WATS 6900 §3 - Course Syllabus
Students explore the science and case studies that encouraged Low-Tech Process-Based Restoration of Riverscapes. Students gain exposure to key experiments and studies, and come to understand what the state of current LTPBR science is and where remaining knowledge gaps exist.
|Title||Science & Case Studies of Low-Tech Process-Based Restoration of Riverscapes|
|Semester(s) Traditionally Offered||Spring|
|Credits:||1.0 Credit hours (1.5 CEU)|
|Schedule Types:||Hybrid Face to Face Lecture|
|Cross-Listed As:||CEWA 5700 (Will become WATS/CEWA 5621 in Spring 2022)|
Spring 2021 - Science of LTPBR
- Matriculated Students: ST:SCI&CASE STUD LOWTECH RIV - 12054 - WATS 6900 - 003
- Non-Matriculated Students: CEWA 5700 - 26394 - LB2
|LTPBR Science & Case Studies||1:30 pm - 3:30 pm||Tuesdays||Zoom||Feb 09, 23 & Mar 2, 2021||Nicolaas W Bouwes (P), Stephen Nicholas Bennett, Joseph Michael Wheaton|
Outline dates and assignments are all available on Canvas:
Students are expected to watch pre-recorded lectures and complete the reading assignments prior to our class meetings, where those topics will be discussed and exercises completed as a group.
This class meets three times for these discussion sessions:
|2/9/2021||2.1 & 2.2||Review & Intro + Case Studies (Resilience)|
|2/23/2021||2.2||Case Studies that Build Confidence in LTPBR (Bridge Creek & Asotin Creek)|
|3/2/2021||2.3||State of Supporting Science|
This course is based on Module 2 of the self-paced materials.
Current USU Tuition for 1 credit. No additional Course Fee. Please register on Banner. Note, tuition for 1 credit varies between $601.21 and $2482.92 per credit based on undergraduate vs. graduate, in-state vs. out-of-state, and total number of credits)
Continuing Education Students
$265.79 Register Here
This introductory course is focused on remembering and understanding, and is intended as a follow-up to the Introduction to LTPBR Course, offering students an overview of some of the underlying science and case studies that have helped build confidence in LTPBR practice.By the end of this course, students will:
- Be able to indicate what scholarly literature and science have been used as the conceptual foundations for low-tech process-based restoration.
- Understand how key LTPBR studies were used to build confidence in the use of post-assisted log-structures, beaver dam analogues and other low-tech treatments to invoke specific processes and increase resilience.
- Recognize what outstanding knowledge gaps exist within the science.
Recognize what outstanding knowledge gaps exist within the science.
Nicolaas Bouwes3,2,1Lead Instructor
Aquatic Ecologist, Adjunct Professor, Principal2
Office Hours: By Appointment
Stephen N. Bennett1,2,3Co-Instructor
Ecologist, Adjunct Professor, Principal2
Office Hours: By Appointment
Associate Professor of Riverscapes,
Office Hours: Wednesday, 12:00 to 13:00 - Zoom Drop-In or By Appointment
To get in touch with instructor(s), please use Canvas for communication.
Group Office Hours (Wednesday 12:00 - 13:00 via Zoom
The course is organized into a series of modules or topics. Slides (as PDFs), recordings (as YouTube videos), and readings (from textbook or provided PDFs) are the main course materials. Within each module, formative assignments (unassessed) and graded assignments are assigned in Canvas. Assignment weightings, assessment critiera, rubrics (if appropriate) are provided by assignment and in the grade book.
Slides & Handouts
All of course lecture slides and materials are linked from the Canvas page by module and assignment.
WATS 6900 - Intro to LTPBR Course Assignments Module 2 - Science
Slides , Recorded Lectures and Exercises
Mandatory Texts - A hard copy of both the manual and pocket-guide will make your participation in the courses easier, but free digital versions are available below. If you do not have hard copies, please have a PDF open in the background during class.
For the course, we rely on the a Design Manual and the Pocket Guide, which free electronic versions are below. Print copies of manual are available for ~ $60 on Amazon or on BookBaby and waterproof versions of the pocket guide can be purchased here.
We will primarily focus on Chapters 1 and 2 of the Design Manual.
- Wheaton J.M., Bennett S.N., Bouwes, N., Maestas J.D. and Shahverdian S.M. (Editors). 2019. Low-Tech Process-Based Restoration of Riverscapes: Design Manual. Version 1.0. Utah State University Restoration Consortium. Logan, UT. 286 pp. DOI: 10.13140/RG.2.2.19590.63049/2.
- Wheaton JM, Wheaton A, Maestas J, Bennett S, Bouwes N, Shahveridan S, Camp R, Jordan C, Macfarlane W, Portugal E, Weber N. 2019. Low-Tech Process-Based Restoration of Riverscapes: Pocket Field Guide. Utah State University Restoration Consortium. DOI: 10.13140/RG.2.2.28222.13123/1.
Course Specific Policies
Evaluation Methods and Criteria
Points are awarded for quize(s) ans assessed assignments as specified in Cavnas. Rubrics are provided.
The following grading standards will be used in this class:
|A||100 % to 93.0%|
|A-||< 93.0 % to 90.0%|
|B+||< 90.0 % to 87.0%|
|B||< 87.0 % to 83.0%|
|B-||< 83.0 % to 80.0%|
|C+||< 80.0 % to 77.0%|
|C||< 77.0 % to 73.0%|
|C-||< 73.0 % to 70.0%|
|D+||< 70.0 % to 67.0%|
|D||< 67.0 % to 60.0%|
|F||< 59.0 % to 0.0%|
University Policies & Procedures
Attendance and Excused Absences Policy
We adopt USU’s Attendance & Excused Absence policies. Attendance to all class meetings is expected and participation in live discussions is expected. If for any reason you miss a class for a non- “excused” absence, you are expected to make use of the course website, canvas, office hours, and/or if necessary the class discussion boards on canvas, and/or contact your peers to make up for anything you missed. If you have an “excused” absence, please contact the lead instructor to make alternative arrangements.
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Utah State University supports the principle of freedom of expression for both faculty and students. The University respects the rights of faculty to teach and students to learn. Maintenance of these rights requires classroom conditions that do not impede the learning process. Disruptive classroom behavior will not be tolerated. An individual engaging in such behavior may be subject to disciplinary action. Read Student Code Article V Section V-3 (Links to an external site.) for more information.
COVID-19 Classroom Protocols
In order to continue to provide a high standard of instruction at USU, and to limit the spread of COVID-19 during the pandemic, students are asked to follow certain classroom protocols during the fall 2020 semester. These protocols are in place not only for your safety but also the safety of the rest of the campus community. You will be asked to clean your desk area at the start of each class, sit in designated seats, wear face coverings, and follow dismission instructions. There may be individual medical circumstances that prevent some students from using face coverings. These circumstances will be rare, but if they do exist, we ask that everyone be respectful. It is imperative that we each do our part so that on-campus instruction can continue.
Academic Freedom and Professional Responsibilities
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Academic Integrity – “The Honor System”
Each student has the right and duty to pursue his or her academic experience free of dishonesty. To enhance the learning environment at Utah State University and to develop student academic integrity, each student agrees to the following Honor Pledge: “I pledge, on my honor, to conduct myself with the foremost level of academic integrity.” A student who lives by the Honor Pledge is a student who does more than not cheat, falsify, or plagiarize. A student who lives by the Honor Pledge:
- Espouses academic integrity as an underlying and essential principle of the Utah State University community;
- Understands that each act of academic dishonesty devalues every degree that is awarded by this institution; and
- Is a welcomed and valued member of Utah State University.
The instructor of this course will take appropriate actions in response to Academic Dishonesty, as defined the University’s Student Code. Acts of academic dishonesty include but are not limited to:
using, attempting to use, or providing others with any unauthorized assistance in taking quizzes, tests, examinations, or in any other academic exercise or activity. Unauthorized assistance includes:
- Working in a group when the instructor has designated that the quiz, test, examination, or any other academic exercise or activity be done “individually;”
- Depending on the aid of sources beyond those authorized by the instructor in writing papers, preparing reports, solving problems, or carrying out other assignments;
- Substituting for another student, or permitting another student to substitute for oneself, in taking an examination or preparing academic work;
- Acquiring tests or other academic material belonging to a faculty member, staff member, or another student without express permission;
- Continuing to write after time has been called on a quiz, test, examination, or any other academic exercise or activity;
- Submitting substantially the same work for credit in more than one class, except with prior approval of the instructor; or engaging in any form of research fraud.
Falsification: altering or fabricating any information or citation in an academic exercise or activity.
- Plagiarism: representing, by paraphrase or direct quotation, the published or unpublished work of another person as one‘s own in any academic exercise or activity without full and clear acknowledgment. It also includes using materials prepared by another person or by an agency engaged in the sale of term papers or other academic materials.
For additional information go to: ARTICLE VI. University Regulations Regarding Academic Integrity (Links to an external site.)
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The university responds promptly upon learning of any form of possible discrimination or sexual misconduct. Any individual may contact USU’s Office of Equity (Links to an external site.) for available options and resources or clarification. The university has established a complaint procedure to handle all types of discrimination complaints, including sexual harassment (USU Policy 305 (Links to an external site.)), and has designated the Office of Equity Director/Title IX Coordinator as the official responsible for receiving and investigating complaints of sexual harassment.
Withdrawal Policy and “I” Grade Policy
Students are required to complete all courses for which they are registered by the end of the semester. In some cases, a student may be unable to complete all of the coursework because of extenuating circumstances, but not due to poor performance or to retain financial aid. The term ‘extenuating’ circumstances includes: (1) incapacitating illness which prevents a student from attending classes for a minimum period of two weeks, (2) a death in the immediate family, (3) financial responsibilities requiring a student to alter a work schedule to secure employment, (4) change in work schedule as required by an employer, or (5) other emergencies deemed appropriate by the instructor.
Students with Disabilities
USU welcomes students with disabilities. If you have, or suspect you may have, a physical, mental health, or learning disability that may require accommodations in this course, please contact the Disability Resource Center (DRC) (Links to an external site.) as early in the semester as possible (University Inn # 101, (435) 797‐2444, firstname.lastname@example.org). All disability related accommodations must be approved by the DRC. Once approved, the DRC will coordinate with faculty to provide accommodations.
Regardless of intent, careless or ill-informed remarks can be offensive and hurtful to others and detract from the learning climate. If you feel uncomfortable in a classroom due to offensive language or actions by an instructor or student(s) regarding ethnicity, gender, or sexual orientation, contact:
- Division of Student Affairs: https://studentaffairs.usu.edu (Links to an external site.), (435) 797-1712, email@example.com, TSC 220
- Student Legal Services: https://ususa.usu.edu/student-association/student-advocacy/legal-services (Links to an external site.), (435) 797-2912, TSC 326,
- Access and Diversity: http://accesscenter.usu.edu (Links to an external site.), (435) 797-1728, firstname.lastname@example.org; TSC 315
- Multicultural Programs: http://accesscenter.usu.edu/multiculture (Links to an external site.), (435) 797-1728, TSC 315
- LGBTQA Programs: http://accesscenter.usu.edu/lgbtqa (Links to an external site.), (435) 797-1728, TSC 3145
- Provost‘s Office Diversity Resources: https://www.usu.edu/provost/diversity (Links to an external site.), (435) 797-8176
You can learn about your student rights by visiting: The Code of Policies and Procedures for Students at Utah State University: https://studentconduct.usu.edu/studentcode (Links to an external site.)
Students who feel they have been unfairly treated may file a grievance through the channels and procedures described in the Student Code: Article VII (Links to an external site.).
Full details for USU Academic Policies and Procedures can be found at:
- Student Conduct (Links to an external site.)
- Student Code (Links to an external site.)
- Academic Integrity (Links to an external site.)
- USU Selected Academic Policies and Procedures (Links to an external site.)
- USU Academic Policies and Procedures (Links to an external site.)
- Academic Freedom and Professional Responsibility Policy (Links to an external site.)
In the case of a drill or real emergency, classes will be notified to evacuate the building by the sound of the fire/emergency alarm system or by a building representative. In the event of a disaster that may interfere with either notification, evacuate as the situation dictates (i.e., in an earthquake when shaking ceases or immediately when a fire is discovered). Turn off computers and take any personal items with you. Elevators should not be used; instead, use the closest stairs.
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Students are also encouraged to download the “SafeUT App” (Links to an external site.) to their smartphones. The SafeUT application is a 24/7 statewide crisis text and tip service that provides real-time crisis intervention to students through texting and a confidential tip program that can help anyone with emotional crises, bullying, relationship problems, mental health, or suicide related issues