Course Description:

This course is an introduction to watershed assessment: the detailed evaluation of the processes, influences, and problems in a watershed [in order to] develop a plan of action to preserve ecosystem services and functions (modified from DeBarry 2004). The course starts with building a foundation in understanding watershed processes: the physiography, climate, hydrology, hydrogeomorphology, ecology, and water quality components of watersheds. This foundation is critical to subsequent components: assessment and management.  Following the foundation, the course then converts to a hybrid structure aimed at understanding the basis for watershed assessments while also providing a “how- to” guide in a series of lectures and labs, complete with information on the latest resources, data,    and tools - These generally include the identification of general approaches, repositories of information, Geographic Information Systems, modeling approaches, assessment techniques, and quantitative measurements and estimation methods.  This guide provides students with the resources for conducting their own watershed assessment. Additionally, an optional certification training course is integrated in the course and provided as away for students to augment their resumes.

Course Approach:

The course follows a structured approach to learning – i.e., learning by applying. Students are presented technical information in an organized series of lectures, and then students apply the information through hands-on assignments to solve problems.  An important note is that hands-on assignments are specifically aimed at being quantitative and requiring data analysis. These problems are created with the aim of critical thinking: building a set of tools and skills. Near the end of each   unit, a lab time will be devoted to hands-on teaching, including demonstrations, which closely correspond to hands-on assignments. This naturally administers a next step of structured learning – i.e., learning by doing.  Students will use these tools and skillsets to eventually develop their own watershed assessment for a local watershed.

Course Objectives:

To provide students an introduction to watershed assessment by:

1)   Understanding watershed processes, how to conduct a watershed assessment, and approaches to watershed management.

2)   Conducting a watershed assessment.

3)   Thinking critically through application. Applying the concepts to answer questions and solve problems. Critical thought means that you learn something from one setting and apply it within completely new, perhaps unrelated, settings.

4)   Becoming “data capable” . Learning the basics of measurements, data analysis, estimation methods, and interpretation in relation to watershed assessment

Course Evaluation:

Grades are determined through multiple means by testing your knowledge. Specific expectations and requirements, as well as absence and make-up policies, are provided in subsequent sections.

1)   Quizzes – Ten quizzes will be issued throughout the semester (primarily via CANVAS) to holistically assess your knowledge of the material, but also your ability to critically think.

Quizzes will test on lecture material, hands on assignments, and selected readings.

2)   Hands-on assignments – Periodically, you will be provided with a set of hands-on

problems and data analysis assignments corresponding to the material covered in class and    laboratories.  Some of these assignments will be partially conducted in labs during class time. You must answer all questions completely and provide corresponding calculations or figures that are requested in the data analysis. All answers and plots should be incorporated into a Microsoft Word document or PDF and uploaded to Canvas prior to the due date.

3)   Watershed Assessment Report – In replacement of the final exam, each student will

conduct a watershed assessment for a local watershed and will focus on the assessment and management of the watershed process topics covered in class (hydrology, hydrogeology, hydrogeomorphology, ecology and habitat, and water quality). The assessment report will require students assess the main anthropogenic stressors operating in each watershed and identify watershed processes that are impacted, as well as the nature of those impacts.  This will require site visitation for visual inspection of conditions, and quantification of altered watershed processes for assessment using methods covered in class. Students will conduct a water quality assessment in their study watershed using one of the test kits provided.

Students will be expected to apply resources from lectures and hands-on assignments in their report and follow protocols of appropriate methods. The report will also include a management plan where students provide recommendations of strategies to ameliorate or mitigate the anthropogenic stressors.

Standard Core Water Quality Citizen Scientist Certification:

The Texas Stream Team offers training for students and adults in a series of certifications, one of which is water quality field testing. Citizen scientists are certified by completing a three-phase training that measures a series of physical and chemical parameters of water.  The first phase provides an introduction lecture by the trainer, the second phase is in-person monitoring with the  trainer, and the third phase is where the trainee conducts monitoring on their own and reports the results. The certification is integrated into the course as to not create additional burden. For more  information, please refer to the Texas Stream Team website:

https://www.meadowscenter.txstate.edu/Leadership/TexasStreamTeam/Trainings- Programs/StandardCore.html

Required Text:

1)   Text for readings will be provided through weblinks or via Canvas

Going Further:

Watersheds: Processes, Assessment, and Management. (2004) DeBarry, P.A. Wiley. 700pg.

*this text is expensive if purchased new – you can find on Amazon or other online bookstores

Course requirements:

**Please see additional details on COVID policies at bottom of syllabus

1 – Students should come to class on time and prepared for each day’s lecture or lab.  This includes reading material for each respective section (noted in the schedule) prior to class. Additionally, during labs, students will need to bring laptops or find a partner with a laptop.

2 - To take a make-up exam you must be involved in a recognized university activity and supply

written verification. If you plan to be absent for a quiz, exam, or other in-person assignment, please let me know before your absent, documented in an email. Excused absences for non-health related  reasons should be submitted by e-mail from an official source. This can include Faculty, Staff,

Chaplin’s Office in Student Life (in the case of a personal or family emergency) or by the deans (in   the case of a major personal or family emergency). You must makeup all missed assignments within 10 days. Importantly, Baylor’s Health Services department on the Waco campus no longer provides  notes to ‘excuse’ students from missed classes.

3 –You will lose 10% per day for late assignments. Late assignments can still be uploaded to CANVAS.

4 –Grades will be posted on Canvas; you have one week from posting to question your grade. After this, grades will NOT be changed.

Grades:

Final grading for the course will be on the following basis.

D-       60-62

F         59 and below