Working Waterfronts
A report by Maine Sea Grant presented at a recent symposium on Working Waterways and Waterfronts gives an overview of what is happening along the coasts nationally—both the problems and some of the effective solutions. Coastal access for the public is indeed declining, reflecting major economic and demographic changes.
There has been an increase in demand by recreational, commercial, and industrial users, which has driven up property values, making the shorefront less accessible. Reversing this trend has to be done at the local level, but the various users often have different priorities, leading to potential conflicts. For instance, those wishing for a pristine swimming area may oppose the installation of a fuel dock.
States, towns, and communities have started to address this issue. However, the report suggests that steps could also be taken at the national level to provide incentives to local jurisdictions and help coordinate their efforts.
Of particular concern to the state of Maine has been the loss of its working waterfront. A report issued by the Island Institute, Mapping Maine’s Working Waterfronts, highlights that out of the 5,300 miles of coastline in the state, only 20 miles are dedicated to working access. Of those, 55% are privately owned, making them vulnerable to change.
To address this, Maine passed a Working Waterfront Land Bond in 2005, providing $2 million to protect such properties. The state has also modified the real estate tax on this type of land, offering a reduction in tax value similar to that received by farms and timberland.
B-WET Gets Left Behind
The ambitious and highly-regarded Bay Watershed Education and Training Program (B-WET), sponsored on the Chesapeake Bay and elsewhere by NOAA, is struggling to gain attention among students and teachers. Launched in 2002, B-WET was designed to support the Chesapeake Bay Program’s goal of providing every student in the Bay region with at least one « meaningful watershed experience » before graduation. Over $2 million has been spent annually on the program, primarily for teacher training and student education.
However, the « No Child Left Behind » movement, which emphasizes standardized testing in core subjects, has created significant challenges for teachers incorporating B-WET into their curricula. According to a new study commissioned by NOAA, many teachers want to participate in the program but struggle to find support. Don Baugh, director of education at the Chesapeake Bay Foundation, noted, « If it’s not tested, it’s often not being taught, » as he told the Chesapeake Bay Journal.
The Chesapeake B-WET program has shown promising results, fostering « stewards of the earth » and helping students achieve higher scores in math and other subjects through its environment-based approach. Yet, many teachers face barriers when attempting to integrate environmental training into their daily lessons. The rigid structures of « No Child Left Behind » curricula often leave little room for flexibility.
For example, one teacher reported that watershed education « did not fit into the grade six curriculum this year. » Another shared that they « did not get to it with the current school schedule, » while others stated that « it was not part of my pre-set curriculum » or that « the time allocated for science did not leave enough time to teach the local watershed. »