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ENSP 191  – Senior Capstone – Ecosystem Management / Environmental Education

3 credit hours

Instructor:  Dr. Keith S. Summerville

Contact Information: (w) 271-2265; (h) 224-0851, keith.summerville@drake.edu

Office Hours:  Harvey-Ingham, 30-A – M-F: 10-11am

Course Description:

This course is intended to be a seminar that brings aspects of biology, economics, geology, and politics to bear on contemporary environmental topics such as energy, soil conservation, hydrology, climate change, land use planning, sustainability or ecosystem ecology.  Te course may involve the construction of models, performance of simulations, or empirical tests.  Open as an elective for all Drake seniors, required course for all ENSP majors (3 credit hours).

Course Organization:

Meeting time:  Tuesday 1-5pm

I designed this capstone course to serve two primary purposes: (i) to function as an advanced seminar that will require original thought and substantial in-class discussion of ecology and policy, and (ii) to allow ENSP students to synthesize all of the material you have learned in the past 4 years by completing a major research / public service project at one of Polk County’s largest natural areas, Chichaqua Greenbelt. 

To meet the first course objective, we will discuss and synthesize current theories of species diversity and how ecological theory influences ecosystem management and the formulation of successful policies for conservation (Rosenzweig 1995).  Restoring or protecting species diversity is often invoked as the ultimate reason for conservation, so ENSP students should display a profound understanding for how species diversity is determined at different spatio-temporal scales.  Class discussions will fill the first hour of the class, and will open to additional faculty in ENSP or Biology.

The remainder of the course period each week is to serve as time for groups to work on their research / public service projects.  Chichaqua Greenbelt is a large, heterogeneous natural area north-east of Des Moines (15 minute drive).  A number of projects are available for you to choose from, and I intend to keep group size to 4-6 students.  Below are 3 suggestions for Capstone projects that I have discussed with Loren Lown, natural resource manager for Polk County Conservation Board.

·        Design a habitat management plan for Engeldinger Marsh.  The marsh has many problems that need to be addressed, ranging from invasive species, depauperate communities of flora and fauna, and damaged hydrologic functioning.  A major impediment to any management efforts is lack of money, so a group engaged in this project must deal with both the science and the politics/economics of park administration.

·        Design a canoe trail through the oxbows of the Greenbelt.  This project merges environmental education, ecology, and geography.  PCCB needs to get an idea for where old wetland scars are in the north end of the preserve and at what level they become “canoe-able”.  GPS data and survey would be appropriate here.  Furthermore, having located suitable oxbows, students should prepare an educational pamphlet that canoers or kayakers could take with them on their journey! 

·        Design an inventory and management plan for a new sand prairie acquisition.  Recently, PCCB purchased a piece of native sand prairie that lacks any management plan or species inventory data.  Students engaged in this project should design surveys for plant and animal species, conduct those surveys as time allows, and research / synthesize management options available to PCCB for restoring native communities in sand prairie habitats.

Additional projects may be discussed on the first day of class.  It is important that you realize that my role for this course is more facilitator and moderator rather than performer.  These projects are your responsibility and the product you produce will, in large part, determine your grade.  Course time from 2-5pm on Tuesdays is reserved for you to work on these projects, but also realize that additional time must be spent on producing a professional outcome.  Every 2 weeks I will meet with each group for 15-30 minutes to update myself on your progress, be prepared to present results / discuss frustrations / ask questions!

Required Textbook:

Rosenzweig, M.  1995.  Species diversity in space and time.  Cambridge University Press, London, UK.

Supplemental Reading:

I reserve the right to assign supplemental reading to capstone groups.  The purpose of this reading will be to get groups moving in the “right” direction or to confront groups with issues of science or policy that they may not have considered.

Assignments:

There are only three formal assignments for this course.

1)      Each occasion that we meet as a full class to discuss the Rosenzweig text, I expect you to have read it and to discuss it.  I will lead the discussions, but you will be evaluated on your participation (200 points)!

2)      Each group must turn in a capstone project.  The details of this assignment will vary greatly depending on which project you choose to research.  The exact format of “finished projects” will also depend on what Loren Lown forsees as a “successful” project- he is also your “supervisor” on the projects, so the finished assignments must also be suitable in his eyes.  I will be critiquing your work every two weeks when groups meet with me.  Capstone projects are worth 500 total points, 100 points of which will be assigned based on my evaluation of a preliminary outline for the finished project (outline due March 11).

3)      Group presentation.  On April 29^th, each group will present a 20-30 minute talk on their projects.  Presentations should address the following questions:

a.       What was the problem your group attempted to solve?

b.      What was the background of your study site / topic?

c.       What were your group’s objectives?

d.      How did you collect data / influence or set policy?

e.       What was the project outcome?

f.        What remains to be done or what issues remain unresolved?

Presentations will be open to the public- we want to show ENSP off to the rest of the campus!  Be prepared to answer questions following your presentation.  I expect presentations to be done using Powerpoint, presentations will be evaluated by other members of the capstone class and myself (300 points).

Evaluation:

There are 1000 possible points for this course as outlined in the above section.  Students will be evaluated based on the number of points they receive out of the total possible.  Grading follows University standards, final grades will be A, B, C, D, or F.  I reserve the right to dock points from your grades for excess absences and lackluster work efforts (treat this experience as you would a full-time career)!  Turning in assignments late is unlikely to please me either.

Lecture Laboratory Schedule