WEBVTT

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Welcome to the superfan research program risky learning webinar series on risk communication strategies to reduce exposures and improve health. This is session for communication tool kits to communicate environmental risks.

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My name is Denise right and I'm a public health educator and the worker training program of the Division of Extramural Research and Training at NIH s, I will be moderating today's session, we will get started in a few moments.

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While we wait for others to log on, I would like to cover a few housekeeping items to ensure everyone understands how to participate in today's live session.

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When you registered for today's seminar, you should have received a confirmation email with instructions to join us for the live event. We also sent the same details in a reminder email yesterday, those emails will both point you to the seminar homepage.

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The link to the homepage is on this slide, the seminar homepage is active from today forward. So I encourage you to save it as they're important pieces of information, including the session description biographical information for our presenters, links

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to download presentation materials, as well as options Nebraska related websites. There is even an option to provide feedback after our lives delivery.

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remember this link will be available from today forward.

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This session is being hosted using zoom webinar, but there for those already familiar with zoom meetings, you should find this a very similar interface, you may join us for the live event using either the zoom app on your computer or mobile device or

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Should you have any technical difficulties joining us on zoom we do have options to download the presentation materials and simply listen by phone. However, we encourage you to try to join us online for the fully interactive experiences zoom whenever

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possible.

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We will not be using the chat feature in today's webinar. Instead, if you have a question comment or need to report any technical issues, please use the q amp a pod, you can use that window to privately submit feedback and anytime.

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Closed captioning is available for this webinar, please use the closed caption button in the lower toolbar to access subtitles. Also remember that our session today is being recorded, you will receive an email after our life delivery when the recording

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becomes available so that you can watch it back on demand.

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Lastly, I encourage you to stay with us until the very end of the program, we will cover a number of important reminders, such as how to share your feedback on this webinar, and how to pronounce the certificate of participation

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with those brief reminders let's take a quick look at the zoom webinar interface, first in the lower left, you'll find it find audio controls which will allow you to select and adjust your preferred method for listening to today's session.

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And the main or central portion of your screen you will be able to view presentation materials in the far right of your screen, you'll be able to view our presenters and moderators in the upper right corner, you will have options to enlarge the presentation

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or go into full screen mode.

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On the bottom middle of your screen, you should see the toolbar I mentioned earlier, which has options to access the live closed captioning, as well as the q amp a.

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Please note when you press the q amp a button it will open a new separate window. I encourage you to rearrange your move this window around on your screen for the optimum placement so that you may enter questions at any time we're doing the presentations.

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There are options in that new q amp a window to anonymously ask questions. If you do not check the button to send anonymously Your name will be visible with your message to our event moderator.

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This presentation has been provided as part of a US Environmental Protection Agency webinar, the document does not constitute up a policy mentioned of trade names or commercial products does not constitute endorsement or recommendation for us.

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Links to non EPA websites do not apply any official EPA endorsement of or responsibility for the opinions, ideas data or products presented at those locations are guaranteed the validity of the information provided links to non EPA servers are provided

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slowly as a pointer to information that might be useful to EPA staff and the public.

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And finally, if you experience technical difficulties with the audio stream, you may use the q amp a pod tortoise to the technical difficulties you are encountering, please include a telephone number, where you can be reached, and we will try to help

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you troubleshoot your problem.

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This session is the fourth and final installment of the four part fall 2021 risky learning webinar series. If you missed the first two webinars the recorded archives are now available on the clue in website recording from the third session will be available

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soon. Please refer to the links that have just been copied in the chat.

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This series builds on an SRP workshop, held in June, focused on risk communication strategies to reduce exposures and improve health. These webinars delve into many of the themes that came up during that workshop SRP us feedback from the meeting to identify

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topics for the webinars that participants wanted to hear more about the workshop website now includes links to a meeting report and workshop resources, resources, document not only includes publications that were referenced throughout the meeting but

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also provides a nice compilation of communication tools and resources that were brought up during each session, links to these resources have just been copied in the chat and are also available in the webinar homepage under related links.

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are ready to get started.

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First we will hear from BJ Cummings and Dr. Lisa Hayward who manage the community engagement core and research translation core at the University of Washington as our presenter, Dr Hayward and his comments I will now turn it over to you.

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Okay. Can you see my slides.

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Great. Wonderful. Thank you, everybody. um, we are really honored to be included in today's webinar, and we'd like to acknowledge that we're joining you from the traditional lands of the DW Amish tribe and the Coast Salish people.

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And today we're going to be talking about efforts to keep some of that traditional seafood resources from this area safe and healthy to eat and strategies to protect the health of both our indigenous indigenous and immigrant customers of these resources.

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As the community engagement corps for the U dub Superfund research program our primary focus is on providing both technical and engagement support for our nonprofit and community based partners.

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In the case of this project. Our primary partners were to nonprofit groups, the Amish river cleanup coalition, which is comprised, in turn, of 10 community based a nonprofit organization members representing local, tribal neighborhood and environmental

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stakeholders and together they serve as the community advisory group for our lower to Amish Superfund site.

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And the other partner was just help action, a nonprofit that works to promote health equity and environmental justice and build community capacity.

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Really around self determination. So these two organizations developed an environmental justice driven fishing community capacity building program called from arthritis.

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Several years ago, and the RCC led recruitment for the program and just help action was the lead for curriculum development and facilitation.

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Other.

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Excuse me, other partners for this project included the from Adonis community health advocates that were part of that program, and several of our government agencies in this area that then adopted the parameters program and institutionalized it as part

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of EPA and our local public health agencies, institutional controls program for the fishing community on the demonic. And if you're not familiar with institutional controls we can dive into that a little bit more later but basically strategies and tools

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for protecting the fishing community, while the Superfund site is being cleaned up.

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And there were.

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We also pulled in the State Department of Health, and or sorry the state Fish and Wildlife Department and a couple other nonprofit partners that we can discuss more later.

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So the objectives of this project which was a video series were co developed in collaboration with all of our community and agency partners. The first objective was to protect people's health by discouraging consumption of Resident or non salmon fish

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in the river, and the Department of Health for Washington State had issued a zero consumption advisory for all of the rivers residency food so this was a primary objective behind the project.

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However, the rivers fishers are generally low income, both native and immigrant fishers who rely on the rivers fish for both subsistence and cultural fishing practices that are also important to their health so Objective Number two is to promote healthy

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alternatives. We do have a Health Advisory on our salmon but they are less contaminated.

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And, and we were working with the community to the community health advocates to develop strategies for shifting focus from other species on to salmon and how to, how to prepare fish for and stay within the bounds of the law went fishing for salmon, and

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that third objective was really important because being find in jail for members of these communities is also very unhealthy.

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And then finally, there was, you know, a very direct response from the to the community health advocates who identified videos in particular, as their preferred tool of communication.

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So, why videos. Basically, the they said they were much more inclusive tool than many of the written materials that were being circulated at the time fishing signs and flyers and things like that much more accessible could reach much more of the community

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was very easy to do on a multilingual format. That was both inclusive and accessible.

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They could really kind of cover all the bases are all the information that they wanted to without losing people's attention.

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They're able to be more comprehensive and the information that they wanted to convey. With this approach.

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And they felt that it would have much greater reach reach more people and more diverse groups of people than the written materials were.

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So really briefly, we wound up with a series of nine videos, which was more than originally anticipated. But that was because of additional means that we're being identified and requested by the fishing community members, as we went through the project.

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So, you know, both the, the how to fish and the how to stay out of jail aspects, really needed to be flushed out.

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The project was initially done in four languages, Spanish Vietnamese Camaro for the Cambodian community and English, and additional languages are being in will be added.

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And then there's also a has been a goal to do evaluation of the impact and so far we've been able to take a look at the impact on the reach most effectively.

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And that's been very positive so far, one of our partners is also doing some evaluation on impact.

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Oh, we just undertook This is mentioned as a co produced project.

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So, all of our academic government and community partners participated in every step of the project we, you know, the SRP contracted with a university based program as our videographer, and production consultant, and at each step of the way.

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Working with that consultant, the team shared, you know drafts of scripts storyboards rough cuts you know circulated and got feedback from each of the partners at each step along the way, rather than kind of a small group producing it and then getting

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feedback on the near final product. It was co produced throughout.

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And once completed.

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We're seeing the videos being used in the community.

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As predicted by some and also supply some, some new folks that are out there using it. The community health advocates themselves who helped produce the series are using the videos in their role as ch as community health advocates, implementing EPA is

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formal institutional controls program for the fishing community and they are now contracted to do that so it has been institutionalized into the EPA and our local public health agency as an overall program and the videos have become part of that.

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So that has been just terrific to see institutionalized in that way. It is also being used by the community advisory group dr CC, and has they have links on their website and they're using when they do education and outreach and advocacy work on behalf

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of the fishing community. And then, one of the new groups that has emerged that is using it quite extensively is a youth led social media, educational program called Windows for the most clear on who is a real dilemma should put together we can take care

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our dilemmas river, and these folks were planning on actually setting up video tables stations and local Bait and Tackle shops and Covidien. So that's how they were planning on using it and still do in the future but they were able to pivot and do a webinar

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based programming using the videos, and they actually paid members of the fishing community to to attend in lieu of being able to provide them with food and childcare and those things that were going to happen at the Bait and Tackle shops.

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And they have brought in experts, both with from within our program and others to to participate in those webinars as well and helping answer people's questions so that's been really fun to see.

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I wanted to give you a little quick taste of what the program looks like what the videos look like so there's a short montage. That, I think I can start right here on the screen, hopefully this will play well.

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are all here for the same purpose which is to inform our community but

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also by a fishing license and helping with that, I sure can.

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He.

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Okay, so, um, that's, that's what it looks like and as I said it's divided up into nine no shortcut of easy to consume bits, have, there are a number of things that I think we can count the successes from this project.

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One of them is that, you know, in addition to the folks who helped co develop it and plan to use it. It is now being used for new community based partners as well so it's really great to see it kind of multiplying out there.

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It's had really excellent reach so far. Despite the beloved restrictions. Some of the nine videos like the recipe ones may only have a few hundred views but there's, but some of the foundational ones have between five and 10,000 views so that's been really

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great to see, and of course that it's been institutionalized into EPA is fishing IC program is really important. So there have also been some challenges with this, there was some confusion and disagreement about some of the key health messages that we

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needed to resolve, particularly things around the balance between, you know, encouraging and discouraging fish consumption and balancing you know health benefits and health risks and making sure that we got those messages.

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Right.

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And then there were also some of our beginning community partners that we needed to restore towards the end of the program for some of them had been contracted by the local public health agency to work on this and when those contracts ended or were terminated.

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We at U dub didn't realize that they were no longer in the loop. So we had to kind of come back around at the end, and it delayed the completion of the project because as we got new feedback when we thought we were nearly done we've gotten feedback from

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those who had been left out and needed to go back and make some changes so we were able to to correct that in the end but.

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As a result, a few lessons learned before shifting over to Lisa, really important to make sure that all the key messages have buy in from the whole group at the beginning and at check ins throughout the project.

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So I think finding ways to formalize that make sure that they're written down, you know that everybody signs off on them.

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and still has the flexibility to revisit new questions that come up in kind of a formalized way think would have been very helpful.

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And also, of course, close attention paying close attention to, particularly the community based organizations role presence enroll in every stage of production is very very important and I think I think we all know that I'm one of the things that we

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have started to institutionalize as a result of this is written partnership agreements that can be as formal as an MMO view or just a written agreement among all of the partners and we're trying to make that standard practice in our cap at this point.

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And then, even with all of that planning super important of course to stay flexible, one of one example of that is right at the end when we thought we were finished, wanted to do one last review with everybody.

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At that point the videos were subtitled, and I think I just asked a simple question, you know, why did you choose subtitles instead of dubbing. And the answer was it will actually dubbing would be better.

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We had to go back and redo everything.

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For those members of it to make it more accessible to the community because there are some folks in the community who aren't even literate, you know in their native language, or they just thought it would be more accessible if there was.

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If it were spoken rather than, then people having to read it so, um, so all of the planning in the world does not erase the need to stay flexible. Some of these lessons learned, we carried forward into our next work with one of our research teams, thats

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related to fishing and Lisa is going to pick up and talk to them

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and say, Yes, I'm switching gears to talk about RUWRP project for and the risk communication efforts with this project are not as far along but it's a good opportunity for us to apply some of those lessons learned that BJ outline.

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So I'm just going to start BJ can just come back one slide.

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I'm just going to start with an introduction of the main players, this project.

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So on the previous slide, there's Jim Gall go, a professor in the Department of Chemistry and engineering at you got to coma. Dr Becca Newman, Professor in the Department of Civil environmental engineering, and her students Samantha fun so those are the

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the SRP and the theaters and then as their project has gotten more multidisciplinary they've also begun. Next slide. Now, to collaborate more closely with Julian golden fish biologist and Alex Horner divine who specializes in sediment teach them.

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So it's their work that I present today.

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And one of the most important lessons I think that BJ is highlighted I'm going to reiterate, is to involve partners early on and and follow them throughout.

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And so this, lets them know what you plan to do up front, it gives them a chance to inform your approach which can be really helpful, collaborate with the experiments sometimes keeps them updated as you have findings to report, and then probably most

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importantly it just helps build the trust that you need to have in place when it comes time to communicate the risk or to devise policy intervention strategies.

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So next slide. For this project, investigators works with all the agency partners listed here and then some.

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This was advantageous and so many ways, in some ways that couldn't have been anticipated. For example, early on the team needed to set up a big pull that they called the maypole in the middle of a lake.

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And because of the contamination.

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You'd have wouldn't allow divers to come out and help without hazmat suits, it was prohibitive. But, EPA, on the other hand they had the hazmat suits and they were happy to help as a training exercise for their crews.

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So I'm sorry I didn't include the pictures because they're out there and they look like they're in lunar landing suits, which actually raised an issue with the community the investigators needed to get a message out to the lake residents to warn them

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about what was going on because it looked alarming to see these people in hazmat suits in a lake.

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That's typically used for recreational swimming, right in their backyards.

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Next slide.

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So talking about those Lake residents that brings me to another set of critical partners that potentially impacted communities, in this case the lake associations that are comprised of people living around the lakes, were considered the most important

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early on.

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Jim and his team made a point of presenting regularly at Lake association meetings and writing articles about the project for Lake Association newsletters.

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After the maypole was installed it turned out that the lake residents were unhappy with how it looked so the team had the equipment modified to be less visually obtrusive.

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After that, and after some regular updates residents seem to feel more invested in the work being done, and even be protective of the equipment when there were other boaters around.

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So the municipalities listed at the bottom, provided access to boat ramps that are closed seasonally and help keep the team updated on local events of potential relevance for the project like annual hydroplane races.

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So now, just a little bit of scientific context. Next slide. So Jim Gall got to Tacoma, and identified the potential contamination in some local lakes because he knew about the former smelter that was there and when he bought his house he was given warnings

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about lead and arsenic in the soil.

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But when he measured arsenic and publish this first paper that was really the first report of contamination and these lakes in this area.

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So.

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After establishing that arsenic was there the next step was to examine patterns of contamination both spatially and temporarily.

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That could tie the contamination to pollution from the circus long term, which is a Superfund site.

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And when he sampled arsenic in the water column, he found that it was especially elevated in Lake Killarney which is this shallow lake with high arsenic and it settlements.

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And that was a surprise because people had previously thought that arsenic would stay mostly in the sediments at the bottom of the lake.

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And that's kind of a whole separate story but basically, out of that work. There's the realization that arsenic is inorganic arsenic getting into this oxygenated water, where the plants and the animals hang out.

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So the question was then posed is this posing a risk to human health or ecological health and

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chemically arsenic resembles phosphorus, and phosphorus is often a limiting nutrient and freshwater systems. So for that reason it's very possible and even expected that plants can take it up, and contaminated likes like these.

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Next slide.

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So the team started looking at plants and petrified and perfecting this this mix of algae cyanobacteria from guy detritus. It's that fuzzy green stuff that goes on surfaces that are under water and lakes, and they they sampled it almost by accident because

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they brought in plants to sample, and they came with some parasite in them and they looked at the parasite and the levels of arsenic were many times higher maybe an order of magnitude higher.

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So they started thinking about the animals and they eat the parasite in primary among them this snail in the middle. And for those of you that don't recognize this species.

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This is a Chinese mysteries now.

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So it was imported from Asia to the Pacific Northwest is actually a food crop. You can call it that, And it's eaten by Asian communities.

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So the snails eat the parasite and other organisms we know are being eaten there's crayfish there's Julian old and holding some crayfish and there's some fish too.

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So, the next step was to go out and sample these animals, and what did they find they found arsenic, they found arsenic in like animals from every Lake studied including pine and Bonnie lakes which were included as contaminated reference lakes.

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So they use the EPA values for average consumption rates and three different thresholds for cancer risk to illustrate the potential risks, the human health, and that's what you see here but the highest risk.

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You can see that snails are unhealthy to eat and all but the most permissive scenario and the cleanest like consumption of crayfish instances from like Killarney also associated with health risk.

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So these are the results of the team presented to their agency partners last fall and a meeting that they planned to proceed the community partner meeting that they plan to proceed the publication of the results.

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They didn't want anyone to be taken by surprise. One very important outcome of that agency meeting was to come to a consensus about messaging. This is definitely a lesson learned from the video project.

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Our team could say, this is what we plan to say that community partners and agency partners could say this part of your message concerns us, and then those areas of disagreement or differing emphasis could be resolved so that everyone was on the same

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page with how that information would be presented to community.

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Another important outcome was to get help translating these results into better risk communication terms. After the agency meeting both Washington Department of Health and Seattle King County Public Health offered to help turn these results into meal

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limits. Those are much more concrete way to think about risk, and probably more helpful for Lake users.

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So next slide.

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This table shows the results of those meal limit calculations also separated into three categories based on acceptable risk. And that's because different agencies use different thresholds for acceptable risk when it comes to cancer risk.

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And so it's good to look at all of them.

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The boxes shaded and grey so foods that pose a health risk that average rate of consumption.

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You can see that eating snails are profit from any of these lakes is associated with risk, eating some fish from any link also raises flags at least at the most protective level of cancer risk.

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So what comes next, next time.

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Despite all the efforts to engage potentially affected communities at the outset of the study. The team recognizes that the community members they have engaged today are not necessarily the community members that are most important to engage with this

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information, meaning that the people who live in Lake Shore homes are not the people most likely to be eating animals from these likes likes also have areas for public access and many people visit them technician recreating.

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So that's the first question who's eating these like animals, and how can we best engage them those questions are lumped together here, but it's just huge and represents its own ambitious effort.

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Ideally, we'd be able to identify like users and then involve them in the risk communication efforts as was done in the video project. So to maximize the chances of influencing behavior and ultimately improving public health must have a bj described progress

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has been made toward answering this first question, Jim got a $10,000 grant. Last year as a youth up to come on community engagement fellow, and he recently completed a pilot study with a students, serving like users at 13 different lakes and the region.

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So that's a great start, although there's definitely more work to be done.

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So what levels of arsenic are in other fish this is a question that Washington Department of Fish and Wildlife wanted to know about once they heard the teams results.

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So they went out in August with the team and cut additional species, not included in the previous study, and those species are currently being analyzed by our team for arsenic.

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And then what about arsenic and other lakes, this is a good question for Washington, given that level of in the reference like score high enough so that eating snails was found to be a health risk at every threshold, and Washington has a legacy of applying

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arsenic to apple orchards and other agricultural products so that it might be possible to find heavily contaminated lakes.

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No no near term.

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So after or even while learning more about who is at risk in terms of who is eating.

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So after or even while learning more about who was at risk in terms of who is eating, he was eating the animals from the lakes, and how and what species contain arsenic in which they then it's all about applying the lessons learned that BJ is highlighted.

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So the number one lesson I think is that the risk communication efforts should be informed by the potentially affected communities. Can I can't really emphasize that enough.

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It's not enough to put up signs even multilingual signs. Some like users may not be literate for example we learn that.

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Or how about the size to us. That was one reality that informed our work on the video project. Another lesson is that miscommunication should be conducted in collaboration with agency partners from the outset, you certainly don't want to be inadvertently

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putting out messages that conflict with one another.

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So hopefully that will save time in the long run because, have you learned that the fishing videos developing the right communication tools can be a big investment in both time and money.

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So hopefully some of this will be useful to you and your own risk communication efforts.

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And we want to thank Sarah and Molly for the invitation to present them to all of you for your time and attention today.

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We're happy to take questions.

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That was that was fantastic. Thank you very much for those presentations we've had lots of questions come in. I'm going to start off with a couple questions for BJ.

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So first, how did you identify what languages to translate, if there were more than the chosen languages spoken in the community what factors, did you consider to pick those languages.

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Yeah, that's, that's an excellent question.

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So the two Amish river cleanup coalition which is the community advisory group for the site had been raising concerns for the rivers, primarily immigrant fishing communities.

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For several years, as we went through the remedial investigation and feasibility study for the Superfund site. And one of the things that emerged from those concerns being raised those questions being asked throughout that process was that we needed more

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information on who was actually fishing and the river is kind of the effort the gym is just now starting on the arsenic contaminated lakes. So there was actually an addendum to the remedial investigation and feasibility study that was called the Fisher

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study for the DW Amish.

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And there was a really well designed, you know when everybody's input fishing fishing survey done and it took a couple of years.

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It was done in multiple languages as new languages were encountered in the fishing community and new languages were added to the survey to the capacities of the survey team community based organizations were contracted to do the surveys so they weren't

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being done by government officials, you know, or folks that might have made folks a little bit more nervous a lot of youth were also used young people there's programs in the valley that were tapped to help.

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So between the community base could have known neighbors and community members and youth, doing the surveys and collecting the information and were able to get a really good picture of not how many people were fishing, but who was out fishing.

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What languages do they speak. You know what nationalities and ethnicities did they represent what were they fishing for specifically what were they doing with those fish were they just eating them themselves, where they sharing them with friends and family

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and neighbors. So we got a really nice picture of what was how that resource was being used in a variety of fishing communities, and as a result of that survey, we were able to identify the top three or four language groups that, you know, and that was

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a little bit more of a numbers game you know we encountered more people who spoke Spanish in the means and come a then spoke, you know, a dozen other languages that were included in the survey but as time goes on, the public health agency and the community

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health advocates are trying to add the those additional language needs into the institutionalized institutional control program.

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Great, thank you. And just reminder to everyone that you can submit questions using that q amp a pod and see in the lower right corner. Another question for you BJ.

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Can you explain more on how you resolve confusion on balancing risks and benefits of eating fish.

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Um, yeah.

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So, the, the issue that we ran into was given that the strategy the overall strategy was to try to shift folks from eating resident fish to eating salmon issue that we ran into is, how much do we want to emphasize the health risks of eating salmon that

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also had an advisory on them.

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And because we hadn't addressed that question directly up front what we knew we knew what we were doing strategically and we knew why and so we thought we were aligning objectives, but there was a difference of opinion in the team as to whether or not

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we should or wanted to directly communicate the salmon advisory as well.

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And so we had to kind of stop, you know, and. And I would say it took a couple of months to resolve, because we kept pulling in additional partners to help advise us, and to help clarify what the advisory meant and didn't mean, and we finally, you know,

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Everybody weighing in at the highest levels.

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Before we could, we could come to consensus on what that salmon Health Advisory should look like in the context of the objective with this project.

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So we basically we added additional partners and kept going, you know, reaching out and kind of going higher and higher for for advice and clarification.

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For for Lisa.

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See there was a question.

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You mentioned the smelter in the area that may have contributed to the lead and arsenic contamination in the area soil and lakes, was the potentially responsible party identified and engaged in the research and public outreach efforts.

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Know the Asarco smelter was closed. Decades ago and the company, sort of left. So as far as I know they're not involved in anything.

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And a question about the hazmat suits and and being concerned of the people being afraid of them, because they usually are in, you know, having recreation in the week.

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So was it just the sentiment that was a concern, you know, how was it that they were able to have recreation and you're concerned. Yeah, the settlement is definitely a concern and we didn't talk about that component of the project here but they're worried

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about kid to play in the sand along the lake shore and end up with stand in their mouth.

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That's definitely a problem. Something that's probably not as big a problem for people, but they it is good for everyone to be aware about the sentiments and then I think it's, it's just the Occupational Health requirements that people wear those hazmat

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suits when they go out on the job.

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Install the equipment. Yeah.

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Great. And what is a maple.

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It's a, I wish I had the picture.

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Yeah, I should have modified my slides I didn't know we could share them today, but it's a it's a big pole it's got these guys. Meyers Myers, I was Jim we're here to describe it better.

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And then sampling devices can move up and down to sample different parts of the water column, get the oxygenated water and anaerobic water at the bottom, so interesting.

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Yeah.

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presence in the lake. Yeah, I'm sure there'll

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And BJ there's a couple of technical questions about the videos.

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For example, what type of camera and video editing software did you use and maybe how, how long did it take to make the videos and what was its cost.

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I can, I can't answer the technical questions about the cameras and editing equipment but I'm happy to find out and message.

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Anyone directly get that information to anyone directly.

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This was a big undertaking for us.

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The project took about two years in all and final price tag. I'm trying to remember exactly what it was. It's been a year or so since we close this out.

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I want to say that it got up around 50,000 Lisa, my exaggerating that I was gonna say 30, but it was also gonna say listen to BJ and

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I think perhaps with our stuff time, we, we calculate we're trying to figure out what the cost was but I think the out of pocket cost was was more like 30.

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So, not a small undertaking, but which is part of why we're really encouraged to see, you know, the various ways in which it's being used and that it seems to be reaching a lot of people, but it was a it was a really important project for us, you know

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for 20 years now we've really been prioritizing working with the fishing communities on the river and I think this was the first really tangible direct program project that we were able to develop on co producing with them so it was an important.

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I mean you can tell the videos were really high quality to see when we saw in their public there's web links that you can provide. Yeah, I'm apparent fact I can go ahead and pull the link from our website and throw it up in the chat.

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And for Lisa. Let's see there's a question on some of the arsenic in your area be naturally occurring you from geological formations and they're saying in Canada, they have naturally occurring geological arsenic that has caused problems concerning groundwater.

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Certainly, Yeah. The Tim would definitely say that it might be that that's all we're seeing and pine and Bonnie lakes, and it's just the naturally occurring arsenic.

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So, researching that. Yeah.

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And then in the lake Carney samples if you find much lead or other heavy metals such as cadmium, and if so, do you plan on looking at combined helps with combined.

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Those are really good question.

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I never asked him that question. So, I don't know I can't answer.

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Let's see, let's see one more question can you expand on the characterization of.

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I think it's an A's in the water column and sediments.

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Asking me that's the arsenic, was the arsenic detected in the dissolve face in the lake water or just a little worse.

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Um, no, they did speciation, and they can know that the inorganic arsenic is there and it's sort of declines as you move up the food chain, but opposite of the bio accumulation but that's that's really all I can tell you about the specifics of the chemistry.

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Well, thank you very much for your time and we're going to move on to the next presentation now.

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Thank. Thank you.

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And next we will hear from Dr Julia Brody's executive director and senior scientist at Silent Spring Institute, and Dr. Phil Brown, a professor of sociology and health science and research translation coordinate coordinator and co director of the community

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engagement core at the Northeastern University SRP center. So Dr Bernie and Dr. Brown I'll now turn it over to you

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yesterday, and my coming through.

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Yes, you sound good.

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We acknowledge the territory where we stand is the traditional Land of the Massachusetts and lumping elect people.

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Our team is very proud to have been working on this issue for probably 20 years and represents the work of many people and organizations, and you'll hear a lot about those different groups and people over this presentation are dozens of articles report

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on this and all its phases and on our last slide will have a link so you can find those articles, but I'm going to do is start by providing background and history and context for our report back work, and then Julie will walk you through the practical

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aspects of doing this.

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So first of all, why is this an equity issue.

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I work grew up thoroughly in the middle you have environmental justice and cvpr, and we developed our ethical scientific and communitarian aspects of report back from very deep involvement in those frameworks.

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And the truth is we were often a very lonely voice at the beginning, and we're now glad to be joined by so many other people. and we're certainly so happy to have this vehicle today.

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research ethics have been very important to environmental health for a long time. And for us, it means that we are respecting the autonomy of study participants and finding ways that this research benefits them research should not simply benefit researchers,

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it should benefit the people whose communities are involved in it.

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Many of you of course are familiar with environmental health literacy which and IHS has promoted so well and written about so well. And that provides an opportunity for culturally competent communication in so many ways.

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And again, the research is not just for us, it's for everybody and therefore knowledge is not just in its own right knowledge is power. And what we think of usually it's the right to know is simply not enough, it has to be even further than that we have

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called the research rights know, and most importantly, the right to act people have to build to use this research to act to improve their environmental and other life circumstances.

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So one of the things that's important to us is that ej and other community groups, really like report back. It fits so well with their approach to community ownership of data.

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It supports their belief that research should lead to action as I said previously, and it develops community capacity, there were always funds that are projects to hire into train community organization members to do the work.

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It facilitates the production of community driven tools things that people can use. Sometimes they are DIY kits sometimes there are other civic science approaches, but community driven tools, even if they're very tactical monitoring devices are things

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that are produced together co production with communities and researchers.

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It was very interesting when this project started at first it was reporting back to people on the household exposure study on Cape Cod. We expanded that to Richmond, California and Salinas, California.

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And we work together with an ej group called communities for better environment. And that was very important thing because they identified a lot of things that we would not have otherwise identified.

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We were very interested in endocrine disrupting compounds, they also were very interested in metals and in particulate matter related to the chevron refinery that had been a target of their organizing efforts for many years.

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So, a lot of things changed as we moved ahead. And those groups, wanted to report back to help them use that information to deal with the refineries request for expansion.

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Also because we're working with one ej group on our connection between breast cancer research and advocacy and ej that protein other ej groups concerned citizens of Hillary North Carolina they've been working on a hog farms and we asked for environmental

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justice in New York.

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And that was very important to us to see the other ej groups, we're now taking up some of the same kinds of issues.

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Our current study, one of our many current studies, the reach studies looking at p fast immuno toxicity, and there were working with community groups testing for peace and New Hampshire at the piece trade port in Portsmouth, and the Massachusetts breast

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Cancer Coalition, their partners, but so are many other grassroots p fast groups around the country I mean literally dozens of these who are now working with us to help put together medical guidance documents and maps and ways to do report back of data

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either from water or from blood.

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What's important for me of course as a sociologist is to bring in the social science elements and silence spring and our team have had a lot of work together here.

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We have started this whole idea of the exposure experience, taking an idea for medical sociology, which really centers, the person's experience of disease as an illness that relates to their whole life experience their work, their family and everything,

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culturally in their lives. And so, taking that into account has enabled us to see how they respond to exposure, how they related to their own known and potential causes of disease.

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And also, we wrote another article on research altruism because we've been continually both surprised and very glad that there are so many people who want to do this research with so many communities that we are sometimes even inundated with requests

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to be part of studies as volunteers even we're trying to do randomized studies.

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So one of the things that we have done in our work on social science is to collaborate on. I think the only NIH ST 32 program training program that looks at the particular combination of social and environmental health.

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We also had a conference grant to work on this 2014 we had a wonderful conference on that topic and that became a special issue of new solutions keynote speakers they were going to cook from the Aqua sauce the mobile community and Gwen Coleman from an

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IHS, and we certainly encourage you to look at that issue to get a lot of the things we're talking to you about today.

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So the last thing I want to talk about are some very specific issues that come up with IRB because the work that we are doing with report back started as I say about two decades ago and I was at that time in brown and the RFP was very resistant.

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Very few people were doing report back in those days, and they were concerned that what we're doing was going to be violating confidentiality simply because we had continuing contact with participants which is actually totally the opposite of what cvpr

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is where you are always trying to deepen that engagement not trying to attenuate it.

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They didn't like the idea we're going to have public meetings and talk about these things with people. Again, the essence of what we're meaning by all the work that we do.

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And they wanted us to destroy data which is really ridiculous because we believe the community owns that data so how can the university come into the community to destroy it.

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We had experience with our colleagues at BU who did a breast milk study, and while they were allowed to do report back and Chris we eventually succeeded we had to educate our IRB at Brown, but at the BU IRB, they didn't want it to be.

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For the researchers to go out and do it in an active way they wanted it to be passive. So while we got 100% virtually of people saying yes we want that data.

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When the researchers had to wait around for a phone call from the participants, they didn't call back.

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And that was because the, they weren't going to make that extra step to call up dr so and so a university that might you know be a step, more than they were used to.

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We worked with our colleagues at Alaska Community Action toxics and this is the title of the article we did with them because they also had a deep amount of trouble with the IRB there, that not only didn't want them to report back about breast milk containing

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PCBs, but didn't even want them to do the research because they felt that it was going to make people not breastfeed. And yet every single tribe in the area that they were working on wrote letters saying they wanted to do it.

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So that's the kind of things that you face and there are so many other things about Arby's they aren't monolithic.

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They aren't will fall in the same set of rules, there may be a very small set of rules in the federal regulations, every university accent them differently.

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So what we've learned is that you have to really educate them you have to show them what other IRB is have come along and done, and you have to make sure community partners really push to make this a very important thing for them to understand.

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So hopefully that context will let you now see the kinds of things that Julie is going to show you.

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Okay, I'm going to jump in now and talk more about the practical aspects of what goes into actually making report with that contextual background from Phil Thank you.

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So, are our approach is built on participatory research from beginning to end. We start with multi disciplinary teams that are partnered with community community based organizations as Phil was describing.

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So our teams include expertise and toxicology and Epidemiology but also psychology, sociology, communications and computer science. At this point, we've conducted about several hundred interviews with participants and also interviewed researchers, an

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IRB representatives and held focus groups advisory councils and stakeholder workshops and observations that community meetings were personal exposure reports are being disseminated.

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When we develop a new report it goes through a one on one user testing to see whether it's doing what we expected and how well it's been received and understood.

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And now that we have digital reports we can use analytics to see how long people are spending on their reports, what information they navigate to and how, in what order and how long they spend there.

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So, this is, this is the input to the reports that I'm going to be talking to you about.

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We found over about 20 years of doing research on this that when people want their results they don't just want a number they want a great deal of contextual information.

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They want to know what we found, how much do we think that's high, is it safe. Where did it come from an especially what should they do about it.

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And so to provide personalized reports with this kind of contextual information. We developed Derby the digital exposure report back interface. It's a software framework for general we're generating personalized reports for computer, smartphone or print,

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and it's scalable to studies of all sizes and our first reports we were cut and pasting sentences to personalize reports for each participant and this this automates that process and makes it much more feasible to do personalized reports and large studies

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we've developed now researcher dashboard for offering reports.

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Some of you have tried it and it's an alpha or beta versions and we're, we're looking for new collaborators all the time we might be interested in being early testers of the researcher dashboard that allows other teams to use Derby to make reports for

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their own studies.

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So, reports begin with a welcome page that orient people to the study that they were in and what to expect from their report, then they get an individual login.

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There is no personally identifiable information in the report so it doesn't contain sensitive, it doesn't contain over personal identifiers.

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Um, each person has their own access code to see only their report. And from this once they've logged in.

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People will navigate to a summary page as main messages. And with that we call we call headlines about their individual results, as well as community wide results for this study that they participated in.

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So this is an example of a personal summary page. Here's an example of a headline your sample at a higher level of obesity and all the 95% of Americans, so this this person happens to be an outlier compared with the enhanced data, and other type of headline

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Another type of headline might compare the person to the study so your sample at a lower level of a sunscreen chemical than most others in this study, or it could be just detect non detect the flame retardant chemicals was detected in your sample.

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Then from here people typically will link to details about their headline.

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And they are they'll find their headline repeated in more detail, and then comes contextual information about the sources the health effects and strategies for exposure reduction Derby now contains a large library of this kind of information about many

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different chemicals and researchers can either use the information from the derby library or they can modify it to say what they want to say, then people will scroll down to graphs of their own results, we use graphs to use visual abilities to communicate

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the gist of the results, independent of numeracy and literacy. So, then this top graph for p FOSS. This again is an outlier individual, you can readily see that this person is quite far above the US median.

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One of the great things about the digital reports is that you can hover over parts of the graph graph reading trip, tips and numerical details about your results.

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The reports also include answers to common questions again there's a library of these and researchers can create their own, and contact information so participants can can contact a researcher to get help interpreting their results.

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And there are many different places in the reports where we're communicating fundamental messages that support environmental health literacy and communicate transparently about the uncertainty for the endocrine disruptors that are the usual topics of

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our studies.

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So, for example, these are some examples of messages chemicals in this study have been detected at different levels and people throughout the US. So we don't want to normalize having pollutants in your body but we do want to let people know that they're

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not alone.

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So far studies of people have found that higher levels of P FOS are linked to increase cholesterol levels decrease vaccine response and children, and so on, based on what we know now we can't leak your results to specific health concerns for you or your

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family. We have found that people do understand this message that you can't make a direct link from your results to illnesses in silence bring it to reports, we always include knowledge from epidemiology and from animal and sell studies, and we explain

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this since we don't do experiments on people. We often learn how chemicals may affect health by testing animals or cells, similar to the way we test new drugs for safety.

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Our latest reports are in smartphone format including for the protect super fund project where we first deployed our smartphone. prototype.

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We're now. Do we now have reports in the field for to echo cohorts chemicals in our bodies and I kids be content is the same.

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The navigation is a little bit more linear but it does share with the computer based reports. The ability for the user to decide what information they want to see so people can see a lot of detail or less detail you see these.

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Learn more buttons that let people go to the level of detail they want.

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And similarly their chemicals pages and and then you can get expanded information about your graphs, if you want it.

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People are particularly interested in information about how to reduce exposure and this information is found on the chemicals pages, but you can also navigate to it directly in this, what can you do page on both phone and computer prototypes.

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We've found that the information about exposure reduction is of great interest, not just to study participants, but also to their family members and friends and community members. So we created a smartphone app called detox me which is available in for

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both Android and Apple phones.

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That includes this exposure reduction information so I hope, I hope you'll try it and share it with with others that you're in touch with.

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We've been especially focused lately, on how to match the action tips to something that will really work in light of where the exposure is coming from so we have exposures coming from polluters from products that are hard to avoid like an infant Carsey,

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you can't really choose not to use that, or products where there are individual choices like home pesticides which are are easier to not use that. That's the easy case scenario where you can advise people about products and not use or how to choose safer

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products.

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These. The polluters and the products that are hard to avoid really require collective action many products are not adequately labeled so you can't. Your choices may not be effective.

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And here you really need to help participants, connect to collective action opportunities.

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So that's the area that we've been working on lately, and we we just recently conducted three focus groups of Perry part of moms in the echo chemicals in our bodies and I kids cohorts,

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to an English one in Spanish.

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And it was really very interesting to see that these moms were motivated to act to protect Family Health. Despite the time burdens of having new babies in the middle of a pandemic.

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And they readily built new ideas on their other experiences of civic participation on other issues.

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Given the burdens that they have in their own lives right now they did ask for very concrete time conscious straightforward information about how to reduce exposures and connect, Connect to civic action.

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So that's an area where we need to see how, how far can we go and Kevin concrete with tactics that we recommend people expressed willingness to share their knowledge from their reports with their networks.

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I think this is a really important avenue to to community level action.

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They were at the same time quite wary of advocating exposure reduction in settings such as with childcare providers where they felt that they might be threatening a resource that was really important to them so that's something we need to be sensitive

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to turning to our research on report back outcomes what happens when people get their reports. We hear a great deal of gratitude people, thank us for the reports appreciate the transparency.

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We find it increases trust in the research team.

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A great deal of learning takes place with major conceptual shifts about what are the sources of pollution, people are not aware that chemicals can go into products without testing for safety for example and they learn that from their personal exposure

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reports and studies that that include consumer product chemicals.

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They begin unnaturally brainstorming about the exposure sources and exposure reduction.

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They do reflect on family illnesses, but they understand the uncertainty about that so you'll hear people say I wonder if this illness was linked to this chemical exposure, but I know I can't make that direct connection.

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And we see pride and contributing to science and community health when people see their reports they get a much fuller understanding of how their sample made a difference.

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People use their results to make personal choices about products, they take them to their doctors, and they have some of our participants have engaged in policy change.

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Phil mentioned that study participants in the northern California household exploiters study help to win a court case the limit expansion of a chevron refinery.

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We've seen public housing residents. Use reports and get better attention from doctors for their child's asthma.

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That was really.

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That was interesting to us to see that families in public housing felt that doctors were not paying attention to their child symptoms, but when they brought this report.

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They got better care in the women work with by monitoring collaborative, the office workers who are intended to get the controls for the firefighter participants.

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Ended up advocating for new purchasing rules to reduce flame retardants in office furnishings.

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And we've seen many instances of communities where individuals use their own p fast results on social media to engage elected officials to change policies.

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Our newest Outcome Research is an experiment conducted with about 300 women, and now in about in their 50s who are in the Child Health and Development Studies daughters cohort about 40% of them are black women.

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And so we randomize them to have received their personal results using the report that you've been seeing in my slides along with aggregate study results and half of the people initially received only the study wide results, and we interviewed them both

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before and after and then after the post interview and return the personal results to, to, to the other group.

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So we found the participants who received their personal results. Spent twice as long reading their reports. So, returning personal results, really creates a bigger opportunity to increase environmental health literacy people spent more time reading their

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reports.

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We found that in the personal report group nearly everyone spent long enough reading their report to read all of their personal headlines and 84%, click through to more details.

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I'm going to walk you through this quickly so we'll have time for questions, participants generally reported positive feelings both before and after receiving their personal reports.

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or very mild is that the bottom, the pre test is on my left the post test on the right.

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So, here you see that the positive feelings curious and formed interest and empowered and respected. We're in the moderate to very strong range both before and after receiving reports on negative feelings, helpless scared worried, we're generally most

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people did not experience these either before or after they got the report.

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We did see some increase in worry.

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And that's not necessarily a bad thing in public health you want people to have a realistic motivation to take action, among black participants the increased worry levels were associated with high exposures.

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And we hope that will be a lesson for researchers, like a motivation for researchers to engage with their black participants and black communities to address these higher exposures that they're experiencing.

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We have a new study that we hope will begin soon, that is collaborating with the air go study and protect to integrate report back into clinical studies and engage clinicians, as part of the report back team.

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And this is a very extensive collaboration with Silent Spring Institute Northeastern and Rachel Morello fresh at UC Berkeley the Harvard, computer science department, and many studies were very, very grateful for this study to have partnered with us and

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publications from this work or on our website and hope you'll visit there.

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Great, thank you both is really good to hear about the report back and then research to see its effectiveness.

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A couple of questions that have come in.

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First, do you have any recommended recommended resources to get the IRB that are initially hesitant to return results.

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But we have a report back handbook that you can find on the sound spring website, and you know it's very official looking document. It's got lots of great work that it represents and it shows lots of graphs, we often find when we tell our bees that National

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researchers who do this and the more that federal funding agencies push this, the more IRB will respond.

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Yeah, there's a 28 teen National Academies report that I particularly recommended it recommends that personal report, be the default basically in in via monitoring studies.

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Thank you.

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We are this participant said we are looking for a way to provide results for our participants like Derby is an open source software, if not what you recommend for projects that can't afford it, but so much return individual results with context.

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Well we, I mean it's sort of open source but we're we're improving it all the time so we're we're on a hand holding mode with using Derby right now, the intention of creating Derby wasn't it wouldn't be very expensive so I would encourage people to get

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get in touch with us and see if we can work it out.

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And this question Julia Do you feel using personalized communication to be more effective than a community meeting approach for communicating environmental health issues to the public.

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I like, I would be for both rather than one or the other. We found that returning personal reports in the context of a community meeting is particularly effective in protect reports are being returned in small group meetings of participants.

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And in the green housing study which was in public housing. We also have returned reports at community meeting so I wouldn't go with either or I would go with both and two other things to add to that in our community meetings in Richmond, we were able

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to bring together lots of people outside of the participants. And that was a community that has historically been very well organized around many things, but it really give them much better vehicle to share their experiences with a refinery with local

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and state government. And, you know, we were able to share their the aggregate results with people who were not participants as well.

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Yeah, it's interesting, Elizabeth Hoover writes about this in her book, the rivers in us, which is a study that looks at the Health Studies in the Aqua sauce T Mobile community, and she found there that people actually prefer community type meetings they

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call them family meetings where they would invite family and friends to a home, even more than just one on one individual report back. So I think when you learn from the community that you're involved with it also changes the shape of what the report

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back looks like.

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Yeah, that many participants have asked for opportunities to talk together.

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And in some studies, they were that aren't place based, they've arranged, zoom, zoom meetings, so people can engage with each other. I think the combination of personal and community report back is also going to be important for enabling people to take

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community level action as it was in our California study.

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See are there strategies you would recommend for engaging communities for the environmental monitoring monitoring report back as opposed to fire monitoring data.

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Oh yeah Derby can handle any medium so we've done report back on water, air, soil.

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It's, it works for that as well as for blood and urine or.

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So, yes, we are the steep I showed an example from the steep super fun project which has drinking water, results in it.

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Our website has, has some example reports that you very you can see a different media the green hasn't study had your an errand does so in those situations you want people to be able to see relationships between those different findings.

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How have you approached results that are not clinically actionable or their significance isn't well research but participants have sold suppressed curiosity.

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do you still return and risk misinterpretation.

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We're all all of our reports are focused primarily on chemicals that don't have clinical action guidelines our research is you know Silent Spring is focused on breast cancer so we're studying endocrine disrupting compounds and mammary gland carcinogens

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chemicals and consumer products.

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So that's our meat and potatoes is chemicals that don't have any clinical guidelines and the National Academies 2018 report addresses that we, we have found that people do want their results they do understand the uncertainties and that's part of the

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contextual information is to say, where are we in the science, what do we know What don't we know about these chemicals. So in the example of P fast.

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We have a, we have human studies we have some animal and cell studies and we can communicate that to our participants.

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And not only that, but this type of work that we're doing in this kind of household exposure and by monitoring work both by scientists but also by community groups that have done some very small sample size is going back to the Environmental Working Groups

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original report. These have spurred so much research that has brought us further down the road, knowing more about the direct connections epidemiological.

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So, whenever we've encountered criticisms like this is not like lead you This is not like arsenic, you can't make any statements about it. You know, we think that those are really in a way assaults on good science because this is how you develop it incrementally.

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Thank you.

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Well, we're just about at time and those are the questions that came in, so I think we will go ahead and move to our next speaker, thank you very much Dr Bernie Dr.

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Brown, fantastic presentations.

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So next up, you will hear from Dr. Kathleen gray a research associate professor and the community engagement core leader at the University of Carolina at Chapel Hill SRP center.

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She is joined by Sarah yeltsin the research translation coordinator UNCSRP Center, and Megan Rogers, a research translation, Associate at the center. Dr grey Miss yeltsin and Miss Rogers I will now turn it over to you.

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Thank you so much.

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We're excited to talk to you this afternoon, and I'm going to start and then I'll hand off to Sarah and Megan, I would first like to just start by recognizing the first peoples of North Carolina, our university sits on the land of the open at Shikari

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ino and sister Paul peoples.

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and we acknowledge and give thanks to them and their descendants. We also acknowledge and give thanks to the enslaved people who built this university, and to their descendants.

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So I want to start. I we titled this presentation, how do we stop this exposure because this for us is really a framing for a lot of the risk communication we do.

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We are in partnership with various community based organizations and you can see here on the left some of our community partners who came to us with concerns about a large coal ash storage empowerment in their community that was contaminating groundwater

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and set and they said how do we stop this exposure. We need data, we need the university's help to understand what we're being exposed to, and to develop a response that protects health and the environment.

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And so we really try to center our work around the concerns of the communities who are most directly impacted by contamination so today we're going to talk from the point of reference of the Superfund research program where the three of us sit.

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And I'll say more about that in a minute. And we're going to talk about three different environmental exposure areas that we've worked in. We're going to share with you because NIH us and EPA told us that a lot of folks on the call today or in state and

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local government, we're really focusing on our process how we first hear about risks and then how we develop communications materials so we're going to show you some bad examples and hope that the end point is a better example so you see what it looks

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like and we're also going to contrast longer term and more urgent communication.

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So just quickly the Superfund research program at UNC, our mission is developing solutions, reduce inorganic arsenic exposure and to prevent arsenic induced metabolic disease.

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So we have three biomedical research projects focused on that theme and to environmental science projects.

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And then we have the research translation and community engagement expertise, centered in cores that support the research projects. So Sarah yeltsin who will speak in a little bit, is our research translation core coordinator, and I am the community engagement

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core leader and Megan also is a part of the research translation team. So these are resources that exists in every Superfund research program so if there is an SRP near you.

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There are resources, just like all of us who've spoken this afternoon who may be available to help you address your risk communication needs.

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So, here at UNC our approach.

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I was trying to think about the easiest way to describe the process so i divided into three buckets. And I would say first is to be responsive. So as I said, we are part of a network of community engaged organizations we have a couple paid community partners

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so their organizations, we've done a lot of work with and they are part of our Superfund research program, clean water for North Carolina, and the window rivers Alliance, which is home to the lumber Riverkeeper.

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So those are two organizations we work closely with but we have networks across the state that we have worked with on various environmental health issues and so we're in dialogue with through stakeholder advisory boards and also just with our daily work.

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And when people bring needs to us especially where we see that the expertise of UNC can come come to bear and shed light on questions.

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You know, we're always excited to have those conversations and engage and then that next phase of engaging really there I mean engage more broadly, so we're actively in dialogue with our community partners, but then when someone like Caroline comes and

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says, we have a concern, and we need help researching this exposure we then reach out to the local health departments and state local government and other advocates in the community who might be working on an issue and who might have perspectives, and

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importantly, with risk communication as we heard from the folks that u dub, we try to engage the intended audience in any ultimate risk communication so sometimes a community based or community serving organization raises that concern, but they aren't

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the ultimate audience and if they're not, we really tried to make sure that the intended audience is engaged in the dialogue, and then we enter into the creativity phase which is an iterative process, we draft something we try to assess it, we revise

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it and we repeat and that can sometimes be a very short repetition and sometimes you have to go through a lot of cycles and this is often dependent on time and money how much you can iterate in these last two buckets, is where we also have a chance to

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do qualitative research and, and I appreciate it, Phil and Julia really giving us a lot of detail about the amazing research they've done with Derby.

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But it is an opportunity also in partnership with universities one there are questions where we don't know what the answer is. And we're not sure the best way to communicate.

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We have opportunities to really interrogate that a bit together and see what we can learn.

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So I will kick off one of our examples and that's in the fish consumption realm, the environmental exposure of concern here where PCB is an awesome mercury because we have a statewide mercury advisor in North Carolina.

457
01:25:18.000 --> 01:25:28.000
So we have a local recreational reservoir like Crabtree that has been contaminated by a nearby Superfund site and Farrah on in this picture on the left.

458
01:25:28.000 --> 01:25:40.000
This is her at one of the tributaries talking to a group of teachers. So for several years we did teacher professional development around the Superfund site and the issue of local contamination.

459
01:25:40.000 --> 01:25:55.000
And as a result of that work we became really closely connected with the park staff, and also with the local Riverkeeper and so here in the middle you see the, the park manager and you can see both Riverkeeper both of whom came to me with concerns that

460
01:25:55.000 --> 01:26:07.000
in their daily work they were seeing people consuming fish from this reservoir and I meant to say that there is a catch and release policy there so while you can catch all the fish you want you're supposed to throw them back.

461
01:26:07.000 --> 01:26:19.000
And they should not be consumed, based on the contamination level so it's been identified in the fish. So they were encountering lots of people fishing including subsistence fishers who were eating the fish, and they were concerned about how the better

462
01:26:19.000 --> 01:26:36.000
communicate about the advisories so together we convened first it was a sort of a small group of park staff, and some of the advocates to think about what we could do better and then that group grew actually to include other universities and NC State

463
01:26:36.000 --> 01:26:51.000
became an important partner in this work, and also other people including business people who own bait shops and some people who are involved in fishing from many different angles, but in this small working group we did not have anglers who were impacted

464
01:26:51.000 --> 01:27:04.000
at the by that link by the contamination that lakes so you can also see up here in the corner. This is a UNC student who's interviewing anglers we did some work similar to the work described by u dub where we actually surveyed people fishing at the lake

465
01:27:04.000 --> 01:27:18.000
to see what they know about the advisory what kind of fish they were catching and what their risk perceptions were anyway through this work, we really realized that we weren't getting the perspective of the subsistence Fishers and so we then conducted

466
01:27:18.000 --> 01:27:31.000
qualitative research with subsistence Fishers and you can see some of that work being shown down here in the corner where we thought input on materials that we were developing and just thought to understand how did they, what did they take away from the

467
01:27:31.000 --> 01:27:45.000
materials, how did they perceive them and also how fishing was part of their daily lives and subsistence. So I said I'll show you some good and some bad examples so here we're, we were focused on science in this research because signs are the most common

468
01:27:45.000 --> 01:27:58.000
way that fish consumption advisories are communicated and they are low cost. So, sometimes it's all a local municipality can do to a wreck design and if all you're going to do is assign it better be a good sign.

469
01:27:58.000 --> 01:28:09.000
I will say as a result of our research we recommended multi pronged communication not just signs, but I'm focused on science right now. So this is the sign that was at the water side.

470
01:28:09.000 --> 01:28:24.000
It doesn't draw your attention, there are words like PCBs that aren't explained, I would say it's not the best example. Well here's the second example and this should show you why you don't just want a group of scientists sitting around designing communication.

471
01:28:24.000 --> 01:28:40.000
So here I could take a few minutes which I want to, and tell you why the literature source that suggested every dimension of the sign that you see right here so everything on this side was based on current literature about what's effective and communicating

472
01:28:40.000 --> 01:28:52.000
fish consumption advisories, but I think we could probably all agree it's not a great example of communication nevertheless we took this with the fishermen and we asked questions like, What's important to you on this sign.

473
01:28:52.000 --> 01:29:06.000
What's the main message of this sign, what's confusing about it and the end product look more like this, and a couple of key things here we really zeroed in on, who are the most vulnerable populations made sure we had pictures.

474
01:29:06.000 --> 01:29:20.000
We did go back and forth about the what extent to highlight the health benefits of fish versus just focusing on the fish you can't eat related to the prior question that came up, but with a sign you have a little bit of time and a little bit of landscape

475
01:29:20.000 --> 01:29:28.000
so we really tried to focus on a core message. So with that, I'm going to hand it over to Sarah.

476
01:29:28.000 --> 01:29:32.000
Thank you, Kathleen as Kathleen mentioned at the beginning.

477
01:29:32.000 --> 01:29:49.000
The well empowered project which is one that concerns toxic metals contamination in private wells and North Carolina began as a response to community need for data, particularly about exposures to these metals and private well water, as well as assistance

478
01:29:49.000 --> 01:29:57.000
and making sense of data that they had already received around this particular issue and I'll talk a little bit more about that.

479
01:29:57.000 --> 01:30:14.000
This was all precipitated by the third largest coal ash spill in US history happening on the Dan river in 2014, where 39,000 tons of coal ash and 27 million gallons of ash pond water, were released into the river.

480
01:30:14.000 --> 01:30:32.000
As part of the coal ash Management Act that came to bear after that spill a groundwater assessment was conducted on all water supply wells within 1500 feet of coal powered facilities boundaries in North Carolina and this included a few of the residents

481
01:30:32.000 --> 01:30:40.000
around the blues Creek steam station Ilona code which is about 30 miles upstream from the sight of that large spell.

482
01:30:40.000 --> 01:30:55.000
We were connected with community members in Walnut Cove, including Caroline army who Kathleen quoted earlier, and they reached out at the time to UNC MSRP to our community engagement Corps and asked us to help them better understand what was going on.

483
01:30:55.000 --> 01:31:09.000
What were the risks from these coal ash problems that were in their community. They also had environmental injustice concerns because the blues Creek steam station and the associated coal ash helmets are located in area of the county was significantly

484
01:31:09.000 --> 01:31:15.000
higher proportion of African American residents, then are in the surrounding areas.

485
01:31:15.000 --> 01:31:31.000
So, in conversation we heard from those who did get there well tested during that state groundwater assessment, but they didn't really understand the results that they were getting they were confused too They weren't sure what actions to take.

486
01:31:31.000 --> 01:31:43.000
And from those who didn't get their wealth tested they wanted to know well what's going on with me some of my neighbors are getting tested but not everybody So help us as Caroline said with the data we need some evidence.

487
01:31:43.000 --> 01:31:47.000
So next slide please Kathleen.

488
01:31:47.000 --> 01:32:03.000
So working with Dr. Rebecca fry, who is currently the Director of our UNC SRP and her team, as well as our colleague Dr Andrew George, and with lots of input from community residents we developed a sampling plan that originally included well samples and

489
01:32:03.000 --> 01:32:15.000
first draw samples from a tap and the house that also residents were concerned about potential contamination from premise plumbing. That's why we had those two samples.

490
01:32:15.000 --> 01:32:21.000
As we continue developing this plan and getting ready to go out and start sampling.

491
01:32:21.000 --> 01:32:36.000
Some residents were also revealing concern about potential soil contamination given their proximity to these coal ash impoundment. So we revise the sampling plan at that point and you can see one of our UNC stated, students and who was part of Dr.

492
01:32:36.000 --> 01:32:47.000
fries lab over on the right. digging soil that we also were taking samples of at the time from gardens from play spaces.

493
01:32:47.000 --> 01:32:52.000
Really, we asked the residents to direct us to places that they were concerned about.

494
01:32:52.000 --> 01:33:11.000
So, having all of the soil and water, bringing back to you in see handling the analysis we realized our next challenge was going to be sharing the results in a way that reduce confusion instead of increasing it and supported the community residents in

495
01:33:11.000 --> 01:33:23.000
understanding what was in there well water and soil so they could make evidence based decisions on how to best protect their health. The next slide please Kathleen.

496
01:33:23.000 --> 01:33:44.000
So as an example of communications that are quite common here in North Carolina and probably in your states as well from certified labs or public health labs, residents were getting huge tables with lots of different potential contaminants they were being

497
01:33:44.000 --> 01:33:59.000
described in terms of micrograms per liter which was not as familiar to everyone who had was reading these reports, they were reporting on both the federal maximum contaminant level and our state groundwater standards.

498
01:33:59.000 --> 01:34:14.000
And, and then results over on the side and there's not a really clear way to tell at a glance, am I at risk. What, what can I get out of this without delving in a lot deeper So if you'll click through.

499
01:34:14.000 --> 01:34:30.000
We were inspired by the report back materials that Monica Ramirez Andrea and the garden leads team at University of Arizona has been producing and, and similar to what Julia was sharing earlier with Derby.

500
01:34:30.000 --> 01:34:43.000
This more graphical representation to share information about experiences was a way we thought that we could improve on what folks had been receiving prior to coming to us.

501
01:34:43.000 --> 01:34:53.000
So we used this graph to be able to share those results and relation to the relevant standard in the case of arsenic.

502
01:34:53.000 --> 01:35:09.000
We were reporting, based on the EPA NCL. And I think if you click through again Kathleen, you can see we also were sharing information about both their well sample, and the sample of water that came from their house so trying to share information about

503
01:35:09.000 --> 01:35:28.000
differences they're really calling out if they were exceeding a particular contaminant level. And we noticed that in follow up surveys that when residents were able to compare their results to a bright red line like you see here with the EPA and seal

504
01:35:28.000 --> 01:35:43.000
That helped them to be able to think about the types of actions they wanted to be able to take. We also had contaminants where we may have been reporting a state groundwater standard or help protect our health guidance level that was set fire department

505
01:35:43.000 --> 01:35:52.000
of Health and Human Services, and in some cases, multiple standards in one graph and that became more confusing for residents.

506
01:35:52.000 --> 01:35:57.000
As you can imagine, so they want to know where's the bright red line where do I take action.

507
01:35:57.000 --> 01:36:13.000
And we all know that there's a level of uncertainty that's hard to hard to communicate and is a challenge and thinking about how much information to share so that people can make those decisions for themselves.

508
01:36:13.000 --> 01:36:26.000
One other thing we did make an adjustment to talk about parts per billion on and trying to help people understand what was going on in the graph and making those connections to the earlier results they might have been but that was still an area where

509
01:36:26.000 --> 01:36:31.000
we saw room for improvement. So, next slide, please. Kathleen.

510
01:36:31.000 --> 01:36:47.000
We also, as Julia mentioned earlier, we wanted to be able to share results from the individual personal level but also in the context of the community so we had printed these results for individuals, they received a packet.

511
01:36:47.000 --> 01:36:58.000
And we did that on paper, because of internet access in this rural area, it just wasn't, we weren't sure we could rely on that and people being able to access their results that way.

512
01:36:58.000 --> 01:37:07.000
So we also shared in a community meeting a summary of everybody that was in their particular area.

513
01:37:07.000 --> 01:37:14.000
Next slide please. Kathleen, so that experience that pilot project.

514
01:37:14.000 --> 01:37:29.000
As always happens raised lots of questions for us like what can we do better how we felt like we had improved on what had been out there before, and follow up surveys told us that we were doing pretty well but there were still some areas where we could

515
01:37:29.000 --> 01:37:43.000
make improvements so to that end Kathleen and others in our group in partnership with the University of Arizona and University of Kentucky designed a research study to better understand not only where there might be knowledge gaps that prevent someone

516
01:37:43.000 --> 01:37:59.000
from taking health protective actions, but also potential gaps in their skills and knowing what to do and how to do it, and their sense of self efficacy for taking action so for this study, a scenario of a well contaminated with arsenic was shared with

517
01:37:59.000 --> 01:38:14.000
study participants who included undergraduates at a public university. The residents of areas impacted by well contamination. And you can see some changes here to hell that information was communicated and findings from the studies showing that all participants

518
01:38:14.000 --> 01:38:29.000
were able to understand the results as they were presented and they were able to determine if it was okay to drink the water based on this scenario that was presented, and from the self efficacy survey interestingly cost of the well test and distance

519
01:38:29.000 --> 01:38:43.000
to the well testing facility were factors, really influenced self advocacy. Now we're excited to be moving into thinking about how to apply these findings in upcoming well testing campaigns here in North Carolina.

520
01:38:43.000 --> 01:38:55.000
Now, I'd like to turn it over to Megan Rogers who's going to share our work around p fast communication was, which is a little more urgent communication as she will tell you.

521
01:38:55.000 --> 01:39:11.000
Thanks Sarah, and Kathleen. And so as Sarah mentioned I'm now going to talk about more urgent communication required for really test results. And as she mentioned this as part of the NCP fast testing network which I'll describe on the next slide.

522
01:39:11.000 --> 01:39:21.000
But for this project our role was more strictly communication based rather than community engagement, like the work that Catalina and Sarah described earlier.

523
01:39:21.000 --> 01:39:33.000
We were tasked with communicating urgent results in efficient ways. And therefore, it was more necessary to work quickly with communities to share study findings and develop this risk messaging.

524
01:39:33.000 --> 01:39:47.000
So through this iterative process of sharing results with the community we learned from the best practices, and in the end we were able to use this experience as an example, with researchers and trainees from the network to emphasize the importance of

525
01:39:47.000 --> 01:39:53.000
gathering input from both researchers and communication experts to provide the right message.

526
01:39:53.000 --> 01:39:56.000
Can you click for gasoline.

527
01:39:56.000 --> 01:40:11.000
And so this is just one example of kind of part of the iterative process, kind of showing using colors and the line of exceeding that Sarah mentioned from our other projects, just, you know, one step in the process of getting the best kind of message

528
01:40:11.000 --> 01:40:13.000
for the community audience.

529
01:40:13.000 --> 01:40:16.000
Next slide please.

530
01:40:16.000 --> 01:40:24.000
Okay, so as I mentioned, I would talk briefly about the PFS network just to give you a clue of what what I'm talking about here.

531
01:40:24.000 --> 01:40:39.000
The NTP fest testing network is a statewide research collaboration that was formed to test for current levels of P bass chemicals and drinking water, and air samples across North Carolina, the network team is comprised of principal investigators from

532
01:40:39.000 --> 01:40:56.000
many universities in North Carolina, including UNC Chapel Hill, NC State ECU NCAA and at UNC Wilmington UNC Charlotte and Duke, and they all received empty General Assembly funding through the NC policy Collaboratory, the communications team specifically

533
01:40:56.000 --> 01:41:12.000
was co led by researchers from UNC Duke and NC State. And our goal, and initiative was a collaborative effort between the three institutions each bringing their own strengths to the team to respond to community identified needs while engaging community

534
01:41:12.000 --> 01:41:24.000
partners scientists and the intended audiences in the networks activities, the communications team also hosted multiple events, ranging from community forums and webinars to symposia.

535
01:41:24.000 --> 01:41:27.000
Next slide please.

536
01:41:27.000 --> 01:41:46.000
So, the quick urgent communication I was talking about two slides ago, we were able to use this example as a learning tool for the network during a science community science communication training that we hosted for researchers and trainees that were

537
01:41:46.000 --> 01:41:58.000
part of the network. Some of the researchers from the network already have a good grasp of communicating their science whereas others haven't had as much experience and so the training was a good way to share our expertise with the group, and get feedback

538
01:41:58.000 --> 01:42:04.000
on how they could use these communication tools in their presentations and also learn from each other.

539
01:42:04.000 --> 01:42:18.000
So we received feedback from community leaders that many of the researchers were using chemical structures in their presentations, which were confusing for some of the community members, and we asked the researchers, why what they were trying to convey

540
01:42:18.000 --> 01:42:31.000
by using these graphics, and they said that they wanted their audiences to understand the similarities between the chemical structures that they were sharing, and they wanted to show that the bonds and human made chemical structures were very strong.

541
01:42:31.000 --> 01:42:35.000
So we explained to the researchers that the structures.

542
01:42:35.000 --> 01:42:50.000
And so much using so many of them was very confusing for some of the community audiences. And we asked if they could instead convey these ideas using fewer chemical structures and or using analogies as well.

543
01:42:50.000 --> 01:43:04.000
So this was an iterative process between us and the research, researchers to eventually come to an understanding that was both, both beneficial for the researchers in the community audiences that they were presenting to.

544
01:43:04.000 --> 01:43:07.000
Next slide.

545
01:43:07.000 --> 01:43:17.000
So in addition to that process with the chemical structures, many of the researchers were also using complex graphics and their presentation, like the one you see on the slide here.

546
01:43:17.000 --> 01:43:32.000
And so we once again asked you know what they were trying to convey by using these graphics and, you know, a couple of researchers we talked to a point to one tiny piece of the graphic and say that that was like you know what they were trying to convey.

547
01:43:32.000 --> 01:43:42.000
Yet they have the entire graphic on the slide with lots of, you know, confusing words, lots of confusing lines and detail that's unnecessary. So in response.

548
01:43:42.000 --> 01:43:54.000
We worked with a UNC student who had expertise in communications and via her practice them was able to create some graphics that more clearly communicated about people in the environment.

549
01:43:54.000 --> 01:43:58.000
And this is one example here we'll share a couple more on the next slide.

550
01:43:58.000 --> 01:44:13.000
But once again this was an iterative process with the researchers going back and forth to make sure that our graphics are as accurate as possible with the least amount of details needed to share the point that we were coming, we are trying to get across.

551
01:44:13.000 --> 01:44:27.000
And so we had to, we had to use this process to make sure that they were getting exactly what they needed in the graphic, and we were maintaining simplicity, so that these graphics can be used with all different kinds of audiences, and also like to note

552
01:44:27.000 --> 01:44:41.000
I'd also like to note that the communication, graphics, can be can always be improved, and we feel these graphics we've created are a dramatic improvement from the examples that we were finding when we try to provide alternatives for the researchers and

553
01:44:41.000 --> 01:44:53.000
the networks you use in their presentations. So we tried looking for scientifically accurate yet concise graphics and couldn't really find any on p boss and so we started kind of creating our own.

554
01:44:53.000 --> 01:44:55.000
And next slide please.

555
01:44:55.000 --> 01:45:10.000
So, showing just a few more examples as I mentioned, all of these graphics were vetted by both researchers and community audiences, so that we were ensuring that we could help convey the research that was coming out of the network.

556
01:45:10.000 --> 01:45:12.000
Click for again.

557
01:45:12.000 --> 01:45:31.000
And so, I didn't mention but the network had many different teams of research, studying many different topics so we tried to make sure our graphics touched on all those different kinds of research so we also had graphics on human human health and also

558
01:45:31.000 --> 01:45:44.000
graphics that linked to animal studies as well. just to show kind of what pathos exposure can do in the human body and also when it's proven to do an animal studies.

559
01:45:44.000 --> 01:45:58.000
So not only could the researchers use these graphics in their presentations, but we also made sure that they could be printed as well so we have versions that are in image files as well as versions that have kind of a little bit of additional context

560
01:45:58.000 --> 01:46:13.000
and can be printed from PDF files as well. And so, with these were created a couple of years ago, but we continue to receive requests from people at other universities and other organizations who want to use these presentations.

561
01:46:13.000 --> 01:46:19.000
Use these images in their presentations and on their websites.

562
01:46:19.000 --> 01:46:22.000
All right, I'll turn it back to Kathleen.

563
01:46:22.000 --> 01:46:37.000
Thanks Megan This is our last slide and I just wanted to summarize some of what we shared so in our work, bringing together research translation and community engagement in the SRP at UNC our existing community relationships are critical and they are

564
01:46:37.000 --> 01:46:48.000
really what enable us to be responsive to developing environmental health issues and we are privileged to call the community based organizations we work with our collaborators.

565
01:46:48.000 --> 01:47:01.000
We also I think talked about how we needed varied expertise in these processes and I don't mean by that I don't mean it in the typical academic sense of different departments at the university but we needed that community expertise.

566
01:47:01.000 --> 01:47:16.000
We needed the insights of the intended audiences and we did draw on lots of different expertise within the university. And then as Megan just said, the final draft is rarely find also you're usually limited by money or time how many iterations, you can

567
01:47:16.000 --> 01:47:21.000
do. But no matter how many you do and how proud you feel as the final product.

568
01:47:21.000 --> 01:47:34.000
Almost the next day you'll hear from someone who says you know you could have done this differently and so we try to whenever we can just continue developing products, much like you heard Julia talking about with all those really cool new Derby products.

569
01:47:34.000 --> 01:47:48.000
And the last thing I want to say is something I said at the beginning, there is a network across the country of Superfund research programs and also have other NIH funded centers that have resources focused on community engagement.

570
01:47:48.000 --> 01:48:01.000
Research translation science communication so for those of you who are not at universities and who are out across the country. We are always looking for partners and we can be a referral resource to other universities, if, if it's something you're trying

571
01:48:01.000 --> 01:48:09.000
to address is not in our area of expertise. There are certainly other institutions that could address it.

572
01:48:09.000 --> 01:48:22.000
And so with that, I just want to recognize all of the people who contributed to the work that we shared with you, including some of the partners we have in the SRP network thank you so much for your attention.

573
01:48:22.000 --> 01:48:30.000
Thank you all. That was excellent information and really wonderful visuals. So, there is one question about.

574
01:48:30.000 --> 01:48:35.000
If those visuals are available online.

575
01:48:35.000 --> 01:48:50.000
and they really liked that you got community feedback and then felt, or how do people get access to those. So, the PSS The question is specifically about the P FOSS visuals, those are online at the at the website that Megan shared maybe we can pop that

576
01:48:50.000 --> 01:49:03.000
into the chat they are available and we get requests for that we've been getting a lot of requests for them from across the country and they are freely available to be used, and then other graphics, I would say if there was something in particular, you

577
01:49:03.000 --> 01:49:14.000
were interested in people should feel free to reach out to me and maybe we can also just re insert my email address in the chat then I'd be happy to respond to any requests for visuals.

578
01:49:14.000 --> 01:49:16.000
Great.

579
01:49:16.000 --> 01:49:29.000
I have a question. What are your recommendations for leveraging community collaborations to resolve conflicts between government science and citizen science results or conclusions.

580
01:49:29.000 --> 01:49:43.000
Could you say that I didn't hear the last part to me. Sure, what are the recommendations for leveraging community collaboration to resolve conflicts between government science, and then citizen science results.

581
01:49:43.000 --> 01:49:45.000
Oh, that's a good question.

582
01:49:45.000 --> 01:49:51.000
Sarah is our resident citizen science expert so she might want to start.

583
01:49:51.000 --> 01:50:01.000
Yeah, you know the groups that I have worked with I think it's a great question and one that we continue to wrestle with in the community science or citizen science world.

584
01:50:01.000 --> 01:50:22.000
One, where groups that I have worked with have been able to use community science findings to bring issues to the attention of government scientists or regulators to say hey here is something that we are seeing we think that there is an opportunity to

585
01:50:22.000 --> 01:50:39.000
investigate further. If water quality results for example are not they're not using the same techniques that are required by whichever regulatory agency, but it's a way to point them to a place where we might need a little more investigation.

586
01:50:39.000 --> 01:50:58.000
That's. I don't have the, the answer. I wish that we did, but I think it's going to take a lot as community science and citizen science projects, become more part of what we are doing that we'll be able to wrestle with some of these questions and hopefully

587
01:50:58.000 --> 01:51:08.000
have some good conversation about how to help those collaborations move forward.

588
01:51:08.000 --> 01:51:10.000
Okay.

589
01:51:10.000 --> 01:51:18.000
One person that asked why don't you consider setting up a fish exchange program and I think this is why you are presenting dr grey.

590
01:51:18.000 --> 01:51:23.000
And that not familiar with what that is. So if you know if you could explain it.

591
01:51:23.000 --> 01:51:33.000
I'm not sure that I know either. What a fish exchange program is so I would ask that question or to say a little bit more because I'd be happy to about fish.

592
01:51:33.000 --> 01:51:39.000
Okay, great day if that person could put more in the chat, that would be great for the q amp a.

593
01:51:39.000 --> 01:51:54.000
One question I had was, were the researchers when you're doing the training where the researchers open to creating you know the presentations and more away language or clear, or writing.

594
01:51:54.000 --> 01:52:09.000
Well I'll speak to that. So just like all of us, right there's a spectrum of readiness and openness, so we are lucky that we've worked with some incredible scientists, Rebecca fried Detlef cannot be Jamie DeWitt are just a few who come to mind who are

595
01:52:09.000 --> 01:52:24.000
great communicators and who helped develop those trainings, then maybe there are other folks who won't get name too aren't quite as far along in the skills scenario and some of them really are aware of that and are aware that there's a scientific language

596
01:52:24.000 --> 01:52:29.000
that's different from our daily language and they want to be able to, you know, be in both places.

597
01:52:29.000 --> 01:52:39.000
And then some people just don't know and the challenge I would say for for super fun centers who are who are all trying to do this work to make the science communication more effective.

598
01:52:39.000 --> 01:52:49.000
Is that the younger scientists are tend to be most open to it and they are usually coming in with some decently developed communication skills thanks to social media.

599
01:52:49.000 --> 01:53:02.000
So, um, so I will ask us all to look in the mirror and ask and think about Are you the person who needs to be open because I think we could all improve our science communication, I learned something every time I go to a science communication workshop

600
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and I think I'm a decent science communicator so we can all learn and grow and it is challenging when people don't recognize that they are cutting off the potential for collaboration and communication by standing behind the barrier that their scientific

601
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language can create.

602
01:53:22.000 --> 01:53:37.000
And how do you ensure that you're hearing about issues that aren't on your radar, or hearing from groups, you may not already be connected to

603
01:53:37.000 --> 01:53:39.000
Okay, I will.

604
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I think we're lucky again that we've been doing this work for a long time so that we as I mentioned earlier, we have a stakeholder advisory board as most SRP, do we have some dedicated community partners who know the workings of the institution well and

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so know how to navigate things that can be off putting to people who don't partner with academia, a lot. But then, our staff, our community engagement and translation staff are going out and participating in community meetings and when we hear that there

606
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are environmental justice concerns or issues where maybe we've gotten sort of a referral from a current partner we do try to go and be present and think about how we can serve since we are a public institution that's really part of our mission how we

607
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can be of service, and if we can't how maybe one of our partner institutions is closer to a community can be so, especially for those of us that are public institutions.

608
01:54:35.000 --> 01:54:51.000
We are here, part of the sciences about discovery and part of the science is about solving real world problems that are present in our communities today and so I think for people who are outside academia, trying to connect with academia, public institutions

609
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have that at their core and so just keep asking and you'll find the people whose, whose job it is to stand up and say yes we're making we're building those bridges.

610
01:55:02.000 --> 01:55:14.000
Thank you. It is time to wrap up our webinar today. So thank you all for your presentations really appreciate your work.

611
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But my notes.

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my notes. So with that, it is time to conclude today's session. The last in this webinar series, you can view a recorded archive of the first two sessions online, and a recording from the third session and today's session will be available soon.

613
01:55:40.000 --> 01:55:46.000
And I'm sorry Molly I realize I missed a couple slides, I'm going to go back to.

614
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But before we conclude let's take a look back at the seminar homepage.

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This website will be active From today on, and contains important resources such as links to download our presentation materials, contact information for speakers and a link to our feedback form, we ask that you consider filling out the online feedback

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form, we do look at your comments as we continue to try to improve the content and delivery mechanisms. You can also request a confirmation email from the feedback page as a record of your participation in today's event.

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I would also like to remind participants of the various ways to stay connected to ensure you don't miss any webinars. For more information on EPA clue and webinars, please refer to the clue n.org website.

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You can also subscribe to the free monthly e newsletter tech direct. We encourage you to visit the SRP risk e learning web page, and subscribe to the risk e learning listserv for information about upcoming sessions.

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You can also follow SRP on Twitter.

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Let's see. So I'll just repeat what I said before with that it's time to conclude today's session. The last in the series. You can review the recorded archive on line from the first two sessions of the third session today's session will be available soon.

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If you submitted an online question and we did not have time to get to it, we will pass those along to the presenters who can follow up. If you have additional questions you can also contact the presenters the email, their email addresses are on the seminar

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seminar homepage clue in.