1. LEARNING MATERIALS for AQUATIC MONITORING N. Scott Urquhart Department of Statistics Colorado State University

2. TWO SIGNIFICANT QUOTES  FROM THE RFA UNDER WHICH STARMAP WAS ESTABLISHED: Proposals should specifically address the extension of expertise on design and analysis to States and Tribes. demonstration of distance learning concepts This component must include an actual case study Proposals should specifically address the extension of expertise on design and analysis to States and Tribes. Such a component should consider the level of statistical training that may be extant in State and Tribal environmental management and resource agencies. Research on and demonstration of distance learning concepts that allow individuals with basic statistics training to study and understand the concepts of design and analysis statistics are encouraged. Training as used here does not include work leading to a baccalaureate or advanced degree, but might include seminars, workshops, demonstrations, handbooks, and the like. This component must include an actual case study applying the distance learning concept and be readily transferable to others.

3. QUOTES - continued  FROM “TOTAL MAXIMUM DAILY LOAD (TMDL) PROGRAM, DATED NOV 11, 2001 (EPA’s OFFICE OF WATER): EPA believes that a probabilistic monitoring design is an excellent approach the extent of waters that may or may not be impaired. EPA believes that a probabilistic monitoring design applied over large areas, such as a state or territory, is an excellent approach to producing, with known confidence, a "snapshot" or statistical representation of the extent of waters that may or may not be impaired. A probabilistic monitoring design can assist a state or territory in determining monitoring priorities and in targeting monitoring activities. States and territories are encouraged to use probabilistic designs for water quality assessments and to include reports of these assessments with their Integrated Reports.

4. BASIC CONTENT PERSPECTIVES  WHY MONITOR  WHERE TO MONITOR  WHAT TO MONITOR (MEASURE)  HOW TO MONITOR (MEASURE)  HOW TO SUMMARIZE

5. BASIC CONTENT PERSPECTIVES - II  WHY MONITOR  EVALUATE IMPACT OF SPECIFIC POINT SOURCES  EVALUATE GENERAL CONDITION EX: IMPACT OF NON-POINT SOURCES  WHERE TO MONITOR  DEPENDS ON REASON FOR MONITORING  POINT SOURCE: ABOVE AND BELOW SOURCE  GENERAL CONDITION SAMPLE OF SITES - DISTRIBUTED RANDOMLY –PERHAPS SUBJECT TO RESTRICTIONS »EX: SPATIAL; STREAM SIZE

6. BASIC CONTENT PERSPECTIVES - III  WHAT TO MONITOR (MEASURE)  RELATION TO OBJECTIVES SOCIETAL REQUIREMENTS  HOW TO MONITOR (MEASURE)  INFORMATION ANALOGOUS TO EMAP TRAINING  EMPHASIZE IMPORTANCE OF PROTOCOLS  HOW TO SUMMARIZE  VALUE OF CUMULATIVE DISTRIBUTION FUNCTIONS  PREPARATION OF DATA FOR “STANDARD” ANALYSES

7. BASIC OUTLOOK OF MATERIALS  USABLE FOR EITHER  SELF STUDY  PREPARATION FOR ORGANIZED COURSES  MULTIPLE LEVEL  FROM “101” to “601”  AT LEAST THREE INVOLVEMENT PERSPECTIVES: MANAGE A CONTRACTOR TO DO IT MANAGE AN AGENCY EMPLOYEE TO DO IT LEARNER DOES IT HIM/HERSELF

8. PRESENTATION TECHNOLOGY  BASED ON WEB BROWSERS  ACCESSIBLE EITHER  ON THE WEB, or  FROM A CD ROM IN A MACHINE ANY WHERE ELIMINATE THE FRUSTRATING DELAYS INHERENT IN REAL-TIME ACCESS USABLE IN THE FIELD TO REVIEW ESSENTIAL DETAILS EX: http://www.stat.colostate.edu/starmap

9. PRESENTATION TECHNOLOGY II  INCORPORATE COMMUNICATION TOOLS SUITABLE FOR THE LEARNING NEED:  AUDIO  DYNAMIC GRAPHICS MAPS GRAPHS  VIDEO CLIPS  SUITABLE PHOTOS COULD BE ECOREGION SPECIFIC USER CHANGEABLE

10. OPPORTUNITIES FOR COOPERATION  WHAT DO THE STATE & TRIBAL PERSONNEL WITH AQUATIC MONITORING RESPONSIBILITIES NEED TO LEARN?  == “NEEDS ASSESSMENT”  ADVICE AND COUNSEL WELCOME!  ONCE MATERIALS ARE DRAFTED, THEY NEED TO BE TESTED  PROBABLY MULTIPLE TIMES INITIALLY BY EPA PERSONNEL FURTHER ALONG BY STATE & TRIBAL PERSONNEL