1. Teaching where science and policy intersect by developing a river restoration plan on a local stream Gabrielle David Department of Earth and Environmental Sciences Boston College 2014

2. Project Goals Students learn: 1.about process-based restoration. 2.how to apply geomorphic concepts that they learned in class to river management. Examples of geomorphic concepts include: shear stress flow resistance bedload transport bankfull discharge stable channel design Natural flow regime

3. Higher-order thinking skills Students learn each aspect of developing stream restoration project including how to set project goals, assess the current and past condition of the watershed, identify problems and potential actions, review and select appropriate restoration techniques, and develop a design plan for restoration.

4. Other skills goals 1.Collaboration 2.Field Techniques 3.Writing Skills

5. Student projects Group 1: Recreation Group 2: Ecology Group 3: Sediment supply Group 5: Natural flow regime Group 4: Channel stability Group 6: Water Quality

6. Assignment Details 1)Introduction and Watershed Assessment 2)Project objectives and stakeholders 3)Project design 4)Implementation and monitoring plan 5)Budget and justification Final proposal includes:

7. 2 Field trips 1)Mill River in Taunton, MA Restored sites 2) Data collection day Stream adjacent to BC

8. 8 Provide students with examples: Mill River Field trip Stop 1: Stormwater Park Stop 2: Hopewell Dam Removal Stop 3: West Brittania Dam Stop 4: Whittenton Dam Removal Stop 5: Morey’s Bridge Dam Stop 6: Headwater Habitat

9. Dam removal site: restored channel What did the students observe? Potential dam removal site: constrained channel Dam removal site – restored channel Dam improvement site Headwater habitat Downstream park with USGS gage

10. Where did this lead the class discussion? 1.How is USGS gage data used for river management and restoration? 2.How do you deal with contaminated sediment? (Hopewell dam removal) 3.How do you choose what type of channel to design? How do you design a meandering channel? How do you design a pool-riffle channel? 4.How do you bioengineer banks? 5.What are the challenges of dam removal in an urban setting? 6.How do you design a fish passage? 7.What are problems associated with road-stream crossings?

11. 11 Wetland Dam Concrete- lined channel Sediment deposition above dam Incised channel below culvert Field Trip 2: Edmands Brook Culverts

12. Results from Data Collection Field Trip Also, you can make use of this opportunity to discuss significant figures! Use the data collected in the field to further engage students and emphasize connection to some major concepts that you cover in class.

13. Other Assignments 2 Problem Sets Need to work on integrating these with stream restoration project, but then students would not get opportunity to work with gage data.

14. Reading scientific papers Assignment borrowed from Leroy Poff

15. Some results of the project Natural flow regime group At least one or two lectures were spent discussing how to properly present results and develop figures.

16. Implementation and Monitoring Sediment supply group Natural flow regime group Every group had to come up with a timeline and a monitoring plan.

17. Other ideas that students developed Recreation group Bring back ice rink and improve aesthetics Is this topic too simple (not enough emphasis on geomorphic concepts) in comparison to the other topics?

18. Budget Work Items Median Cost (USD) Concrete Spillway Removal $4,800 Culvert Removal (x2) $6,000 Dam Removal $45,651 Dredging Sediment $3,000 Project Engineer $40,640 Project Manager $42,240 Footbridge construction (x3) $45,000 Landscaping and Park Construction $40,000 Materials – soil, rocks, vegetation, coir mats $8,000 Monitoring $5,249 Parking Lot Removal $45,500 Permits $45,590 Public Outreach $2,736 Re-vegetation $4,000 Hydrologic and Hydraulic Studies $10,000 Sediment and Management Planning $12,000 Pre-restoration Data Collection $778 Total $361,184 Examples of restoration proposal budgets were provided by government scientists.

19. Final Thoughts 1.Students had opportunity to see how to apply scientific concepts to a river management plan. 2.Students interacted with government workers who design and implement stream restoration in Massachusetts. 3.Students developed writing and presentation skills. 4.Collaboration!!

20. Thank you! Questions?