WILD 4950/6900: Field Botany (3 credits)
Professor(s):
Contact:
Meeting Times:
Dr. Leila M. Shultz
By appointment through Canvas messaging or email: [email protected]
10:00 AM on Monday, May 18 and ending Friday noon, May 22 afternoon (see course schedule)
What is this field course about? This course provides field experience in identifying major plant communities in the
Colorado Plateau ecosystem and tools for identification of species. Students will be exposed to the use dichotomous keys
for plant families, genera, and species in Utah. The goal is to gain a working knowledge of plant terminology and
common plant families. Students will work in teams to make presentations at the end of the week and they will be
expected to demonstrate their ability to characterize species in sufficient detail for identification. Successful completion
of the class requires submission of an independent project demonstrating competence in identifying and characterizing
species of vascular plants. There are no prerequisites for the class but some advance preparation is expected. Class
materials are posted on the USU Canvas website.
What will I learn in this course (objectives)?
o Learning to apply course material to improve problem solving and decisions.
 Students should be ready to work independently by the end of the week and be prepared to submit
plant materials with accompanying descriptions before the end of summer semester.
 Students are required to actively engage in the learning process by asking relevant questions
regarding course material and experiences.
 Students are expected to collaborate in identifying plants and to orally communicate ideas in
student presentations.
 Students will demonstrate skills and knowledge gained during the week by participating in group
discussions, field exercises, data collection, and presentations.
o Gaining factual knowledge (terminology, classification).
 Students will become familiar with botanical terminology and features of commonly encountered
plant families and genera.
 Students will practice using dichotomous keys and gain experience identifying plants in the field.
 Students will learn to recognize dominant plant communities in the Colorado Plateaus
o Developing specific skills, competencies, and points of view needed by professionals in the field most
closely related to this course.
 Students will learn about dominant plant communities in the Colorado Plateau and Manti-La Sal
area, including desert, slickrock, forest, and riparian habitats.
 Students will learn research methods which explore monitoring and assessment approaches for
addressing recreation resource use issues in ecosystems and recreation settings.
 Both the classroom and field sessions incorporate group dynamics and knowledge of plants. And
additional focus will be awareness of and implementation of policies relating to management of
weeds as well as conservation of sensitive plants.
 Students will be expected to discuss their knowledge monitoring and assessment tools including
utilization of equipment and methods for monitoring, data collection, entry, analysis and
reporting.
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What is the plan? We will begin with a classroom session at the USU Moab Education Center on the first day at 10:00.
After the first day, class will start at 9:00 in the USU Moab classroom. We will review the previous day’s work then go in
the field. Class will finish before dinner time each evening – usually by 5:00. The lab will be open for independent work
in the evening, as desired.
We will travel in USU Moab-provided vans during the week. The vans will be equipped with coolers and ice for storing
your drinks and lunches. Students are responsible for their own meals and snacks for five days/four (or five) nights. Be
prepared to bring or cook your own breakfasts and dinners and bring extra money for incidentals in case you need to run
to the store. There will be time to eat dinners out in Moab each night. Pack your lunches and bring snacks for daytime
outings. Students are responsible for their own transportation to and from Moab. Be prepared for adverse (e.g., rain,
snow, wind, heat, sun, dry) weather and climate conditions! Talk to your fellow classmates about sharing rides and meal
planning – you may want to group up and cook meals together to save time and costs.
Students with special needs, diets and disabilities – as required by Section 504 of the Rehabilitation Act, appropriate
accommodations will be made for all students with documented disabilities. Students must turn in a Notification of
Accommodation to all of their instructors at the beginning of each semester. With these accommodations, students are
required to meet the academic standards of the college.
Lodging: Overnight accommodations are available at the Lazy Lizard Hostel, located at the south end of Moab. Two
cabins have been reserved. Please inform Samantha Campbell ([email protected]) if you are interested in
staying at the Lazy Lizard. She knows about the accommodations and can answer your questions about facilities and cost.
Students may choose to arrange their own lodging or camping.
Class Meeting
Location:
USU Moab Education Center
125 West 200 South
Moab, UT 84532
(435) 259 – 7432
moab.usu.edu
Accommodations:
Lazy Lizard Hostel
(See course schedule for details)
Bring with you to Moab:
 Money for lodging ($80 approx for Lazy Lizard), food/snacks/incidentals
 Personal gear to include standard field gear (good walking shoes, sun hat, water bottle)
 Readings & forms (print, read & sign syllabus; print and complete other readings/forms in Canvas; bring to the
first day of class)
 Field Book, Pencils, Magnifying glass or hand lens (find a journal with at least 50 pages which will be a size to fit
your note-taking needs)
 Willingness to actively engage in the learning process and participate in all classroom and field sessions.
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Mon., May 18
10:00 AM –
12:30
Meet at USU Moab
Classroom
Classroom Session. Course
introduction: resources for botanical
work; introduction to plant families;
discussion of schedule for week
12:30--4:00 PM
Lunch + Travel to Sand
Flats BLM area
Survey sand sage and slickrock
habitats. Begin working with species
checklist to develop familiarity with
plant families.
4:00 - 5:00 PM
Classroom Session Moab
Review species observed
Evening
On your own to explore
Moab
01 Readings on Canvas
Completed Forms Due
Begin thinking about a
collaborative project to be
presented at the end of the
week
Tues., May 19
9:00 AM
Classroom
Discuss group assignments
10:00—3:00
Colorado River drainage,
oakbrush and riparian
habitats
Discussion of hanging garden and
riparian habitats, management of
introduced species,
3:00—5:00
Classroom session
Begin keying some of the species
encountered Tuesday morning
Evening
On your own
Wed., May 20
9:00 AM—2:00
La Sal Mountain Loop
Road
Exploration of mountain habitats
2:00—4:00
Visit a site in Castle Valley
where home owners have
removed cheatgrass and
planted natives
Discussion of restoration work
Late Afternoon
and Evening
Lab will be open for
working on your own
Practice keying plants
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Thurs., May 21
9:00- noon
Classroom
11:30—1:00
Lunch
1:00—3:00 (or
later)
Presentations
Evening
On your own
Develop presentations for Thursday
afternoon, continue working with
dichotomous keys
Demonstrate in-depth knowledge
regarding the classification and
ecology of a particular group of plants
(collaborative project on a plant group
of your choosing)
Fri., May 22
9:00 AM –
1:00PM
Field Session, King’s
Bottom and Moon Canyon;
Lunch
Explore drainage and shaded habitats
1:00—2:30PM
Wetland Restoration area
Class exercise to describe plants using
knowledge acquired during the week
Conclusion of Field Portion of Course
3:00
Return to Moab
Depart for home or local sights
Grading Rubric
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Criteria
Course Participation,
Experiential
Exercises, & Student
Presentations
Superior
Responses
demonstrate an indepth assimilation of
the concepts and
understanding of
materials.
Conclusions and
interpretations are
insightful. Clear,
detailed examples
are provided, as
applicable.
Sufficient
Responses
demonstrate a general
assimilation of the
concepts and
understanding of
materials.
Conclusions and
interpretations are
supported.
Appropriate examples
are provided, as
applicable.
Specimen
preparation and
presentation. Thirtythree specimens are
due by the end of
July.
Specimens are wellpressed, accurately
identified, and show
features necessary for
identification. They
are accompanied by a
detailed explanation
of what characteristics
identify the species.
Labels provide
identification,
classification, and
detailed geographic
information as to
place and habitat.
There are no more
than 1 or 2 errors in
identification and no
omissions in
accompanying detail.
Specimens are wellpressed, accurately
identified, and show
features necessary for
identification. They
are accompanied by
an explanation of
what characteristics
identify the species.
Labels provide
identification,
classification, and
detailed geographic
information as to
place and habitat.
There are no more
than 3 or 4 errors in
identification and few
omissions in
accompanying detail.
Minimal
Responses
demonstrate a
minimal assimilation
of concepts and
understanding of
materials.
Conclusions and
interpretations are
unsupported or
supported with
flawed arguments.
Examples, when
applicable, are not
provided or are
irrelevant.
Specimens are not
well-pressed or
identified, and
sometimes lack
features necessary for
identification. They
are accompanied by a
vague explanation of
what characteristics
identify the species.
Labels provide
identification,
classification, and
general geographic
information, but lack
precision or
characterization of
habitat. There are no
more 5-6 errors in
identification and
omissions in
accompanying detail.
Unacceptable
Responses
demonstrate a lack of
reflection on or
assimilation of the
concepts, presented.
Conclusions and
interpretation are
missing,
inappropriate, and/or
unsupported.
Examples, when
applicable, are not
provided.
Specimens are
sloppily prepared and
lack good labels and
accompanying detail.
There are more than 6
errors in
identification.
Evaluation Methods and Class Management: Students will be evaluated upon their effort toward participation, actively
learning and knowledge application from the classroom and field sessions. Grades are based upon students’ demonstration
of effort and proficiency and successful completion of the independent assignment.
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I have read the entire syllabus. I understand the entire syllabus. For clarity, I will ask my
instructor questions about the syllabus content if I do not understand. I will print a copy
of the syllabus and bring it to the first day of class.
Student’s printed name: ________________________________________
Student’s signature: ___________________________________________ Date: __/__/__
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