ENVI 260: Field Techniques for Environmental Technicians
University of Alaska Fairbanks College of Rural and Community Development
Course Syllabus
Course Title:
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Supplies
Field Techniques for Environmental Technicians
ENVI 260
2 (1+3)
ENVI 101 OR NRM 101, ENVI 110 AND 100 level 4 credit lab science course OR
permission of instructor
TBA
TBA
Face to face
Dr. Todd Radenbaugh
907.842.5109 or 1.800.478.5109
907.842.5692
bftar@uaf.edu
1) Bower, J. E., J. H. Zar & C. N. von Ende. 2008. Field and Laboratory Methods
for General Ecology, 5th edition. McGraw Hill.
2) Elzinga, C., Salzer, D., & J. Willoughby. 1998. Measuring and Monitoring Plant
Populations http://www.blm.gov/nstc/library/pdf/MeasAndMon.pdf
3) Field, C. & C. Field. 1999. Alaska’s Seashore Creatures: A Guide to Selected
Marine Invertebrates. Alaska Northwest Books
UAF BBC will provide sampling and collection storage equipment.
Course Description
This course provides hands-on instruction in interdisciplinary field and laboratory techniques
used by environmental technicians. Basic methods for sampling and studying terrestrial or
aquatic ecosystems will be introduced. Students will participate in data collection and analysis
procedures as part of an independent research project.
Capstone research report:
This course is the second in a three-course series beginning with ENVI 101 (Introduction to
Environmental Science) and ending with ENVI 265 (Introduction to Methods in Environmental
Studies Reporting). Upon completion of these three courses, students will have completed a
capstone research project, a key assessed outcome where the students will collect and analyze
data, and present results in a scientific format. This type of training is important in rural areas
with a need for persons with skills in natural resources-related fields. Thus, rural individuals will
be required to understand and participate in data collection and analysis in order to relate
results to their local and regional employers, corporations and agencies.
Note:
Upon instructor approval, a student may complete a directed individual research project beyond
the scope of this syllabus as long as course goals and student outcomes are met
Course Goals/Outcomes:
Course goals: Upon completion of this course, students will:
 Understand the concepts of interdisciplinary field and laboratory techniques for
environmental sciences
 Observe and conduct multiple methods for environmental sampling
 Design a research project based on demonstrated ecological sampling techniques



Collect data for research project using field and/or specific laboratory equipment
Analyze data using appropriate computer programs
Archive data for use later in ENVI 265
Student Outcomes: Students will demonstrate an understanding of field research techniques by
completing the following:
 Use the scientific method and critical thinking to understand environmental problems and
discoveries
 Collect quantitative scientific data
 Conduct multiple environmental and ecological sampling methods
 Demonstrate field safety procedures
 Operate scientific equipment in field and laboratory conditions
Instructional Methods: Summer Intensive – face-to-face lectures, demonstrations, and student
exercises i.e., field and laboratory data collection and analysis
Course Calendar:
Day 1: Introduction to field work (4 hours lecture, 4 hours lab)
Students will already have a broad understanding of environmental studies and sampling
techniques from their ENVI 101 and ENVI 110 courses. The goal of this day is to introduce
students to the course and have them begin to understand various sampling techniques and
goals for environmental technicians and how the different techniques will study particular
ecological systems.
Morning
 Course logistics – review expectations of students and the rubrics for their independent
project and field notebook
 The scientific method
 Sampling objectives
 Basic probability
Afternoon
 Introduction to field research – demonstrate basic field equipment; designing data forms
and keeping field notebooks
 Field safety
 Sampling, counting and spatial-temporal scales (field demonstration at AKDFG fish
count site at Squaw Creek)
 Quality assurance, quality control, and quality assessment measures
Homework
1. Read in Measuring and Monitoring, Chapter 1 Introduction and Chapter 2, Monitoring
Overview. http://www.blm.gov/nstc/library/pdf/MeasAndMon.pdf
2. Read in Field and Laboratory Methods, Chapters 3a. Plot Sampling, 3b. Transect
Sampling, and 3c. Point-quarter Sampling in ‘Field and Laboratory Methods for
General Ecology’
3. Review in Measuring and Monitoring Appendix 12, Field Equipment and Field Hints
and Appendix 15, Data Forms in ‘Measuring and Monitoring Plant Populations’
4. Critique one of the data forms in Appendix 15 based upon discussions in class.
Day 2: Methods in Plant Community Analysis (2 hours lecture, 6 hours lab)
The objective of this exercise is to compare different methods of analyzing plant
communities in the field for the study of plant/plant or plant/animal associations in
ecological situations. The students will also perform various vegetation sampling
techniques in the field as a class. The instructor will discuss recommended uses for each
sampling technique: the advantages and disadvantages and how to properly record the
data gathered.
Morning
 Identifying key plants and lichens using herbarium in lab and in field
 Discussion – sampling techniques and what is being measured
o What is the population of interest?
o What is the appropriate sampling unit?
o How many units should be sampled?
o Introduction to random sampling: restricted random sampling and cluster
sampling
o Introduction to animal counts: fish weirs
Afternoon
 Vegetation sampling demonstrations:
1. Plot based sampling methods
Size, plot number, plot arrangement, plot shape
2. Transect methods
Transect length, sample spacing, using with plot method
3. Quarter point methods
Random placement, what to measure
Homework
1. Read in Field and Laboratory Methods, Chapters 1a. Ecological Sampling
2. Read in Measuring and Monitoring Chapter 9 Data Collection and Data Management
3. Read through the Alaska marine invertebrate field guide.
Day 3: Invertebrate Species Assemblages in Nushagak Bay (2 hours lecture, 6 hours lab)
The objective this exercise is to review the various methods commonly used to investigate
species assemblages in the lab and field. The students will also perform various
invertebrate sampling techniques in the field as a class. The instructor will discuss
recommended uses for each sampling technique: the advantages and disadvantages and
how to properly record the data gathered.
Morning
 Species assemblages and community structure in the Nushagak Bay estuary system
 Species diversity – examples in laboratory of common species found in Nushagak Bay
 Introduction of indices of community similarity
Afternoon
 Field demonstration and data collection by seine netting, bottom sampling, and water
collections at different intertidal zones to examine and collect dominate species in each
zone and the physiographic features. Trace the development of species assemblages
through older age classes and include diversity indices.
Homework
1.
Read in Field and Laboratory Methods Chapter 5
2.
Describe why it might be important to use diversity measurements when studying
species assemblages where you live.
Day 4: Project Planning and Design (2 hours lecture, 6 hours lab)
The goal of this exercise is to allow the students time to design and discuss their independent
research project with the instructor. Before going into the field, the students must have a
hypothesis, know what they will need for data collection purposes, collect all the sampling
equipment they will need for their sampling and being a literature review.
Morning
 Students will spend this time working with the instructor and discussing ideas with other
students to plan and design their research project. Students will need to record their
project designs at the beginning of their field notebooks and include a clearly stated
problem question, and a detailed description of the methods including a detailed
equipment list, data to be collected and/or other observations to be made.
Afternoon
 Planning a literature search
 Finding the literature
 Selecting and evaluating appropriate literature
 Computer lab – students will perform individual literature searches relevant to their
individual research projects.
Homework
1. Read in Field and Laboratory Methods, Chapters 1b. and Data Description and Analysis
2. Read in Measuring and Monitoring, Chapter 11, Statistical Analysis
3. Review in Measuring and Monitoring, Appendix 8. Terms and Formulas Commonly
Used in Statistics
Day 5: Student Project Data Collection and Processing (8 hours lab)
The next two days will focus on the students’ individual research projects. Students will spend
this time collecting their field data and processing their collected samples in the lab, if needed.
There will be two instructors present, so students will be supervised in and transported to both
the field and the lab, if needed. Gathering, maintaining, and cleaning lab and field equipment will
be part of the field data collection process.
All day
 Before heading to the field, students will need to gather all needed equipment. This will
have been determined on Day 4.
 Students will spend the day sampling and collecting their field data for their research
project with instructor supervision. If needed, students will be spending some of this time
in the lab. If a student is finished with their collection and lab work, they may work in the
computer lab on their literature review.
Homework
1. Read in Field and Laboratory, Chapter 6a Biomass Measurements
Day 6: Student Project Data Collection and Processing (continued) (8 hours lab)
All day
 Students will spend the day sampling and collecting their field data for their research
project with instructor supervision. If needed, students will be spending some of this time
in the lab. If a student is finished with their collection and lab work, they may work in the
computer lab on their literature review.
Day 7: Project Data Collection Completion (4 hours lecture, 4 hours lab)
The goal of this exercise is for students to wrap-up their data collection and to begin the process
of preparing their project for the second phase, which will be analysis and write-up in ENVI 265.
Morning
 Computer lab – the instructor will provide an introduction to using and creating
spreadsheets for data analysis. Students will use Excel to create spreadsheets for their
data and then enter the data into the computer. Students will have their spreadsheets
and analyze the data in ENVI 265. The students will give an electronic copy of their
spreadsheets to the instructor.

Complete field notebooks – students will work individually to work on completing their
field notebooks. The notebooks are due at the end of the class.
Afternoon
 Discussion of use of data in ENVI 265
 Course wrap-up – lab and equipment clean up and storage
 Course evaluations
Expectations of Course Participants
During this seven-day course, students will be required to design and conduct a research field
project in vegetation sampling (or other instructor approved project) with instructor guidance.
Students will be responsible for learning the proper field sampling techniques, reading
background material, organizing data collection materials maintaining a field notebook, and the
collection and processing of data for their individual project. Students will use the data collected
during this course in ENV 265 for basic statistical analysis and to write up into a scientific paper.
Participants will read assigned materials, contribute to the class discussions, and complete field
and laboratory assignments. The list of reference and reading materials will be reviewed before
the class so participants can share their learning and insights during the course.
Labs
Due to the nature of this course, a very large component of the class will focus on field data
collection and laboratory analysis. Hands-on exercises and projects reinforce learning and
provide additional information not available in lectures. Thus, the field data collections and lab
components are essential to a complete understanding of field sciences. Field data collections
and laboratory analysis also provide an opportunity for you to make your own interpretations of
environmental parameters using practiced techniques.
Course Evaluation:
Grades in this course will be determined as follows:
Activity
Points
Project design and data collection: =
80 (rubric to be distributed during class)
Field notebook:
=
58 (sample rubric at the end of the syllabus)
Homework
=
20 pts
Participation
=
21 (3 pts/day)
Attendance:
=
21 (3 pts/day)
Total
=
200
Overall Course Grade:
Grade Points Definition
A
200An honor grade. Demonstrates originality, independence, a thorough mastery of the
175
field work; completing more work than is regularly required and conducted
experiments on own without being asked. Demonstrates a deep understanding of
scientific principles, presented with exceptional clarity & poise.
B
174Better than the average. Above the average expectation. Work is accomplished on
150
time and field notebook presented neatly and thoroughly but do not have the depth
and originality for an “A”.
C
D
F
149125
124100
99 below
Average. The student grasps the essential information; field work is complete and
presented on time. Field note book kept up to date with acceptable entries.
Below average. Student misses significant aspects of the techniques and does not
maintain field notes. Material is not turned in on time; student is unprepared to
conduct research. Field notebook not satisfactorily maintained.
Student was unable to complete the research on time with at least a 60%
understanding and presentation.
Support and Disability Services:
Tutoring is available to eligible students through UAF Student Support Services or Bristol Bay
Campus. Contact UAF via the Internet at http://www.uaf.edu/sssp/ or BBC by calling the toll free
number at 1.800.478.5109.
Library services are available at http://www.uaf.edu/library/ or call the toll free library information
number at 1.800.478.5348 and ask for the off-campus librarian.
UAF has a Disability Services office that operates in conjunction with the College of Rural and
Community Development (CRCD) campuses and UAF’s Center for Distance Education (CDE).
Disability Services, a part of UAF’s Center for Health and Counseling, provides academic
accommodations to enrolled students who are identified as being eligible for these services.
If you believe you are eligible, please visit http://www.uaf.edu/chc/disability.html on the web or
contact a student affairs staff person at the Bristol Bay Campus. You can also contact Disability
Services on the Fairbanks Campus at (907) 474-7043, fydso@uaf.edu
“The Office of Disability Services implements the Americans with Disabilities Act (ADA), and
insures that UAF students have equal access to the campus and course materials. I will work
with the Office of Disabilities Services (203 WHIT, 474.7043) to provide reasonable
accommodation to students with disabilities.”
Sample Field Notebook Grading Rubric
Essential
element
Name and title
of project
Score: _/1 pt
Preparation
0 pts
Not
present
None
stated
Score:_/19 pts
Results
Not
present
Score:_/19 pts
Post-lab
Reflection
Score:_/19 pts
Total Score:
______/58 pts
None
stated
1-5 pts
Title accurately reflect
sthe theme of the
project (1 pt max)
Incorrect list or only
partial list of activities
or misunderstands
purpose
Neither clear data
labels nor organized.
50% or more of data
missing.
25% of complete
summary or does not
summarize or omits
initial conclusions.
6-10 pts
List of activities with
no detail
Organized but data
labels unclear or
source of data clear
but unorganized, 25%
or more of data
missing.
50% of complete
summary
11-15 pts
16-19 pts
Complete list of
activities but
missing some
details
Organized but
data labels
unclear or source
of data clear but
disorganized.
Complete list of activities with
detailed descriptions, complete
calculations; original and clear
language
Organized and complete with
clearly labeled data showing
an accurate product in an
logical order
75% of complete
summary
Summarizes initial findings and
draws conclusions and/or
notes changes in procedures,
answers leading questions
Supplemental Reading List
Field techniques references manuals
 Elzinga, C.L., Salzar, D.W. and J.W. Willoughby. 1998. Measuring and
Monitoring Plant Populations. U.S. Department of the Interior. Bureau of Land
Management Technical Reference 1730-1. http://www.cnr.uidaho.edu/range357/extrarefs/Sample_Size_Estimates_Measuring&Monitorin.pdf
 Enger, E. D., B. F. Smith, H. Marcum, D. A. Aborn, and W. M. Alexander. 1999. Field and
Laboratory Exercises in Environmental Science. McGraw-Hill.
 National Range and Pasture Handbook. 1997. Natural Resources Conservation Service,
United States Department of Agriculture Grazing Lands Technology Institute (GLTI), Fort
Worth, Texas.
Reference Reading List
 Alaska Geographic. 1990. The Nushagak River. Alaska Geographic Volume 17.
 Chapin, F. S., III, R. L. Jefferies, J. F. Reynolds, G. R. Shaver, and J. Svoboda, editors.
1992. Arctic ecosystems in a changing climate: an eco-physiological perspective.
Academic Press, San Diego.
 Chapin, F. S. III, and G. R. Shaver. 1985. Arctic. Chapter 2: Arctic in Physiological
Ecology of North American Plant Communities. Pp 16-39.
 Griggs, R. F. 1936. The Vegetation of the Katmai District. Ecology. 17:380-417
 Gotelli, N. J. 1998. A Primer of Ecology. Sinauer Associates, Inc. Sunderland,
Massachusetts.
 Kawagley, A. O. 1995. A Yupiaq Worldview: A Pathway to Ecology and Spirit. Waveland
Press, Illinois.
 Pielou, E. C. 1994. A Naturalist's Guide to the Arctic. University of Chicago Press,
Chicago.
 Tande, G. and R. Lipkin. 2003. Wetlands and Sedges of Alaska. Alaska Natural Heritage
Program, Environment and Natural Resources Institute, University of Alaska
Anchorage.
 US Fish and Wildlife Service. 1986. Togiak National Wildlife Refuge Comprehensive
Conservation Plan, Environmental Impact Statement. Wilderness Review. Region 7,
Anchorage, AK.
 USGS. 1995. Eco-regions of Alaska. US Geological Survey Professional Paper 1567.
 Viereck, L. A. and e. l. Little, Jr. 2007. Alaska Trees and Shrubs. 2nd edition, Snowy Owl
Books, University of Alaska Press, Fairbanks.
 Young, S. B. 1989. To the Arctic: An Introduction to the Far Northern World. John Wiley &
Sons, Inc, New York.