Student Technology Fee – AY 2020Tech Initiatives Proposal Form

DUE April 1, 2020 (Students)DUE April 2, 2020 (Employees)

Project Title: Flowmeter AcquisitionExplain what you are requesting (3 lines max): We are requesting funds to purchase three highly durable, state-of-the-art flowmeters so that students can gain experience with contemporary equipment that is the industry and agency standard within their projected field of employment.

Principal Contact/ApplicantName: Dr. Leo BodensteinerEmail: leobode@wwu.eduPhone: x7375Dept/Org: Department of Environmental SciencesEnter “student”, “faculty”, or “staff”: faculty

Other Contact/ApplicantName: Scott WilkinsonEmail: wilkinf@wwu.eduPhone: x3667Dept/Org: Huxley CollegeEnter “student”, “faculty”, or “staff”: staff

Proposed Budget for Project1. Equipment total $36443.312. Plus site preparation (not STF funded) + $     3. Total Project Cost (budget total from part III of this form, “Project Budget”) = $36443.314. Less organization’s contribution – $5005. Less site preparation – $     6. STF Grant Request = $35,943.31

IMPORTANT NOTES

1. Student Technology Fee Mission:The Student Technology Fee (STF) provides Western students with adequate and innovative technology experiences by: Broadening/enhancing the quality of the academic experience, Providing additional student access to technology, and Increasing integration of technology into the curriculum.

2. THE STF Committee will accept only complete proposals by the announced deadline. Every section (I–VIII) and all items of this proposal form must be addressed.

3. Disallowed items: The following items generally would not qualify for STF Tech Initiatives funding:

Computer lab upgrades(Existing computer labs are upgraded on a rolling schedule with a separate allocation of STF funds.)

Software related to maintenance and/or serial payments

Maintenance contracts on equipment or software

Expendable supplies

Equipment that will not be used directly by students, and/or non-computer equipment or furnishings that are part of the typical classroom environment (such as lighting, portable and fixed media equipment, furniture, chairs, etc.).

I. Relationship to STF Objectives / Impact on the Student Academic Experience

The STF Committee will use as its primary assessment criteria the three objectives—quality, access, and integration—defined in the STF mission (“Note 1” above). Given this criteria, describe your proposed project in detail.

1. Tell us—focusing on what the students would gain from the project—how the project would provide positive benefits to the student academic experience. Specifically, answer at least one of a, b and c below:

a. How would this project broaden or enhance the quality of the student’s academic experience through the proposed technology?

A primary method by which students majoring in Environmental Science integrate and apply what they have learned in the classroom is through hands-on training in the field; most of the 400-level courses in ESCI have associated field and laboratory components. In this case, students that are engaged in any of the several aquatic ecology courses use flowmeters to measure water velocity. They have been saddled with using homemade, outdated, decrepit, and innaccurate flowmeters that were fashioned from PVC pipe, model boat propellers, and bike speedometers 25 years ago. While cheap and generally useful at the time, nothing about these rudimentary flowmeters is relevant to the contemporary study of hydrology of streams, rivers, estuaries, and marine waters. The "propeller" method of water velocity measurement that is the basis for the existing meters is outdated and usually provides inconsistent and inaccurate readings that are typically only useful as a mathematical exercise to find what went wrong. By contrast, the flowmeters we intend to purchase utilize cutting edge sound-pulse technology whereby 2D and 3D water volume and velocity profiles are generated from Doppler-shift calculations of sound speed, that not only provide much more detailed and useful information than the homemade models are capable of, they also account for common deployment errors. Thus with this proposal we aim to provide students with a more realistic, efficient, modern, and fruitful field experience, with equipment that is far more representative of what they will be working with once employed within their field of study. Hence, not only will the fulfillment of this project help broaden and enhance the academic experience of Huxley students who study local waters, it will also help prepare students more appropriately and thoroughly for prospective employment.

b. How would this project provide additional student access to technological resources?

This project will provide additional student access to technological resources in three ways: 1) by increasing the number of state-of-the-art flowmeters available for student use both during assigned field activities and as part of independent investigations in the field, 2) by providing multiple flowmeters that have the latest technological advances in construction, working parts, and design, and 3) by providing the students

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the opportunity (access) to learn how to operate and use a technologically advanced piece of field equipment that is standard equipment across campus and around the world. We envision providing these flowmeters to virtually all students who are enrolled in Environmental Science field classes, as well as any students (of Huxley College or other departments doing related fieldwork) who are performing research independently.

c. How would this project increase integration of technology into coursework?

The principle of "build/aquire it and they will come" applies here. Often it is difficult to imagine the potential of an instrument until it is made widely available, at which time people will step in and recognize fresh opportunities; as a result, creativity and productivity blossom. In this case the technology (modern flowmeters) is well known, but that technology is not well provided in the Dept. of Environmental Sciences. We reason that once new flowmeters are obtained and made accessible, they will be used by more classes and more students than ever before, and for projects that have not yet been contemplated.

The principle of water flow - the amount of water moving past a given point in a given time - has at its very basis the measurement of water velocity. Series of these measurements are integrated along with water depth profiles to calculate flow. Ultimately, flow calculations performed under a variety of conditions are used to model the relation of water depth at a given point to the flow at that point. Thus the purpose of yardsticks you may see attached to a bridge abutment in a river is to provide a simple means of knowing flow. With ever-increasing demands for withdrawal of water from creeks, streams and rivers to meet our own needs even as flows diminish due to warming temperatures, declining snowpacks, and increasing groundwater withdrawals, there has never been a greater need for high quality flowmeters as appropriate tools to teach students how to measure changes, understand the consequences, and engage in resolving the challenges.

2. Would other departments be involved with this project? Enter “No” or “Yes.”

Yes

IF “Yes,” describe.

The WWU Geology Department, housed in the same building as Environmental Science, has previously loaned their commercially-produced, more advanced flowmeters for use by our classes and students, but with their own demand increasing and the higher rate of depreciation caused by greater use, they have encouraged us to obtain our own set. In recognition of the generous loaning policy, we anticipate returning the favor through sharing of this next generation of meters as needed. In general we currently share some equipment between the departments and expect to continue this mutually beneficial relationship into the future. Additionally, we envision loaning the flowmeters to other departments (e.g., Biology) whose faculty and students share similar teaching and research interests.

3. Has any part of this project previously been funded by the Student Technology Fee? Enter “No” or “Yes.”

No

IF “Yes,” describe.

     

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4. Is the proposed project a pilot project? Enter “No” or “Yes.”

No

IF “Yes,” describe.

     

II. Utilization

List the anticipated number of times and duration per each use—per quarter or per academic year—that students would use the proposed technology, along with the impact of that proposed technology on students. Note: applications are funded after careful consideration of both the number of students that will be impacted by the technology and the quality of that impact.

Following is a list of classes in which measurements of water velocity are used. Purposes range from understanding the distribution of organisms relative to water speed in specific freshwater and marine habitats, to evaluating the effect of changing tides on changes in direction and speed of water currents, to the understanding of how much water is moving through a channel and how that responds to changes in other inputs, location in the basin, weather, and land use. In some courses flowmeters may be deployed on a weekly basis, in others a few times per quarter, and for some on an as needed basis depending on the overall role of the exercise in the lab/field curriculum. At this point use is largely limited by the fact that existing equipment is prone to inaccuracy or outright failure. Potential usage is summarized, according to enrollment capacity in the existing teaching labs and classes that have been using the existing meters and will make use of the new instruments:ESCI 361 Water Quality Lab: Fall 32 students; Winter 32 students; Spring 32 students; ~8 hrs/wk ESCI 411 Salmon Habitat Assessment: Winter 32 students, ~4 hrs/wkESCI 429 Stream Ecology: Spring 24 students, meeting ~8 hrs/wkESCI 430/530 Limnology: Fall 28 students, meeting ~8 hrs./weekESCI 440 Wetlands Ecology: Fall 40 students, ~4 hrs/weekESCI 463 Wetlands for Wastewater Treatment: Winter 32 students, ~4 hrs/week ESCI 497I Global Change in the Cryosphere: Winter 16 students, ~4 hrs./weekTOTAL for ESCI courses: 252 students, ~1000 student hours

This list is based on past uses. We anticipate increased demand as new faculty and their new courses are added to our curriculum - in the past two years we have added two aquatic ecologists with an additional one to be added this year plus an environmental chemist who works in aquatic ecosystems.

III. Project Budget

This section details the estimated total cost of the project. Include costs that would be covered—by your department or another source—for ongoing costs such as personnel or operating expenses.

1. For assistance in preparing your budget, please consult with relevant campus support departments:

Academic Technology & User Services, x6538 Budget Office, x4762 Space Administration, x3222 Purchasing, x3340

How to Buy Software

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How to Buy ComputersLab/Special Supplies, etc.

2. Complete the Budget Estimate Table below. If you have more than seven line-item expenses, attach a separate Excel spreadsheet instead.

Items to Purchase Quantity Item Cost Item Total1. FlowTracker2 handheld display unit 3 $4870.00 $14610.00

2. FlowTracker2 probe assembly 3 $4400.00 $13200.00

3. SonTek deluxe 2-piece top-setting wading rod 3 $1580.00 $4740.00

4.             $      $     

5.             $      $     

6.             $      $     

7.             $      $     

Subtotal N/A N/A $32,550.00

Allowance for price increases (3% of subtotal) N/A N/A $976.50

Shipping (taxable) N/A N/A $     

Tax (8.7%) N/A N/A $2916.81Total This total (or your attached spreadsheet total) should match the projected budget figure on page 1 of this proposal. (See box on page 1, #3.)

N/A N/A $36443.31

Important Budget Notes from the STF Committee:

We recognize your proposed budget as an estimate. Final funding for successful projects will be established after thorough technical review; some costs may need adjusting due to price changes.

We may impose special conditions on a proposal before approval. See STF Proposal Guidelines, section V, Proposal Modifications.

Funding is not provided directly to departments for purchases. All purchasing is done via the Office of the VPIT/CIO and savings are retained in the Student Technology Fee fund.

3. What funding or contributions are available from your department or other sources?

$500 from the Institute of Watershed StudiesApplying for $2,000 through a Dept. of Environmental Sciences competitive funding source; notification of outcome will occur in May, 2020.

Note: The STF Committee encourages matching funds/funding support.“Contribution“ is defined as a monetary contribution. For example, a vendor discount is not considered a contribution.

4. Could this project be divided into discrete elements that could be funded separately? Enter “No” or “Yes.”

Yes

IF “Yes,” summarize and prioritize project elements with cost estimate for each.

We are requesting funds to purchase three flowmeters, but if necessary would accept funds for one or two of the instruments.

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Note: A “no” response to question 4 creates an “all or nothing” proposal. That is, if the STF Committee decides against funding your entire proposal, it will not consider any elements for partial funding. If elements could be funded separately, the applicant is responsible for prioritizing them before submitting the proposal.

5. Are course or lab fees charged for any of the courses that will use this equipment? Enter “No” or “Yes.”

Yes

IF “Yes,” describe.

Course fees are charged for most courses that would utilize the flowmeters. Currently, the fees range from to $35/student (ESCI 463) to $96/student (ESCI 361). We have avoided adding nearly $40,000 worth of flowmeters to the equipment fee schedule portion of the course fee calculation in order to keep fees (already relatively high) as low as possible.

Note: The total funding requested from the Student Technology Fee must reflect the amount collected from course fees for equipment replacement and/or equipment acquisition.

IV. Impact on Existing Resources

Your proposal must address the project’s potential impact on existing resources. Give special attention to the impact on data transmission networks (e.g., sources accessed, networking equipment, etc.), and personnel (e.g., staffing, administrative support, faculty support, etc.).

1. Describe how existing equipment is used. Contrast this to projected use if your project were funded.

Determining the volume of flow in streams and rivers is an essential aspect of watershed assessment and management, and flowmeters are a critical tool that students use to calculate the volume of flow, among other parameters. Currently students work with six flowmeters that were fashioned 25 years ago from PVC pipe, model boat propellers with tiny magnets glued onto them, and bike speedometers. These flowmeters served their purpose and are now at the absolute end of their useful life. The speedometers are obsolete and failing, and now they are unreplaceable because no company is making a suitable facsimile. The two or three bicycle speedometers that still appear functional are prone to sudden failure, provide inconsistent results, and often are grossly inaccurate. In fact, during Winter quarter of 2020, Dr. Bodensteiner decided to forego using the "propeller" flowmeters at all (because they barely work), and thus an exercise that is considered crucial to being competitive in the job market was unable to be provided to students. Over the past few years Environmental Sciences has been borrowing professionally made flowmeters from the Geology Department, but this arrangement is limited by the availability, which is not always aligned with when we need them for classes. Because these instruments are deployed in the field throughout the year, they experience related wear and tear and incur maintenance costs proportional to use. As a result (and understandably) Geology has asked us to purchase and house our own set of instruments. With new solid-state, reliable, and accurate state-of-the-art flowmeters of our own we envision many more students using them more often, in more classes than before (see previous "Utilization" schedule). This is underscored by the attraction of knowing that the information that one is collecting is accurate and thus useful for higher level determinations.

2. Is similar equipment or technology available elsewhere on campus—such as the Student Technology Center, Classroom Services, Video Services, Western Libraries, a college lab? Enter “No” or “Yes.”

Yes

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IF “Yes,” describe why existing equipment does not meet the needs outlined in this proposal.

As stated previously, the Geology Department has similar instruments, but they have informed us that we no longer will be permitted to borrow them.

3. If this project involves the replacement of equipment, including computers:

a. Describe the “before and after” configuration changes. (A spreadsheet reflecting these changes may be attached.) Or, write “N/A.”

N/A

b. Describe the costs and benefits of replacing vs. upgrading. Or, write “N/A.”

N/A (current flowmeters are unable to be upgraded).

4. Would this equipment be available to students outside of your department? Enter “No” or “Yes.”

Yes

IF “Yes,” describe the following:a. How students would gain accessb. How equipment availability would be publicizedc. The hours/week when equipment would be availabled. Any costs that would result from a-c

Students would gain access by contacting faculty or Huxley's Lab/Classroom tech. The equipment would then be dispensed by the Lab Tech. Equipment availability would be publicized through classes, faculty, technical personnel, and online postings. Equipment would be available all hours of every quarter, except when being utilized by a particular class, though students in those classes would be permitted to access the flowmeters in off-hours in order to perform independent investigations.

5. Does this project involve the check-out of equipment to students? Enter “No” or “Yes.”

Yes

IF “Yes,” discuss whether the Student Technology Center/ATUS Loan Pool could be assigned this task.

The STC/ATUS would be inappropriate for this task. Rather, the flowmeters would be housed in the ES Building and checked out by Huxley College's Lab and Classroom Support Tech.

6. Does the department have adequate operating funds to provide ongoing maintenance and support? Enter “No” or “Yes.”

Yes

IF “Yes,” describe.

Course fees would cover the costs of maintenance and repair of the instruments.

7. Does the department have adequate personnel funds to provide ongoing staff support for the project? Enter “No” or “Yes.”

Yes

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IF “Yes,” describe.

As previously stated, Huxley's Lab and Classroom Support Tech would be tasked with maintaining, tracking, and checking out the flowmeters to users. Some (minor) repairs could be made by Scientific Technical Service's resident electrician.

V. Space and Site Information

This section addresses any space alteration or site preparation necessary for the proposed project. Site alterations include painting, holes in walls, security systems, carpeting, construction, lighting changes, or conversion of a lab or office.

1. Location for installation of equipment or technology:

The flowmeters would be housed in ES 322 (Limnology/Stream Ecology Lab) or in ES 64 (ES Building garage).

2. Would site modification be required? Enter “No” or “Yes.”

No

IF “Yes,” describe the modifications (e.g., electrical, air, painting, lighting, security, network access, etc.).

     

3. Would this project use space not currently assigned to your department or area? Enter “No” or “Yes.”

No

IF “Yes,” describe.

     

Conditional If this project would require any site preparation, or if this project would use any space notStep 4: currently under your department’s control:

a. You must submit a draft proposal to Space Administration by March 9, 2020.

b. Space Administration and Facilities Management will then conduct a site survey and respond to you by March 20, 2020 about project feasibility, cost and schedule.

c. You must include the site survey response with your final proposal.

VI. Project Schedule

Describe your overall implementation schedule.Note that project awards are announced during spring quarter, and that projects are to be substantially completed by the end of the calendar year.If any site preparation is involved (see section V above), align your project schedule with the schedule provided by Space Administration and Facilities Management.

We anticipate that we would begin using the new flowmeters in Fall 2020 classes.

VII. Constraints

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List or describe any external or internal factors/constraints that could affect your project schedule, project objectives, or the project budget (e.g., if external approval is required for curricular changes, or if funding must be received by a certain date).

     

VIII. Submitting the Proposal

1. Ensure your proposal does not exceed 14 pages (not including Tech Initiatives Summary Sheet).

2. Complete top portion of 2020 Tech Initiatives Proposal Summary Sheet.

3. Electronically submit the proposal and the summary sheet per appropriate substep below.

a. For student proposals: Email proposal and summary sheet by April 1 to AS Senate Pro Tempore at AS.Senateprotempore@wwu.edu. Both the proposal and summary sheet should be Word format.

b. For employee proposals: Email proposal and summary sheet by internal due date, per your unit’s process [which must be before proposal due date (to STF Committee) of April 2]. Both the proposal and summary sheet should be Word format.

Note: Step 4 is for the positions gathering and/or prioritizing the submitted proposals.

4. Process the proposals per the appropriate position substeps below (a, b, or c).

a. AS Senate Pro Tempore (for student proposals):

i. Prioritize the student proposals. Indicate priority on summary sheets, and sign the sheets.

ii. Email proposals (Word format) and summary sheets (PDF format) to batemad@wwu.edu (the STF Committee secretary) no later than April 2.

b. Dept Chair / equivalent (for employee proposals):

i. Sign summary sheet(s) on “department chair” line.

ii. Email proposals (Word format) and signed summary sheets (PDF format) to college dean/unit head to meet internal deadline.

c. College Dean / unit head (for employee proposals):

i. Prioritize the employee proposals. Indicate priority on summary sheets, and sign the sheets.

ii. Email proposals (Word format) and completed summary sheets (PDF format) to batemad@wwu.edu (the STF Committee secretary) no later than April 2.

Note: Please do not send paper copies of proposals to the STF Committee.

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