Invasive Plants in PNW Ecosystems
|
If You Can’t Beat Them, Teach Them: Utilizing Education for Invasive Monitoring and Removal.Erin Schneider, Stewardship Coordinator, North Cascades Institute; Contact information: 810 State Route 20 Sedro-Woolley, WA 98284, erin_schneider@ncascades.org, 206-526-2565 and Todd Neel, Exotic Plant Management Specialist, North Cascades National Park Our paper explores how education enhances invasive monitoring and removal efforts of ecological restoration sites. Our presentation addresses the efficacy of an on-going volunteer education program that targets invasive species monitoring and removal in the restoration of a Psuedotsuga menziesii/Pinus contorta var. forest ecosystem. Restoration work at the Environmental Learning Center adjacent to Lake Diablo in North Cascades National Park Complex provides excellent opportunities for establishing successful invasive species monitoring and removal techniques for restoration and education programs. Our approach utilizes effectiveness monitoring in restoration education programs to enhance recovery efforts of sites infested by invasive species. We relay education techniques used in identifying, monitoring, and removing invasive species and current invasive monitoring protocols established by North Cascades National Park. We also address how North Cascades Institute implements and integrates invasive species monitoring within their programs. Information obtained is used to assess ecosystem recovery and transition from an impacted construction site, to restoration of a forest community, to monitoring of treatments across the restored acreage, and studying lessons learned. Design and implementation are based on the following questions: 1) How reliable is the science behind project design? 2) What consists of invasives monitoring and removal techniques for ecological restoration and education projects? 3) How does one assess outcomes of an on-going invasive species monitoring and removal plan? The probability of success upon completion of this project is high, due to comprehensive and adaptive management approaches implemented and strong partnerships with public land managers, school districts, universities, and conservation groups.
|
||
|