Researcher Steve Loheide spent much of his childhood on the banks of Crystal, Fish and Mud lakes in northern Dane County, Wisconsin. “I used to ride my bike between Fish Lake and Mud Lake. And they’re now one lake – they’re combined,” says Loheide.

Water levels in Crystal, Fish and Mud lakes have fluctuated drastically for at least a century. In his office, Loheide keeps a copy of a 1914 newspaper clipping titled “Crystal Lake, dried up, again filling with water.” According to the article, Crystal Lake dried up in the early 1900s and farmers started growing crops on the former lake bottom. But by 1914, water was starting to return.

Today, the lake is overflowing its banks, causing destruction of homes, businesses and crop land. During Loheide’s lifetime, he has witnessed a 17 foot increase in the water level in Fish Lake. This experience inspired Loheide, now an ecohydrology professor at UW-Madison’s Department of Civil and Environmental Engineering, to embark on a research project to understand why groundwater flooding is plaguing these lakes and what we can do about it.

Aerial photo of a flooded lake.
Crystal, Fish and Mud lakes are located in the upper Yahara watershed in South Central Wisconsin.

“Groundwater flooding is perhaps a little bit more insidious” than surface water flooding, Loheide said. The groundwater flooding at these internally drained basin lakes is caused by a slowly rising water table. What is causing the water table to rise? Loheide and his collaborators professor emeritus Ken Potter and Ph.D. student Eric Kastelic ask that question in their project Biomanipulation of Groundwater Flooding, funded by the Wisconsin Water Resources Institute.

According to Kastelic, groundwater flooding in the area is likely due to multiple factors, like changes in both precipitation and land use over the last 100 years. “This part of Wisconsin used to predominately be tallgrass prairie and oak savanna,” said Kastelic. A century ago, settlers transitioned the landscape to shallow-rooted row crop agriculture. 

Loheide and Kastelic hypothesize that this transition from deep-rooted to shallow-rooted plants, paired with climate change, has affected the water table. As part of the project, the team will be documenting the changing water table and creating a model to study the feedbacks between land use change and climate change in hydrologic systems. “We want to model this system and determine if we had more trees on the landscape, would we see less groundwater flooding?” says Loheide.

The research team hopes the data can help communities, like those surrounding Crystal, Fish and Mud lakes, build resilient landscapes. If the research shows that large-scale tree plantings could be a viable solution to groundwater flooding in internally drained basins, Loheide could see this being explored as a strategy to help vulnerable communities.

Watch the new video here.

The post Could trees prevent groundwater flooding? [New video] first appeared on WRI.

Original Article

News Release | WRI

News Release | WRI

https://www.wri.wisc.edu/news/groundwater-flooding/

Bonnie Willison

Melina Dennis (center) conducting field research this summer. Image credit: Submitted photo

By Melina Dennis, Freshwater Collaborative summer research student

This summer, 31 students from across the country were chosen for the University of Wisconsin-Madison’s Freshwater@UW Summer Research Opportunities Program, which is affiliated with Wisconsin Sea Grant, the University of Wisconsin Water Resources Institute and the University of Wisconsin-Madison Graduate School. Many of the students provided reflections on what they learned. We’ll share several over the coming months. Here’s the third, from Melina Dennis, an undergraduate senior in environmental engineering from the Oneida Reservation in Wisconsin.

This summer I worked in UW-Madison’s Hydroecology Lab, which is in the Civil and Environmental Engineering Department under Steve Loehide. I worked with my grad student mentor, Eric Kastelic, on studying groundwater flooding in Dane County.

Before this program, I had limited knowledge about graduate school. I was interested in furthering my education, but I didn’t know how graduate school worked or what it looked like for the fields I am interested in. I have since learned an enormous amount from working in a research lab, and from the professional development seminars the program hosted.

At the beginning of the program, we had a seminar on science communication. The seminar touched on the importance of making science accessible to nonscientists and gave me a point of resonance for why I am doing this in the first place: to help people. As I went through the program, I was pleasantly surprised to meet more and more people who felt the same way. At the forefront of a lot of people’s work was the hope of making the world a better place for others.

My mentor hosted a graduate student panel for one of the seminars. I gained insight into the life of graduate students, the process of finding a graduate program, differences between types of graduate degrees, how funding works, and so much more. Another seminar covered funding more in depth. I learned more about the many sources of it, differences in funding across degrees and programs, how to have conversations about funding your degree, and how to apply for common types of grants.

We also had seminars focused on career development. Staff from the U.S. Geological Survey (USGS) came in and gave us information about working in the federal government. I got a lot of useful and intriguing information about careers with USGS, paths to employment with them, and benefits of working for a federal agency. I can see myself working for USGS after graduate school, as what they do aligns with the goals and values I have for my career. By working in the research lab with my mentor, I developed technical skills that are directly applicable to my career goals, including computer programs and physical tools used in research and the public sector of my field. I had many fun field days where I got to see how data is collected and collect some of my own.

I now have a much better picture of graduate school and how it can help me achieve my career goals. I also feel more prepared in pursuing graduate school. I am grateful for this program and all the valuable information I received.

The post Making the world a better place first appeared on Wisconsin Sea Grant.

Original Article

Blog | Wisconsin Sea Grant

Blog | Wisconsin Sea Grant

https://www.seagrant.wisc.edu/blog/making-the-world-a-better-place/

Wisconsin Sea Grant