575.716.81 - Principles of Estuarine Environment: The Chesapeake Bay Science and Management

Expanded Course Description

As one of the United States’ premier examples of a comprehensive, integrated watershed and coastal water restoration and management effort, the Chesapeake Bay Program, has gained much attention and is being emulated in many other parts of the world. In this course students will study the science and management of estuaries and similar coastal waters, using the Chesapeake Bay as a specific example to illustrate the principles learned during the course. Students will be required to apply that knowledge in conducting independent research on another coastal bay or estuary of their choice and prepare two major course project presentations, consisting of a Power Point with presentation notes, for review by other members of the class. The first part of the project will be presented to other students at the midpoint of the course (posted in Module 7, review of other students presentations in Module 8) and the second at the end of the course (posted in Module 13, review of other students presentations in Module 14). For the first part of the project, students will be required to research, describe and discuss the basic physical, chemical, and biological components of an estuary of their choice, including the watershed, air-shed and coastal ocean boundary. The anthropogenic stresses such as nutrient and contaminant pollution, habitat modification, and harvest of fish and shellfish and how they impact the health of the estuary will be identified, evaluated and presented to the class. Students will also review and provide comments on other students presentations.

The second project presentation, building on the first, will be presented to the class in Module 13, describing and critiquing the management issues and policies pertaining to the selected system and defining recommendations for additional actions, including description of metrics and milestones needed to document efforts to restore or protect the estuary. In Module 14, students will be required to review, analyze and critique other students’ presentations that were posted during Module 13.

Course Structure

The course content is divided into modules and includes a course project, site visit, a midterm and a final exam. Course Modules can be accessed by clicking Modules on the course menu. A module will have several sections including the overview, content, readings, discussions, and assignments. Students are encouraged to preview all sections of the module before starting. Most modules run for a specified period of days, exceptions are noted on the Course Outline page. Students should regularly check the Calendar and Announcements for assignment due dates.

Course Topics

Module 1

Physical geography of Chesapeake Bay and other estuarine systems.

Physical geography, geological, physiographic characteristics of the Chesapeake Bay and its watershed as well as other types of estuarine systems & their watersheds

Module 2

Ecology of Chesapeake Bay and other estuarine systems.

The Chesapeake Bay ecosystem, including important fisheries and the energy and food webs that support them.

Module 3

The history and paleoecology of the Chesapeake Bay

The geologic and human history of the Chesapeake Region, including a guest lecture by Dr. Grace Brush describing  how paleoecology has been used in the Chesapeake Bay region to gain a more detailed understanding of the history and prehistory of the watershed.

Module 4

Anthropogenic stresses on Chesapeake Bay and other estuarine systems.

A broad overview of anthropogenic impacts on the estuary and its ecosystem, including its watershed and adjacent coastal zone.

Module 5	Organic, pathogenic, nutrient and sediment pollution and eutrophication of receiving waters.	The roles of excessive organic, pathogenic, nutrient and sediment pollution in the degradation of receiving waters (estuaries, reservoirs, lakes)
Module 6	Land use and habitat modification	Overview of state and local land use and water/wastewater planning and infrastructure development, operation and maintenance and how they affect coastal waters.
Module 7	The U.S. Clean Air and Clean Water Acts.	The U.S. Clean Air and Clean Water Acts’ influence on restoration of water quality and the Chesapeake Bay Program.
Module 8	The scientific and technical foundation of the Chesapeake Bay TMDL.	Review of the research, monitoring, computer modeling and analysis that is the basis for the Chesapeake Bay Total Maximum Daily Load (TMDL) requirements and the restoration actions being taken.

Module 9	Control of pollution from the air, wastewater, stormwater and agriculture	Atmospheric emissions from power plants, heating plants, mobile sources, etc.; wastewater treatment system restoration and upgrades, consent decrees; storm water pollution control requirements and agricultural best management practices in achieving the Chesapeake Bay restoration goals.
Module 10	The Chesapeake Bay Watershed Implementation Plans, milestones, reporting and tracking.	Review and comparison of the Chesapeake Bay Watershed jurisdictions’ watershed restoration implementation plans and progress being made.
Module 11	Financing the restoration	A review of economic value of the Chesapeake Bay and its watershed and how the restoration is being financed.

Module 12	Current legal challenges and the future of the Clean Water Act	Review of ongoing legal challenges to the Clean Water Act.
Module 13	Case Study of the Guanabara Bay in Rio de Janeiro, Brazil	An overview of the condition of Guanabara Bay and what is needed for its restoration.
Module 14	“Stationarity is dead”: adaptation to climate change in the coastal environment	The impacts of climate change on coastal waters and watersheds, with an emphasis on Chesapeake Bay and the east coast of the U.S.

Course Goals

The world's coastal environment and estuaries are where the land and sea come together to sustain one of our most important ecosystems. This ecosystem hosts many economically important food species that have come to define regional cultures, aquaculture to help feed our growing population, shipbuilding, ports, offshore energy, tourism and recreation and many other desirable features that make coastal areas attractive and the home for a disproportionate share of human population growth and development. In this course we focus on the Chesapeake Bay as a premier example of a cherished coastal ecosystem to illustrate the natural characteristics that draw so many of us to the coasts, the human impacts that have damaged and are continuing to threaten coastal areas and the ongoing efforts to restore and protect them.  Students will apply what they learn in class to independently research another estuary and develop present to the class the natural characteristics, impacts of human activities, ongoing restoration and management of the ecosystem. Most importantly, students will then apply what they have learned to evaluate actions being taken in their estuary, and describe additional actions that are needed to restore and protect the ecosystem in the future.

Course Learning Outcomes (CLOs)

• 1. Examine and explain the basic physical, chemical, and biological components of the Chesapeake Bay ecosystem and other estuaries, including the watershed, air-shed and coastal ocean boundary, how they interrelate in both healthy and degraded states of an estuary and how climate change will impact coastal waters and watersheds.
• 2. Investigate and summarize the anthropogenic stresses such as nutrient and contaminant pollution, habitat modification and harvest of fish and shellfish.
• 3. Compare and identify similarities and differences between the Chesapeake Bay ecosystem, its anthropogenic stresses and management to other types of estuarine systems in other parts of the world.
• 4. Evaluate and analyze the ecosystem, anthropogenic stresses and management of an estuarine system of student’s choosing based on their independent investigation of available descriptive, monitoring and management information and published scientific research results.
• 5. Investigate and appraise the most current Chesapeake Bay management issues and policies being pursued at the federal, state, and local levels of government, including metrics of progress achieved and methods of regularly reporting that progress to the public.
• 6. Apply knowledge of coastal systems and their management to examine and critique the restoration program for the estuarine system you have chosen. Identify, analyze and describe student’s recommended appropriate new or additional components necessary for a more effective restoration and protection plan for that system, including plans for adaptation to the impacts of climate change on coastal waters and watersheds.
• 7. Create, describe and present the restoration plan for your chosen estuary to the class in a way that is understandable to politicians and the general public and includes specific metrics of progress based on monitoring and implementation progress reports that can be regularly updated to ensure accountability.

Textbooks

There is not a specific textbook required for this course.

Student Coursework Requirements

Two major course project presentations (40% of total grade / 20% per project) – The first part of the project will be presented to other students at the midpoint of the course (posted in Module 7, followed by review of other students presentation in Module 8) and the second at the end of the course (posted in Module 13, followed by review of other students presentations in Module 14). In the first part of the project, students will be required to research, describe and discuss the basic physical, chemical, and biological components of an estuary of their choice, including the watershed, air-shed and coastal ocean boundary. The anthropogenic stresses such as nutrient and contaminant pollution, habitat modification, and harvest of fish and shellfish and how they impact the health of the estuary  will be identified, evaluated and presented to the class. In Module 8, students will be required to review, analyze and critique other students’ presentations. The second project presentation, building on the first, will be developed and presented to the class in Module 13 describing and critiquing the management issues and policies pertaining to the selected system and defining recommendations for additional actions, with metrics and milestones needed to restore or protect it.  In Module 14, students will be required to review, analyze and critique other students’ presentations.

Graded assignment (20% of total grade) for each Module that students will complete individually.  Weekly assignments will vary depending on module learning objectives.

Weekly class discussions (15% of total grade) where students are required to discuss and respond to other student's in asynchronous weekly discussions on topics related to the module learning objectives.

Graded exams (20% of total grade - 10% each) will be given in Modules 8 and 14. These will assess students’ achievement of the learning objectives in modules 1-7 and 8-14, respectively. 

Visit an estuary of student’s choice (5% of grade) - Students are required to visit a site of their choosing in a coastal area (either in person or virtually) and prepare a report for review by the class describing and illustrating the important features of the estuary or coastal area.

 

Grading Policy

Preparation and Participation/Class Discussion (15% of Final Grade Calculation) - Each student is responsible for listening to the recorded lectures and carefully reading all assigned material and being prepared for discussion. Post your initial response to the discussion questions by the evening of day 3 for that module week (ex. If the module begins on Tuesday, your initial response should be posted no later than Thursday evening). Posting a response to the discussion question is part one of your grade for class discussions (i.e., Timeliness). Part two of your grade for class discussion is your interaction (i.e., responding to classmate postings with thoughtful responses) with at least one classmate (i.e., Critical Thinking). Just posting your response to a discussion question is not sufficient; we expect you to interact with your classmates. Be detailed in your postings and in your responses to your classmates' postings. Feel free to agree or disagree respectfully with your classmates. Please ensure that your postings are civil and constructive. Post your response to another classmate by the due date listed in the Calendar. The instructors will monitor class discussions and will respond to some of the discussions as discussions are posted. In some instances, the instructors will summarize the overall discussions and post the summary for the class.

Preparation and participation is graded as follows:

A: Timeliness [regularly participates; all required postings; early in discussion; throughout the
discussion]; Critical Thinking [rich in content; full of thoughts, insight, and analysis].

B: Timeliness [frequently participates; all required postings; some not in time for others to read and
respond]; Critical Thinking [substantial information; thought, insight, and analysis has taken place].

C: Timeliness [infrequently participates; all required postings; most at the last minute without allowing for
response time]; Critical Thinking [generally competent; information is thin and commonplace].

D: Timeliness [rarely participates; some, or all required postings missing]; Critical Thinking [rudimentary
and superficial; no analysis or insight is displayed].

F: Does not participate

Assignments (20% of Final Grade Calculation) - Assignments require a concise written answer responding to each question or problem associated with the module. Include a cover sheet with your name and assignment identifier. Also include your name and a page number indicator (i.e., page x of y) on each page of your submissions. All assignments are due according to the dates in the Calendar. Late submissions will be reduced by one letter grade for each week late (no exceptions without prior coordination with the instructors).

Assignments are graded as follows:

A: All parts of question are addressed; All assumptions are clearly stated; All intermediate derivations
and calculations are provided; Answer is technically correct and is clearly indicated; Answer precision and units
are appropriate.

B: All parts of question are addressed; All assumptions are clearly stated; Some intermediate derivations
and calculations are provided; Answer is technically correct and is indicated; Answer precision and units are
appropriate.

C: Most parts of question are addressed; Assumptions are partially stated; Few intermediate derivations
and calculations are provided; Answer is not technically correct but is indicated; Answer precision and units are
indicated but inappropriate.

D: Some parts of the question are addressed; Assumptions are not stated; Intermediate derivations and
calculations are not provided; The answer is incorrect or missing; The answer precision and units are
inappropriate or missing.

F: Assignment is not turned in.

Course Projects (40% of Final Grade Calculation, combined from 20% for the initial portion and 20% for the final portion) -
The first part of the project will be presented to other students at the midpoint of the course (posted in Module 7, review of other students' presentations in Module 8) and the second at the end of the course (posted in Module 13, review of other students presentations in Module 14). In the first project, students will be required to research, describe and discuss the basic physical, chemical, and biological components of an estuary of their choice, including the watershed, air-shed and coastal ocean boundary. The anthropogenic stresses such as nutrient and contaminant pollution, habitat modification, and harvest of fish and shellfish and how they impact the health of the estuary will be identified, evaluated and presented to the class. Students are also required to review and comment on other students' presentations. 

A second project presentation, building on the first, will be developed and presented to the class in Module 13 describing and critiquing the management issues and policies pertaining to the selected system and defining recommendations for additional actions, with metrics and milestones needed to restore or protect it. In Module 14 students will be required to review, analyze and critique other students’ presentations.

The estuary can be selected from anywhere in the world, however Chesapeake Bay or Guanabara Bay, Brazil, which are covered in the class Modules, cannot be selected. 

Students will share an overview of their project as a video presentation of no more than 10-minutes to a discussion forum. All students are also required to review and critique at least 4 other students’ presentations in the discussion thread.  

Additionally, the PowerPoint presentation, with detailed notes included in the notes section below each slide, will be submitted for instructor review. The length should be from 15 to 20 slides and must effectively cover the items outlined above. Submit the PowerPoint slides with notes as a PDF file. 

Course projects are graded as follows:

A: The presentation covers all of the areas required in the assignment. Presentation is well organized, sources are well documented, explanations are clearly written and assumptions are fully explained. Student’s review of other students’ presentation is timely, insightful and comments are constructive.

B: The presentation covers the majority of the areas required in the assignment. Presentation is well organized, sources are well documented, explanations are clearly written and assumptions are fully explained. Student’s review of other students’ presentation is timely, insightful and comments are constructive.

C: The presentation covers some of the areas required in the assignment. Presentation is not as well organized, sources are not well documented, explanations are understandable and assumptions are at least partially explained. Student’s review of other students’ presentation and comments are constructive. 

D: The presentation covers only a few of the areas required in the assignment. Presentation is not well organized, sources are not well  documented, explanations are not clear and assumptions are not explained. Student’s review of other students’ presentation is incomplete and comments are not constructive.

F: Project is not submitted.

Estuary Visitation (5% of final grade calculation) - The submission for the site visitation will be due on the last day of Module 13. 
You can visit any site associated with an estuary. However, the location must be preapproved by one of the Instructors. Examples include a visit to any environmental component of an estuary to document conditions; such as a State Park, tidal wetland, or riparian buffer. Visits to museums which provide information regarding scientific components of an estuary, Natural History or environmental history will be considered. In addition visits to scientific research facilities associated with collecting or monitoring estuarine associated data are also good candidates. If the facility or site you are visiting requires permission to enter, please remember that you are representing Johns Hopkins University and should present yourself in a professional manner.

You are required to take pictures and make notes during your site visit.  Your instructors will create an "Estuary Visitation” thread in the
Discussion Board for you to upload your report for review by other students. The report should include a cover page that contains the facility’s name, the facility’s location, facility’s contact information, when you visited the facility and a brief description of the environmental features and human use/impacts on the area.  Include a minimum of four photographs of any critical parts/aspects of the
area and provide a descriptive paragraph (caption) for each photograph explaining its significance or an interesting element of the photograph.

Please bear in mind that during the entire process you represent the graduate students of the Johns Hopkins University and must demonstrate that in your courteous and professional conducts. Always place personal safety and consideration to your facility host first. The course instructors, The Whiting School of Engineering, and Johns Hopkins University shall not be liable for any personal or property damages or liability that might occur during your visit.

A: The presentation covers all of the areas required in the assignment. Presentation is well organized, sources are well documented, explanations are clearly written.

B: The presentation covers the majority of the areas required in the assignment. Presentation is well organized, sources are well documented, explanations are clearly written.

C: The presentation covers some of the areas required in the assignment. Presentation is not as well organized, but sources are documented, explanations are understandable. 

D: The presentation covers only a few of the areas required in the assignment. Presentation is not well organized, sources are not well  documented, explanations are not clear.

F: Project is not submitted.

Academic Policies

Deadlines for Adding, Dropping and Withdrawing from Courses

Students may add a course up to one week after the start of the term for that particular course. Students may drop courses according to the drop deadlines outlined in the EP academic calendar (https://ep.jhu.edu/student-services/academic-calendar/). Between the 6th week of the class and prior to the final withdrawal deadline, a student may withdraw from a course with a W on their academic record. A record of the course will remain on the academic record with a W appearing in the grade column to indicate that the student registered and withdrew from the course.

Academic Misconduct Policy

All students are required to read, know, and comply with the Johns Hopkins University Krieger School of Arts and Sciences (KSAS) / Whiting School of Engineering (WSE) Procedures for Handling Allegations of Misconduct by Full-Time and Part-Time Graduate Students.

This policy prohibits academic misconduct, including but not limited to the following: cheating or facilitating cheating; plagiarism; reuse of assignments; unauthorized collaboration; alteration of graded assignments; and unfair competition. Course materials (old assignments, texts, or examinations, etc.) should not be shared unless authorized by the course instructor. Any questions related to this policy should be directed to EP’s academic integrity officer at ep-academic-integrity@jhu.edu.

Students with Disabilities - Accommodations and Accessibility

Johns Hopkins University values diversity and inclusion. We are committed to providing welcoming, equitable, and accessible educational experiences for all students. Students with disabilities (including those with psychological conditions, medical conditions and temporary disabilities) can request accommodations for this course by providing an Accommodation Letter issued by Student Disability Services (SDS). Please request accommodations for this course as early as possible to provide time for effective communication and arrangements.

For further information or to start the process of requesting accommodations, please contact Student Disability Services at Engineering for Professionals, ep-disability-svcs@jhu.edu.

Student Conduct Code

The fundamental purpose of the JHU regulation of student conduct is to promote and to protect the health, safety, welfare, property, and rights of all members of the University community as well as to promote the orderly operation of the University and to safeguard its property and facilities. As members of the University community, students accept certain responsibilities which support the educational mission and create an environment in which all students are afforded the same opportunity to succeed academically. 

For a full description of the code please visit the following website: https://studentaffairs.jhu.edu/policies-guidelines/student-code/

Classroom Climate

JHU is committed to creating a classroom environment that values the diversity of experiences and perspectives that all students bring. Everyone has the right to be treated with dignity and respect. Fostering an inclusive climate is important. Research and experience show that students who interact with peers who are different from themselves learn new things and experience tangible educational outcomes. At no time in this learning process should someone be singled out or treated unequally on the basis of any seen or unseen part of their identity. 
 
If you have concerns in this course about harassment, discrimination, or any unequal treatment, or if you seek accommodations or resources, please reach out to the course instructor directly. Reporting will never impact your course grade. You may also share concerns with your program chair, the Assistant Dean for Diversity and Inclusion, or the Office of Institutional Equity. In handling reports, people will protect your privacy as much as possible, but faculty and staff are required to officially report information for some cases (e.g. sexual harassment).

Course Auditing

When a student enrolls in an EP course with “audit” status, the student must reach an understanding with the instructor as to what is required to earn the “audit.” If the student does not meet those expectations, the instructor must notify the EP Registration Team [EP-Registration@exchange.johnshopkins.edu] in order for the student to be retroactively dropped or withdrawn from the course (depending on when the "audit" was requested and in accordance with EP registration deadlines). All lecture content will remain accessible to auditing students, but access to all other course material is left to the discretion of the instructor.