Bridging science and community: The impact of the PORTS Student Summary Project

Each year, students from Pike and Scioto counties, guided by the Voinovich School of Leadership and Public Service, take on the challenging task of translating complex environmental data into accessible summaries for the public. 

The ASER Student Summary, as part of the Voinovich School's commitment to environmental education, focuses on simplifying the findings of the U.S. Department of Energy’s (DOE) Annual Site Environmental Report (ASER). This hands-on initiative not only enhances students' understanding of environmental science but also strengthens their communication skills, preparing them for careers in STEM and public service.

The ASER is a critical document that tracks the environmental monitoring and restoration efforts at the Portsmouth Gaseous Diffusion Plant (PORTS), located in Pike County, Ohio. From 1954 to 2001, PORTS was used to enrich uranium for national defense and energy, but today the site’s focus has shifted toward environmental restoration. 

The DOE’s annual ASER documents the progress of these cleanup efforts, but the technical nature of the report often makes it difficult for the public to fully understand. The ASER Student Summary helps distill complex data into simplified, visual summaries, allowing students to make the report more accessible to their communities.

Through this initiative, students also gain firsthand exposure to the practical application of scientific research. According to Nichole Mazzone, an environmental specialist at the Voinovich School and project lead, the ASER Student Summary teaches students how to make scientific information accessible to a wider audience.

“We teach the students how to take something technical and make it easily digestible for everyone,” Mazzone said. “That’s an important skill they take away from the PORTS Future program.”

Looking ahead, the ASER Student Summary will continue to grow. Each year, students contribute to the broader goal of educating the public about the ongoing restoration efforts at PORTS. Jacob White, a project manager at the Voinovich School who has worked with the ASER for nearly a decade, views it as an opportunity to build lasting community connections.

“These students often stay in their communities and become leaders,” White said. “They gain a deeper understanding of the plant site’s history, which helps them connect with the community’s broader environmental goals.”

The project bridges the gap between technical data and public understanding of environmental issues. White, who presents to students on topics related to the ASER, describes their engagement as the highlight of the project. 

“Student engagement is my favorite part of the project,” White said. “I present on two topics that I find interesting, and sharing that with students—and seeing their response and interest—is my favorite aspect.”

White also believes the ASER Student Summary plays an important role in rebuilding trust between the DOE and the local community, which has a complicated history with the plant. 

“Until 2000, the public was not allowed to access information about the plant site,” White said. “Now, students have the chance to learn about the site’s past and present, fostering transparency and community involvement in the cleanup process.”

By involving local students in environmental monitoring, the project nurtures a sense of ownership and pride, ensuring the ongoing restoration efforts at PORTS remain transparent and well understood by the communities most affected by them.

The culmination of months of research and preparation, the student-led exposition provides a public platform for students to showcase their findings and encourage greater community involvement in the environmental restoration of the Portsmouth site.

Jenny Hileman, a research associate at the Voinovich School and co-lead on the project, emphasized the rewarding experience of seeing students’ hard work come to life. 

“What makes this project special is that we see the results unfold in real time,” Hileman said. “We’re there with the students in the classrooms, and then we see it all come together at the Expo– It’s one of the best parts of the process.”