CONTENTS
Professors
Alyssa Novak abnovak@bu.edu CAS 127B
Professors
Zoe Hughes zoeh@bu.edu CAS 334J
Teaching Fellow
Ally Swank, arswank@bu.edu. BRB223
Classroom: BRB 115, Sed Lab (CAS B43), or computer lab (CAS 435).
Course Overview
Coastal ecosystems are among the most dynamic and complex collections of physical and biological systems on Earth. They are highly productive, highly valued, and highly accessible, making them a natural intersection between the human and natural worlds. This course will focus on saltmarsh, seagrass, and intertidal mudflats of New England. Topics for each ecosystem will include: biology, ecology, and geology; key flora and fauna; ecological and economic importance; natural and anthropogenic threats; and strategies to protect, restore, enhance, and assess the resilience of these coastal ecosystems to a rapidly changing environment. In addition to attending lectures, students will explore and gain proficiency in various research and assessment methods through classroom exercises, as well as field and lab work. They will also be required to contribute to three class research projects that involve fieldwork, lab work, data analyses, and weekly reports.
Through this course, students will gain:
- An understanding of the socioeconomic and ecological values of each ecosystem;
- An understanding of major natural, anthropogenic, and climate related threats to each ecosystem;
- An understanding of the autonomous and managed methods that promote adaptation and resilience to associated threats;
- Experience using various methods to monitor and assess the impacts of anthropogenic and climate related stressors to each ecosystem, including: water quality surveys, quantitative field vegetation survey approaches (transect/quadrat, point intercept), sediment cores, habitat mapping with corrected GPS and real-time-kinematic (RTK), and plant and animal identification approaches and collection techniques;
- An understanding and experience with seagrass restoration methods;
- Improved field, lab, written, and oral skills.
Prerequisites:
Admission to the Marine Semester
Hub Learning Outcomes
Upon completion of four courses in the Marine Semester, you will gain one Hub unit in each of the following areas:
- Scientific Inquiry II
- Creativity and Innovation
- Oral & Signed Communication
- Teamwork and Collaboration.
Individual Hub units are not attached to each course, but are instead assigned to a zero-credit course that all Marine Semester undergraduates will be registered for.
Scientific Inquiry II
- Students will apply principles and methods from the natural sciences based on collecting new or analyzing existing data in order to answer questions and/or solve problems. This will include formulating hypotheses, gathering empirical evidence, analyzing and interpreting data.
- Student will use their knowledge of natural science and will engage with issues of climate change.
Creativity/Innovation
- Students will demonstrate understanding of creativity as a learnable, iterative process of imagining new possibilities that involves risk-taking, use of multiple strategies, and reconceiving in response to feedback, and will be able to identify individual and institutional factors that promote and inhibit creativity. This learning outcome will be accomplished via the development of unique research projects.
- Students will be able to exercise their own potential for engaging in creative activity by conceiving and executing original work either alone or as part of a team.
Oral and/or Signed Communication
- Students will be able to develop and deliver responsible, considered, and well-structured oral presentation of their research at the end of the course.
- Students will participate in class discussions.
Teamwork/Collaboration
- Students will work in teams to develop projects. As a result of explicit training in teamwork and sustained experiences of collaborating with others, students will be able to identify the characteristics of a well-functioning team.
- Students will demonstrate an ability to use the tools and strategies of working successfully with a diverse group, such as assigning roles and responsibilities, giving and receiving feedback, and engaging in meaningful group reflection that inspires collective ownership of results.
Course Structure
The course includes lectures, reading assignments and discussions, field and laboratory work, data analysis, report writing and oral presentations.
Lectures
A series of lectures will be given throughout the course by both professors to familiarize students with the coastal environment, the associated ecological communities, and the field and lab techniques we will employ.
Readings and Discussion
Students will be required to read and discuss published manuscripts and texts, which will be selected by the professors, and present the paper content to their peers. Students will also be expected to participate actively in the discussions, ask questions and critically analyze the research.
Example publications:
- Blake, R. E., & Duffy, J. E. (2010). Grazer diversity affects resistance to multiple stressors in an experimental seagrass ecosystem. Oikos, 119(10), 1625–1635.
- Harley, C. D. G., Hughes, A. R., Hultgren, K. M., Miner, B. G., Sorte, C. J. B., Thornber, C. S., & Williams, S. L. (2006). The impacts of climate change in coastal marine systems. Ecology Letters, 9(2), 228–241.
- Martinez, A.J. (2011). Marine Life of the North Atlantic: Canada to Cape Mar. Aqua Quest Publications. 1736.
- Novak A.B., Plaisted H.K., Hays, C.G., & Hughes R. A. (2017). Limited effects of source population identity and number on seagrass transplant performance. Peer J: e2972.
- Short, F.T. & Coles, R. (2002). Global Seagrass Research Methods. Aquaculture. 212.
- Silliman, B.R., Grosholz E., & Bertness, M.D. (2009). Human Impacts on Salt Marsh Ecosystems: Causes, Consequences, and Solutions. University of California Press.
Field/Lab Research Methods and Final Project
Through field, lab, and classroom exercises, students will learn contemporary research and assessment methods. Each week, the class will work together to implement a small-scale experiment that either (i) generates original data on local trends and conditions or (ii) tests an innovative approach to assessing or enhancing the resilience of coastal ecosystems to natural and human pressures, including climate change. Students will analyze the resulting datasets in R and write weekly reports on their findings. For the final assessment, students will select one of the three class experiments and develop a doctoral-style research prospectus that includes a focused literature review, a refined experimental design (methods, sampling, analysis plan), anticipated results, and the broader significance of the work.
Class Schedule
The course schedule features 2–3 on-campus sessions each week (typically Monday and Friday) and 2–3 field days. In Week 1 we will examine tidal flats and invasive species; in Week 2 we will study seagrass ecology and participate in meadow restoration; in Week 3 we will investigate human impacts on salt marshes. During the final days of Week 4, we will reflect on and redesign one of the class experiments. Throughout the term, we will also take targeted excursions, including visits to aquaculture operations and maritime museums.
Week-by-week outline (full schedule and times available on blackboard to class members).
Week 1 — Tidal Flats & Invasive Species: on-campus framing + field surveys and identification.
Week 2 — Seagrass & Restoration: methods for mapping and monitoring; hands-on meadow restoration work.
Week 3 — Salt Marshes & Human Impact: sediment/elevation measurements, vegetation and disturbance assessments.
Week 4 — Synthesis & Redesign: evaluate results from the three mini-experiments; collaboratively redesign one experiment (revised hypotheses, methods, sampling, and analysis plan).
(Schedule is weather-dependent; specific days may shift accordingly.)
Detailed List of Topics
Introduction and ecology, biology, and geology of coastal ecosystems
- 1. Saltmarsh
- 2. Seagrass
- 3. Intertidal mudflats
Ecological/Socioeconomic Values
- Water Quality/Clarity
- Stabilize sediments
- Reduce Wave Energy/Storm surge
- Nursery
- Carbon Sequestration
- Tourism and recreation
Influence of Humans and Climate:
- Eutrophication/Pollution/Microplastics
- Land Reclamation
- Invasive Species (green crabs)
- Sea-Level Rise
- Warming/Ocean acidification
- Increased Storminess
- Changes in precipitation (droughts and floods)
- Encroachment of infrastructure (development on barrier islands, roads through marshes, culverts)
- Tourism and Recreation (navigation, destruction of dunes)
Resilience and Adaption of Ecosystems to the Changing Environment
1. Autonomous adaptation methods (ecological or human).
- Acclimatization: changes in physiology or life history toward phenotypes which can persist under changed conditions;
- Adaptation: natural selection of genotypes which can persist under changed conditions;
- Epigenetic interactions: changes in the function and expression of genes that are not explained at the level of DNA but which enable organisms to persist under changed conditions;
- Geographic range shifts: migration into areas with appropriate conditions.
2. Managed (Human)
- Minimization of existing non-climatic threats (e.g. invasive species);
- Hard-engineering approaches (e.g. sea walls, groynes, armouring etc.);
- Soft-engineering approaches (e.g. removing hard-engineering structures, revegetation, beach;
- Nourishment and drainage;
- Ecological engineering (i.e. retrofitting hard engineering structures or introducing new structures to create artificial habitats);
- Ecosystem engineering (i.e. introduction of species which play a key role in shaping ecosystems structure and function-oysters);
- Regulation: what laws exist to protect these environments and what organizations enforce them?
Grading
Students will be evaluated based on their performance during lectures and discussions, on the content and quality of their reports, oral presentation and proposal. No late work will be accepted.
Rubric Summary
- General participation: 10%
- Paper discussion: 10%
- Three research reports each: 20%
- Individual proposal: 20%
Because of the unique nature of the Marine Semester where each day represents about one week in a traditional semester, students who miss" three or more "days of class will miss significant course content and will be encouraged to consider withdrawing.
Academic Conduct
It is each student's responsibility to know and understand the provisions of the Academic Conduct Code at Boston University.
The Code is available online at https://www.bu.edu/academics/policies/academic-conduct-code/.
Cases of suspected misconduct will be referred to the Dean of the College. If the Dean's office comes to the conclusion that cheating or plagiarism has occurred, a grade of zero will be awarded for the assignment in question.
Generative AI
Artificial intelligence (AI) language models, such as ChatGPT, may be used to gather ideas for writing essays and assignments, for helping refine code and to search for helpful material - but only with appropriate citation and an appendix of the interactions, and it may not be used for exams. If you are in doubt as to whether you are using AI language models appropriately in this course, we encourage you to discuss your situation with one of the instructors. An example of how to cite AI language models is available at https://libguides.slcc.edu/ChatGPT/Citations. You are responsible for fact-checking statements composed by any generative AI.
Diversity Statements
In this class, we are seriously committed to supporting diversity and inclusion among all classroom community members. We proactively strive to construct a safe and inclusive environment by respecting each other’s dignity and privacy. We treat one another fairly and honor each member’s experiences, beliefs, perspectives, abilities, and backgrounds, regardless of race, religion, language, immigration status, sexual orientation, gender identification, ability status, socio-economic status, national identity, or any other identity markers. Bullying, hateful ideas, violent language, belittling, racial slurs, and other disrespectful or “othering” language or behavior will not be tolerated.
Our class provides a safe space for free inquiry and open exchange of ideas. Difficult social issues will be confronted, and controversial ideas will be exchanged. We recognize the power and promise of language and yet are cognizant that language might be used to exclude or hurt rather than express or inform. Therefore, though we might feel strongly about a topic, we maintain respect for each other’s diversity. We act and communicate respectfully toward one another, both directly and indirectly, both inside and outside the classroom.
We value curious, open-minded inquiry, and we critically engage with ideas in diverse texts to learn about perspectives diverging from our own; this enhances our existing understandings and enriches our lives. Writing to communicate necessitates an inclusive relationship with a reader, and in this class, we are accountable for our messages and committed to caring for our reader’s understanding of these messages. While at times it is appropriate to share our beliefs and opinions, we are committed to informing those beliefs and opinions through intentional inquiry and evidence-based thinking. All members contribute to building a caring, inclusive learning environment that promotes productive participation and sharing, and engenders growth among us all. As a classroom community, we share these values.
If you ever have any concerns about the classroom climate, please reach out to me
Land acknowledgement
We acknowledge that the territory on which Boston University stands is that of The Massachusett, Wampanoag and Nipmuc People. Our classroom and BU’s campus are places to honor and respect the history and continued efforts of the Native and Indigenous communities of Eastern Massachusetts and the surrounding region. This statement is one small step in acknowledging the history that brought us to reside on the land and to help us seek an understanding of our place within that history. Ownership of land is itself a colonial concept; many tribes had seasonal relationships with the land we currently inhabit. Today, Boston is still home to indigenous peoples, including the Massachusett of Ponkapoag, the Praying Indians of Natick (Massachusett-Nipmuc), the Mashpee Wampanoag, the Wampanoag Tribe of Gay Head (Aquinnah) and tribes of the Nipmuc Nation. For more information, please visit the North American Indian Center of Boston and the Commission on Indian Affairs of the State of Massachusetts.