ENVS411:EnvironmentalConservationand
RestorationinthePacificNorthwest
Spring2012/Columbia142
ClassHours:Tues/Thurs8-9:50am
+2FridayFieldSessions-April20th1-4:50andMay11th1-4:50
Instructor:MelanieKnapp
email:
OfficeHours:Tuesday10-11,orbyappointment
OfficeLocation:Columbia47A
CourseDescription:
Inthiscourse,wewillexplorerestorationandconservationinthePacificNorthwest,focusingonfourthemes-why,where,andhowrestorationandconservationtakeplace,andwhodoesrestorationandconservation.
Wewillexaminereasonswhypeopleconserveandrestore – rangingfromethicstoaestheticsandfromhumanhealthtoeconomicandbiologicalreasons.
Wewillalsoexaminewhereconservationandrestorationtakeplace.Howdowedecidewhatareasshouldbeprioritiesforconservationandrestoration?
Wewillexploreissuesofscaleonconservationandrestorationandexplorehowpeopleengageinconservationandrestorationatmultiplescales – fromtheregionalconservationplanningperspectivetothedeterminationofwhatshouldbeconservedandrestoredonasingleproperty.
Wewillalsodiscusswhoconservesandrestores – exploringtherangeofentitiesandorganizationsthatconserveandrestoreandthevariousscalesatwhichtheyworkandoverlap.
Throughaseriesoffieldtrips,guestspeakers,andin-classreferences,wewillutilizecasestudiesofconservationandrestorationintheWillametteValleyasaplacebasedexplorationoftheinteractionofbiogeographicalareasandnaturalprocesseswithhumancreatedboundaries.
CourseGoals:
Uponcompletionofthiscourse,studentswillhave:
- Increasedunderstandingofwhy,where,andhowconservationandrestorationtakeplaceatdifferentscales
- Greaterunderstandingofwho(intermsofactorsandinstitutions)isinvolvedinrestorationandconservation
- Agreaterappreciationofthepromise,complexities,andchallengesofrestorationandconservation
- Anawarenessofhownaturalprocesses(hydrology,specificspecies,etc.)interfacewithhumancreatedboundaries(landuse,etc.)
- AlistofresourcestoseekoutfurtherinformationandopportunitiesrelatedtoconservationandrestorationingeneralandintheWillametteValleyspecifically
CourseReadings:
Thereisonerequiredtextbookforthecourse:RestoringthePacificNorthwest:TheArtandScienceofEcologicalRestorationinCascadiaeditedbyDean ApostolandMarcia Sinclair. Thisbookisavailableforpurchase,andIalsohaveonecopyonreserveattheKnightLibraryforyouraccess. AdditionalrequiredreadingswillbepostedonBlackboard. Iexpectyoutohavereadtheassignedreadingsbytheclasstheyareassigned,andIwillexpectyoutodiscussandparticipateininteractiveactivitiesbasedonreadingmaterialthroughouttheterm.
Thesyllabus,readings,speakers,andfilmsaresubjecttochangeduringthecourseoftheterm.
CourseRequirementsandGradingCriteria
- 20%ofgrade-Classattendanceandqualityofclassparticipationinin-classactivities
- 15%ofgrade-Ecosystempresentation
- 25%ofgrade-Restorationscenariogroupproject
- 15%ofgrade-Mid-termexam
- 15%ofgrade-Finalresearchpaper
- 5%ofgrade-Fieldtripreflectionpapers
- 5%ofgrade-In-classquizzesonreadings
Youwillalsohaveanopportunitytoearnextracreditinthiscoursebyparticipatinginvolunteereventswithlocalrestorationandconservationorganizations. GuidelinesforearningextracreditwillbepostedonBlackboard.
Papersmustbeturnedininhardcopyatthebeginningofclass. Allpapersshoulddoublespacedwith1"marginsand12pt.font. Iwillnotacceptpapersbyemail(exceptthefinalresearchpaper-seebelow).
GradeswillbepostedonBlackboard.
Attendance/Participation
Attendancewillbetakenateachscheduledclassandfieldtrip. Muchofthelearninginthisclasswillbefrominteractionwithyourcolleagues-pleasecomereadytocontribute! Iexpectyoutobehereforeachclassontimeandtostayfortheentiretyoftheclass. However,sicknessandlifedohappen. Oneunexcusedabsencewillnotnegativelyaffectyourattendance/participationgrade. However,additionalunexcusedabsenceswillaffectyourgrade.
Inaddition,thereareavarietyofpossibleopinionsaboutmanyofthetopicswewilldiscussinthiscourse. Iexpectyoutotreatallmembersofthecoursewithrespect.
EcosystemPresentation
Thereare9PacificNorthwestecosystemtypesdescribedinourtextbook. Eachstudentwillworkinagroupof2or3topresenttotheclassonanecosystemtypeusingmaterialfromourtextbookandoutsidesources.
Eachpresentationshouldinclude:
1)overviewofecosystemtype
2)distribution/compositionofecosystem
3)challenges/issuesrelatedtorestorationofecosystemtype
4)techniquesforrestorationofecosystemtype
5)commoninvasivespeciesintheseareas(ifany)
6)1-2casestudiesorexamplesofecosystem
7)5additionalreferences
Effectivepresentationswillbewell-organizedandusephotosandgraphics(maps,etc.). Eachpresentationwillbe20-25minutes,with5-10minutesforquestions(30minutesmax). Feelfreetouseyourpresentationtechnologyofchoice(Powerpoint,Prezi,etc.),orpresentwithanotheraid. Youwillbegradedonhowwellyouaddresseachofthetopicsabove,levelofintegrationofinformationfromassignedsectionsoftextbook,levelofengagementwithandunderstandingofthematerial,andabilitytoanswerquestionsaboutthetopic. EmailmeacopyofyourPowerpoint(oroutlineorotherteachingtoolifyouuseanothermethod)thedaybeforeyourpresentationby4pm.
Restorationscenariogroupproject
Therestorationscenariogroupprojectwillbeanopportunitytoutilizeknowledgegainedinclassandworkwithreal-lifedatatoplanrestorationonapropertynearEugene. Forthisproject,wewillbepartneringwithMcKenzieRiverTrust. Additionaldetailsandrequirementswillbediscussedinclass.
Mid-termexam
Themid-termexamwillbetakeninclass. Itwillbeclosed-notes,closed-bookandcovermaterial(bothreadingsandin-classmaterial)fromallweeksprecedingtheexam.
Finalresearchpaper-8-10pages
Thefinalindividualresearchpaperwillbeonatopicrelatedtoconservationand/orrestorationthatyoufeelinterestedin,inspiredby,orcuriousabout. OneparagraphdescribingyourtopicideaisdueatthebeginningofclassonThursday,May10th(week6). Ifyouneedideasforthispaper,feelfreetoconsultmethroughouttheterm.
ReflectionPapers
A1-2pagereflectionpaperlinkingfieldtripexperiencestomaterialcoveredinclasswillbeduetheThursdayfollowingeachfieldtrip. Eachisworth2.5%ofyouroverallgrade. Referenceatleast2classreadings,andusetheopportunitytoreflectuponyourfieldexperienceinwhateverwayishelpful. ThefirstpaperisdueatthebeginningofclassThursday,April26th(week4),andthesecondisdueThursday,May17th,(week7).
In-classquizzes
In-classquizzeswillbeunannouncedandwillhappenatsomepointduringtheterm. Ifyou'vebeenkeepinguponthereadings,thequizzesshouldbeeasy.
CoursePolicies:
Useoflaptops/electronicdevices
Useoflaptopsandelectronicdevices(phones,etc.)willnotbepermittedatanytimeduringclass. Iwanttocreateapositive,supportive,learningenvironmentwhereallmembersofclassarepresentphysicallyandmentally. Whiletechnologyhasimprovedourlivesinmanyways,theuseofelectronicsinclasscanbeverydisruptivetofellowclassmatesandunderminelearningintheclassroom. IfyouneedtousetranslationdevicesifEnglishisyoursecondlanguage,talktomeindividuallyaboutyoursituation.
CommunicationwithInstructor
Igetsomethinglike20-100emailsadayinmyUOregoninbox. Ifyoucontactmebyemail,pleasewrite"ENVS411:______subject______"inthesubjectlineoftheemail. ThiswillensurethatI'llseeyouremailandrespondmorequickly. Itismyintentiontorespondtoallemailssentduringtheweekwithin24hours,butifIdon'trespondinthattimeframe,feelfreetosendanothercheck-inemail. Idon'ttendtocheckemailonweekends,sodon'texpectthatIwillreturnanemailovertheweekend.
IamamemberoftheSocietyforEcologicalRestorationandgetaweeklyemailnewslettercalledRESTORE. Thesenewsletterscontainupdatesonawidevarietyofissuesrelatedtoecologicalrestorationandareprettyinteresting. Iwillforwardoneofthesenewsletterstotheentireclassduringweekoneortwotogiveyouachancetoseewhatonelookslike. I'mhappytocontinueforwardingthemtoanyinterestedstudentsthroughouttheterm-ifyou'dliketokeepreceivingthem,respondtomyfirstemaillettingmeknowthat. Ifatanypointyoubecomeinterestedinbeingonthelistthroughouttheterm,justletmeknowandI'lladdyou.
ProfessionalFocus
Oneofmygoalsforthecourseistoprovideaprofessionalperspectiveofwhatit'sliketoworkinthisfieldandtherealisticchallengesthatpractitionerswillface. Asjuniorsandseniorsnearinggraduation,Iwanttogivesomeperspectiveonwhatthepossibilitiesareforworkinthisfieldandwhereyoumightlookforemploymentifyou'reinterested.
Lateassignments
Lateassignmentswillhave5%deductedforeachdaylate. Ifyoufindyourself incircumstancesthatwillmakeanassignmentlateforuncontrollablereasons,cometalktomeindividuallyaboutyoursituation.
FieldTrips
ThiscourserequiresattendanceattwoFriday afternoon and one Tuesday morning fieldtrips-April20thandMay11thfrom1-4:50pm, and June 5th from 8-9:50 am. Detailsaboutthesethreefieldtripswillbediscussedinclass.
Mygoalforthefieldtripsistoprovideaplace-basedrepresentationofthebreadthoftheconservationandrestorationmovements. Thefieldtripswillshowcasethevarietyofentitiesandindividualsinvolvedaswellasadiversityofhabitats,organizationalgoals,andscalesatwhichpeoplework.
InclusiveLearningEnvironment
Iwantyoutohaveanythingyouneedtosucceedinthiscourse. Pleasetalkwithmeifyourequirespecialaccommodationsduetolearningdisabilities,religiouspractices,physicalrequirements,medicalneeds,oranyotherreasons. Inaddition,ifyouneedtouseatranslationdevicebecauseEnglishisyoursecondlanguage,pleasediscussthiswithme.
UniversityTeachingandLearningServices(541-346-3226)providesavarietyofservicestostudentsincludingworkshops,drop-insupport,tutoring,andwritinglabs. DisabilityServicesin164OregonHallisanotheravailableresource()thatyoumaybeusefulforyou.
AcademicMisconduct
Academicdishonestyincludesplagiarism,cheating,andfabricationofinformation,aswellasavarietyofotherthingslistedintheStudentCodeonlineat: Pleasejustdon't.
AboutYourInstructor
IamaMastersstudentintheEnvironmentalStudiesandConflictDisputeResolutionprograms. I'malsocompletingagraduatecertificateinNonprofitManagementthroughthePlanning,PublicPolicy,andManagementdepartment. I'manativeHoosierandlovethePacificNorthwest. BeforemovingtoOregon,IcompletedaB.S.inBiologyandaninterdisciplinarycertificatecombiningliberalartsandbusinessmanagement. IalsoworkedasaResearchAssociate/LabManagerinasoilecologylab,workedandvolunteeredatorganicgardens,co-taughtanenvironmentalstudiescourseatanindependentschool,workedatalocaloutdoorgearshop,anddidresearchforanupcomingbookonenvironmentalsocialscience.ThefirstsummerImovedtoOregon,Icompleteda10weekpermaculturedesignandecovillageeducationcoursenearDexter,OR.
I'minterestedinenvironmentalconflictresolutionandcollaborativeplanningandpolicyaddressingcomplexnaturalresourceissuesinvolvingmultiplestakeholders.Lately,I'vebeendevelopinganinterestinfederalagency-tribecollaborationonpubliclands. IworkedasasummerHabitatRestorationfieldTechnicianforMcKenzieRiverTrustandthentooklastyearofftointernfulltimeasaConservationPlanningAssociate(alsoforMcKenzieRiverTrust)throughtheResourceAssistanceforRuralEnvironments(RARE)programintheUniversityofOregon’sCommunityServiceCenter.
WhenI’mnotworking,you’llfindmeclimbingorbouldering,cooking,hiking,biking,orfindinganyreasonableexcusetobeoutside.I'mexcitedtobeteachingthiscourse!
Feedback
Iwelcomeyourfeedback,bothsolicitedandunsolicited,throughoutthetermabouthowthecourseisgoing. Iwanttomakethiscourseworkforyouandbeameaningfulexperience!
CourseOutline
Week1,Class1:Tuesday,April3rd
Introductiontocoursethemes
Syllabusandcourseexpectations
Introductions
Week1,Class2:Thursday,April5th
Whatisconservation?
Whydopeopleconserve?
Readings:
READ:
Callicott,J.Baird. 1990. WhiterConservationEthics? ConservationBiology4(1):15-20.
Soulé,Michael.1985. WhatIsConservationBiology?BioScience35(11):727-734.
Trombulak,StephenC.,et.al. 2004. RecommendedGuidelinesforConservationLiteracyfromtheEducationCommitteeoftheSocietyforConservationBiology. ConservationBiology18(5):1180-1190.
SKIM:
Costanza,et.al.1997. Thevalueoftheworld’secosystemservicesandnaturalcapital. Nature387:253-260.
Week2,Class1:Tuesday,April10th
Whatgetsconserved?
Readings:
Apostol,Dean,andMarciaSinclair,eds. 2006. RestoringthePacificNorthwest:TheArtandScienceofEcologicalRestorationinCascadia.
NorthwestEnvironmentalGeographyandHistory. Pgs3-10.
Myers,et.al.2000. Biodiversityhotspotsforconservationpriorities.Nature403(24):853-858.
OregonDepartmentofFishWildlife. OregonConservationStrategy.
StatewideConservationIssues. Pgs7-10.
SummaryofStrategyHabitatsandSpecies. Pgs11-14.
AnEcoregionalApproachtoConservation. Pgs15-18.
EXPLOREAROUNDTHISWEBSITE:
Week2,Class2:Thursday,April12th
Whatisrestoration?
Whyrestore?
Readings:
Apostol,Dean,andMarciaSinclair,eds. 2006. RestoringthePacificNorthwest:TheArtandScienceofEcologicalRestorationinCascadia.
EcologicalRestoration. Pgs11-25.
SocietyforEcologicalRestorationInternationalSciencePolicyWorkingGroup. 2004.SocietyforEcologicalRestorationInternationalPrimeronEcologicalRestoration.Pgs1-15.
Young,Truman. 2000. RestorationEcologyandConservationBiology. BiologicalConservation92:73-83.
Monday,April16th
PowerpointsforEcosytemPresentationGroups1-3dueby4pm(byemail).
Week3,Class1:Tuesday,April17th
PNWEcosystemPresentations1-3
Readings:
Apostol,Dean,andMarciaSinclair,eds. 2006. RestoringthePacificNorthwest:TheArtandScienceofEcologicalRestorationinCascadia.
BunchgrassPrairie. Pgs29-40;46-61.[Skip"PrinciplesofRestoration"sectionand"Practices"subsectionof"SocialandEconomicContext."]
FreshwaterWetlands. Pgs150-171.
RiparianWoodlands. Pgs122-146.
Wednesday,April18th
PowerpointsforEcosytemPresentationGroups4-6dueby4pm(byemail).
Week3,Class2:Thursday,April19th
PNWEcosystemPresentations4-6
Readings:
Apostol,Dean,andMarciaSinclair,eds. 2006. RestoringthePacificNorthwest:TheArtandScienceofEcologicalRestorationinCascadia.
PonderosaPineandInteriorForests. Pgs194-213.
TidalWetlands. Pg173-191.
OakWoodlandsandSavannas. Pgs63-92.
Week3,FieldTrip#1:Friday,April20th
MeetinOnyxParkingLotat1:00. Destination: Dorena Genetic Resource Center, Cottage Grove, OR.
Monday,April23rd
PowerpointsforEcosytemPresentationGroups7-9dueby4pm(byemail).
Week4,Class1:Tuesday,April24th
PNWEcosystemPresentations7-9
Readings:
Apostol,Dean,andMarciaSinclair,eds. 2006. RestoringthePacificNorthwest:TheArtandScienceofEcologicalRestorationinCascadia.
ShrubSteppe. Pgs216-237.
Old-GrowthConiferForests. Pgs97-117.
Mountains. Pgs241-272.
Week4,Class2:Thursday,April26th
GuestSpeaker-JodiLemmer,LandSteward,McKenzieRiverTrust(presentingRestorationprojectinformationforpresentationsonMay29th)
Whatisrestoration?, continued
Fieldtripreflectionpaper#1due
Readings:
The Nature Conservancy.
Conservation Action Planning.
Week5,Class1:Tuesday,May1st
Comparingrestorationecologyandconservationbiology
Conservation/Restoration Planning introduction
Legislation affectingconservation
Public ownership
Week5,Class2:Thursday,May3rd
Mid-term examcoveringmaterialinallreadingsandclassesupuntilthispoint.
Week6,Class1:Tuesday,May8th
Public ownership, continued
Inspiring people to conserve/restore
Bringinatleastonephotoorimagerelatedtorestorationorconservationthatmakesanimpactonyou(thatyouarewillingtodisplayinclassroom)
Week6,Class2:Thursday,May10th
Guest Speaker-LizLawrence,OperationsManager,McKenzieRiverTrust
Oneparagraphdescribingyourfinalpapertopicdue
Week6,FieldTrip#2:Friday,May11th
MeetinOnyxParkingLotat1:00. Destination:NRCS Plant Materials Center, Corvallis, OR.
Week7,Class1:Tuesday,May15th
GuestSpeaker-ChandraLeGue,Old-growthCampaignCoordinator,OregonWild
Advocacy
Week7,Class2:Thursday,May17th
Managing Northwest invasive vegetation
Voluntary conservation tools
Debate - use of herbicides in restoration
Fieldtripreflectionpaper#2due
Readings:
Apostol,Dean,andMarciaSinclair,eds. 2006. RestoringthePacificNorthwest:TheArtandScienceofEcologicalRestorationinCascadia.
Managing Northwest Invasive Vegetation. Pgs 374-391.
Oregon Conservation Strategy.
How to Get the Job Done: Voluntary Conservation Tools. Intro and Types of Voluntary Conservation Tools sections. Pgs 70-73.
The Nature Conservancy.
Conservation Easements in Oregon.
Conservation Easements: Conserving Land, Water, and a Way of Life
Explore this website:
Week8,Class1:Tuesday,May22nd
noclass - workonrestorationgroupprojects
Week8,Class2:Thursday,May24th
Film - In Light of Reverence
Week9,Class1:Tuesday,May29th
RestorationGroupProjectpresentations
Week9,Class2:Thursday,May31st
Urban natural areas
Traditional ecological knowledgein restorationand conservation
Readings:
Apostol,Dean,andMarciaSinclair,eds. 2006. RestoringthePacificNorthwest:TheArtandScienceofEcologicalRestorationinCascadia.
TraditionalEcologicalKnowledgeandRestorationPractice.Pgs.393-423.
ExploretheIndigenousPeoples'RestorationNetworkwebsite:
Week10,Class1:Tuesday,June5th
Field trip - meet at Onyx Bridge parking lot at 8:00 am. Destination: Madison Meadow, Eugene, OR.
Readings:
Apostol, Dean, and Marcia Sinclair, eds. 2006. Restoring the Pacific Northwest: The Art and Science of Ecological Restoration in Cascadia.
Urban Natural Areas. Pgs 279-297.
Week10,Class2:Thursday,June7th
Large landscape scale conservation
Collaboration
Coursewrap-up
Readings:
Matthew McKinney, Lynn Scarlett, and Daniel Kemmis. Large Landscape Conservation:
A Strategic Framework for Policy and Action.
Chapter 1: Taking Conservation to Scale. Pgs 1-13.
Chapter 2: The Promise of Large Landscape Conservation. Pgs 14-20.
Chapter 4: Barriers to Large Landscape Conservation. Pgs 32-37.
Saturday,June