OOS 51-7
Forested riparian zones affect the temperature regime in eleven streams distributed across North America: A collaborative research project
In this collaborative project, researchers examined the effect of forested riparian zones on stream temperature at eleven sites across North America. Written protocols were developed for site selection and data collection methods. At each site stream temperature was monitored in a pair of similar stream segments – one with a forested and one with a non-forested riparian zone - for 19 months. Temperature dataloggers were installed at the upstream and downstream ends of each segment. Faculty researchers later collaborated on a manuscript that described the scientific results. Faculty and students maintained the instrumentation and downloaded data. Two classroom activities were developed with the goal of increasing the ability of undergraduates to think across spatial scales. The activities, which are publicly available on the EREN website, were piloted at eight institutions in Fall 2012 and a pre/post assessment test was conducted to evaluate student learning. A revised pre/post test was administered at two institutions in Fall 2013 that included additional questions aimed at evaluating students’ abilities to think across spatial scales.
Results/Conclusions
The main research findings were overall greater daily mean and maximum temperatures, daily ranges, and rates of temperature change in non-forested than in forested stream segments (Wilcoxon test, p < 0.01). However, at a few sites the results were the opposite, owing to the influence of groundwater in non-forested segments. The first of two manuscripts on this project has been submitted and is in review. The pre/post test showed a significant overall improvement in score of 28% (paired t-test, p < 0.001, n = 58). Four questions that pertained to stream temperature patterns at different scales showed an increase of 19% (p < 0.01, n = 58). The scores for the additional questions in the revised test increased by 22% after performing the activity (p < 0.01, n = 26). In summary, the combination of research and curriculum development resulted in professional development and scholarly works for fifteen faculty and the education of approximately 165 undergraduates. Compared to other EREN projects, this project was short in duration and, therefore, generated results more rapidly but impacted fewer faculty and undergraduates. The main challenges for faculty participants was maintaining the field equipment over a continuous, sustained period of time.