Course Form
I. Summary of Proposed Changes
Dept / Program
College of Forestry and Conservation/
Prefix and Course
Wildland Restoration (WLR)
#
Course Title
Integrative Ecology [Sic] Restoration Capstone
Short Title (max. 26 characters incl. spaces)
Summarize the change(s) proposed
NRSM 444
1) Change name to “Ecological Restoration
Capstone” and make minor edits to
description
2) Increase credits from 3 to 5
3) Add the “service learning” designation to
the course (separate application also done
for service learning)
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Requestor:
Cara Nelson
Phone/ email :
X6066/cara.nelson@umontana.edu
Program Chair/Director:
Cara R. Nelson
Other affected programs
None
Dean:
Date
Jim Burchfield
Are other departments/programs affected by this modification
Please obtain signature(s) from the
because of
Chair/Director of any such department/
(a) required courses incl. prerequisites or corequisites,
program (above) before submission
(b) perceived overlap in content areas
(c) cross-listing of coursework
III: To Add a New Course Syllabus and assessment information is required (paste syllabus into
section V or attach). Course should have internal coherence and clear focus.
Common Course Numbering Review (Department Chair Must Initial):
YES NO
Does an equivalent course exist elsewhere in the MUS? Check all relevant disciplines if
course is interdisciplinary. (http://www.mus.edu/Qtools/CCN/ccn_default.asp)
If YES: Do the proposed abbreviation, number, title and credits align with existing course(s)? Please indicate
equivalent course/campus. 
If NO: Course may be unique, but is subject to common course review. Be sure to include learning outcomes
on syllabus or paste below. The course number may be changed at the system level.
Exact entry to appear in the next catalog (Specify course abbreviation, level, number, title, credits,
repeatability (if applicable), frequency of offering, prerequisites, and a brief description.) 
Justification: How does the course fit with the existing curriculum? Why is it needed?
Are there curricular adjustments to accommodate teaching this course?
Complete for UG courses (UG courses should be assigned a 400 number).
Describe graduate increment - see procedure 301.30
http://umt.edu/facultysenate/committees/grad_council/procedures/default.aspx
Complete for Co-convented courses
Companion course number, title, and description (include syllabus of companion course in section V)
See procedure 301.20 http://umt.edu/facultysenate/committees/grad_council/procedures/default.aspx.
New fees and changes to existing fees are only approved once each biennium by the
Board of Regents. The coordination of fee submission is administered by Administration
and Finance. Fees may be requested only for courses meeting specific conditions
according to Policy 940.12.1 http://mus.edu/borpol/bor900/940-12-1.pdf . Please indicate
whether this course will be considered for a fee.
If YES, what is the proposed amount of the fee?
Justification:
YES
NO
IV. To Delete or Change an Existing Course – check X all that apply
Deletion
Title
X
Course Number Change
From:
Level U, UG, G
From:
Co-convened
To:
To:
Description Change
Change in Credits
X
X
From:
To:
3 credits
5 credits
Prerequisites
1. Current course information at it appears in catalog
(http://www.umt.edu/catalog) 
Integrative Ecology [sic] Restoration 3 cr. Offered
spring. Prereq., junior or senior standing and successful
completion of FOR 265 and completion or concurrent
enrollment in FOR 365 or consent of instr.
This course covers the nuts and bolts of designing
restoration and monitoring plans. Students are required
to develop and submit a restoration or monitoring plan
for their final project.
Repeatability
Cross Listing
(primary
program
initiates form)
Is there a fee associated with the
course?
2. Full and exact entry (as proposed) 
Ecological Restoration Capstone 5 cr.
Offered spring. Prereqs: junior or senior
standing; successful completion of
NRSM 265; and successful completion
of or concurrent enrollment in NRSM
365.
This course teaches students about
designing and implementing restoration
and monitoring plans through lectures,
labs, and hands-on experience working
with ecologists and managers from a
local government agency, NGO, or
other organization.
3. If cross-listed course: secondary program & course number
4. If co-convened course: companion course number, title, and description
(include syllabus of companion course in section V) See procedure 301.20
http://umt.edu/facultysenate/committees/grad_council/procedures/default.aspx.
5. Is this a course with MUS Common Course Numbering?
http://www.mus.edu/Qtools/CCN/ccn_default.asp
If yes, please explain below whether this change will eliminate the course’s common course
status.
6. Graduate increment if level of course is changed to UG.
Reference procedure 301.30:
Have you reviewed the graduate
increment guidelines? Please check
NO
http://umt.edu/facultysenate/committees/
grad_council/procedures/default.aspx
(syllabus required in section V)
7. Other programs affected by the change
8. Justification for proposed change
(X) space provided.
None
1) Change name to “Ecological
Restoration Capstone” and make minor
edits to the description – The current
course name has a typo that needs to be
corrected. In addition, we are
proposing to drop “integrative” and add
“capstone” to the title to signify to
students that this course is the
culmination course in the restoration
curriculum. We are also proposing
minor edits to the catalog description
(e.g., update names of pre-req. courses
using new course rubrics).
2) Increase credits from 3 to 5 - NRSM
444 provides a major learning
experience for our students. During this
course, students learn how to assess a
restoration proposal, and how to design
an effective monitoring (research) plan,
including developing field protocols
and testing levels of precision
associated with data collection.
Students gain experience on real-world
projects working with a mentor from a
government agency, NGO, or other
restoration company; these experiences
have been amazing for our students and
have even led to employment
opportunities. Adding the extra credits
would allow for 2-hrs of lab time each
week for the groups to work on their
restoration designs. In the past,
succeeding in this course has required
more than a 3-creitd hr load, and has
required substantial lab and field time
out of class. By adding credits to the
course, we can solve some of the issues
surrounding with-in group coordination
of meetings. Also, we currently run
field trips past the end of class
(disclosed in the syllabus); adding the
credit hours would allow us to
"officially" have this field time (also
necessary to test methods for their
proposals).
3) Add the “service learning” designation
to the course – the course meets all the
criteria of service learning and should,
therefore, be designated as such. A
separate application has been submitted
for Service Learning designation
V. Syllabus/Assessment Information (must include learning outcomes)
Required for new courses and course change from U to UG. Paste syllabus in field below or attach and send
digital copy with form.
VI Department Summary (Required if several forms are submitted) In a separate document list course
number, title, and proposed change for all proposals.
VII Copies and Electronic Submission. After approval, submit original, one copy, summary of
proposals and electronic file to the Faculty Senate Office, UH 221, camie.foos@mso.umt.edu.
Revised 8-23-11
SYLLABUS: NRSM 444 ECOLOGICAL RESTORATION CAPSTONE
Introduction: This five-credit, service-learning course is the capstone experience for students in
the Wildland Restoration major, although it is open to juniors, seniors and graduate students
from other programs. It is designed to get students active in the field of restoration through the
application of ecological principles to restoration practice and through direct experience
developing a restoration or monitoring plan (expectation of 75 hrs of work outside of class time),
and hosting a volunteer restoration event (22 hrs of work outside of class time), with a
community organization partner. All students enrolled in this course must have the desire and
motivation to interact with local restoration professionals and to contribute in a meaningful way
to local community organizations and projects.
Prerequisites: Students must have completed at least one course in:
•
•
Ecology - Students who have not taken an ecology course are not eligible to take this class.
Restoration (FOR265 Elements of Ecological Restoration or equivalent) - Students who have
not taken a restoration course will be required to write a paper on Peter Friederici’s book,
Nature’s Restoration (2006, Island Press; copies available at the UM Bookstore by the
second week of classes). Guidelines and due dates for the paper are available from the
course instructors.
Time and place
•
•
Wednesdays, 3:10-5:00 PM, Room 452, Clapp Science Complex (CHCB).
Fridays, 2:10-5:00 PM, Room 452, Clapp Science Complex (CHCB).
Instructors:
• Dr. Cara Nelson, Department of Ecosystem and Conservation Sciences, College of Forestry
and Conservation. Email: cara.nelson@cfc.umt.edu. Office: 463 Clapp. Office hours:
Mondays and Fridays 4:10-5:00 PM.
•
Dr. Laurie Marczak, Department of Ecosystem and Conservation Sciences, College of
Forestry and Conservation. Email: laurie.marczak@cfc.umt.edu. Office: 423A Clapp.
Office hours: Wednesdays 9:10-11:00.
Please make an appointment to meet Instructors during office hours, as timeslots generally fill up
in advance.
Definition of Service Learning: This course has the “Service Learning” designation. Service
Learning is a method of teaching and learning in which students, faculty and community partners
work together to enhance student learning by applying academic knowledge in a communitybased setting. Student work addresses the needs of the community, as identified through
collaboration with community or tribal partners, while meeting instructional objectives through
faculty-structured service work and critical reflection meant to prepare students to be civically
responsible members of the community. At its best, service learning enhances and deepens
students’ understanding of an academic discipline by facilitating the integration of theory and
practice, while providing them with experience that develops life skills and engages them in
critical reflection about individual, institutional, and social ethics.
NRSM444 Syllabus, 2013
Learning outcomes: By completing this course students should be able to:
1) Compile a high-quality application for a job in ecological restoration;
2) Design a restoration and monitoring plan;
3) Evaluate ecological restoration plans developed by others;
4) Organize a volunteer restoration work day for a community partner; and
5) Communicate effectively with community members about the importance of ecological
restoration.
Course format: A variety of learning tools will be used, including lectures, field trips and peerlearning activities.
Lectures ~ Lectures will be based on readings that will be made available to you ahead of class
and will form the basis of in-class discussion (see below for more information on reading
assignments). Because of the interdisciplinary nature of this course, lectures will be conducted
both by the course instructors and a variety of guest lecturers.
Field trips ~ All field trips will be during Friday class periods. Field trip vans will leave campus
promptly at 2:10 PM and will arrive back by 5:00 PM. Please make sure that you are on time for
field trips, as the short duration of the class period will not permit waiting for late comers.
Vehicles will leave from the parking lot south of Davidson Honors College, west of Forestry,
and east of Old Journalism.
In addition to trips scheduled during class periods, each student will be required to work with a
group to organize and participate in one out-of-class restoration work party on a weekend
(students will be involved in scheduling).
Peer-learning activities ~ Peer learning has been shown to be a highly effective teaching tool
and is an integral component of the course. Students will work in groups with a community
partner to develop a monitoring plan (see details below) and plan a volunteer restoration event
(see details below). Students will have three opportunities during the semester to share their
service learning experience and reflect on their learning.
Assignments: Instructions for all assignments will be posted on Blackboard, UM's Online
Course Supplement (http://umonline.umt.edu/blackboard/Default.aspx).
(1) Participation ~ Credit will be awarded throughout the semester for student participation in
class discussions, group exercises, field trips, and quizzes based on assigned readings.
(2) Evaluation of Restoration Plans ~ On February 2th, students will be given an assignment to
critique restoration plans (along with plans to critique). During class on February 18th, students
will turn in this assignment and participate in an in-class seminar evaluating the plans as a group.
(3) Restoration Work Party ~ Students will work in groups to organize a volunteer restoration
work party for their community partner, to be held on a Saturday of the group’s choice. Groups
in the class will compete to hold the most successful event (the competition will be sensu the TV
show, The Apprentice, hosted by Donald Trump); the winners will receive a prize at the end of
the semester. Success will be measured by volunteer attendance, beneficial ecological and social
impacts, knowledge acquired by volunteers and the amount of fun that the volunteers had.
Page 2
NRSM444 Syllabus, 2013
(4) Monitoring Proposal ~ Students will work in teams to develop a monitoring plan for a local
community partner. This assignment will involve independent research and incorporate
ecological theory, experimental design, land management practices, and budgeting. For students
required to enroll in Ecological Restoration Practicum (NRSM495; required for the Wildland
Restoration degree), this plan will form the basis of their practicum proposal. Students will be
given a choice of projects that are suitable for the course assignment. The process of interacting
with agency/non-profit professionals is an important educational component of this course;
therefore, students will be required to send a resume and cover letter to project sponsors. At the
end of the semester, students will give oral presentations on their plans to a review board
comprised of your instructors, peers, and collaborators.
This project counts for over half of the course grade. Individual group member grades will be
weighted by individual participation within the group.
(5) Reading Assignments ~ There is only one text for this course: Effective Ecological
Monitoring by Lindenmayer and Likens (CSRIO 2010); it is available from the bookstore.
Additional readings will be assigned from the contemporary scientific literature, chapters from
books, and popular sources. All reading materials either will be provided in class or will be
available through Blackboard UM’s Online Course Supplement. Students will be expected to
answer questions about the readings on written quizzes and during class discussion.
Students interested in delving more deeply into aspects of restoration can find reference
information within the following (optional):
•
•
•
•
•
The Science and Practice of Ecological Restoration book series, published by Island Press.
A list of books published within this series can be found at:
http://www.ser.org/reading_resources.asp.
Hill, H. and R. Simpson (ed). 2001. Stream Corridor Restoration: Principles, Processes, and
Practices. Federal Interagency Stream Restoration Working Group. Available for free
download at: www.nrcs.usda.gov/technical/stream_restoration/newtofc.htm
Roni, P. 2005. Monitoring Stream and Watershed Restoration. American Fisheries Society.
Bethesda, MD.
Whisenant, S. G. 1999. Repairing Damaged Wildlands: a Process-Oriented, LandscapeScale Approach. 1999. Cambridge University Press. New York.
Williams, J. E., C. A. Wood, and M. P. Dombeck (ed). 1997. Watershed Restoration:
Principles and Practices. American Fisheries Society. Bethesda, MD.
Evaluation:
Participation
Quizzes
Restoration plan evaluation
Restoration work party
Restoration proposal
Total
5%
5%
5%
22%
63%
100%
Communication: All course communications outside of class will be sent to students’
University of Montana email accounts. It is your responsibility to regularly check your
University account. Beware: If your email account is full, you will not be able to send messages
Page 3
NRSM444 Syllabus, 2013
(but Griz mail will not tell you that the message has not been sent). In general, our policy is to
try to respond to email within 24 hours. We do check our email accounts regularly during the
week, but as a rule will not respond to email sent over the weekend.
Expectations for Written Assignments: This course is offered as an advanced exploration of
the practice of restoration. Accordingly, we have high expectations and standards for students’
written work and oral contributions. Our ability to evaluate the substantive merits of your work
is seriously impeded by typographical errors, excessively poor grammar and poorly organized or
constructed sentences; these errors will be interpreted as a lack of interest in your work and the
course. There are services available on campus to assist you in developing and improving your
writing (e.g., The Writing Center [http://www.umt.edu/writingcenter/welcom_about.htm]). If
you are unsure of the quality of your writing, please make use of these services in addition to
approaching us for additional commentary and feedback on your assignments.
Additional restoration opportunities:
• If you would like to join a listserve to get information about upcoming restoration activities
around Missoula, sign up at: http://groups.google.com/group/missoula-restoration.
• For information on University of Montana’s Society for Ecological Restoration Student
Guild, contact Trisha McIlvena at patricia.mcilvenna@umconnect.umt.edu.
Classroom environment: Students at University of Montana are diverse in many ways,
including race, gender, age, religion, preparedness, and mobility. Please help create a respectful
learning environment by honoring all student contributions and expressing your views in ways
that do not diminish other students’ perspectives.
Plagiarism: All students must practice academic honesty, including taking care not to plagiarize
the words or ideas of others (i.e. submitting a direct quotation from a source without using
quotation marks and citing the original document; or submitting text based on someone else’s
ideas without proper citation). Academic misconduct is subject to an academic penalty by the
course instructor and/or a disciplinary sanction by the University. All students need to be
familiar with the Student Conduct Code. The Code is available for review on line at:
http://www.umt.edu/SA/VPSA/index.cfm?page?1321.
Disability modification: Students with disabilities will receive reasonable modifications. It is
the student’s responsibilities to request modifications from the instructors with sufficient
advance notice, and to be prepared to provide verification of disability and its impact from
Disability Services. Please make an appointment to speak to one of the Instructors after class
during the first two weeks of the semester to discuss details. For more information, visit the
Disability Services for Students website at www.umt.edu/dss/.
Page 4
NRSM444 Syllabus, 2013
Example Course Schedule
Date
Day
Topic
Instructor
Assignment
Introduction
1/26
W
Course overview
Cara & Laurie
None
1/28
F
Austin (FS)/Birzell
(TWS)
Reading/website
review
1/31
M
Cara
None
2/2
W
1. Introduction to service projects 1 and 2: FS/TWS
CFLRP
2. Resume tips
Special class session: Experimental Design
(2:10-4:00 PM; Clapp 452)
The process of developing a restoration plan
Cara
Reading
2/4
F
Introduction to service project 3: TU
Whiteley
Reading
2/9
W
Brown (UM)
2/11
F
How to do a literature review (Mansfield Library rm
283)
1. How to effectively engage volunteers;
2. Resume workshop
2/16
W
Funding for restoration
Stanley (DNRC)
Resumes and Cover
letters (6 copies)
Reading; edits to
resumes and cover
letters (2 copies)
Reading
2/18
F
Peer-learning activity: restoration plan critique
Students
2/23
W
Assessing aquatic ecosystem health
Laurie
Restoration Plan
Critique
Reading
2/25
F
Assessing aquatic ecosystem health
Laurie
Reading
3/2
W
Assessing aquatic ecosystem health
Roberts (TU)
None
3/4
F
Service project reflection
Students
3/9
W
Assessing plant-growth limitations part 1
Cara
Informal
presentation
Reading
3/11
F
Field trip: assessing plant-soil bioregulation
Vandermeer
Reading
3/16
W
Assessing plant-growth limitations part 2
Cara
Reading
Students
Presentations
3/18
F
Service learning presentations and reflections
Monitoring and adaptive management
Roy (MRV)
3/23
W
Why monitoring fails
Cara
Reading
3/25
F
Whiteley (TU)
Reading
3/30
W
Field trip to Ninemile creek: case study of
monitoring issues
How to develop effective research questions
Cara
None
4/1
F
Service learning presentations and reflections
Students
Presentations and
written reports
SPRING BREAK
4/13
W
Understanding and controlling for variability
Cara
Reading
4/15
F
Fieldtrip to Greenough: monitoring activity
Students
4/20
W
Monitoring activity report backs
Students
4/22
F
Fieldtrip to Greenough: monitoring activity
Students
Monitoring activity
assignment
Monitoring activity
assignment
Monitoring activity
assignment
Native plant materials
4/27
W
Native plant materials
Jones (UM)
None
4/29
F
Field trip to Salish Kootenai Greenhouse
Matt (SK tribes)
None
Course wrap-up
5/4
W
Business of restoration
Parker (Geum)
None
5/6
F
Service learning final presentations and reflections
Students
Presentations
Page 5
NRSM444 Syllabus, 2013
Page 6