Ecological Restoration

Master of Science Full-time School of Construction and the Environment

How to Apply Contact Us

Overview

Note: Thank you for your interest in the Ecological Restoration MSc program, a joint degree between SFU and BCIT. We are no longer accepting applications for this joint degree. If you are interested in hearing more about future offerings for graduate programming in this field, please contact Anna Kazi at SFU and Giti Abouhamzeh at BCIT.

a collaboration between BCIT and SFU Faculty of Environment

This is Canada’s first master’s program specializing in Ecological Restoration, offered as a joint program between British Columbia Institute of Technology (BCIT) and Simon Fraser University (SFU). The MSc in Ecological Restoration combines the strong technical and applied (experiential) knowledge at BCIT with SFU’s fundamental (contextual) basic science and community engagement expertise. The product is a unique joint-degree program that will fundamentally advance both the practice and science of ecological restoration.

Ecological Restoration (ER) is a scientific discipline that has recently emerged due to the increasing need to restore degraded and damaged ecosystems. Many ecosystem goods, services, and natural habitats have been severely impacted due to the cumulative impacts of previous and ongoing anthropogenic influences, including for example: urban sprawl, industrial expansion, invasive species, and contamination of soils and water resources. These impacts, and the need to remediate, rehabilitate, and restore habitat for threatened and endangered species, have led to the requirement for ecosystem restoration work across the province, Canada, and internationally. Ecological Restoration is an intentional activity that initiates or accelerates recovery of an ecosystem with respect to its health, integrity, and sustainability.

This five-term, two-year (36 credits (BCIT)/units (SFU) – inclusive of a 6-credit/unit capstone project) program will produce graduates capable of using critical thinking, adaptive management, and applied research within an applied problem-solving framework. This combination of skills will be applied to the identification of factors responsible for degraded ecosystems and to the rehabilitation and restoration of ecosystem functions, while advancing the scientific knowledge of this rapidly emerging discipline.

Graduates will have the critical and theoretical skills needed to set priorities, develop a structured approach to restoring degraded ecosystems, and critically assess their success in highly complex and unpredictable environments with significant uncertainties.

Inherent in the program are development of essential skills for program management, communication, and respectful community consultation. The program will leverage expertise at both institutions, and local experts and case studies, to understand how to approach ecological restoration in diverse sociocultural and biophysical settings.

THE STRENGTHS OF THE PROGRAM:

Is a unique interdisciplinary & inter-institutional curriculum;
Is at the leading edge of this new, and rapidly growing, environmental discipline;
Courses have been specifically designed to offer advanced, specialized training in ecological restoration;
Entails an interdisciplinary, hands-on approach to addressing pressing practical problems;
Permits specialization in restoration of aquatic or terrestrial ecosystems;
Focuses on using applied research to provide solutions to government, institutional, and industry problems;
Has strong industry connections via client-based research projects; and
Is a unique program in Canada, and is among very few similar programs in North America.

WHY ECOLOGICAL RESTORATION?

A highly qualified talent pool is urgently needed in Canada’s ecological restoration industry. This master’s program will provide students with the critical thinking and experiential skills to be leaders and educators in the rapidly developing ecological restoration industry. The unique, inter-institutional curriculum will produce graduates with an integrated body of knowledge and skills for advancing the theory and practice of restoring degraded ecosystems.

WHAT WILL I LEARN?

The program will establish a unique interdisciplinary and inter-institutional curriculum that provides students with an integrated, science-based body of knowledge and skills necessary to meet the challenge of delivering effective and successful restoration programs. Given that there are so few graduate programs with this specialization in North America, this program will advance the knowledge and practice of ecological restoration in Canada and internationally.

The goals of the program are to provide students with the knowledge and skills to:

Critically assess degraded ecosystems at different temporal and spatial scales and locations (local to international) and identify primary causal factors contributing to the declining state of target ecosystems.
Design a restoration prescription (unique to target sites and project goals) by integrating ecological principles (theoretical) and physical processes with applied restoration techniques.
Develop and initiate detailed monitoring programs needed to assess the success of restoration programs and to identify approaches to guide the restoration process.
Adapt and modify the restoration approach as deemed appropriate based on monitoring results within an adaptive management framework.
Establish strong scientifically-based approaches (research skills) to enhance reliable knowledge in the field of restoration ecology (the scientific foundation of ecological restoration).
Act as a team leader and engage in respectful community engagement and planning of ecological restoration projects.
Operate with a historically informed and policy sensitive understanding of the cultural practices and protocols of First Nations.
Communicate effectively with all stakeholders as required to successfully initiate and conduct restoration programs.
Develop and apply project management guidelines for each stage of a restoration project.
Display and encourage behaviour that reflects integrity, responsibility, and the values and ethics of professional restoration practitioners.

Where will I learn?

Map of routes between BCIT and SFU — Auto and bus routes between BCIT and SFU

The program is a unique joint degree in full partnership between BCIT and SFU, both located in Burnaby, BC. Of the 36 credits/units needed to graduate, 18 credits will be taught at BCIT’s Burnaby Campus and 18 units will be taught at SFU’s Burnaby Campus. Students will be fully enrolled in both institutions and have full student access to each institute’s resources and facilities. Graduates can attend convocation ceremonies at both institutions as well. The Institutions are less than a 20 minute drive apart.

Check out our virtual info session for more information

BCIT Master of Science in Ecological Restoration Info session Oct 2021

Entrance Requirements

Application processing

Note: Thank you for your interest in the Ecological Restoration MSc program, a joint degree between SFU and BCIT. We are no longer accepting applications for this joint degree. If you are interested in hearing more about future offerings for graduate programming in this field, please contact Anna Kazi at SFU and Giti Abouhamzeh at BCIT.

Applications for are open from October 9th to March 31st for the next academic year.

Application processing will be conducted by Simon Fraser University (SFU) and the Graduate Program Committee.

Note: Applications will be assessed by the Graduate Program Committee during two review dates, early January and again following the closing of the application process. To enhance your opportunity for a seat in the program, we encourage you to apply before January 1st as all seats may be filled following the first review of applicants. Email msc-er@sfu.ca for help, if needed.

Entrance requirements

Applicants applying for entry into the program require:

A four-year bachelor’s degree in ecological restoration, ecology, plant science, animal science, soil science, environmental science, resource science (land, water, fish and wildlife, forestry), physical geography, environmental engineering, or a related program from a recognized post-secondary institution.

A cumulative grade point average of at least 3.0/4.33 (70%; B average), or a grade point average of at least 3.33/4.33 (77%; B+ average) based on the last 60 credits/units of undergraduate courses. In exceptional circumstances, a student may be admitted with lower academic qualifications when there is significant professional experience relevant to the proposed area of study (as evaluated through a review of the applicant’s resume and letters of reference).

One introductory course each in ecology and statistics.

Two upper-level courses in any combination of: biology, ecology (plant, fish, wildlife, restoration/reclamation, etc.), statistics, plant science, soil science, physical geography (hydrology, geomorphology, limnology, etc.), forest science, natural resource management, environmental science, or related courses.

If an applicant has not studied in an English-speaking country, the applicant will need to demonstrate skills in reading, writing, speaking, and listening by completing one of the following options: IELTS, TOEFL, or PTE (Academic) (described below). For more information about these tests, please see SFU English-language Requirements.

Applicants are required to:
- Achieve a minimum score of 7.0 on the International English Language Test System (IELTS—the academic, NOT the general test) with a minimum of 6.5 in all sections,
- Achieve 93 or higher on the Test of English as a Foreign Language (TOEFL) with a minimum of 20 in each section (TOEFL-internet based exam), or TOEFL 580 and the Test of Written English (TWE) 5.0 (paper-based),
- Achieve a minimum overall score of 63, and a minimum of 65 in speaking and writing for the PTE (Pearson Test of English) Academic Test.
Provide names and e-mail addresses for three references (academic or professional). The referees will each receive an e-mail with instructions on how to log into SFU’s application system and complete an electronic reference. At least two references should come from faculty members at universities. This requirement may be waived for mid-career applicants with professional experience. In this case, references from employers may be substituted for references from university faculty.

Resume and official transcripts:
- The transcripts will be used to confirm grade point averages and the strength of the academic background of applicants.
- The proposed program has been designed both for applicants just entering the ecological restoration (ER) workforce and for experienced restoration practitioners wanting to upgrade their academic credentials. Applicants with extensive experience in ecological restoration but with lower academic qualifications will also have their work experience assessed, through a review of their resume and letters of reference. In some circumstances, an applicant may be accepted into the program based upon their academic performance in combination with their work experience.
- Applicants may be required to complete bridging courses to strengthen their academic background prior to admittance into the master’s program.
- Applicants that have completed post-secondary studies outside of Canada, the United States, or England should refer to our minimum equivalent qualifications and academic standing page. This site provides general guidelines, by country, for minimum entry requirements for graduate programs at SFU and BCIT. Applicants will also require a comprehensive evaluation of their credentials by the International Credential Evaluation Service (ICES). Credential evaluation reports from other Canadian services may be considered. These reports must include course-by-course evaluations and GPA calculations.
Applicants with previous courses in ecological restoration would be classified as strong candidates for entry into the master’s program.

Apply to program

BCIT's Registrar's Office in collaboration with SFU’s Office of Graduate Studies administers the program.

The unique qualifications of applicants will be assessed individually by the Graduate Program Committee (a six-member committee comprised of BCIT & SFU faculty). All applicants meeting the minimum entry requirements will be assessed by the Graduate Program Committee. Most applicants will be contacted with our decision within three weeks following the review process. In some cases it can take longer to make a final decision. Please be patient. All applicants will be contacted via e-mail as soon as a decision is made.

All documents must be uploaded into SFU’s online application system. Only those applicants who have been offered admission into the program will be required to submit original paper transcripts.

SFU has some great resources about asking for reference letters. Please see their Award Application Resources for some helpful suggestions.

Application Summary:

Step 1: Fill out SFU's Online Application Form & pay the application fee
Step 2: Upload all transcripts and resume into the application system
Step 3: Provide names and e-mails for three referees. They will receive an e-mail which will allow them to log into SFU’s application system and complete an electronic reference.

Application Fees: There is an application fee of CA$90 (CA$125 for applicants submitting any transcripts from a non-Canadian University) which needs to be paid by credit card (MasterCard or Visa) to complete the online application. Applicants without access to a credit card can pay these fees in person, through online banking or by wire transfer. It is very important that the applicant's name and student number is received with the wire transfer. Review How to pay your fees for details.

English Requirements: Applicants whose native language is not English must arrange to have IELTS, TOEFL, or PTE test completed prior to applying and submit your test scores with your application (see entry requirements above).

International Students: Send ICES, IELTS, PTE or TOEFL results to SFU. For more information see SFU's English language requirements and International Student Services.

All information provided for application to the M.Sc. in Ecological Restoration will be held in a file in the applicant’s name. All documents submitted will remain on file and will not be returned to successful or unsuccessful applicants.

Through this assessment by the Graduate Program Committee, the committee will identify areas of strength and weaknesses. If weaknesses have been identified, applicants may have the opportunity to strengthen their application through bridging courses or by completing a qualifying semester or year. Bridging courses may require completion prior to entry into the program.

Scheduled Intakes

September each year.

All applicants starting the program in September will move through the program as a cohort.

Prior Learning Assessment & Recognition (PLAR)

Prior Learning Assessment Recognition (PLAR) lets you use knowledge and skills learned outside recognized programs—including volunteer work, hobbies, on-the-job experience, or independent study—to gain exemption for particular courses in the program of your choice.

Your knowledge and skills will be assessed, course by course, by the Applied Research Committee and the associated faculty members. In general, applicants should be prepared to demonstrate working knowledge of the majority (>80%) of the material within a course. The Applied Research Committee will assess the applicant’s level of knowledge (conceptual and applied) and provide details of the evaluation criterion (e.g., challenge an exam, demonstrate working knowledge of applied concepts, or complete an assignment).

Please see BCIT's Prior Learning Assessment & Recognition page for further details.

Costs & Supplies

Tuition fees

For students entering in Fall 2022, the cost of the tuition fees is listed below. Ancillary fees are extra. All fees will be paid using SFU’s on-line system over five terms*.

Domestic students	$4,372.17 (per term)*
International students	$6,284.66 (per term)*

*A term fee will be charged for the first five terms; a $900 continuing per term fee will be applied for each term for the remainder of the program.

The ancillary fees or other institutional fees are extra.

To facilitate efficiency and simplicity for applicants, payment for the program will be through SFU’s on-line system. Students will be fully enrolled in both institutions and have full student access to each institute’s resources and facilities. Tuition does not include ancillary fees, or related fees, for both institutions. Since students are attending both institutions, these institutional fees have been modified to avoid redundancy between institutions (i.e., U-Pass, dental and medical, etc.). Visit SFU's Graduate and Postdoctoral Studies Tuition and Fees webpage for general information on tuition and fees.

Approximately $1,500.00 (general estimated cost and subject to change) will be needed for books, field-trips, and field gear.

Financial assistance

Applications for student loans will be processed through SFU. Please see SFU's Bursaries and Loans page for details.

For student awards, other than government loans’ programs, at BCIT, please check out BCIT’s Student Financial Aid and Awards.

Refund policy

Refunds will be offered as outlined by SFU’s refund policy.

View SFU's deadlines for refunds

Courses

Course Requirements

This program consists of 36 credits or 12 courses. The courses are divided into core and elective courses. Core courses are built into the program, while elective courses are chosen by the student with approval from the Supervisor for program relevance. Students should take two elective courses: a BCIT specialty elective course or an SFU or Western Dean’s Agreement course, and an SFU elective graduate course.

The elective graduate course at SFU is necessary to fulfill the 50% residency requirement to receive a M.Sc. degree from SFU.

Class hours

For in-class courses, classes will be scheduled as 3-hour sessions, one day a week for 15 weeks. Most classes will be scheduled on Tuesdays, Wednesdays, and Thursdays (subject to change). Exceptions are the electives, which will be delivered according to their specific schedule. Specific times when classes are scheduled will vary depending on classroom availability and instructors’ schedules.

Program matrix

Level 1			Credits
	ECOR 9110	Planning and Monitoring for Ecological Restoration Designed for students with no experience in ecological restoration, this course develops broad knowledge and skills needed to plan and implement restoration activities. The course begins by reviewing a step-by-step process applicable to a wide range of ecosystems for developing, implementing, monitoring, and refining on-the-ground restoration projects. We will focus especially on designing defensible monitoring programs needed to assess restoration success, including appropriate use of statistical design (e.g., controls, sampling design) and qualitative information (e.g., photo monitoring). Students will identify and critically review a restoration plan in terms of this step-by-step process. A major component of this course entails students incrementally developing a restoration and monitoring plan for a degraded site in the Lower Mainland of British Columbia. Field sessions outside of scheduled class time will be required. Techniques to communicate effectively will be examined and integrated into the assignments. Prerequisite(s): Acceptance into the M.Sc. Program course outline	3.0
Complete an additional 6.0 credits at SFU: ECO 611 – Concepts of Ecological Restoration and the Biological Environment* ECO 621 – Graduate Seminars in Research Methods*

Level 2			Credits
	ECOR 9100	Concepts of Ecological Restoration and the Physical Environment This course focuses on scientific study of the physical environment, with an emphasis on its effects on living organisms and their restoration. We will examine concepts of rivers and their attributes; inland waters and limnology; geomorphology; and terrestrial processes. Through lecture and field experiences, students will become familiar with physical and chemical processes in water, especially those that have a direct effect on biological organisms. Field sessions outside of scheduled class time will be required. Prerequisite(s): Acceptance into the M.Sc. Program. course outline	3.0
and
	ECOR 9210	Restoration of Terrestrial Ecosystems The Pacific Northwest is a global ecological “hotspot” because of its relatively healthy native ecosystems, a high degree of biodiversity, and the number and scope of restoration initiatives that have been undertaken there. This course gathers and presents the best examples of state-of-the-art restoration techniques and projects. Students will be profiling a chosen ecosystem (e.g., bunchgrass system, Garry Oak system, old-growth forests, riparian), and researching and presenting case studies of restoration projects conducted in each of the chosen systems. Students will conduct seminars on physical and ecological issues in a chosen case study about the restoration techniques used (whether they were they successful or not), how the case study did/did not follow critical steps associated with a formal restoration plan, incidences of adaptive management, presence/absence of strong experimental designs, challenges and solutions, and uncertainties, etc. Through this course students will learn about appropriate restoration techniques to be used in different ecosystems, while critically reviewing relevant works and strengthening past approaches. Students will design a restoration proposal and plan for a specific degraded terrestrial ecosystem. Field sessions will complement lecture material. Prerequisite(s): ECOR 9100 and ECO 611 and ECOR 9110 course outline	3.0
	or
	ECOR 9220	Restoration of Aquatic Ecosystems This course will give an overview of limnology and focus on specific aspects of theoretical and applied limnology and environmental engineering required to undertake ecological restoration of lakes and reservoirs. The overview lectures discuss lake formation and basin morphometry, stratification and circulation, water chemistry (including nutrient and carbonate chemistry), BOD tests, and hypolimnetic oxygen depletion. Applied aspects of the course include experimentally determining re-aeration rates and sizing of hypolimnetic aeration/oxygenation and destratification systems, calculation of nutrient loading programs for lake and reservoir enrichment, calculation of heat budgets, and use of nutrient-loading models to assess eutrophication risk. Students will participate in lectures and group sessions and design a restoration proposal for a eutrophic winterkill lake. Prerequisite(s): ECOR 9100 and ECO 611 and ECOR 9110 course outline	3.0
Complete and additional 3.0 credits at SFU: ECO 622 – Project Management & Policy for Ecological Restoration*

Level 3			Credits
	ECOR 9101	Applied Research Project Development Part 1 Students will be able to access the network and Library during summer. Prerequisite(s): No prerequisites are required for this course. course outline
	ECOR 9200	Field Applications of Restoration Principles This course is specifically designed to provide students hands-on training and application of techniques used in restoring habitats and associated monitoring. Techniques will include vegetation sampling, water sampling (multiparameter meters, flow meters, turbidity meters, etc.), sampling for ground-water levels, fish and wildlife sampling, chainsaw safety, coarse woody debris, habitat structure, CABIN, and G.P.S. Course design will include modules that need to be completed before class, to enhance the hands-on training. The course will run as a two-week field course at the end of level 2 (spring). Prerequisite(s): ECOR 9100 AND ECO 611 AND ECOR 9110 course outline	3.0

Level 4			Credits
	ECOR 9300	Applied Research Project I The purpose of the Applied Research Project course is to enable students to pursue a topic relevant to ecological restoration. In addition, students will develop certain skills that will be useful in their future employment in the various areas of ecological restoration. These skills range from general to specific. General skills include the ability to: 1) conceptualize and formulate a manageable restoration project or research question, 2) organize the required steps, 3) integrate and synthesize concepts and findings of other researchers, 4) collect and analyze data, 5) evaluate the strength of evidence or conclusions, 6) integrate all this information into a detailed, effective, and well-organized restoration plan, or similar deliverable, and 7) communicate effectively both in writing and orally. Students will also improve their abilities in specific skills such as pre- and post-restoration monitoring, interacting with and communicating complex approaches to clients and project partners, proposal writing, designing restoration plans, decision analysis, statistics, risk assessment, conflict resolution, strategic planning, and others. In ECOR 9300 (Applied Research Project I) students select a specific site and develop a professional relationship with their chosen client. Students will conduct reconnaissance surveys of their target ecosystem and appropriate reference ecosystems to identify the primary issues and stressors associated with their target ecosystem. They will then develop a proposal detailing the general approach to developing a restoration plan, all the while interacting with their client to ensure the approach and deliverables meet the client’s needs. Prerequisite(s): Level one and two of the program. course outline	3.0

Level 5			Credits
	ECOR 9400	Applied Research Project II The purpose of the Applied Research Project courses is to enable students to pursue a topic relevant to ecological restoration. In addition, students will develop certain skills that will be useful in their future employment in the various areas of ecological restoration. These skills range from general to specific. General skills include the ability to: 1) conceptualize and formulate a manageable restoration project or research question, 2) organize the required steps, 3) integrate and synthesize concepts and findings of other researchers, 4) collect and analyze data, 5) evaluate the strength of evidence or conclusions, 6) integrate all this information into a detailed, effective, and well-organized restoration plan, or similar deliverable, and 7) communicate effectively both in writing and orally. Students will also improve their abilities in specific skills such as pre- and post-restoration monitoring, interacting with and communicating complex approaches to clients and project partners, proposal writing, designing restoration plans, decision analysis, statistics, risk assessment, conflict resolution, strategic planning, and others. ECOR 9400 is a continuation of ECOR 9300 (Applied Research Project I). Students will develop their proposal from ECOR 9300 into a detailed restoration plan (or similar deliverable) specific to the client’s needs. Students will design a restoration plan that is scientifically defensible by drawing on the best current knowledge available to alleviate the stressors and restore the degraded ecosystem. They will identify the uncertainties present with the specific site, and include an approach to minimize the risk associated with these uncertainties. When possible, students will detail a research design that will reduce these uncertainties, should the restoration plan be implemented. Students will orally defend their restoration plan. Prerequisite(s): 60% in ECOR 9300 course outline	3.0
Complete an additional 3.0 credits at SFU: ECO 641 – First Nations & Social Perspectives of Ecological Restoration*

Electives			Credits
Complete 3.0 to 5.0 credits/units at SFU to fulfill 50% residency and a minimum of 3.0 to 5.0 credits/units at BCIT or SFU through Western Dean's agreement. Elective courses may be completed in Levels 2, 3, and/or 4. BCIT Specialty Electives: BCIT offers the following specialty electives, which will vary depending on the needs of the program and industry. Offerings will be determined by the department, and are predominantly offered in Level 4 of the program.
	ECOR 9301	Wetland and Estuary Restoration This course covers the fundamentals of wetland and estuary form, function, classification and restoration in Canada. The wetland section of the course covers wetland classification, examines mechanisms of wetland loss and the importance of wetlands in storing carbon, and the physical, chemical and biological mechanisms by which constructed wetlands remove pollutants from urban storm water. The steps for building groundwater wetlands, surface water wetlands, wetlands with liners and floating wetlands will be examined, in addition to the steps for building and maintaining constructed wetlands. The estuary section of the course covers estuary classification, reviews the high ecological importance of estuaries and reviews the physical, chemical and biological nature of estuaries. Procedures for restoring estuaries is covered, including dealing with invasive species (plant and animal) and legacy contaminants. The course will focus on re-establishing the carbon flux and storage in the estuaries through re-planting of sub tidal eelgrass, emergent sedges and strategic placement of large woody debris. Students will participate in a one-hour seminar discussion each week with specific emphasis on critically reviewing the concepts and their application to ecological restoration. Seminar topics will follow directly from the lecture material and be guided by leading questions. Students will prepare and lead each seminar discussion with guidance from the instructor. Students that have taken RENR 8106 would not be able to take this course for credit in the M.Sc. program. Students will participate in a field trip to design a wetland for construction, construct a wetland, or monitor the performance of a recently constructed wetland. This trip is typically scheduled during the second or third week of class. Prerequisite(s): No prerequisites are required for this course. course outline	5.0
	ECOR 9302	Restoring Wildlife Populations Restoration plans must take into account the needs of current or desired wildlife species in project areas. This course gives ecologists, restorationists, administrators, and other professionals involved with restoration projects the tools they need to understand essential ecological concepts, helping them to design restoration projects that can improve conditions for native species of wildlife. This course interweaves theoretical and practical aspects of wildlife biology that are directly applicable to the restoration and conservation of animals. It provides an understanding of the fundamentals of wildlife populations and wildlife-habitat relationships as it explores the concept of habitat, its historic development, components, spatial-temporal relationships, and role in land management. It applies these concepts in developing practical tools for professionals. The course is based on Morrison, M.L. 2009. (Restoring Wildlife: Ecological Concepts and Practical Applications) and Maehr et al. 2001 (Large Mammal Restoration), both published by Island Press, Washington, USA. Case studies will be used to illustrate concepts while field labs will train students on key concepts. Students will work in teams to develop a detailed restoration plan for a selected species of concern and present their plan to the class. Students that have taken RENR 8107 would not be able to take this course for credit in the M.Sc. program. Students will participate in a one-hour seminar discussion each week with specific emphasis on critically reviewing the concepts and their application to ecological restoration. Seminar topics will follow directly from the lecture material and be guided by leading questions. Students will prepare and lead each seminar discussion with guidance from the instructor. Prerequisite(s): No prerequisites are required for this course. course outline	5.0
	ECOR 9304	Restoration of Freshwater Aquatic Ecosystems This course will give a detailed overview of freshwater restoration techniques used primarily to mitigate losses of salmonid habitat and stocks. The spectrum will examine physical, chemical, thermal, and biological restoration technologies used in this province, some of which are new and innovative, while others have been used extensively over the last 100 years. Aspects of this course will include; spawning channels, fish ladders, development of off-channel habitats, in- stream woody debris placement, lake fertilization, stream fertilization, hypolimnetic cold-water withdrawal, mitigation of Total Gas Pressure (TGP) supersaturation at dams, lake destratification, hypolimnetic aeration/oxygenation, fish passage and culvert re-design, and biomanipulation. Students will participate in a one-hour seminar discussion each week with specific emphasis on critically reviewing the concepts and their application to ecological restoration. Seminar topics will follow directly from the lecture material and be guided by leading questions. Students will prepare and lead each seminar discussion with guidance from the instructor. Students that have taken RENR 8102 would not be able to take this course for credit in the M.Sc. program.Students will require a laptop and access to the internet to complete some in-class assignments. Field trips will emphasize the concepts discussed in class. Prerequisite(s): No prerequisites are required for this course. course outline	5.0
	ECOR 9500	Directed Studies The Directed Study course aims to provide students the opportunity to undertake supervised elements of study that are not offered elsewhere across BCIT, UBC, SFU or another post-secondary institute available through the Western Dean's Agreement. While students are expected to select courses whenever possible from the available structured academic offerings, students may pursue through directed study a complementary course that has a supportive focus to the curriculum within the Ecological Restoration Graduate Program. The directed study course is structured to allow pursuit of a well-formulated and synthesized study plan. The course may be completed individually or with more than one student (with approval of the Graduate Program Committee). The directed study course is separate from the Applied Research Project (ECOR 9300 and 9400) and will not constitute a part of the final Capstone submission. The student must submit a Directed Studies Approval Form (See Graduate Student Handbook). The Directed Studies Approval Form outlines the statement of intent, objectives, milestones and schedule and includes a supporting bibliography. The form is to be signed by the student's Supervisor and Program Director/Head prior to the student's eligibility to register for this elective. The student works under the direction of their Supervisor or other BCIT faculty approved by the Supervisor. The student and supervisor shall meet as required. Prerequisite(s): With completion of the Directed Studies Approval Form and the Supervisor's and Program Head/Director Approval. course outline	3.0
SFU Specialty Electives: For information on courses offered at SFU, visit SFU's Master of Science in Ecological Restoration.*

Total Credits:			36.0

*For information on courses offered at SFU, visit SFU's Master of Science in Ecological Restoration.

Transfer credit

Do you have credits from another BC/Yukon post-secondary school? Do you want to know if they transfer to courses here at BCIT? Check out BCIT's Transfer Equivalency Database to find out.

Program Details

The program consists of both coursework and applied components. The use of experiential learning is a major strength of the program, with many courses offered in-class at BCIT or SFU (Burnaby) or in the field.

Through experiential learning, students integrate and apply theories, concepts, and observations firsthand. Through experiential learning, students will experience the variability and uniqueness of ecosystems, and the difficulty of applying the same concepts to all sites.

A case-based learning methodology will also be used throughout the program to provide students exposure to restoring ecosystems in other areas of the world. Case studies will illustrate how concepts can be integrated and applied to complex ecological systems. Students will be actively engaged in discussion of specific problems in complex, real-world situations. This method is student-centered and involves the exchange of ideas among participants. The instructor’s role will be that of a facilitator, while students address problems collaboratively.

A key component of the Ecological Restoration degree will be the field visits to active restoration projects in the Lower Mainland and other parts of the province. The extensive ecological disturbance and damage that has occurred throughout the Lower Mainland provides real-world opportunities to apply skills in a broad range of restoration activities. Real-world scenarios in ecological restoration will be presented through assignments and team-based projects within courses. These projects will allow students to apply their knowledge from classroom and lab sessions.

Program length

Two years, full-time

The maximum time to complete this program is 9 terms.

Grading

Each student is required to maintain a cumulative grade point average (CGPA) of at least 3.0 out of 4.0 (75%).

The overall progress of students in the program will be monitored and evaluated by The Applied Research Committee, and a report on each student’s progress will be sent to the Graduate Program Committee once a year. If the student’s progress is deemed to be unsatisfactory by the Graduate Program Committee, the student may be required to withdraw, or improve in specific ways within a defined period of time.

Accreditation

To practice as a professional biologist in British Columbia, one must be a member of the College of Applied Biology (the College).

To qualify for certification by the College, applicants require 25 courses (15 of which have a biology focus), three years of work experience, and completion of a professional report. For many students, the course work they completed in their undergraduate studies (if their major is strongly focused on biology), coupled with biology-based courses in this M.Sc. program, may satisfy all academic requirements for accreditation. In addition, graduates from the M.Sc. in ER program can use their time in the program to fulfill 12 months of the three-year work-experience period needed for accreditation. Similarly, the final report for their applied research project will be considered as meeting the professional report requirements of the College of Applied Biology, if:

it is strongly focused on the biotic components of ecological restoration,
the student is responsible for the substantive content of the research project, and
it meets one of the three report evaluation criteria listed by the College

Please see the College’s website for more details.

Program delivery

In person: This program is delivered on campus.

The delivery methods for the M.Sc. in Ecological Restoration will be a combination of classroom-based delivery and hands-on field applications and distributed learning modes. Instruction will include group and individual projects, group activities, case studies, class presentations, guest lectures by active restoration specialists, laboratory sessions, field labs and exercises, and field research.

Program location

BCIT Burnaby Campus
3700 Willingdon Avenue
Burnaby, BC

SFU Burnaby Campus
8888 University Drive
Burnaby, BC

British Columbia Institute of Technology is located less than 20 minutes away (12 km) from Simon Fraser University.

Graduating & Jobs

Job opportunities

There is currently a shortage of qualified restoration biologists and practitioners trained in the techniques needed to restore terrestrial and aquatic ecosystems in British Columbia and other jurisdictions in Canada and abroad. Similarly, there are few opportunities to complete a graduate-level program in Ecological restoration in North America. This program will provide a solid foundation for students wishing to embark upon a career involving the conservation, maintenance and restoration of terrestrial and aquatic ecosystems.

Graduates will be qualified for employment with organizations whose mandates involve the restoration of natural ecosystems, particularly fish and wildlife habitats. Upon graduation, students will have the skills and knowledge to qualify for existing positions and develop rewarding careers with municipal, regional, provincial and federal government agencies, private industry, stewardship groups and other NGOs as restoration practitioners, intermediate biologists, and habitat restoration specialists.

Faculty, Advisors & Staff

Program Head

Anayansi Cohen-Fernández, PhD, RPBio

Contact Information

Faculty and Program Head, Ecological Restoration (MSc)
British Columbia Institute of Technology
3700 Willingdon Avenue, Burnaby, BC V5G 3H2
T: 604.432.8322 | acohenfernandez@bcit.ca

Education

PhD in Land Reclamation and Remediation, University of Alberta
MSc in Management and Conservation of Natural Tropical Renewable Resources, University of Yucatan, Mexico
BSc in Biology, Autonomous Metropolitan University, Mexico
University Teaching Program, University of Alberta

Work Experience

Dr. Anayansi Cohen-Fernández is Program Head of the Ecological Restoration MSc Program at the BCIT. Anayansi has over 20 years of experience in environmental consulting and resource management in Mexico and Canada. Her experience revolves around the effects of projects on landscape ecology and biodiversity. She also has experience in the implementation of restoration and reclamation projects following mining, oil and gas, urban and agricultural disturbances.

While doing her MSc in the tropical forests of Southern Mexico, Anayansi developed a model for sustainable use of natural populations of the multipurpose Mayan tree, Bursera simaruba. She later completed her PhD in Land Reclamation and Remediation at the University of Alberta, where she researched reclamation of limestone quarries, re-establishing ecosystem processes and native plant communities and building soils. In her postdoctoral research she evaluated the effects of fine-scale environmental heterogeneity of constructed microsites on native plant species in the Prairie and Parkland Ecoregions of Alberta. At BCIT, Anayansi helps students develop their Applied Research Projects, which have included the evaluation of prairie tallgrass restoration success, plant facilitation effects in a riparian ecosystem, enhancement of soil biocrust establishment to assist reclamation of mine tailings, and the potential of biochar to improve the functionality of rain gardens.

Professional Designation

RPBio, British Columbia

Selected Publications

Naeth, M.A., A. Cohen-Fernández, F.P.O. Mollard, L. Yao, S.R. Wilkinson and Z. Jiao. 2018. Enriched topographic microsites for improved native grass and forb establishment in reclamation. Rangeland Ecology and Management 71:12-18.

Mollard, F.P.O., M.A. Naeth, and A. Cohen-Fernández. 2014. Impacts of mulch on prairie seedling establishment: Facilitative to inhibitory effects. Ecological Engineering 64:377-384.

Cohen-Fernández, A., M.A. Naeth and S.R. Wilkinson. 2013. Anthroposol development from limestone quarry substrates. Canadian Journal of Soil Science. 93:1-12.

Cohen-Fernández. A. and M.A. Naeth. 2013. Erosion control blankets, organic amendments and site variability influenced the initial plant community at a limestone quarry in the Canadian Rocky Mountains. Biogeosciences 10: 5243-5253.

Cohen-Fernández. A. and M.A. Naeth. 2013. Increasing woody species diversity for sustainable limestone quarry reclamation in Canada. Sustainability 5:1340-1355.

Gálvez, D. and A. Cohen-Fernández. 2006. Partial compensation in Psychotria marginata (Rubiaceae) after simulated defoliation increases photon capture and photosynthesis. Photosynthetica 44: 46-52.

Faculty

Ana Chará-Serna, PhD

Contact Information

Assistant Instructor, Ecological Restoration
British Columbia Institute of Technology
3700 Willingdon Avenue, Burnaby, BC V5G 3H2
ana_chara_serna@bcit.ca

Education

PhD in Freshwater Ecology, Faculty of Forestry, University of British Columbia
MSc in Aquatic Sciences, School of Natural Resources and Environment, University of Michigan, USA
BSc (Hns) in Biology, Emphasis in Ecology, Universidad del Valle, Colombia

Work Experience

Dr. Ana Chará-Serna is an Assistant Instructor for the Ecological Restoration BSc and MSc programs at BCIT. Ana is an Aquatic Biologist with over 12 years of experience across academia, industry, and the non-profit sector in Colombia and Canada. As an academic researcher, Ana spent more than 7 years investigating how human activities impact biota and functioning of freshwater ecosystems. In the non-profit sector, Ana participated in the assessment of riparian forest restoration projects on stream ecosystems of Colombia. As an environmental consultant, she gained practical experience in the real-world challenge of applying environmental science on monitoring and conservation of aquatic ecosystems in BC.

Most of Ana’s research has focused on the effects of agriculture on freshwater biodiversity, particularly benthic invertebrates, and ecosystem functioning. Her studies have addressed the ecological role of riparian forest buffers in mountainous agricultural landscapes, the effects of local agricultural practices on tropical Andean streams, the interactive effects of multiple agricultural stressors on experimental freshwater ecosystems, and the spatio-temporal dynamics of zooplankton communities in the Illinois River.

Selected Publications

Boyero L., Pérez J., López-Rojo N., Tonin A.M., Correa-Araneda F., Chará-Serna A.M., Et al (2021) Impacts of detritivore diversity loss on instream decomposition are greatest in the tropics. Nature Communications, 12: 3700.

Chara-Serna A.M., Richardson, J.S. (2021) Multiple-Stressor Interactions in Tributaries Alter Downstream Ecosystems in Stream Mesocosm Networks. Water 13(9): 1194

Boyero L., Perez J., Lopez-Rojo N., Tonin A.M., Correa-Araneda F., Chará-Serna A.M., Et al (2021) Latitude dictates plant diversity effects on instream decomposition. Science Advances, 7: eabe7860.

Chará-Serna AM, Casper, A. 2020. How do large river zooplankton communities respond to abiotic and biotic drivers over time? A complex and spatially dependent example. Freshwater Biology, 66(2): 391-405.

Chará-Serna AM, Epele LB, Morrissey CA, Richardson JS. 2019. Nutrients and sediment modify the impacts of a neonicotinoid insecticide on freshwater community structure and ecosystem functioning. Science of the Total Environment, 692: 1291–1303.

Chará-Serna AM, Richardson JS. 2018. Chlorpyrifos interacts with other agricultural stressors to alter stream communities in laboratory microcosms. Ecological Applications, 28(1): 162-176.

Chará-Serna AM, Chará J, Giraldo LP, Zúñiga MC, Allan JD. 2015. Understanding the impacts of agriculture on Andean stream ecosystems of Colombia: a causal analysis using aquatic macroinvertebrates as indicators of biological integrity. Freshwater Science, 34(2): 727-740.

Boyero L, Pearson RG, Swan CM, Hui C, Albariño RJ, Arunachalam M, Callisto M, Chará J, Chará Serna AM, Chauvet E, Cornejo A, Dudgeon D, et al. 2015. Latitudinal gradient of nestedness and its potential drivers in stream detritivores. Ecography, 38: 949-955

Chará-Serna AM, Chará J, Zúñiga MC, Pearson RG. Boyero L. 2012. Diets of leaf litter-associated invertebrates in three tropical streams. Annales de Limnologie – International Journal of Limnology, 48: 139-144.

Boyero L, Pearson RG, Dudgeon D, Ferreira V, Graça MAS, Gessner MO, Boulton AJ, Chauvet E, Yule CM, Albariño RJ, Ramírez A, Helson JE, Callisto M, Arunachalam M, Chará J, Figueroa R, Mathooko JM, Gonçalves JF JR, Moretti MS, Chará-Serna AM, et al. 2012. Global patterns of stream detritivore distribution: implications for biodiversity loss in changing climates. Global Ecology and Biogeography, 21: 134-141.

Giraldo LP, Chará J, Zúñiga MC, Chará-Serna AM, Pedraza GX. 2014. Agricultural land use impacts on aquatic macroinvertebrates in small streams from La Vieja River (Valle del Cauca, Colombia). International Journal of Tropical Biology and Conservation, 62(2):203-219.

Boyero L, Pearson RG, Dudgeon D, Graça MAS, Gessner MO, Albariño RJ, Ferreira V, Yule CM, Boulton AJ, Arunachalam M, Callisto M, Chauvet E, Ramírez A, Chará J, Moretti MS, Gonçalves JF JR, Helson JE, Chará-Serna AM, Encalada AC, et al. 2011. Global distribution of a key trophic guild contrasts with common latitudinal diversity patterns. Ecology, 92 (9): 1839-1848.

Dave Harper

Douglas B. Ransome, PhD, RPBio

Eric M. Anderson, PhD

Contact Information

Faculty and Program Head, Ecological Restoration (BSc)
British Columbia Institute of Technology
3700 Willingdon Avenue, Burnaby, BC V5G 3H2
T: 604.456.1085 | Eric_anderson@bcit.ca

Education

Post-doctoral research at: Simon Fraser University (Centre for Wildlife Ecology), Environment and Climate Change Canada (Pacific Wildlife Research Centre), and University of British Columbia
MSc and PhD in Zoology and Physiology, University of Wyoming
Graduate Program in Environmental Education, Teton Science School/Utah State University
BSc in Mathematics, University of Puget Sound

Work Experience

Dr. Eric M. Anderson is Program Head of the Ecological Restoration BSc Program at the British Columbia Institute of Technology. He and his BCIT students have conducted applied ecological research with a range of partners, such as Metro Vancouver, Ducks Unlimited Canada, City of Vancouver, Delta Farmland & Wildlife Trust, and Squamish River Watershed Society. Eric is also a Research Fellow of the Pacific WildLife Foundation, a Science Advisor for SeaDoc Society (UC Davis), a Research Scientist at Friday Harbor Labs (U. of Washington), and an Adjunct Professor at Simon Fraser University (SFU). He completed his MSc and PhD in Zoology and Physiology at the U. of Wyoming, and conducted postdoctoral research at SFU (Centre for Wildlife Ecology), Environment and Climate Change Canada (ECCC) Pacific Wildlife Research Centre, and the University of British Columbia (UBC).

Eric’s research focuses especially on the ecology and conservation of nearshore ecosystems along the
Pacific Coast. Some recent research projects include:

Causes of mortality in a Harbor Seal population at carrying capacity (with SeaDoc Society, The Whale Museum, Washington Dept. of Fish and Wildlife, Animal Health Center)
Effects of proposed off-shore wind power development in Haida Gwaii on marine birds (with SFU, ECCC)
Functional dependencies of sea ducks on seagrass beds and herring spawn (with SFU, ECCC)
Effects of trace elements on sea duck nutritional status (with Southern Illinois University, with SFU, ECCC)

Selected Publications
(*Denotes undergraduate or MSc student authors):

Brooks, M.L., J.R. Lovvorn, *J. Hallman Behnke, E.M. Anderson. 2021. Detecting silent stressors: trace element effects on nutritional status of declining scoter ducks of Puget Sound, USA. Science of the Total Environment. In press.

*Dickson, R.D., D. Esler, J. Hupp, E.M. Anderson, J.R. Evenson, and J. Barrett. 2021. Dynamics of body mass and foraging effort of Surf Scoters (Melanitta perspicillata) and White-winged Scoters (M. fusca) during remigial moult. Ibis. In review.

Anderson, E.M., *R.D. Dickson, *E.K. Lok, *E.C. Palm, J.-P.L. Savard, D. Bordage, and A. Reed. 2020. Surf Scoter (Melanitta perspicillata), The Birds of the World Online (P.G.Rodewald, Ed.). Ithaca: Cornell Lab of Ornithology.

*Ashley, E.A., J.K. Olson, *T.E. Adler, S. Raverty, E.M. Anderson, S. Jeffries, and J.K. Gaydos. 2020. Causes of mortality in a Harbor Seal (Phoca vitulina) population at equilibrium. Frontiers in Marine Science 7:Article 319. doi: 10.3389/fmars.2020.00319

*Whyte, L. M., *J. Sibbald, *A. Kujawiak, *L. Schlectleitner, D., Bondar, M. Taitt, C. Terpsma, and E.M. Anderson. 2020. Effectives of hedgerows on landbird diversity and abundance in agricultural fields. In preparation.

*Law, A.A., *M.E. Threlfall, *B.A. Tijman, E.M. Anderson, S. McCann, G. Searing, and D. Bradbeer. 2017. Diet and prey selection of Barn Swallows (Hirundo rustica) at Vancouver International Airport. Canadian Field-Naturalist 131:26–31.

Lewis, T.L., D. Esler, B.D. Uher-Koch, R.D. Dickson, E.M. Anderson, J.R. Evenson, J.W. Hupp, and P.L. Flint. 2017. Attaching transmitters to waterbirds using one versus two subcutaneous anchors: Retention and survival trade-offs. Wildlife Society Bulletin 41:691–700.

Anderson, E.M., R.D. Dickson, E.K. Lok, E.C. Palm, J.-P.L. Savard, D. Bordage, and A. Reed. 2015. Surf Scoter (Melanitta perspicillata), The Birds of North America Online (A. Poole, Ed.). Ithaca: Cornell Lab of Ornithology.

Lovvorn, J.R., E.M. Anderson, *A.R. Rocha, W.W. Larned, J.M. Grebmeier, L.W. Cooper, J.M. Kolts, and C.A. North. 2014. Variable wind, pack ice, and prey dispersion affect the long-term adequacy of protected areas for an Arctic sea duck. Ecological Applications 24:396–412.

*Uher-Koch. B.D., D. Esler, *R.D. Dickson, J.W. Hupp, J.R. Evenson, E.M. Anderson, J. Barrett, J.A. Schmutz. 2014. Survival of Surf Scoters and White-winged Scoters during remigial molt. Journal of Wildlife Management 78:1189–1196.

*Dickson, R.D., E.M. Anderson, and D. Esler. 2014. Status report on the Western Grebe (Aechmophorus occidentalis). Committee on the Status of Endangered Wildlife in Canada.

Wilson, S.D., E.M. Anderson, A. Wilson, P. Arcese, and D.F. Bertram. 2013. Citizen science reveals an extensive shift in the winter distribution of migratory Western Grebes. PLOS ONE 8:e65408.

Palm, E.C.,D. Esler, E.M. Anderson, M.T. Wilson, T.W. Williams, and O. Love. 2013. Baseline corticosterone in wintering marine birds: methodological considerations and ecological patterns. Physiological and Biochemical Zoology 86:346–353.

Palm, E.C.,D. Esler, E.M. Anderson, T.D. Williams, and M.T. Wilson. 2013. Variation in physiology and energy management of wintering White-winged Scoters in relation to local habitat conditions. Condor 115:750–761.

Anderson, E.M., and J.R. Lovvorn. 2012. Seasonal size dynamics of prey mediate complementary functions of mussel and seagrass habitats for an avian predator. Marine Ecology Progress Series 467:219–232.

*Palm, E.C., D. Esler, E.M. Anderson, and M.T. Wilson. 2012. Geographic and temporal variation in diet of wintering White-winged Scoters. Waterbirds 35:577–589.

*Dickson, R.D., D. Esler, J. Hupp, E.M. Anderson, J.R. Evenson, and J. Barrett. 2012. Phenology and duration of remigial moult in Surf Scoters (Melanitta perspicillata) and White-winged Scoters (M. fusca) on the Pacific coast of North America. Canadian Journal of Zoology 90:932–944.

Anderson, E.M., D. Esler, W.S. Boyd, J.R. Evenson, D.R. Nysewander, D.H. Ward, *R.D. Dickson, *B.D. Uher-Koch, *C.S. VanStratt, and J.W. Hupp. 2012. A preliminary assessment of the predator seascape for scoters: predation rates, timing, and predator composition. Canadian Journal of Zoology 90:42–50.

Anderson, E.M., and J.R. Lovvorn. 2011. Contrasts in energy status and marine foraging strategies of White-winged Scoters (Melanitta fusca) and Surf Scoters (M. perspicillata). Auk 128:248−257.

Anderson, E.M., J.R. Lovvorn, D. Esler, W.S. Boyd, and K.C. Stick. 2009. Using predator distributions, diet, and condition to evaluate seasonal foraging sites: sea ducks and herring spawn. Marine Ecology Progress Series 386: 287–302.

Anderson, E.M., J.L. Bower, D.R. Nysewander, J.R. Evenson, and J.R. Lovvorn. 2009. Changes in avifaunal abundance in a heavily used wintering and migration site in Puget Sound, Washington, during 1966–2007. Marine Ornithology 37:19–27.

Anderson, E.M., and J.R. Lovvorn. 2008. Gray whales may increase feeding opportunities for avian benthivores. Marine Ecology Progress Series 360:291–296.

Anderson, E.M., J.R. Lovvorn, and M.T. Wilson. 2008. Reevaluating marine diets of Surf and White-winged scoters: interspecific differences and the importance of soft-bodied prey. Condor 110:285–295.

Anderson, E.M. 2007. Changes in bird communities and willow habitats associated with fed elk. Wilson Journal of Ornithology 119:400–409.

Forrest Bjornson, MSc

Kim Ives, MSc, RPBio

Lisa Henault, BEd, MSc

Ken Ashley, BSc, MSc, MASc, PhD

Laura Weatherly, MSc, PhD

Millie Kuyer, BSc, BIT

Staff

Giti Abouhamzeh

Advisory committee

Kevin Shantz, Research Office, Metro Vancouver, Parks Planning & Environment – Chair
Andy Smith, Senior Terrestrial Ecologist/Wildlife Biologist, Ecofish Research
Brian Titaro, Stewardship Coordinator, Metro Vancouver
Bruce Blackwell, Principle, BA Blackwell
Chloe Hartley, Referrals Analyst, Tsleil-Waututh Nation
Dave Scott, Biologist, Raincoast Conservation Foundation
David Polster, President, Polster Environmental Services
Eric Balke, Coordinator-South Coast Conservation Land Management Program, Ducks Unlimited Canada
Gillian Donald, Owner, Donald Functional And Applied Ecology
Jennifer McGuire, Assistant Deputy Minister, Ministry of Environment
Ken Hall, Professor Emeritus, UBC
Marlow Pellatt, Ecological Restoration Specialist, Parks Canada
Natalie Tashe, Project Management Reclamation Planning, Stantec
Pontus Lindgren, Environmental Manager, Westpark Electric

Contact Us

Giti Abouhamzeh
Program Assistant for Ecological Restoration
BCIT School of Construction and the Environment
Tel: 778-331-1392
Email: Giti_Abouhamzeh@bcit.ca

Questions or comments?

Programs and courses are subject to change without notice.

Ecological Restoration

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THE STRENGTHS OF THE PROGRAM:

WHY ECOLOGICAL RESTORATION?

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Prior Learning Assessment & Recognition (PLAR)

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Job opportunities

Faculty, Advisors & Staff

Program Head

Anayansi Cohen-Fernández, PhD, RPBio

Faculty

Ana Chará-Serna, PhD

Dave Harper

Douglas B. Ransome, PhD, RPBio

Eric M. Anderson, PhD

Forrest Bjornson, MSc

Kim Ives, MSc, RPBio

Lisa Henault, BEd, MSc

Ken Ashley, BSc, MSc, MASc, PhD

Laura Weatherly, MSc, PhD

Millie Kuyer, BSc, BIT

Staff

Giti Abouhamzeh

Advisory committee

Contact Us

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