Strengthening Connections Between LSSU, BMCC, and Blue Tech: A Framework for Regional Innovation

Michigan, surrounded by the Great Lakes, is uniquely positioned to lead the way in blue tech—a burgeoning industry focused on the sustainable use of water resources for innovation, economic growth, and environmental stewardship.

As an adjunct instructor at Bay Mills Community College (BMCC), where I teach CS204 Web Page Design and CS221 Computer Programming, I see firsthand the potential and challenges facing students in Michigan’s Eastern Upper Peninsula. My students—many from tribal communities and rural areas—possess creativity, determination, and deep connections to the Great Lakes. What they’re still building are clear pathways connecting their education to emerging tech careers, allowing them to live and work in the region they grew up in.

This post presents a framework for strengthening these connections, creating tangible pathways for students, researchers, and communities across the region.

The Case for Blue Tech in Michigan

With 84% of North America’s surface freshwater flowing through the Great Lakes, Michigan has unparalleled access to natural water resources. Blue tech presents transformative opportunities in:

Water purification technologies.
Renewable energy innovations like offshore wind and hydroelectric power.
IoT solutions in fisheries and aquatic resource management.
Logistics, shipping efficiencies, and sustainable aquaculture.

Investments in blue tech don’t just protect our environment—they fuel new industries, diversify the economy, and create high-paying jobs.

LSSU: Anchoring Freshwater Innovation

Lake Superior State University (LSSU) is a regional leader in blue tech, thanks to its diverse programs and research initiatives:

Key Initiatives:

AMORE Team (Autonomous Marine Operations & Robotics Engineering): Undergraduate students develop autonomous vessels and technology to monitor freshwater quality, detect oil spills, and study aquatic ecosystems.[1]
Invasive Species Research: Collaboration efforts are tackling the invasive European frog-bit plant and its ecological impact on the St. Marys River. Techniques include biological controls, genetic study, and fish population recovery.[2]
Oil Spill Response Program: In partnership with Algoma University and the U.S. Coast Guard, researchers are exploring new remediation technologies to respond to environmental disasters.[8]
Robotics Engineering and Tech: As the pioneer of the first U.S. undergraduate Robotics Engineering Technology degree, LSSU is helping position Michigan as a technical training hub for global blue economy advancements.
MiWaterNet: Real-Time Water Monitoring Network: LSSU’s Center for Freshwater Research and Education (CFRE) operates MiWaterNet,[3] a regional network of affordable water sensors providing real-time data on water quality and hydrology across northern Michigan streams. With over 20 sensors deployed as of 2021, the system enables natural resource managers and scientists to monitor stream conditions, detect watershed changes, and study climate impacts. Critically, MiWaterNet already partners with local schools and Career Technical Education programs—including Les Cheneaux Schools and Brimley-LSSU Career and Technical Education in Natural Resources—engaging students as citizen scientists in data collection and analysis.[4]

BMCC: Connecting Anishinaabe Communities to Blue Tech

Bay Mills Community College, where I teach in the Computer Information Systems program, occupies a unique position in the blue tech ecosystem. As a tribal college serving Native students from across the United States—including many Anishinaabe students from Bay Mills Indian Community and surrounding areas—BMCC has the potential to connect technology education with Indigenous values of water stewardship and environmental responsibility.

What I See in My Classrooms:

In CS204 (Web Page Design), I teach students to build responsive websites and data visualization tools—skills that could be directly applicable to presenting water quality data, mapping aquatic ecosystems, and communicating blue tech research. While we haven’t yet developed explicit blue tech projects, the foundational skills my students are learning—HTML, CSS, JavaScript, responsive design—are exactly what’s needed to build interfaces for environmental monitoring systems.

In CS221 (Computer Programming), students develop computational thinking and problem-solving skills using Python and other languages. We cover standard programming fundamentals, but I can see the clear pathway: these same skills could be applied to analyzing sensor data, automating environmental monitoring, and building applications for blue tech research. When I occasionally mention real-world applications—analyzing data, mapping systems, tracking changes over time—students lean in with interest.

BMCC’s Blue Tech Potential:

Geographic Information Systems (GIS): BMCC’s GIS program provides essential tools for mapping Great Lakes ecozones, tribal waters, and aquatic habitats—foundational skills for blue tech careers.
Computer Information Systems: The CIS program equips students with web development, programming, and database skills that are increasingly critical for blue tech data management and communication, even though we haven’t yet developed explicit blue tech curriculum.
Community Partnerships: Collaborations like the Waganakising Odawa Career and Technical Education Program (WOCTEP) focus on sustainability, ecological monitoring, and technology integration that could align with blue tech aspirations.[5]

The Opportunity:

BMCC doesn’t offer a dedicated blue tech program yet, and currently, my courses follow standard CIS curriculum. But the foundation is here: technical skills, community connections, proximity to LSSU, and students deeply connected to the Great Lakes. What we’re building next are the explicit pathways, partnerships, and projects that will transform general technology education into blue tech career preparation. That’s the bridge we’re ready to build.

A Model Already Exists: Brimley-LSSU CTE Partnership

Interestingly, LSSU already partners with Brimley schools (just miles from BMCC’s campus) through the Brimley-LSSU Career and Technical Education in Natural Resources program, which participates in MiWaterNet. High school students engage in hands-on water quality monitoring, learning to deploy sensors, collect data, and analyze stream conditions. They gain exposure to LSSU’s research facilities and faculty, building aspiration for Great Lakes science careers.

This partnership demonstrates what’s possible—but it currently bypasses BMCC. Students go from Brimley High School directly to LSSU (or elsewhere), when a more natural pathway might include BMCC as a bridge institution for those who are building readiness for four-year enrollment, need to stay close to family and community, or want to explore technical skills before committing to a specific major.

What if my CS courses at BMCC integrated with MiWaterNet?

Web design students could build public dashboards visualizing MiWaterNet sensor data
Programming students could write scripts to analyze water temperature trends or detect anomalies
BMCC could host a MiWaterNet sensor on campus, giving students direct access to real-time environmental data
CIS students could collaborate with Brimley CTE students and LSSU researchers on data visualization projects

This wouldn’t require building new infrastructure—MiWaterNet exists, the sensors are deployed, the data is flowing. We’d be adding educational pathways to existing research infrastructure.

Sault Tribe Fisheries: A Model for Indigenous Blue Tech Leadership

While we look to build new pathways, we must also recognize the sophisticated blue tech leadership already existing within our tribal communities. The Sault Ste. Marie Tribe of Chippewa Indians Fisheries Program offers a powerful model of how Indigenous stewardship drives technological innovation.

Facing the collapse of traditional whitefish populations due to invasive zebra and quagga mussels, the Tribe didn’t just adapt—they innovated. Their response exemplifies the definition of blue tech:

Advanced Monitoring Infrastructure: The Tribe operates a sophisticated data collection network, employing biologists who continuously monitor fishery stocks, invasive species distribution, and ecosystem health across the 1836 treaty territory.
Experimental Aquaculture: In a pioneering move, the Tribe launched an experimental whitefish hatchery program—developing novel protocols for a species never before successfully raised in North American pond systems. This involves wild broodstock collection, controlled incubation, and pond-based grow-out operations.
Transnational Collaboration: The program participates in a monitoring network involving U.S. and Canadian agencies for early detection of aquatic invasive species, demonstrating how tribal sovereignty leads to cross-border environmental security.

The Lesson for BMCC Students: This isn’t just “fisheries management”—it’s high-level science and technology. It requires data analysis, sensor monitoring, biological engineering, and complex logistics. When I teach my students about database management or systems thinking, the Sault Tribe Fisheries program is a living example of these concepts applied to their own community’s survival and prosperity. It proves that “blue tech” isn’t an imported concept; it’s a modern expression of the Seven Generations principle—using the best available tools to ensure resources exist for the future.

The EUP Innovation Ecosystem: Blue Tech Meets Space Tech

The Eastern Upper Peninsula isn’t just building blue tech capacity—it’s emerging as a multi-sector innovation hub where water, space, and advanced technology converge. Three major initiatives demonstrate the region’s technical sophistication:

1. MiWaterNet: Freshwater Monitoring Network

LSSU’s Center for Freshwater Research operates 20+ sensors across northern Michigan, with Brimley-LSSU CTE students conducting hands-on water quality research.[3][4]

2. SunRISE Ground Radio Lab: Space Weather Monitoring

Sault Area High School is one of 18 schools nationwide selected for NASA’s SunRISE mission, where students operate dual dipole antennas detecting solar radio bursts that could disrupt satellites and power grids. The program, led by University of Michigan’s College of Engineering, trains over 2,500 students in radio astronomy and awards NASA certificates for contributions to space weather forecasting.[9]

3. CHARGE-UP Lab: Space, Cyber, and AI Innovation

The Chippewa Homestead Aerospace Research and Ground Enterprise (CHARGE-UP) Lab, launched June 2025 in Kincheloe, is a state-of-the-art facility bridging industry, government, and academia in space technology, cybersecurity, and artificial intelligence. The Lab features the Homestead Mission Operations Center (MOC) for Digital Engineering and Digital Twinning development, providing students and startups access to simulation environments for space and cyber systems.[10]

The Missing Link: BMCC’s Role

These three initiatives prove that:

Local students excel in advanced technical work (SunRISE: high schoolers doing NASA research)
Research infrastructure exists (MiWaterNet: operational sensor network; CHARGE-UP: mission operations center)
University partnerships work (LSSU with Brimley schools; U-M with Sault High School)
Industry collaboration is possible (CHARGE-UP brings together government, academia, startups)

Yet BMCC—the regional tribal college serving many of these students’ peers and younger siblings—is ready to become formally integrated into this ecosystem.

What if my BMCC computer science students:

Built web interfaces for MiWaterNet sensor data visualization
Developed data analysis tools for SunRISE radio astronomy measurements
Created applications for CHARGE-UP Lab’s digital twin simulations
Learned programming through real projects supporting local space and water research

The technical skills are identical: sensor data analysis, database management, web development, scientific computing. Whether monitoring solar storms or water quality, the computational approach is the same. My CS204 and CS221 students are learning these exact capabilities—we just need to connect them to the research infrastructure already operating an hour north.

From Blue Tech to “Blue & Beyond” Tech: Water isn’t separate from space—both require:

Remote sensing and telemetry
Real-time data processing
Predictive modeling and simulation
IoT sensor networks
Scientific data visualization

BMCC could become the bridge institution connecting K-12 programs (Brimley CTE, Sault High SunRISE) to university research (LSSU blue tech, U-M partnerships) and industry applications (CHARGE-UP Lab startups). Students would see clear pathways: learn programming at BMCC → contribute to local research projects → transfer to LSSU or other universities → work in emerging EUP tech sector.

The Core Relationship: Grounded Innovation

The synergy between BMCC, Sault Tribe Fisheries, and the broader Blue Tech sector creates a powerful ecosystem I call “Grounded Innovation.”

Sault Tribe Fisheries is the Practitioner: They provide the practical application and cultural imperative. They aren’t just managing resources; they are innovating with sensors and aquaculture to solve existential threats like invasive species.
BMCC is the Educational Bridge: We serve as the talent pipeline and translator. Our students learn the skills—GIS, web design, programming—to translate the Tribe’s raw data into usable tools for the community.
Blue Tech is the Shared Language: This isn’t just industry jargon. It is the unifying domain that connects Indigenous stewardship with modern economic opportunity, reframing “technology” as a modern expression of the Seven Generations principle.

This ecosystem grounds abstract technical skills in local reality, giving students a “why” for their coding assignments that is deeply personal and culturally relevant.

Framework for Strengthening Connections

Building meaningful connections between LSSU, BMCC, and the blue tech industry requires a comprehensive framework that addresses education, research, workforce development, and community engagement. The following framework provides actionable pathways for collaboration:

1. Educational Pathways and Student Mobility

The Current Reality:

When I talk to my BMCC students about continuing their education, many express interest in technology and environmental fields. But the transition from BMCC to LSSU—just an hour north in Sault Ste. Marie—can feel like crossing into another world. Students are working through important questions: Will my credits transfer? Can I afford to relocate? How can I succeed in engineering programs? Where do Indigenous perspectives fit in technical fields?

These aren’t just logistical barriers—they’re opportunities to build aspiration through clear pathways and support systems.

BMCC to LSSU Transfer Pipeline (Proposed):

I envision a formalized pathway where:

Articulation agreements guarantee that BMCC’s programming, web design, GIS, and math courses transfer seamlessly to LSSU’s robotics engineering, environmental science, and related blue tech programs
2+2 pathway: Students complete foundational courses at BMCC (staying close to family and community) and transition to advanced studies at LSSU with guaranteed junior standing
Dual enrollment: BMCC students take LSSU blue tech courses remotely or in hybrid formats, building relationships with faculty and peers before physically transferring
Reverse transfer agreements: Students who start at LSSU but need to return home can receive BMCC credentials for completed coursework, ensuring no educational progress is lost

Bridge Programs I’d Like to See:

Summer Blue Tech Bootcamp: Intensive 2-week program where my BMCC students visit LSSU’s labs, work with AMORE autonomous vessels, meet blue tech faculty, and envision themselves in these careers
Joint capstone projects: My CS221 students collaborate with LSSU engineering students on real-world blue tech challenges—imagine BMCC students building the web interface for LSSU’s water quality sensor network
Mentorship: LSSU blue tech students (especially those from tribal backgrounds) mentor incoming BMCC transfer students, providing peer support and cultural connection

2. Collaborative Research Initiatives

From the Classroom to the Research Lab:

Right now, I teach programming fundamentals and web design using standard curriculum and examples. But I imagine what could be possible: student projects that map traditional fishing sites using GIS data, databases tracking local water quality, websites documenting Anishinaabe place names along the St. Marys River. These aren’t hypotheticals—these are exactly the kinds of applications my students would find meaningful and engaging.

What if these potential student projects connected directly to LSSU’s active research programs? What if we designed assignments around real blue tech challenges instead of generic business scenarios?

Joint Research Areas with Teaching Integration:

MiWaterNet Data Integration: LSSU’s existing sensor network generates real-time water quality data across northern Michigan. My web design students could create interactive dashboards making this data accessible to community members, while programming students develop analysis tools to detect trends or anomalies. This leverages existing infrastructure rather than building from scratch.
Indigenous Knowledge and Blue Tech: Students could interview tribal elders about traditional ecological knowledge, then work with LSSU researchers to integrate those insights into modern water monitoring systems. This would honor Anishinaabe wisdom while teaching data science skills in culturally relevant context.
Water Quality Monitoring: BMCC students could learn GIS and data visualization through real projects, while LSSU students build autonomous vessels and sensors. Collaboration could have my web design students creating public-facing dashboards for data collected by LSSU’s AMORE team—each institution contributing its strengths.
Invasive Species Management: When LSSU researches European frog-bit in the St. Marys River, BMCC students could build the mobile apps for citizen scientists to report sightings, analyze spatial data to predict spread patterns, or create educational websites explaining the ecological impact.
Climate Change Adaptation: Long-term data collection on tribal lands, analyzed by students from both institutions, with BMCC focusing on data management and visualization while LSSU handles field sensors and statistical modeling.
Sault Tribe Fisheries Partnership: My students could collaborate with the Sault Tribe Fisheries program to digitize and visualize their extensive environmental data. Imagine a student-built dashboard that helps tribal biologists track invasive species spread or monitor hatchery conditions—applying classroom coding skills to support tribal food sovereignty.

Shared Research Infrastructure:

Imagine water quality sensors at BMCC’s Brimley campus feeding real-time data to LSSU labs in Sault Ste. Marie. My programming students could write code to clean and visualize that data, while LSSU engineering students maintain the sensor hardware. Both groups learn, both contribute, both see career pathways. We’re ready to build this infrastructure—especially since LSSU already operates MiWaterNet with 20+ sensors across the region and has demonstrated the citizen science education model with Brimley CTE students. Expanding this network to include BMCC as an educational partner (not just a geographic neighbor) is a natural next step we can take together.

3. Industry Partnerships and Workforce Development

Blue Tech Industry Engagement:

Establish a Blue Tech Industry Advisory Board with representatives from both institutions, tribal governments, and regional blue tech companies
Create industry-sponsored project opportunities where students from both institutions work on real-world challenges
Develop internship and co-op programs connecting students to blue tech employers in Michigan and across the Great Lakes region
Host annual Blue Tech Innovation Summits bringing together academia, industry, and community stakeholders

Skills Training and Certification:

Offer stackable credentials that students can earn at BMCC and build upon at LSSU
Develop micro-credential programs in blue tech specializations (drone operation for environmental monitoring, water quality data analysis, GIS for aquatic resources)
Create continuing education programs for current workers to upskill in blue tech areas
Implement competency-based education models allowing students to progress at their own pace

4. Digital Equity and Community Engagement

Addressing Digital Divide:

Leverage EUPConnect Collaborative’s broadband infrastructure to ensure both institutions and tribal communities have adequate connectivity for blue tech education and research
Develop low-bandwidth alternatives for online courses and remote learning to accommodate students in areas with limited internet access
Create mobile blue tech labs that can travel to remote communities for demonstrations and hands-on learning

Community-Based Research:

Engage tribal elders and community members in research design to ensure projects align with community needs and values
Conduct community workshops on blue tech career opportunities and educational pathways
Develop citizen science programs where community members participate in data collection for blue tech research
Create culturally responsive curriculum materials that reflect Anishinaabe perspectives on water stewardship

Tribal Sovereignty and Self-Determination:

Ensure research partnerships respect tribal sovereignty and follow community-based participatory research principles
Support tribal leadership in determining priority research areas and technology applications
Build capacity within tribal communities to conduct independent blue tech research and development
Advocate for policies that provide equitable funding for tribal colleges in STEM and blue tech fields

Physical Infrastructure:

Establish satellite blue tech research stations accessible to both LSSU and BMCC students and faculty
Create a shared aquatic research vessel program for field studies
Develop remote laboratory capabilities allowing BMCC students to participate in LSSU lab experiments virtually
Build makerspaces at both institutions with blue tech prototyping equipment (3D printers, electronics, sensors)

Digital Infrastructure:

Implement shared learning management systems and research data repositories
Develop video conferencing infrastructure for joint classes and seminars
Create a shared digital library of blue tech resources, research papers, and course materials
Build collaborative platforms for virtual team projects spanning both institutions

6. Policy and Advocacy

Regional Blue Tech Strategy:

Develop a unified Eastern Upper Peninsula Blue Tech Strategic Plan with input from both institutions, tribal governments, and industry
Advocate for state and federal funding for blue tech education, research, and infrastructure in rural and tribal areas
Work with policymakers to create incentives for blue tech companies to locate in the Eastern UP
Support legislation protecting Great Lakes water quality and promoting sustainable blue tech development

Funding and Sustainability:

Pursue collaborative grants from foundations focused on rural development, tribal education, and environmental sustainability
Establish an endowment fund for blue tech scholarships prioritizing tribal students and rural residents
Create a social enterprise model where blue tech research services generate revenue to support educational programs
Develop public-private partnerships with blue tech companies to fund infrastructure and programs

Implementation Roadmap

Year 1: Foundation Building

Establish formal partnership agreements between LSSU and BMCC
Pilot MiWaterNet integration: BMCC CIS students create data visualization projects using existing MiWaterNet sensor data, collaborating with Brimley-LSSU CTE students already participating in the program
Conduct needs assessment with tribal communities and industry partners
Develop articulation agreements for key programs
Install MiWaterNet sensor on BMCC campus for direct student access
Secure initial funding through grants

Year 2-3: Program Development

Implement transfer pathways and bridge programs
Establish joint research initiatives
Create industry advisory board and begin internship programs
Develop stackable credentials and micro-credential programs
Build shared physical and digital infrastructure

Year 4-5: Expansion and Sustainability

Scale successful programs to serve more students
Expand research portfolio and industry partnerships
Launch community engagement and citizen science initiatives
Develop sustainable funding model
Assess outcomes and adjust strategy

Measuring Success

Success indicators for this framework include:

Number of BMCC students transferring to LSSU blue tech programs
Tribal student enrollment and completion rates in blue tech pathways
Joint research publications and grant funding secured
Student internship and job placement rates in blue tech industry
Community participation in blue tech programs and research
Economic impact of blue tech development in the region
Improvements in Great Lakes water quality and ecosystem health attributed to collaborative research

Building Sustainable Innovation

The blue tech sector offers incredible potential to transform Michigan’s Eastern Upper Peninsula into a regional leader in sustainable innovation. The framework presented here provides a roadmap for strengthening connections between LSSU, BMCC, and the blue tech industry—creating opportunities for students, supporting tribal communities, advancing critical research, and driving economic development.

Success depends on sustained commitment from all stakeholders: academic institutions investing in collaborative programs, industry partners engaging with educational pathways, tribal governments guiding community-centered research, policymakers supporting equitable funding, and community members participating in blue tech initiatives.

By leveraging the unique strengths of both LSSU and BMCC, honoring Indigenous knowledge and sovereignty, addressing digital equity barriers, and building robust industry partnerships, Michigan’s Eastern Upper Peninsula can become a model for rural and tribal blue tech innovation.

Call to Action

To My Students at BMCC:

Right now, you’re learning web design and programming through general examples—business websites, database applications, standard exercises. But I want you to know: these same skills are exactly what blue tech careers require. Data visualization, sensor programming, GIS integration, database management—you’re actively building those capabilities. You have the power to be the translators: taking the raw data from our waters and turning it into the stories and tools our community needs to protect them. The pathway from what you’re learning now to those careers is shorter than you might think—and you’re already on it.

To My Colleagues at BMCC and LSSU:

Let’s build the explicit connections this framework describes. I’m teaching foundational skills that could easily integrate blue tech examples and projects with the right partnerships. Let’s develop joint curricula, create student exchange opportunities, and show our students how their technical skills apply to Great Lakes research and environmental technology. Our institutions are an hour apart—we should be deeply integrated partners, not distant neighbors.

For Industry Partners:

Engage with our students early. Sponsor real-world projects in our courses. Show rural and tribal students that blue tech careers are accessible and valued. Your involvement could transform standard programming assignments into genuine career preparation.

For Tribal Leaders and Community Members:

You guide how technology serves the community. Help us ensure that as we develop blue tech connections, they honor Anishinaabe values, support tribal sovereignty, and address community-identified needs around water stewardship and environmental protection.

For Policymakers:

Fund the infrastructure—both physical (labs, equipment, broadband) and human (faculty development, curriculum design, transfer scholarships)—that transforms potential into reality. Rural and tribal students deserve pathways to emerging careers, not just access to general education.

Together, we can build a blue tech ecosystem rooted in this place, these waters, and these communities—one that creates economic opportunity while protecting the Great Lakes that define us.

What other connections do you see to get students involved in citizen science driven research and development?

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