Watershed Management Carroll University – Fall 2013

ENV455 – Watershed Management Carroll University – Fall 2013

Professor: Dr. Jason G. Freund Lecture: Tuesday and Thursday 8:00 to 9:50, Maxon 103 Office: Rankin 304C Office Hours: Monday 2:00 to 3:30, Thursday 1:00 to Phone: (262) 524-7146 3:00, Friday 10:40 to 12:00; other hours by dropping in or E-mail: [email protected] make an appointment to be sure I will be in my office.

I. Course Description

From the Carroll University catalog: This course examines the interaction of abiotic, biotic, and social components in the management of a drainage basin's terrestrial and aquatic resources. Through the examination of global watershed management literature and related case studies, students will actively engage in the development of a watershed management plan. Class projects will focus on selected Wisconsin, upper Midwest, and Great Lakes watersheds. (Fa) Prerequisites: ENV 201 (not yet enforced), plus junior or senior standing. ENV 267 recommended.

Watershed Management ENV 455 is a required course for Environmental Science majors and an important elective for majors in Biology and Environmental Science minors. This course will expose students to a wide range of issues associated with the management of natural resources. We will use the watershed as the management unit – as many state and federal agencies have moved their emphasis to the watershed scale – though other geographic scales could easily be substituted. This course aims to provide experiences related to the management of both terrestrial and aquatic resources and provide students with an appreciation of the interaction among aquatic and terrestrial environments. Maybe most importantly, students will understand the decision-making process and how societal norms and policies influence the management of natural resources.

We will cover 6 major topics throughout the duration of the course that will be highly integrated throughout the course of the semester.

1. Basic Watershed and Stream Hydrology: A basic understanding of hydrology at the watershed-scale is important to understanding many of the concepts in the course – flooding, sediments delivery and transport, and habitats of aquatic organisms. We’ll cover measuring discharge, several equations that model stream flow, and watershed patterns and processes.

2. Introduction to Management and Spatial Scale: Understand how management integrates biotic and abiotic components of the environment and how decisions are made within social contexts. An understanding of spatial scale and extent will prepare students to understand the changing relationships among biotic and abiotic factors and their importance to management decisions. Students will understand why watersheds are the geographic unit of choice for many resource agencies.

3. Human Dimensions: Understanding the social context in which resources occur and how these human dimensions must be taken into account for management actions to be 1

successful. Students will be exposed to human dimensions theory and literature through readings targeting user conflicts, surveys and questionnaires, and specialization and segmentation articles and through case studies that integrate human dimensions research in management decisions.

4. Law and Policy Implications: Through readings and discussion, students will understand how local, state, and federal laws influence the management process. In particular, we will explore the Endangered Species (ESA), Clean Air (CAA), and Clean Water (CWA) Acts and how these pieces of legislation have influenced management of natural resources. Of particular emphasis will be how these acts have provided the legislative support for managers to regulate human development, the regulation of pollutants and the development of total maximum daily loads (TMDLs), and natural resources.

5. Human Impacts and Measuring Environmental Quality: One cannot understand the management of natural resources without an understanding of the effects humans have had on our biotic and abiotic environments. We will explore large-scale phenomenon – humans as geomorphic agents – and phenomenon occurring at more localized spatial scales – effects of harvest on resources, impacts of human developments on organisms and aquatic habitats, and impairments to air and water resources. Students will become familiar with techniques that managers and researchers use to evaluate environmental quality and degradation.

6. Management as Integrative Knowledge and Scientific Experimentation: Students will be exposed to historic and current management directions including the history and evolution of resource management, adaptive management, and incorporating the scientific method in natural resource management. The culmination of the course is integrating knowledge of the relationships among biotic, abiotic, and human components of the environment into the planning of management actions and options.

For this class to be effective, EVERYONE must stay current with the readings and actively participate in discussions. I won’t lie, you will read A LOT – this is a 400 level class afterall. About 50% of the readings are from peer reviewed journal articles.

II. Required and Supplemental Texts and Resources

Williams, J. E., C. A. Wood, and M. P. Dombeck, editors. 1997. Watershed restoration: principles and practices. American Fisheries Society, Bethesda, Maryland. (Herein referred to as WWD)

Water on the Web (http://www.waterontheweb.org/)

There will be considerable additional readings required from ecology, aquatic science, hydrology, human dimensions, and water resource management journals held by Carroll University. You will be required to use the library databases to retrieve these articles.

Please keep current with the readings. Much of the class – and your grade – is discussion-based and will require that everyone actively participates. 2

III. Learning Outcomes and Objectives

At the conclusion of this course, you should be able to: I will assess this ability by: 1. Understand the relationships between organisms, their  Discussion and habitats, and people and their influences on the Discussion Leadership management process.  Exam questions  Hydrology Assignments  Watershed Management Plan 2. Read, research, and evaluate peer reviewed scientific  Case Studies literature.  Discussion and Discussion Leadership  Watershed Management Plan 3. Work as a team to develop a watershed management plan  Watershed Management for a regional watershed of interest. Plan  Attendance and Participation 4. Understand global watershed issues and how they  Case Studies correlate with local and regional issues we will deal with.  Discussion and Discussion Leadership  Exams 5. Assimilate your scientific knowledge and experience in to  Watershed Management the management of natural resources. Plan  Exams  Hydrology Assignments 6. Proofread and provide constructive criticism  Critique of the Other Group’s Management Plan 7. Experience a graduate school-like experience through the  Discussion and structure, freedom, and responsibilities of the class Discussion Leadership  Group and Individual Components of the Watershed Management Plan  Exams  Attendance and Participation  Hydrology Assignments

IV. Learning Opportunities (aka assignments, exams, and presentations)

Learning Opportunity Points % of Grade Exams (Take-home midterm, final is ½ in class and ½ take home) 150 27.3% Case Studies 100 18.2% Discussion Leadership 30 5.5% Discussion Participation and Preparation 30 5.5% Watershed Management Plan – Group Effort 75 13.6% Watershed Management Plan – Individual Effort & Critique of the 125 22.7% Other Group’s Plan Hydrology Assignments 40 7.3% Total 550 100%

V. Assignment Details

A. Exams – There will be two (2) exams, a mid-term (50 points) and a final (100 points). The midterm will be a take-home exam in which you will be able to use your notes, books, and will be required to use the library to research the questions. Questions should be supported by peer reviewed literature and books and a properly formatted literature cited must accompany the exam. The midterm is due via e-mail to me by midnight on October 9th. The final exam will be half take- home (same structure as the midterm) and half in class (written, closed book). B. Hydrology Assignments – There are two (2) assignments, each worth 20 points, which will test your understanding of concepts in hydrology and your ability to use mathematical equations that describe watershed and stream hydrology. An understanding of basic surface hydrology is important to understanding a wide variety of topics in the course. C. Case Studies – There are 3 case studies due. The topics of the case studies are listed below and the due dates are in the tentative course schedule (below). Each case study should be one journal article or book chapter and pertain to the topic category and be a study in a particular watershed (not a general review article).

Each case study should be up to 2 pages (typed, double spaced) and include: a full citation, a description of the watershed (geographic description), a brief description of the issue at the center of the article (i.e. flooding, water quality, fisheries management, urbanization, etc.), how the issue was addressed, who were the partners involved in the management/restoration, and lessons learned from the actions. Send me an e-mail with the case study (article and summary) before the class period and I’ll forward all the studies to the rest of the class for their information. 1. Human Dimensions – Survey of watershed landowners and/or users or recreational users (i.e. water supply issues, anglers, recreational boaters), or other issues related to “managing people”. These are due via e-mail by September 26th – we will not have class time to present these due to having outside speakers (25 points)

2. “One from the book” – Chapters 12 through 24 present case studies; provide a list of three you are most interested in for selection on Tuesday, October 15th for presentation on Thursday October 17th. (25 points) 3. Watershed Restoration or Assessment – Sediment or nutrient management, large-scale habitat or riparian zone management, biomanipulation, or other efforts that target the entire watershed or a significant geographic extent (state, geographic region, several watersheds, etc.), or a large-scale assessment paper (i.e. IBI, remote sensing, habitat suitability; 2 articles for 50 points). Due November 19th.

For each case study, on the class period prior to the case study due date, bring with you at least 3 possible journal articles or book chapter citations as possible case studies for the following week. We will review these case studies and select one for each person to be sure there is no overlap. Case studies are due, via e- mail by 4:00 PM the day before they are to be presented so I can provide copies to the rest of the class. D. Discussion Leadership – During the semester, each person lead the discussion of 2 papers we read as a class (not including your case studies). You will be judged on your preparedness, ability to stimulate discussion, and your understanding of the paper and the ability to address questions. It will be to your benefit to discuss the paper with me before your discussion leadership. E. Discussion Participation and Preparation – During each you are expected to participate in the discussion and be prepared by having read the materials. IF it is evident that people are not reading, quizzes and assignments based on the readings will be part of this grade. F. Management Plan – Two separate groups will conduct a watershed assessment and produce a management plan for the watershed. You will be graded both on group and individual efforts and final products. More details on the assignment will be provided in a separate handout (20 September 2012). G. Critique of Management Plans – Each individual will provide a critique of the other group’s management plan. The goals of the critiques are to: 1) improve the quality of the final management plans, 2) improve your ability to critically evaluate scientific writing, management actions and options, and organizational structure, and 3) acquaint you with the peer review process like that used in peer review journals and in evaluating scientific reports by private consulting firms and resource management agencies. Your grade (30 points) is based on the strength and thoroughness of your review.

VI. Grading Scale: I do not give you your grade; you EARN it through your effort and skills displayed in the course.

Grade Percentage Range Intermediate Grades A 93.0 – 100% AB 89.0 – 92.9% B 83.0 – 88.9% I am willing to improve your grade if you are within 1 percentage point of the next highest grade AND you BC 79.0 – 82.9% have displayed exemplary attendance, participation, C 70.0 – 78.9% and effort. D 60.0 – 69.9% F < 60.0%

VII. Course Policies

Exams. No make-up exams will be given except for verified illness or family emergency, or PRIOR written excuse from faculty advisor for sports or other school-related activity. The instructor has the final say. As a matter of record, if you are ill I will need a signed note from the health center or your doctor.

Late Policy. Late assignments will not be accepted unless instructor is notified prior to the due date AND I am willing to accept the late assignment based on a legitimate reason for your assignment being late (that you waited until the last minute is NOT legitimate!). Even upon approval, late assignments will be reduced by 10 percent per day beyond the original due date. I will NOT take any late assignments that I have not approved at least 48 hours (2 days) prior to the due date. SORRY, NO EXCEPTIONS. No assignments will be accepted after Reading Day (December 10th).

Assignment Policy. Assignments will either be due via e-mail or as paper copies. This will be clearly spelled out on the syllabus and/or on an assignment sheet (all available through Blackboard). It is too difficult to organize grading when assignments are turned in through different methods (e-mail and paper both). Assignments in other formats WILL NOT BE ACCEPTED, SORRY NO EXCEPTIONS.

Attendance Policy. It is expected that you will attend all class meetings on time. More than 4 absences (2+ weeks of class; excused or unexcused) will result in a full letter grade reduction of your final grade. If you miss more than 20% of class meetings (6) due to any reason you cannot satisfactorily complete the course and an F will be earned or you may be granted an incomplete if you have a legitimate reason and have contacted me to petition for an incomplete at least 2 weeks before final exams begin. SORRY, NO EXCEPTIONS!

Proofreading Policy. As juniors and seniors, I should not have to read through excessive typographical, spelling, or other grammatical errors. You should have someone other than yourself proofread your materials before they are turned in. I will stop reading after 3 simple errors and return the document with comments and a 1 day late penalty (10% reduction).

Academic Integrity. It is expected that each student do his/her own original work. Carroll University policy will be followed if issues of cheating or plagiarism arise. See the student handbook. Plagiarism includes such practices as outright cutting and pasting material from web sites or other electronic media, using other student’s work (with or without their permission), not properly citing other peoples work, or using a paper you have prepared for a different course. If in doubt, ask me! Any breeches of academic integrity will be reported to Carroll University Student/Faculty Ethics Committee and may result in no credit given on the assignment (0 points) and/or a course grade of F submitted to the Registrar.

Disabilities/Special Needs. It is your responsibility to initiate requests for accommodation through Martha Bledsoe (524-7335, [email protected]), Disability Services Coordinator at Carroll University. I will make appropriate accommodations once I receive notification from Martha Bledsoe.

VIII. Tentative Course Outline and Assignment Due Dates (these are subject to change)

Date Topic Readings and Assignments

1. Overview of the Watershed Management Plan project R 9/5 a. SEWRPC – Tom Slawski b. Trout Unlimited – Jason Freund  Review “Lecture 2: Hydrology - discharge, hydrographs, floods and 1. Introduction to the course and syllabus sediment transport” and “Lecture 3: 2. Watershed Hydrology (morphometric Physical Factors - current, substrate, relationships, basin hydrology, flood T temperature and dissolved oxygen” on occurrence) 9/10 Water on the Web 3. Measuring discharge, stream gaging, and (http://www.waterontheweb.org/curricula ratings curves /ws/unit_01/U1mod4_5.html) 4. Reading a Hydrograph  Hydrograph assignment – Due 9/13by midnight  Review “Lecture 1: River Structure and and Geomorphology” on Water on the 1. Basic stream Hydrology Web R a. Discharge-sediment relationships (http://www.waterontheweb.org/curricula 9/12 b. Stream power and tractive force /ws/unit_01/U1mod4_5.html) c. Stream Habitat  Hydrology assignment – Due 9/18 by midnight T 1. Streams in a watershed context  Frissell et al. (1986) 9/17 2. What is Management?  WWD Chapter 1 1. Ethical and Social Considerations  WWD Chapter 2 R 2. Introduction to Watershed Sources of  WWD Chapter 3 9/19 Information 3. Watershed Management Plan Discussion

1. Human Dimensions Introduction and  Flitcroft et al. (2009) T Discussion  3 potential case studies 9/24 2. Case Study Selection 3. Watershed Management Plan Discussion 1. Legal and Regulatory Considerations –  WWD Chapter 5 R Rebecca Grazer, US Army Corps of  Trimble (1981) 9/26 Engineers – The Permitting Process  Trimble (1999) 2. Historical Perspectives 1. Clean Water Act, Monitoring, and  Karr (1990) Conservation Biology T 2. Stormwater Management and Urban 10/1 Watersheds - Maureen McBroom (WDNR Stormwater Management) 1. Evaluating Environmental Quality R  WWD Chapter 4 2. Introduction to Index of Biotic Integrity 10/3  Karr (1981) – will be provided (IBI) T 1. Ezra Meyer – Friends of the Mukwonago  Kanehl et al. (1997) 10/8 River and Clean Wisconsin 1. Temporal and Spatial Scales R  WWD Chapter 6 2. Watershed Management Plan Discussion 10/10

1. Temporal and Spatial Scale Applications T  Fausch et al. (2004) 2. Case Study Selection 10/15  Schlosser (1995) – will be provided 3. Watershed Management Plan Discussion Just your case study, briefly examine the R 1. Case Studies – “One from the book” others. Each person will present their case 10/17 2. Introduction to Ecological Principles study (10 minutes) T Fall Break – No Classes 10/22  WWD Chapter 7 1. Ecological Principles

R 2. Introduction to Monitoring and Adaptive  Explore: www.fgmorph.com; particularly the Montgomery and 10/24 Management Buffington and Rosgen Classification 3. Watershed Management Plan Discussion Schemes 1. Monitoring and Adaptive Management  WWD Chapter 8 T 2. Human Impact Example – Acid Mine 10/29  Freund and Petty (2007) Drainage Midterms Due by E-Mail 1. Fish Passage Issues – Luke Roffler – R  Poplar-Jeffers et al. (2009) Ozaukee County Fish Passage Program 10/31 2. Watershed Management Plan Discussion T 1. Watershed Scale Impacts  Fayram and Mitro (2008) 11/5 2. Riparian Zone Impacts 1. Stream Habitat Improvement  Alexander and Allan (2007) R 2. Watershed Groups and Community 11/7 Partnerships – Cheryl Nenn – Milwaukee Riverkeeper 8

T  WWD Chapter 9 2. Building Partnerships I 11/12  WWD Chapter 10 R 1. Building Partnerships II  WWD Chapter 11 11/14 2. Watershed Management Plan Discussion Come with questions on your management 1. Case Studies – Watershed Restoration or plan; drafts are due in 1 week T Assessment Just your case study, briefly examine the 11/19 2. Watershed Management Plans – Work others. Each person will present their case Day study (5 minutes)  First Draft of Watershed Management R 1. Management Plan Review Plans Due 11/21 2. Case Study Lessons Learned  WWD Chapter 25  WWD Chapter 26 (review)  Manuscript reviews and Proofreading T 1. Watershed Management in the Human Due 11/26 Environment  Chapter 28 R Thanksgiving Break – No Classes 11/28 T 1. Prioritization of Watershed Restoration  Petty and Thorne (2005; will be 12/3 2. Watershed Management Plan Discussion provided) R Group Work Day 12/5 T Presentation of Watershed Projects 12/10

Final Exam – Saturday December 14th 8:00 AM

Disclaimer. The instructor reserves the right to modify, amend, or change the syllabus as the curriculum and/or program requires.

Literature Cited (This list is subject to change. You are required to print your own copies of these articles or have them with you on an electronic device. Not having access to the articles during class will negatively affect your discussion participation grade.)

Alexander, G.G., and J.D. Allan. 2007. Ecological success in stream restoration: case studies from the Midwestern United States. Environmental Management 40:245-255.

Fausch, K. D., C. E. Torgersen, C. V. Baxter, and H. W. Li. Landscapes to riverscapes: bridging the gap between research and conservation of stream fishes. BioScience 52:483-498.

Fayram, A.H., and M.G. Mitro. 2008. Relationship between reach-scale habitat variables and biotic integrity score, brook trout density, and brown trout density in Wisconsin streams. North American Journal of Fisheries Management 28:1601-1608.

Flitcroft, R.L., D.C. Dedrick, C.L. Smith, C.A. Thisman, and J.P. Bolte. 2009. Social infrastructure to integrate science and practice: the experience of the Long Tom Watershed Council 14(2):36. (http://www.ecologyandsociety.org/vol14/iss2/art36).

Freund, J. G., and J. T. Petty. 2007. Response of fish and macroinvertebrate bioassessment indices to water chemistry in a mined Appalachian watershed. Environmental Management 39(5):707-720.

Frissell, C.A., W.J. Liss, C.E. Warren, and W.D. Hurley. 1986. A hierarchical framework for stream habitat classification: viewing streams in a watershed context. Environmental Management 10(2):199-214. Hooke, R. L. 2000. On the history of humans as geomorphic agents. Geology 28:843-846.

Kanehl, P.D., J. Lyons, and J.E. Nelson. 1997. Changes in the habitat and fish community of the Milwaukee River, Wisconsin, following removal of the Woolen Mills Dam. North American Journal of Fisheries Management, 17:2, 387-400

Karr, J. R. 1981. Assessment of biotic communities using fish communities. Fisheries 6:21-27.

Karr, J. R. 1990. Biological integrity and the goal of environmental legislation: lessons for conservation biology. Conservation Biology 4:244-250.

Petts, G. E., J. Nestler, and R. Kennedy. 2006. Advancing science for water resources management. Hydrobiologia 565:277-288.

Petty, J. T., and D. Thorne. 2004. An ecological based approach to identifying restoration priorities in an acid- impacted watershed. Restoration Ecology 13:348-357.

Poplar-Jeffers, I.O., J.T. Petty, J.T. Anderson, S.J. Kite, M.J. Strager, and R.H. Fortney. 2009. Culvert replacement and stream habitat restoration: implications from brook trout management in an Appalachian watershed, U.S.A. Restoration Ecology 17(3):404-413.

Schlosser, I. J. 1995. Critical landscapes that influence fish populations in headwater streams. Hydrobiologia 303:71-81.

Trimble, S. W. 1981. Changes in sediment storage in the Coon Creek basin, Driftless Area, Wisconsin, 1853 to 1975. Science 214:181-183.

Trimble, S. W. 1999. Decreased rates of alluvial sediment storage in the Coon Creek basin, Wisconsin, 1975-1993. Science 285:1244-1246.

Your citations should follow this same format – see the journal, Ecology for proper citation format.