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Viewing: BAE 577 : Wetlands Design and Restoration

Last approved: Mon, 12 Mar 2018 08:00:22 GMT

Last edit: Wed, 07 Mar 2018 14:31:00 GMT

Change Type
BAE (Biological and Agricultural Engineering)
Dual-Level Course
Cross-listed Course
Wetlands Design and Restoration
Wetland Design and Restoration
College of Agriculture and Life Sciences
Biological and Agriculture Engineering (11BAE)
Term Offering
Spring Only
Offered Alternate Even Years
Spring 2018
Previously taught as Special Topics?
Course Prefix/NumberSemester/Term OfferedEnrollment
BAE 590Spring 20128
BAE 590Spring 20136
BAE 590Spring 20146
BAE 590Spring 20165
BAE 590Spring 20187
Course Delivery
Distance Education (DELTA)

Grading Method
Contact Hours
(Per Week)
Component TypeContact Hours
Course Attribute(s)

If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
Michael R. Burchell II
Associate Professor and Dept. Extension Leader

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
Delivery FormatPer SemesterPer SectionMultiple Sections?Comments

Is the course required or an elective for a Curriculum?
Fundamental understanding of hydrology, soils and ecology of natural wetland systems will be developed to serve as the basis for designing wetland systems for water treatment and restoring degraded natural wetland systems. Stormwater and wastewater treatment wetland design and implementation concepts will be emphasized. Wetland restoration will also be studied with emphasis on current wetland regulations, design, and implementation techniques. Engineered wetland concepts will be supplemented with relevant case studies. Basic understanding of biology, soils , hydrology, and soil and water engineering is required.

This course has been taught as an experimental distance education course successfully on four occasions and is ready to become an official course offering.  It is unique in that it provides students with a fundamental understanding of natural wetland ecosystems, that enables students to then design wetlands for water treatment and for ecological restoration.  It is the only wetland design course offered at NC State University.  


Is this a GEP Course?
GEP Categories

Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:






Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:




Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:




Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:






Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:








Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:






Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:








Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:


Please complete at least 1 of the following student objectives.






US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.








Requisites and Scheduling
a. If seats are restricted, describe the restrictions being applied.

b. Is this restriction listed in the course catalog description for the course?

List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.

List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)

Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
Title and author of any required text or publications.

Major topics to be covered and required readings including laboratory and studio topics.

List any required field trips, out of class activities, and/or guest speakers.

College(s)Contact NameStatement Summary
College of Natural ResourcesDr. Stith GowerHi Mike,
I am excited to learn about this course. I think it looks like an exciting course and FER would certainly consider including it as an elective in our professional graduate Environmental Assessment program. I support the course.
Dr. Stith Tom Gower

Head, Dept of Forestry and Environmental Resources
College of Natural Resources
North Carolina State University
Campus Box 8008
Raleigh, NC 27695
Taught as part of regular teaching load.

1.  Understand the characteristics of various types of natural wetland ecosystems, particularly those common in NC

2.  Use hydrologic, biological, chemical, and physical processes occurring in natural wetlands as a basis for designing a) constructed wetlands for water quality improvement, and b) wetland restoration projects

3. Learn existing mathematical models to help predict wetland treatment efficiency of pollutants such as N and P, and to guide the design of new wetland systems

4.  Become familiar with implementation techniques recommended for a variety of wetland engineering projects

Student Learning Outcomes

At the end of this course, students will be able to:

1.  Apply knowledge of science, mathematics and engineering to design wetland systems

2.  Design a wetlands system given realistic constraints such as economic, environmental, social, political, ethical, health and safety, constructability, and sustainability.

3.  Effectively communicate wetlands processes and justifications of design choices  

4.  Evaluate the impact or current limitations of wetland engineering solutions in an economic, environmental, and societal context

5.  Use the techniques, skills, and modern engineering tools necessary for designing wetland systems.

Evaluation MethodWeighting/Points for EachDetails
Test15Open Book
Test15Open Book
Homework45Six assignments - Open Book
Final Exam25Open Book
TopicTime Devoted to Each TopicActivity
Class introduction What are wetlands and why do we care? 1 Week
Wetland hydrology and water balance1 Week
Wetland soils and vegetation1 Week
Wetland physical and biogeochemical processes1 Week
Concepts of Ecological Engineering as related to the design of wetlands1 Week
Test 11 WeekTake home Exam (covers Week 1-5)
Treatment wetlands2.5 weeks
Stormwater Wetlands2.5 weeks
Spring Break1 Week
Test 11 WeekTake home Exam (covers Week 7-12)
Wetland restoration3 Weeks
Final Exam1 WeekTake home Final Exam (Comprehensive)
mlnosbis 11/2/2017:
1) Effective date must be Spring 2018 or later.
2) The requisite statement, "Basic understanding of biology , soils , hydrology, and soil and water engineering is required" should be added to the end of the description because this cannot be coded as a requisite on the scheduling side.
3) The catalog description on the CIM form should match the syllabus course description.
4) Course goals/objectives should be broad goals for the course, not what is listed on the syllabus as learning outcomes. Learning outcomes should be introduced by "by the end of this course, students will be able to...". Correct both goals and learning outcomes. See attachment about learning outcomes guidelines under additional documentation.
5) Course schedule is off by the number of weeks. CIM form accounts for 13 weeks, and the syllabus lists 17. There are 16 weeks in the semester, with week 16 being the final exam. Adjust both listings.
6) Syllabus should include NC State's general PRR statement, item #14 from the Graduate Syllabus Checklist (attached under additional documentation).
7) I suggest a consultation with the College of Natural Resources since they have several courses related to wetlands and hydrology. Contact Dr. Adrianna Kirkman ( to obtain a consultation from the college, then insert the consultation summary in the consultation summary field of the CIM form.

pjharrie - 11/8/2017 -
- any sense as to why the enrollment has waned?

-following up on Melissa's point about the prerequisites, is there a 'gate keeper' that will determine whether students have that required background? How many students will likely have that whole range? Finally, do those represent truly requirements, or is that the expectations that the instructor will have? I guess also, how do 'basic' and 'fundamental' (used in the description) actually differ?

-the syllabus could use more information about the various assignments. For instance, what will the tests cover? What is the nature of the homework assginments? How many?

ABGS Reviewer Comments 2/5/2018:
- I think the full title could replace the abbreviated title
- Restrictive statement: "Graduate standing in BAE, or PBS or Inter-Institutional students”. This seems to exclude (or require permission of instructor) students enrolled for degrees other than BAE while allowing non-degree students. Is the statement needed at all, or perhaps it should be “graduate standing”?
- Learning objectives might need an edit (#4 reads “Understand…”, for example, could use a stronger measurable word).
renutt (Thu, 21 Sep 2017 20:24:31 GMT): Rollback: CALS GSC reviewed this action and has approved pending the following revisions: -On the course action form "homework" was given 45% of the student evaluation and on the syllabus "home work and class participation" was given 45%. This needs to be clarified -The syllabus lists requirements for S/U grading, which is not allowed for 500 level courses. - In CIM it only states basic understanding of biology, soils, hydrology and soil and water engineering; the syllabus recommends 3 courses; BIO 181, SSC 200 and BAE 471. Once updated, send back to our committee and we will approve and send on to ABGS.
Key: 17193