# NR 470/471: Ecological Restoration in Practice > Spring 2023 *syllabus subject to change and any changes will be announced in class* ># Instructor >**Dr. Yamina Pressler** >Email: [email protected] >Website: http://www.yaminapressler.com/ # Student hours Student hours are weekly times that I have scheduled outside of class time to meet with students. Student hours are a time for you to come ask questions about the class content and assignments. You can also use the time to study for the course. You can drop in anytime and stay as long as you'd like. # Course Description and Philosophy This course is a targeted study and application of ecological restoration concepts, theories, and practices. We will evaluate benefits and limitations of restoration strategies in California. Students will develop and execute an applied restoration project in San Luis Obispo County. The course is designed to draw on our collective motivations for ecological restoration to advance the science and practice of ecological restoration in the future. The course is designed around two main areas: (1) individual knowledge and skill development where we will make space to learn about the principles, practices, and challenges of ecological restoration; (2) collaborative team action where we will develop applied restoration projects at a local focal site. The course is designed to facilitate feedbacks between individual growth and team progress over the course of the quarter. By the end, we will have strengthened our motivation, knowledge, and skills to advance ecological restoration in the future. Our work will also lead to tangible outcomes for our project partners and local landscapes. ![[NR470 conceptual diagram.png|400]] # Restoration Site: Santa Rita Ranch Santa Rita Ranch is a working landscape comprised of a diverse landscape of oak woodland, perennial grassland, riparian corridors, and serpentinite barrens located 30 minutes from Cal Poly’s campus in Templeton, CA. This 1700 acre working ranch was acquired by the Land Conservancy of San Luis Obispo (LCSLO) in January 2021. Since the acquisition, LCSLO has prioritized biodiversity conservation, wildlife habitat restoration, and sustainable cattle grazing as management goals. The ranch provides an ideal opportunity for our class to contribute to local ecological restoration because LCSLO is in the early stages of developing a management and restoration plan for the ranch. Santa Rita Ranch had historically been under traditional rangeland management with continuous cattle grazing across the property for 70+ years prior to the LCSLO acquisition. In December 2022, a fence bisecting the ranch was installed to limit cattle grazing to an 800-acre rangeland area, thereby excluding cattle from 900 acres of sensitive habitat. The fence installation provides a unique opportunity to study the impacts of cattle exclusion on biodiversity and ecological processes across the landscape. In this course, we will develop applied restoration projects at Santa Rita Ranch. All student teams will work on an aspect of restoration at the ranch, but each team will work on a unique project of their own design. # Course Learning Outcomes The course is designed to facilitate your achievement of the following learning outcomes: - evaluate concepts, theories, and principles of ecological restoration - apply principles of ecological restoration to address natural resource problems - evaluate benefits and limitations of restoration and conservation management strategies - synthesize reflection essays into a final integrative essay on the benefits and challenges of ecological restoration in San Luis Obispo, CA - design and execute an applied restoration or conservation project in San Luis Obispo County, CA - develop a final project deliverable appropriate for the scope and nature of applied project - present final project findings and deliverables to project partners # Course Materials **Required text:** Primer of Ecological Restoration. Karen Holl. Island Press. https://islandpress.org/books/primer-ecological-restoration Additional required peer-reviewed literature will be available on canvas. # Prerequisites Any one of the following: NR 306, NR 305, NR 304, SS 321, SS 422 # Course components & grading **Individual Assignments:** Individual assignments will account for 30% of your grade in the course. These assignments are designed to faciliate your learning and professional growth in the area of ecological restoration. There are two individual assignments that you will complete throughout the quarter. - **Weekly Reflections:** Each week, you will write and submit a reflection based on the readings, lectures, and in-class discussions of the week. The reflections are unstructured and open-ended to provide space for you to process your ideas using writing-to-learn. These reflections are designed to help you better better understand your learning process and knowledge gaps associated with course content and your project. - **Integrative Essay:** At the end of the quarter, you will review and synthesize your weekly reflections into a final integrative essay on the benefits and challenges of ecological restoration in San Luis Obispo, CA. Your final integrative essay must arise from your weekly reflections. The more thought and effort you put into your weekly reflections and the more deeply you engage with the course readings and discussions, the more impactful your final integrative essay will be. **Team Assignments:** Team assignments will account for 70% of your grade in the course. Therefore, you cannot succeed in the course without actively contributing to the team project. The team assignments will scaffold you towards a final project report. Your final project report can be one of four project types: (1) a restoration plan (2) a monitoring plan (3) a monitoring report (4) an education or outreach deliverable There are several assignments that your team will complete throughout the quarter as you develop your final project: - **Project scope pitch:** After visiting our restoration site (Santa Rita Ranch), your team will develop a pitch that defines the scope of your applied restoration project. Your pitch must align with one of the four project types listed above. Your team will recieve peer feedback on your project scope pitch and submit a revised project scope based on this feedback. - **Annotated bibliography:** Once your project is defined, your team will develop an annotated bibliography of relevant peer-reviewed literature. The annotated bibliography will identify relevant literature, provide a brief summary of each piece of literature, and describe how it informs your project. - **Project progress reports:** Your team will submit two progress reports throughout the course of the quarter. The first progress report will focus on the status of your data collection. The second progress report will focus on your initial analysis of your data and findings. The format and content of the progress reports will depend on the nature of your project. The progress reports are intended to keep you accountable for making significant progress on your project throughout the quarter. - **Final project report:** Your efforts throughout the quarter will culminate in a final project report in one of the four formats listed above. The final project report will be a polished, professional document that describes the approach and outcomes of your project. - **Final project presentation:** Your team will present your the approach and outcomes of your project to our partners at the Land Conservancy of San Luis Obispo. Dr. Pressler will also invite other local restoration professionals, faculty members, and interested parties. This is a formal presentation and an opportunity to share the outcomes of your project. | Component | Quantity | Percentage of Total | | ------------------- | -------- | ------------------- | | Weekly Reflections | 10 | 15 | | Integrative Essay | 1 | 15 | | Project Scope Pitch & Revision | 2 | 10 | | Annotated Bibliography | 1 | 10 | | Project Progress Reports | 2 | 20 | | Final Project Report | 1 | 20 | | Final Project Presentation | 1 | 10 | ## Aligning course components with learning outcomes Each course component is intended to facilitate achievement of a course learning outcome. There is, of course, overlap between many of the course components, but I include this in the syllabus to help you see how we are going to achieve the learning outcomes for this course. | Learning Outcome | Corresponding Course Components | | ------------------- | -------------------------------------------------------------------------------------------------------------------- | | evaluate concepts, theories, and principles of ecological restoration | lectures, readings & discussions, weekly reflections, annotated bibliography | | apply principles of ecological restoration to address natural resource problems | lectures, readings & discussions, projct scope pitch, annotated bibliography, project progress report, final project report, final project presentation | | evaluate benefits and limitations of restoration and conservation management strategies | lectures, readings & discussions, weekly reflections, integrative essay | | synthesize reflection essays into a final integrative essay on the benefits and challenges of ecological restoration in San Luis Obispo, CA | weekly reflections, integrative essay | | | design and execute an applied restoration or conservation project in San Luis Obispo County, CA | project scope pitch, annotated bibliography, project progress report, final project report, final project presentation | | develop a final project deliverable appropriate for the scope and nature of applied project | final project report | | present final project findings and deliverables to project partners | final project presentation | ## Final grades Final grades will be assiged based on the following: >A (93-100%); A- (90-92%); B+ (87-89%); B (83-86%); B- (80-82%); C+ (77-79%); C (73-76%); C- (70-72%); D+ (67-69%); D (63-66%); D- (60-62%); F (59% or lower) ## Grading rubric We will use the following rubric to assess whether your work meets the requirements for the assignment. **EMRN rubric** All assignments will be assessed using the following EMRN rubric. I will provide a modified version of this rubric with specific assignment details for group project assignments. ![[EMRN rubric - Talbert version.png|400]] ## Revising work If you recieve an "R" on your weekly reflections, you may resubmit a revised version within 1 week for an updated grade. Team assignments are not eligible for revision as each assignment builds towards the final project report. If your team receives an "R" on any team assignment, I expect you to revise and strengthen this section in future team assignments and the final project report. # Course policies **classroom culture:** Together, we will build a positive and inclusive classroom environment in which all students can learn and engage with the course material. We will communicate with one another with respect and kindness. **late assignments:** Assignment deadlines are structured intentionally to help you keep pace with the material. Assignment deadlines exist for two reasons: (1) the material in this course is both iterative (lecture content) and builds on itself (project assignments). Keeping up with deadlines ensures that you continue to build knowledge of restoration (through reflections and readings) and make progress on your final project. (2) I want to be able to give you feedback quickly and the deadlines are scheduled so that I can provide feedback on your work in a timely manner For these reasons, it is important to meet assignment deadlines. However, I understand that challenges arise throughout the quarter and you may need an extension on an assignment. Therefore, reflections and group project assignments (except final submissions) will have a 48-hour grace period where assignments can be submitted after the deadline. You do not need to contact Dr. Pressler if you are submitting an assignment within 48 hours of the deadline. After that, late work will not be accepted. If you have extenuating circumstances or a [university excused absence](https://academicprograms.calpoly.edu/academicpolicies/class-attendance) and are unable to meet the assignment deadline within the 48-hour grace period, send me an email to find a solution. I will provide feedback on assignments in order of submission. If you submit work late, I cannot guarantee timely feedback on assignment submissions. **missed labs**: Lab attendance is critical for your success in the course. We will be working on course projects during the lab section and will make several trips to Santa Rita Ranch. You are responsible for notifying me regarding missed labs for a university excused absence. I will do my best to find a solution. However, you will not be able to complete the course requirements or group project if several labs are missed. # Keys to success I believe that all of you are capable of succeeding in this course and it is my job to help you get there. Here are a few strategies for success: - Attend and actively participate in lecture and lab activities - Do the readings before class and come prepared with questions - Complete all course assignments and turn them in on time - Develop productive individual and group study habits. See my [principles of productive studying](https://yaminapressler.com/Website/resources+%26+explainers/principles+of+studying) for more study tips - Bring questions, concerns, and ideas to student hours # Academic integrity Academic dishonesty and misconduct, including cheating and plagiarism in any form, will not be tolerated in this course under any circumstances. All assignments and exams related to this course must be completed individually. Collaboration is a key feature of the field of soil science, and I encourage the exchange of ideas among your peers. However, your final work must be your own original work. You can learn more about Cal Poly’s academic integrity policy at http://www.osrr.calpoly.edu/academic-integrity Examples of academic misconduct include: turning in identical homework assignments; using another students assignment but changing a few words, formatting, etc; directly plagiarizing text from outside materials. You may reference outside materials, but will need to provide appropriate citations and attributions for the work. # Inclusive excellence & respect for diversity Cal Poly is an inclusive community that embraces differences in people and thought. Supporting diversity and inclusivity are mechanisms for excellence in science and learning. It is my intent that students from all backgrounds are well served by this course and that diversity is perceived as a strength, resource, and benefit of our classroom community. In this class, we respect all facets of a person’s identity (such as race, ethnicity, gender, sexual orientation, religion, age, disability, social class, and nation of origin) and recognize that the combinations of these identities and experience may affect our different worldviews. Discriminatory language of any kind will not be tolerated. We learn together, and from one another, in support of scientific excellence. Please reach out if there are ways I can better support your learning. # Campus resources **Mental health & wellbeing:** Your mental health and wellbeing is a key component of your success in this course and at Cal Poly. Counseling Services is staffed by licensed mental health professionals and provides crisis intervention, ongoing individual therapy, and group therapy.  The 24/7 phone number is 805-756-2511 and turns into the crisis hotline after normal business hours (which means you can talk to a live mental health professional 24/7 all year long).  Services are available free of charge (paid for by your student health fee) and are typically provided in Building 27 (the "Health Center"). If any of these resources would help you or a friend, please reach out to me and/or visit http://www.counseling.calpoly.edu/ for more information. **Basic needs:** 27% of Cal Poly students have trouble accessing adequate, affordable, and nutritious food. 12% experience homelessness. These problems lead to physical and mental health consequences and academic difficulties. Our campus has a number of free resources to support students in these situations including campus meals, campus food pantry, food distribution, emergency housing, and help applying for the CalFresh program which provides up to $192/month for groceries. If any of these resources will help you or a friend, please reach out to me and/or see a detailed list of on-campus resources at http://www.basicneeds.calpoly.edu **Disability resources:** Students with disabilities are encouraged to contact the instructor during office hours to discuss their disability related needs. Use of Disability Resource Center (DRC) services, including testing accommodations, is available for this course with prior authorization by the DRC and compliance with approved procedures. Additional support and information can be found at http://www.drc.calpoly.edu/ # COVID-19 compliance, classroom, and campus safety Cal Poly is committed to protecting the health and safety of the campus community. Taking preventative steps, as well as monitoring your health and staying home if you are feeling unwell, will help protect the entire Cal Poly community. By participating in this course, you agree to abide by all campus safety protocols. Please note that safety protocols may change throughout the quarter. You must follow all protocols as outlined in the most recent campus updates: https://coronavirus.calpoly.edu/campus-updates <div style="page-break-after: always;"></div> # Course Schedule *Schedule and assignment deadlines are subject to change. See canvas for the most up to date lecture and lab schedules.* ## Lecture Schedule #### Lecture Readings We will draw from Holl 2020, Society of Ecological Restoration International Standards, and peer reviewed literature as readings for the class. Readings will be announced the week prior to the corresponding lecture topic and posted on canvas. The reading schedule will be updated continuously on canvas. | Week | Dates | Lecture Topic | Assignments | | ---- | ---- | --- | --- | | 1 | 04/04 & 04/06 | introduction to ecological restoration | reflection 1 | | 2 | 04/11 & 04/13 | principles of ecological restoration, international standards, project management | reflection 2 | | 3 | 04/18 & 04/20 | foundational ecological concepts and theories | reflection 3 | | 4 | 04/24 & 04/27 | science and practice of ecological restoration (restoring biodiversity) | reflection 4 | | 5 | 05/02 & 05/04 | science and practice of ecological restoration (climate change mitigation) | reflection 5 | | 6 | 05/09 & 05/11 | community engagement in restoration | reflection 6 | | 7 | 05/16 & 05/18 | policy and financial considerations in restoration | reflection 7 | | 8 | 05/23 & 05/25 | restoration case studies in CA: terrestrial | reflection 8 | | 9 | 05/30 & 06/01 | restoration case studies in CA: aquatic | reflection 9 | | 10 | 06/06 & 06/08 | advancing restoration in CA, future outlook | reflection 10 | | 11 | 06/15 | Thursday 10:10am - 1:00pm | final integrative essay due| <div style="page-break-after: always;"></div> <div style="page-break-after: always;"></div> ## Lab Schedule #### Meeting Locations We will meet in 180-239 most weeks to work on your course projects. Some weeks, we will be in the field visiting Santa Rita Ranch. On those days, we will meet in outside of building 11 by campus market to pick up any equipment before walking to the vans. | Week | Date | Lab | Assignments | | ---- | ---- | --- | --- | | 1 | 04/04 | Field Visit to Santa Rita Ranch| Formalize project teams | | 2 | 04/11 | Project visioning & pitches | Project scope and pitches; peer feedback | | 3 | 04/18 | Project design, planning, and coordination | Annotated bibliography; revised project scope| | 4 | 04/25 | Data collection*| Work on data collection progress report | | 5 | 05/02 & 05/06 | Data collection*; field trip on Saturday 8:00-4:00pm | Data collection progress report | | 6 | 05/09 | Data collection* or work on data analysis | Work on initial analysis | | 7 | 05/16 | Data analysis & interpretation | Initial analysis progress report; peer feedback | | 8 | 05/23 | Deliverable development | Work on project deliverable | | 9 | 05/30 | Deliverable development| Work on project deliverable | | 10 | 06/06 | Final project presentations | Final project presentations | | 11 | 06/15 | Finals week - No Lab | Final project report due | *Data collection may include field trips to Santa Rita Ranch during the lab section. The Saturday 05/06 field trip will give teams the opportunity to spend the day at the site collecting data for their projects. Field trip dates are subject to change due to weather conditions.