Warren G. Gold
The first of a three-course capstone sequence in restoration ecology. Students review and assess project plans and installations. Class meets with members of previous capstone classes to review their projects. Prerequisite: BES 301; BES 362. Offered: jointly with ESRM/TESC 462.
Fall 2009: This quarter of the 3-quarter capstone sequence provides students with a set of practical knowledge ("tools") for tackling the remainder of the capstone sequence (463 and 464) - the development and implementation of a restoration project. Students will be assigned to restoration teams and projects early in this quarter. The team will be guided through an ecological site analysis and then craft a project proposal for the external restoration client. Students will also examine past restoration projects in our region to develop perspectives about what works and what does not work and why.
The restoration capstone sequence of courses (BES 462, 463, 464) is offered autumn, winter and spring quarters. It is a demanding and rewarding learning experience in which students learn to handle multiple facets of a real restoration project in a team environment. For more information on the entire capstone sequence see: http://depts.washington.edu/uwren/capstone/capstone.htm
Student learning goals
To understand the basic ecological and horticultural science principles underlying the restoration of damaged ecosystems
To learn how to perform an ecological analysis of a field site and apply that information to developing restoration goals
To learn how to develop a restoration project proposal underpinned by scientific literature in response to a client's "request-for-proposal",
General method of instruction
Once weekly meetings at the Center for Urban Horticulture (UW Seattle) with presentations along with REQUIRED field trips both during class time and on 2 Saturdays.
BES 301 and 362 or its equivalent are required. BES 312 are STRONGLY recommended. BES 362 can be taken concurrently with one of the three capstone quarters, but it is advised to be taken prior to the capstone. Some students lacking these pre-requisites have been admitted and have been quite successful, but this is done on a case-by-case basis. In any case, you MUST interview with the instructor prior to entry into this Restoration Capstone sequence. Contact me at email@example.com
Class assignments and grading
Web discussion board participation; field ecological site analysis report (group product); proposal draft and final version (group products)
Grades are based upon the above assignments, most of the products are generated by the restoration teams and are graded as a group. Final grades may be modified based upon peer evaluations of participation and contribution to group products (discussed in detail in class).