Environmental Restoration
Alliant International University
David A. Bainbridge
Field trips and fieldwork will be used for hands-on practice of restoration techniques. These may be on the weekend.
This course reviews the scientific foundations and principles of environmental restoration. It will include the basics of ecology,
ecosystem dynamics, field research and hands-on experience with practical restoration techniques. It provides a broad introduction to
environmental analysis and repair in a wide range of habitats and countries.
Ecological restoration is the process of renewing and maintaining ecosystem health. SER Board of Directors, 1995.
The fundamental issues for environmental restoration are the understanding to some degree of the ecosystem structure (how it looks)
and ecosystem function (how it works). These should be based on a reference site or reference ecosystem that is relatively
undisturbed. Finding an undisturbed reference site can be very challenging in many areas of the world.
Class is based on the text, handouts and supplementary readings available on the AIU Blackboard site.
Required
Bainbridge, D. A. 2007. A Guide for Desert and Dryland Restoration. Island Press.
Recommended
Whisenant. 1999. Repairing Damaged Wildlands. Cambridge University Press.
Van Andel, J. and J. Aronson. 2012. Restoration Ecology: The New Frontier. Wiley/Blackwell.
Useful websites:
www.ser.org
www.sustainabilityleader.org
http://serg.sdsu.edu/SERG/index.html
www.ecocomposite.org (environmental restoration section)
Course schedule:
Week 1. Introduction and summary
Chapter 1&3
Environmental restoration, restoration ecology -- why, what, how, for whom. Ecosystem structure and function. Understanding the
environmental history of a site, current conditions, decision making, planning, and implementation of restoration projects.
Week 2. The basis of restoration – soil, fungi, roots, plants, water
Chapter 2
Soil is the key to restoration success. Soil ecosystem, roots, the rhizosphere, plant establishment, plant/animal interactions, nutrient
cycling, community dynamics, long-term change. Hydrology, watersheds, water flow, water retention, infiltration.
Week 3. Environmental history – site assessment and evaluation
Chapter 4
Developing the environmental history for a site. Characterizing disturbance effects on sites. Native American influence - fire,
planting, transplants, hunting, etc. Reference sites, key characteristics, measuring compaction, infiltration, and soil health. What soil
parameters are worth measuring? Community structure and evaluation. Distinguishing between symptoms and underlying causes of
problems. Soil sampling, pot tests, nutrient tie up - nitrogen deposition. Nitrogen pollution, exotics, pollution effects.
Week 4. Restoration approaches, restoration planning and management
Chapter 5
Restoration requires a systematic, holistic view of the interactions between humans and the environment. Comparison between
work in the U.S. and internationally. The success of Land Care in Australia- a positive model. Work in Israel, Europe, South Africa.
Week. 5. Soil restoration
Chapter 8
Soil is the foundation of successful restoration of terrestrial ecosystems, treatment includes efforts to restore soil structure and
function. Use of vertical mulch, compost, tillage. Topsoil salvage for healthy ecosystems.
Week 6. Seed collection, plant production, planting, plant protection, and aftercare.
Chapter 9
Seed collection, evaluation and storage are essential parts of restoration. Seeds must be from an appropriate genetic base, collected
when mature and maintained in controlled conditions. Use of special containers and production systems to provide robust root systems.
Weed control is critical.
Week 7. Coastal sage/grasslands/forests
readings
1
Rehabilitation and restoration, lessons from successful and troubled projects. Field trip. Work on class project. Native grasslands,
bunchgrasses, and planting strategies for trees.
Week 8. Stream and wetland restoration
Chapter 13
Streams throughout the west have been degraded and destroyed. Restoring function of streams and wetlands is challenging but
possible.
Week 9. Monitoring and evaluation
Evaluating success is important to improve implementation and treatment.
Chapter 15
Week 10. The work ahead and student presentations
Chapter 16
The development of management plans for "saved areas". MSCP, endangered species, habitats and the economic benefits of ecosystem
services.
Course Requirements
1. One restoration web site review, 1 page
Quiz, take home
2. One 6 page paper on a restoration topic
Midterm , in class
3. Team restoration project
4. Presentation
Final exam, in class
Class participation
Percent of grade
10
10
15
10
15
10
10
10
Due date
Course assessment
Class participation, essays, presentation, problems, essay questions and short answer exam questions. Research papers, essays, exams.
Work on papers, presentations, team or group projects, class participation and field trips. Points and expectations will be clearly
spelled out. IF YOU HAVE QUESTIONS ABOUT ASSIGNMENTS OR EXPECTATIONS, PLEASE ASK ME FOR MORE
DETAIL. IF YOU ARE UNCERTAIN, SOMEONE ELSE PROBABLY IS TOO.
Assignments
1. Web review
You will do a detailed web review for the best environmental restoration web site you found, following the format given on Blackboard
notes. If it is not a restoration web site it will be returned ungraded. Try search terms such as: "environmental restoration", ecology,
structure, function, habitat, ecosystems, "habitat type", soil, plants, planting, volunteers, planning, implementation, budgets
2. Research Paper
Possible topics: restoration opportunity for a rare and endangered species, a restoration function or process (soil
structure, seed germination, etc.), a restoration plan (preparation or review), a restoration management problem (weed control,
establishment, irrigation, etc)., restoration as part of resource management (the Malpais group and cattle, restoration forestry, etc.), a
restoration experiment, Native American practices or preferred species - i.e. sea otters, or...
Papers must be typed, double spaced in 12 point Times or similar font, 1.5 inch margin on the left and 1 inch margins on all other
sides. Except in cases where original investigations are done, your paper will be a report on investigations by others. In your paper be
sure to give credit where it is due. You should use at least five professional papers and/or sources for your paper. Although textbooks,
newspaper articles, and magazine articles can be useful to get started use professional journals, government documents, and scholarly
books as primary source materials. When you use an investigator's data, state his/her ideas, paraphrase his/her conclusions, or quote
him/her directly, cite the reference as follows at the end of the sentence the first time their work is used in a paragraph (Altieri, 1995).
Reference and citation style will conform with Restoration Ecology (find on internet), for assistance in using this Council of Science
Editors (CSE) name year style refer to websites, books in library. Instructions to authors at: Restoration Ecology Journal.
Your paper should include:
 An introduction – laying out the basic problem, causes and challenges
 The main body of the paper develops your theme using the appropriate scientific literature (at least 5 different sources--not all
internet).
 A conclusion, that looks to the future and contains your assessment of how the issue may be resolved or improved.
 A detailed computer search listing the search terms you used, the hits, and the browser and data bases you searched is required,
along with a copy of your research notes, providing full reference data and shelf numbers.
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No footnotes, no direct quotations except a statement made by someone in a speech. You should paraphrase the information from your
sources, giving credit to authors by citing their paper or book. Plagiarism is the ultimate sin in the academic world- results in zero
points. PLEASE NO COVERS.
GRADING for PAPERS
Papers may be corrected and resubmitted for regrading.
1) Innovation and thoughtfulness
2) Analysis/understanding
3) Structure and order, focus
4) Style-is it engaging, readable
5) Grammar
6) Citations correctly used
7) Quality of citations and searches
Total score possible
Deductions for spelling or wrong words
Deductions for incorrect margins
No page numbers
Incorrect line spacing and font
Inappropriate topic
10
20
20
20
10
10
10
100
-5
-5
-10
-5
up to –30
Plagiarism – no redo. No points. Course goals
Midterm, in class.
Multiple choice, definitions, fill in the blank
3. Team restoration project
Teams will prepare complete a site evaluation form and develop a set of recommendations for restoration for a disturbed site. This will
typically include a review of historical photos, soils, water, vegetation and if appropriate animals and birds. Limitations of available
data will be noted and suggested areas for additional research proposed.
4. Presentation
The presentation can be done individually or by a team describing their restoration project. Figure about 6 minutes for each person.
Final exam, in class.
Multiple choice, definitions, fill in the blank and essay questions.
Class participation
Up to ten points for perfect attendance and active participation in class and on field trips.
Course goals
Understanding of environmental restoration, theory and techniques, the interconnectedness and interdependence of all living things.
Skill in critical thinking. Ability to assess the quality of information and its importance.
Competency in interpersonal communication with oral, written, quantitative and computer skills
Understanding of interdisciplinary nature of knowledge
Demonstration of a global outlook
Course objectives
Understand the importance of ecological restoration and human activities and survival.
Relate ecosystem health to global environmental problems and sustainability issues.
Develop an increased awareness and understanding of people’s impact on the environment and our ability to repair damage. Develop
increased respect and understanding of "others" and the non-monetary economy.
Apply critical analysis skills to interpreting resource management.
Interpret and present important journal, newspaper and web information.
Understand the inter-relatedness of all things and the importance of systems thinking to solve complex problems.
Learn to work well with teams and with a partner in analyzing and presenting discussions of important concepts and papers.
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