year-end report. Last year, more than 70,000 people in 70 countries participated, and the goal is to reach 1 million people in 100 countries by 2012. There is still time to participate by monitoring your waterways; for more information, visit www.worldwatermonitoringday.org. Also, see the WWMD Gallery.

Announcing WEF's 2009 Annual Awards Winners

Each year, the Water Environment Federation (WEF; Alexandria, Va.) presents a variety of awards that recognize excellence and achievement in the water environment profession. Awards were presented at the WEF Awards and Presidential Celebration Reception during WEFTEC.09. Below is a list of the award recipients.

Camp Applied Research Medal
Ronald W. Crites
 
Collection Systems Award
Gary A. Wyatt (presented posthumously)
 
Eddy Wastewater Principles and Processes Medal
Remembrance Newcombe, Rebecca Rule, Brian Hart, Gregory Moller, Daniel Strawn, Tracy Grant, and Susan Childers
 
Emerson Distinguished Service Medal
Richard D. Kuchenrither
 
Engelbrecht International Achievement Award
James H. Clark
 
Fair Distinguished Engineering Educator Medal
Desmond F. Lawler, University of Texas – Austin
 
Gascoigne Wastewater Treatment Plant Operational Improvement Medal
Barry Pomeroy
 
Hazardous Waste Management Award
Jeffrey L. Pintenich
 
Industrial Water Quality Achievement Award
DuPont Engineering (Wilmington, Del.), Kenneth N. Wood
 
Industrial Water Quality Lifetime Achievement Award
Davis L. Ford
 
Innovative Technology Award
Collection Systems
— ADS Environmental Services – Sliicer.com (Huntsville, Ala.)
 
McKee Groundwater Protection, Restoration, Sustainable Use Medal
Genxu Wang, Jian Zhou, Jumpei Kubota, and Su Jimaping
 
Outstanding Young Water Environment Professional Award
Fran Burlingham
 
Public Education Award
Individual — Julie Karleskint
Member Association — North Carolina Water Environment Association (Raleigh)
Other — Western Virginia Water Authority (Roanoke)
 
Rudolfs Industrial Waste Management Medal
William C. Hiatt and C.P. Leslie Grady Jr.
 
Water Quality Improvement Award
Milwaukee Metropolitan Sewerage District
 
WEF Canham Graduate Studies Scholarship
Hector A. Garcia 

©2009 Water Environment Federation. All rights reserved.