GEOLOGY/GEOGRAPHY 621: ADVANCED FLUVIAL GEOMORPHOLOGY

FALL 2008 CLASS DESCRIPTION, v. 1.2 (8 October)

J. Steven Kite
Department of Geology and Geography                            222/223 White Hall
West Virginia University                                                       304-293-9819
Morgantown, WV 26506-6300                                            Office Hours: TuTh 2-4
Jkite@wvu.edu or kite@geo.wvu.edu
http://www.geo.wvu.edu/~kite/welcome.htm

General

Geo 621 is a rigorous 4 credit research‑oriented graduate‑level course.  It emphasizes aspects of fluvial geomorphology and paleohydrology applicable in the Appalachians, including gravel‑bed streams, steep tributaries subject to debris flows, and the role of floods and bank-full flows in landscape evolution. GEOL/GEOG 321 Geomorphology or consent is prerequisite. 

There are 5 major objectives for the course during this semester:

1. Preparation for research in fluvial geomorphology, both as part of thesis research or as a professional endeavor.  This preparation includes developing skills for field work, and becoming familiar with the enormous body of literature in this area.

2. Developing skills at oral presentations, such as those given at professional meetings and in many work settings.

3. Developing writing skills in preparation for the successful, timely completion of a thesis and for authorship of papers or reports after graduation.

4. Exploring and developing aspects of research in the Appalachians, possibly including substantial progress on a research project, thesis or dissertation.

5.  Developing a deep appreciation and fondness for the topics covered.

The class will emphasize the development of professional skills.  The short writing assignments and oral presentations must be of superior quality, including high‑quality graphics and images… just like you will use as a professional.  Traditional testing is the basis for only 45 % of the grade. 

Most "class" meetings will be held on Tuesday and Thursday at 10:00-11:15 p.m.  The Friday afternoon time slot was scheduled for field trips.  However, we may use this time for in-class discussion, student presentations or testing. 

The course is rigorous and demanding of your time, intellect, and energy.  There is a textbook, and two reccommended books, but there will be at least 40 additional readings.  General readings on "basics" of fluvial geomorphology may not be discussed fully in class, but will be covered on tests. Topical readings will be discussed, and you should read them and take good notes BEFORE the topic is covered in class.  I will not lecture in the traditional sense, but will lead the class discussion by asking questions about the readings.  If you can't come up with good answers that show you have made a serious effort to digest the readings, you will get a poor grade for class participation.  All readings must be included in a group annotated bibliography, which will be compiled and graded at the each of the tests.. 

Grades

We will have three tests, which will be dominated by essay questions and some computational exercises.  Old tests are on line for your reference, although the topics covered in class (and therefore on tests) vary from year to year.     Grades will be based on the following items in 2008:

            Three Tests                                                                              45 %
            Group additions to  class Annotated Bibliography          5 %
                        (Due at each exam)
            Class Participation and Preparation                                    10 %
            Field Trip Participation & Preparation                                 10 %
            Applied Fluvial Geomorphology Project                              13 %          
                       
            Individual "Research"
                       1000-2000 word Paper                                                10 %
                        Peer review of student colleague papers                    4 %
                        250-300 Word Abstract                                                  3 %
                                                                                          Total  =        100 %   

Tests

We may use a take-home test format, although the final exam will almost certainly be taken in class.  These tests may be distributed digitally and you may be able to arrange to submit take-home tests via E-mail, especially if your home campus is not Downtown.   Digital submission may be required of all students; explicit directions will be given at the time of the test.  Check to see what version of Word I am running at the time; you may have to save the file in an older version so I can read it.  Submit your take-home test response as a single Word file. Include each question before each of your answers.  A file name like "Test1.doc" is not very useful when the entire classes creates similar files names.  Name the file as follows: GEO621TEST(n)_(your last name)_(your initial).doc.
 
Required Textbook

Knighton,  David, 1998, Fluvial Forms and Processes : A New Perspective (Paperback), Revised edition,  Arnold Publishers; 400 p., ISBN:
0340663138
Recommended Books

Strunk, William, Jr., White, E.B., and Angell, Roger, 2000, The Elements of Style, Fourth Edition (Paperback), Longman, 105 p. ISBN: 020530902X

Truss, Lynne, 2004, Eats, Shoots & Leaves: The Zero Tolerance Approach to Punctuation, Publisher: Gotham, 228 p., ISBN: 1592400876


Annotated Bibliography

The whole class will work to compile a digital Annotated Bibliography for all assigned readings and related materials encountered in your research or class projects. The bibliography will be posted on the web as an HTML web page.  There will be three dates at which the Bibliography will be graded: at each of the exams  This page will be an extension of the WVU Streams Program, and therefore must be first rate.  I will assign a group grade and an individual grade (the latter based in part on student evaluations for co-workers on the project).

Each bibliographic entry should include the following items:

A full reference, including volume and page numbers, generally following the format used in publications of the Geological Society of America such as GSA Bulletin and Geology, but add number (no.) for the journal issue after the volume (v.). Minimize abbreviations lest you forget what they mean when a journal requires a full citation for a paper you are submitting. 


A summary of the paper that is no more than a paragraph in length.

Arrange references by topics, in alphabetical order within each topic, based on the last name of the first author. The compiled document must be in digital form. Bibliographies will be graded at each test and must be updated for readings in that test unit.  (The 2004 bibliography may help you with format, etc. http://www.geo.wvu.edu/~Kite/Geo621Bibliography.html.)

Here are some suggestions to minimize effort while maximizing the outcome from this bibliography.  Designate one student with html skills as the web designer-content enterer. Divide up the papers so that each paper is the responsibility of two people other than the web designer-content enterer.  I could further suggest that you dedicate one student as the writer of the bibliography entry, and the other as editor... but I do not want to micromanage to that level.  When the two folks responsible for that paper concur that they have produced a good concise bibliographic entry and annotation, they should E-mail the completed entry and annotation web designer-content enterer, who will then place the material on the web site.  The web designer-content enterer will have primary responsibility of web design and the rest of the students will have responsibility for web content.  Individuals (including the web designer-content enterer) will have to be in charge of any reading in which they were the only one or one of only two who read it.

Class Participation and Preparation

Class participation means active involvement in class activities, especially discussions of readings.  Most class meetings are held in a seminar format. Each student is responsible for completing assigned readings prior to class, and demonstrating familiarity with those readings by volunteering comments during class discussion.  If the class is unable to generate discussion, then the instructor will ask particular individuals respond to questions or to generate discussion on the readings.  If certain individuals are habitually reticent to engage in the conversation, specific questions will be addressed to them, lest the class be dominated by more aggressive individuals.

It is my experience that discussion flows freely in most well-prepared classes, and many students receive excellent grades (i.e. "A") in class participation for most, if not all class meetings.  In the event that members of a class are poorly prepared on a given day, then an appropriate grade will be assigned for that day and averaged into the class participation grade for the semester.  Although it may be possible to "sand bag" some of the readings without getting caught on occasion, it is likely that habitual poor preparation will lead to a low class participation grade.

Obviously attendance is essential to class participation.  However, you may miss classes if you are ill or have other professional or academic commitments.  I will not require excuses for the first two class absences; however, excuses may be required for repeated or prolonged absences.  Poor class participation grades may be assigned for unexcused absences beyond the second missed class.

Please see me by appointment or during office hours if you believe that illness, handicap, or predilection will disadvantage you in the class-participation grade.  Alternate grading procedures can be arranged, especially if the issue is addressed early in the semester.

Field Trips and Professional Meetings

Field experience and familiarity with professional meetings are critical to understanding fluvial geomorphology and your professional development.  We will have several planned field trips.  Attending a full-fledged professional meeting can substitute for one field day, as long as you fully participate in the meeting. The meeting does not have to relate to fluvial geomorphology, so you may select one that suits your research interests to substitute for a field trip.  A total of six field days and professional meeting experiences are required.  Normally, this requirement will be met with 5 field days and 1 professional meeting.

Field trip travel is usually by department vehicle, so expenses will generally include meals, lodging and admission to parks, special events, etc.  In previous years, expenses have been $200.00 or less, except for professional meetings, which may cost more. 

Attendance at one or more professional meetings is strongly encouraged. Meetings may be substituted for field trips with prior approval. Costs vary; student discounts are common.  It may be possible to work the meeting in return for free registration. Lodging is usually the big expense, although you can reduce costs for some meetings by camping.  You should allocate at least $20.00/day for meals.  Meetings last anywhere from a day to a week. Even if you bring along a lot of food, you should take the opportunity to socialize and meet top scientists and students from other programs by eating out for a few meals.  The Department furnishes a van for travel to some professional meetings within a day’s drive of Morgantown.  I may be able to help find a meeting that meets your limitations.

Certain optional field trips may be offered in some semesters that represent  greater risks than others. These trips include caving and whitewater raft trips.  Special liability waivers may be required by those who lead such trips.  Please do not feel any pressure to participate on these trips if you or your loved ones are unconfortable with the risks.  These educational opportunities are relevant to the course content and designed as opportunities to maximize your whole course experience, but I do not want to force anyone into a situation in which that are uncomfortable or unable to participate without undue risk or anxiety.

 Field Trip Grading

The field trip participation grade will be based on attendance at required field trips and participation in class activities during each trip, including discussions, field exercises, and other professional activities.  Many trips will require some hiking to points of interest; an itinerary will be discussed in class prior to each trip, but last minute changes may be made because of weather or other factors, such as exposure conditions at outcrops visited during the trip.  Any individual accommodation or deviation from the class itinerary, if allowed by the trip leader(s), will be at student's expense and on their own risk. 

Van transportation is normally provided for field trips; however, students are responsible for other costs such as admission to fee areas, meals and lodging.  Remember that weather is often inclement in the fall semester, and prolonged exposure might worsen a bad cold or other condition. Exercise reasonable caution and good judgment.

Landowners or trip leaders for certain trips may require liability waivers.  Always exercise good judgment during travel and in the field.  Everyone is required to carry some form of health insurance, as field work is by nature more dangerous than sitting in a class room.  Illegal drugs are prohibited at all time.  Tobacco products may only be used in open-air settings, and never during travel.  Alcohol may not be consumed during travel or at field stops. 

Make-up assignments are at the instructor's discretion.  These assignments include making up the trip on your own time, without supervision, at your own expense and own risk.  Other options include field projects, written assignments and substitution with professional meetings. 

If you are ill or handicapped in a way that makes participation undesirable, impractical, or otherwise unproductive, alternate exercises or trips will be arranged.  Please notify the trip leader (usually Dr. Kite) or other trip participants as soon as you determine that you are not going to attend any trip. Poor grades are rarely given for field trip participation. Unsatisfactory grades will be given in the following circumstances:

 1.        "Blowing off" the required number of field trips without good reason and/or without advising the trip leader,

 2.        Failure to give a good faith effort to complete field exercises,

3.                Excessive complaining, harassment, or other activities that undermine the morale of individuals or the whole class.

Vandalism or other purposely destructive acts are grounds for automatic "F" grades, as these acts may endanger the class and undermine our ability to run similar trips in future classes.

Applied Fluvial Geomorphology Project 

A small-group applied fluvial geomorphology project will be conducted by everyone in class.  There will be collective analysis and a group presentation in which everyone will play a major role.  Each group will author a concise, well-written executive summary of the project, which will be posted on the class web page.  (This exercise was used in 2005 but was not in 2007.)
 
Individual Research Project
The research project will address the five major objectives of the course, but also provide an opportunity to “shingle” your efforts with activities required to complete a degree.  The project must include a literature review, and may be used to explore possible research topics, to complete a segment of a degree requirement, or to tackle some topic about which you want to learn more.  There is a lot of flexibility in what is done in the research project, but the project must include an in-class PowerPoint Presentation, a 1000-2000 word paper, and a 250-300 word abstract. The paper should be written like your dissertation, thesis or Masters project.

Paper: The required 1000-2000 word paper must be your best-faith effort at writing a scientific paper to a standard of publication in an international refereed journal in your field.   The paper will go through peer review by at least two of your colleagues in the class, but its grade will be determined by the instructor, who will serve in a role similar to an associate editor to a journal.  As you read assignments in the class, note how each paper is constructed, including format, writing style, and how different types of references are cited.  Study these works carefully, as you may have to set aside writing styles that were successful in classes within other disciplines, and modify your style to conform to standards of the discipline. 

Several actions should be taken before starting your research for the paper:

 (1) Determine a specific scholarly journal in your field to use as your model, and note how references are cited in that journal.  Construct your bibliography in this format. You may add items that are used in some publications but not other, such as journal number, to the citation format, but make sure you do so in a consistent manner.

 (2) Think metric, this is science!  You may give equivalents in American measurement units nested in parentheses if your basic data are in these archaic units, or if that is the practice in your field.

Write efficiently.  Read and reread Strunk and White's "Elements of Style" before writing the paper.  Target your audience is the grad-student  level in your discipline

The first draft submitted must be in polished form, fully meeting your personal standards.  "Rough drafts" must be polished by YOU BEFORE submission, and are unacceptable for assignments in this class.  Like a poorly written paper, you paper may be rejected out of hand.

Peer Review of Student Colleagues’ Work

Each student will review two papers written by other students.  Each paper will have at least two peer reviewers.  You assignment as a peer reviewer is to help the author craft the paper in an acceptable form for acceptance in a refereed publication.  Your goal is not to rewrite the paper, but to illuminate the path to making the paper a better work.

Peer review provides the essential quality control-quality assurance over scientific literature.  In many universities, publications are not considered of any merit unless they successfully passed through a rigorous peer-review process.  A thoughtful dedicated peer reviewer can transform a good paper into an excellent paper, or a marginal paper into a publishable work. Peer reviews also keep the literature from being bloated by papers that do not meet the standards of the profession. When the process works properly, first rate journals will only publish papers that are worth reading.

In spite of criticisms that spurned authors sometimes throw at the process, peer review is not a means to keep new ideas from seeing the light of day.  When properly conducted, peer review will assist sound new ideas to be expressed more convincingly, and prevent tired old ideas to be published over and over again.  A primary goal of a peer reviewer is to inform the author of ways that good research can have maximum impact. If the reviewer feels the research is insufficient, it may be necessary to recommend the paper be rejected, but the reviewer has an obligation to clearly express what is wrong with the paper or the research so that the author might better communicate to the discipline in the future.

The heavy lifting of the review process for geomorphology journals is done by individual reviewers.  This heavy lifting will be your role. As instructor, Dr. Kite will have the role of journal editor or associate editor: arrange reviewers, facilitate reviews, arbitrate outcomes of the review process, and determine what get published and what does not.  For this class, instead of making the call on publication, Dr. Kite will assign grades for the papers and peer reviews.

Each student will be responsible to review papers written by two colleagues in this class. You most likely will see each paper twice, as is commonly the case in reviews for refereed journals. Unfortunately, the short semester requires a tight schedule for these reviews.  See the syllabus for details, but you will be allowed no more than one week to complete each round of reviews.   The author will have as little as one week to address the reviews of her/his paper and to resubmit the paper to the reviewers and the

Half of the Peer Review grade will be evaluated on the following scale:

A: Peer reviewer provided a thoughtful, thorough reading of the paper, and offered serious, helpful comments and criticisms to the author. The reviewer made many useful suggestions for improvement of the paper’s style, organization, and grammar. The tone of the review was considerate. The peer review was completed and distributed to the author and class instructor on time. 

B: Peer reviewer provided a good reading of the paper, and provided helpful comments and criticisms to the author. The reviewer made useful suggestions for improvement of the paper’s style, organization, and grammar. The peer review was completed and distributed to the author and class instructor on time.  .  

C: Peer reviewer provided a marginal reading of the paper, and provided some helpful comments and criticisms to the author. The reviewer has made suggestions for improvement of the paper’s style, organization, and grammar. “C” is the highest grade possible for a late peer review.

D: Peer reviewer provided a sub-standard reading of the paper, and provided few helpful comments and criticisms to the author. The reviewer made few constructive suggestions for improvement of the paper’s style, organization, and grammar. “D” is the highest grade possible for a peer review that is more than three days late.

F: Peer reviewer provided little to no effort to complete the review and offered no substantive comments to improve the paper’s style, organization, and grammar.  “F” is the maximum grade for reviews that are more than six days late.

0 (Zero): Peer reviewer made no effort to complete the review and offered no comments. All reviews that are more than seven days late will receive a “0” grade.

The second half of the peer review grade for this course will be based on the grade that the two final completed papers receive.  Hence, as a reviewer, you are invested in the quality of the papers you review.


Social Justice and Disability
The WVU Department of Geology and Geography is committed to social justice and strives to foster a nurturing learning environment based on open communication, mutual respect, and non-discrimination.  Our University does not discriminate on the basis of race, sex, age, disability, veteran status, religion, sexual orientation, color or national origin.  Any suggestions as to how to further such a positive and open environment in this class will be appreciated and given serious consideration.

If you are a person with a disability and anticipate needing any type of accommodation in order to participate in this class, please advise me and make appropriate arrangements with Disability Services (293-6700).

Fun with the Science of Scenery

Finally, the most important thought that I want to convey is that the class should be exciting and rewarding to you, if you are interested in the material and are willing to expend considerable effort in the class.  Our field trips cover some of the most beautiful landscapes anywhere and the evidence of the forces acting on the landscape will "knock your socks off". I assure you a great experience, as long as you work diligently and maintain the right attitude.

Revised 8 October 2008

Link to:
Class Schedule: http://www.geo.wvu.edu/%7Ekite/621Schedule.html
Kite's Teaching Page