Amy M Lambert
Introduces ecological restoration of damaged ecosystems. Develops a broad understanding of restoration ecology, including diverse ecological aspects of the practice of restoration, conceptual and philosophical issues underlying the field, and social and political factors that influence restoration outcomes. Includes field work, lectures, readings, and discussion.
SPRING 2013 This is an introductory course that will expose you to a wide range of ecological and philosophical concepts that are the basis of restoration ecology. Generally, the goal of restoration ecology is to restore ecosystem function and reestablish historic plant and animal communities. Although there are many ways to practice restoration ecology, one of the most important objectives is to create healthy and sustainable ecosystems through cultural practices. The relationship between cultural practices and sustainability will be one of the dominant themes in this course. Additional topics will include (1) the social and political rationale for restoration (2) approaches to the practice of restoration (3) ecological/theoretical frameworks from which restoration is practiced and (4) constraints on restoration and how restoration is assessed. Restoration ecology is best understood by experiencing projects first-hand. We will visit restoration sites, interact with land managers and participate in restoration activities. My goal is for everyone to gain a deeper understanding of restoration ecology so that you are able to confidently inquire and perhaps participate in local restoration projects after taking this course.
Student learning goals
Develop skills in assessment and analysis of restoration projects
Develop vocabulary to communicate effectively about restoration ecology
Gain experience in working collaboratively on group projects
Develop critical thinking skills that enable synthesis of both social and ecological perspectives
Gain experience in participating in restoration activities
General method of instruction
Weekly readings will provide the basis for discussion, but field trips and group projects will be the central focus of the course.
Students will be better prepared if they have already taken BES 312 Ecology, and a course in plant identification. Neither is required, and students should not be discouraged from participating if they lack these courses.
Class assignments and grading
Students will keep a field journal, and write a field trip report about each site visit. Students will also participate in a group field project to evaluate progress in the North Creek UWB/CCC Wetland Restoration.
Participation is crucial. Grades will be based on discussions, field trip reports and participation in group projects.