# Course Title: Floodplain Management 

**Module 1:** Introduction to Floodplain Management

**Session 1:** Course Introduction

**Author:** Bob Freitag CFM, University of Washington

> **Time: 75 minutes**

**Objectives:** **(PP1.1 -- Title)**

At the end of this session, the students will be able to:

1.1 Discuss the course overview, purpose, and overall objectives.

1.2 Describe the student evaluation criteria.

1.3 Apply terms and concepts that will be used throughout the course.

**Scope:**

This course examines floodplains as a resource and a location of risk
and accordingly presents a wide range of management tools. The course
recognizes that floodplains are the product of dynamic physical,
chemical, biological, and human caused processes. It also recognizes
that floodplains are dependent on their contributing basins and their
downstream connections to other water bodies. The course will also
describe and contrast several common definitions of floodplains, and why
all are important.

Since their arrival in American 13,000 years ago, humans have become the
dominant force affecting floodplains. We have so altered the natural
floodplain environment in many locations that we have no choice but to
actively manage this resource.

The course looks at floodplain management from multiple perspectives. It
embraces the conservation and restoration of physical and biological
systems. It examines the adverse impacts from human developments
and also creates a policy framework that addresses these objectives.

This course doesn't address coastal floodplains. Interested students can
be directed to the FEMA Higher Education Project course on Coastal
Hazards Management.

During this session the instructor is provided with the opportunity to
introduce herself/himself to the class and the class to the instructor.
In a lecture format allowing for questions and answers, the instructor
will briefly discuss that floodplain and floodplain management will be
presented from four perspectives and give an overview of the purpose and
objectives of the course. Clear and completely understood expectations
will be established for student participation and conduct in class.
Evaluation criteria, including completion of assigned work, will be
explained.

The students will perform the module exercise with the professor
supporting the group activities. It is important that this exercise be
documented and that the results placed in a prominent place. Students
will be expected to add to, correct, and discuss the resulting comments
throughout the course. The culminating course exercise undertaken in
sessions 28, 29 and 30, will be an expanded version of this initial
exploratory exercise.

This session should be evenly split between the time devoted to the
lecture, student introductions, and the class exercise.

Readings:

*Student Reading:*

Freitag, Bob. 2004. *"A Statement about the Importance of Goals,
Objectives, and Strategies."* (Reading 1.1)

ASFPM 2004 "No Adverse Impact" Documents.

Freitag, Bob. 2005. *"A short story about sex and floodplain
management"* (Reading 1.2)

NAI White Paper, ASFPM ([www.floods.org](http://www.floods.org/))

*Instructor Reading:*

There are no unique readings addressing this introductory session.

**General Requirements:**

The course syllabus should be distributed to the students at the start
of the class.

This course is driven by a series of exercises. The exercise in Module
One introduces the student to key terms and concepts, and gives students
some practice in their application. Separate exercises have been
prepared for each of the subsequent four modules. These exercises are to
be introduced at the start of the first session of the module and worked
on by the student teams as the module progresses with a presentation and
discussion at the end of the module. The course concludes with a
three-session exercise that is intended to provide an opportunity to
integrate and apply the concepts introduced during the course within the
contexts of a realistic problem.

We recommend that teams be created at the beginning of the second
module, session two, and that these teams remain constant throughout the
course. We also recommend that the instructor give each team a specific
river basin and a case study specific floodplain. The instructor should
assess the interest of the students and objectives of the course in
determining case study floodplains. To offer the exploration of the
widest range of issues we recommend that case study floodplains be
identified within the following river basins.

1.  Columbia

2.  Ohio

3.  Mississippi

4.  Red River of the North.

5.  Santa Ana

6.  Potomac

7.  Rio Grande

We understand that smaller classes will not be able to assign teams to
each basin, however every effort should be made to structure the student
teams such that the unique issues involved with each of these seven
basins are addressed.

At the end of the final course exercise students will have identified
impacts, both positive and negative, according to a series of
objectives. They will also have presented ways to reduce or eliminate
adverse impacts as well as ways to support positive ones. At the end of
the course we would like instructors to ask the students to determine
which they feel represents their best examples and send them to the
Association of State Floodplain Managers (ASFPM).
([www.floods.org](http://www.floods.org/) contact Anita Larson)

These examples may be published in revisions to their NAI publication
used in this course.

In addition to the team case study exercises, many sessions also have an
activity designed to give students practice in applying concepts
introduced in the session. And, each module has an examination to
evaluate individual students. These examinations were written to cover
the entire module, and the instructor may wish to select only specific
questions the understanding with which he or she is particularly
concerned. (For home reading have students scan the NAI White Paper,
ASFPM ([www.floods.org](http://www.floods.org/)))

This is a long course and after having taught it for several years, I
have found that there has been insufficient time or need, depending on
the knowledge and background of the class, to address each session
equally. For this reason we have identified the objectives of several
sessions that can be considered optional. In the main, these address
human migration patterns (Session 5) and their impact on landcover.
There is also an optional objective in Session 20 that offers an
opportunity to apply risk assessment methods to analyze environmental
hazards/stressors. This objective was included to allow interested
students to gain practice in applying risk assessment methods to an
environmental situation.

**Remarks**

**Objective 1.1** **Discuss the course overview, purpose, and overall
objectives.**

I. Goals of the Course

> A. How we can preserve natural and beneficial riverine values while
> addressing our human needs? And, how we can take advantage of natural
> processes to reduce risk?
>
> 1\. This course addresses the physical, biological landscape, risk,
> and policy systems of the integrated river corridor and floodplain
> management.
>
> B. Upon completing this course, students will be able to:

1.  Describe the floodplain as the product of physical and biological
    processes.

2.  Describe the impact of human development to the natural and
    beneficial values of the floodplain as well as the associated risks,
    that is, the floodplain as both a resource and a hazard.

3.  Successfully advise others on the range of choices and consequences
    of actions impacting a river corridor and the need to adjust human
    behavior.

4.  Describe the dynamic nature of both communities and riverine systems
    and the interactions between them.

5.  Explain the roles of the various floodplain management professional
    disciplines and engage successfully with them.

II\. Themes of the Course

> A. The following major themes and ideas will be discussed, analyzed,
> and integrated throughout the course. **(PP1.2 - Interpretive
> Marker)**

1.  The primary function of stream systems is to remove erosion products
    (sediment) from the landscape, remove excess water from the drainage
    basin, and provide a fresh water supply necessary to sustain life
    and transport chemicals and nutrients.

2.  Alluvial valley floors contain the richest, most productive land
    available on earth.

3.  Excluding some very unusual exceptions, virtually all early
    civilizations originated along streams on alluvial valley floors.
    Human development currently represents the greatest risk to the
    natural and beneficial values of floodplains.

4.  Alluvial valley floors constitute only a small fraction of the total
    land surface and should be considered the earth's "jewels."

5.  Our riverine systems are a very limited resource.

6.  Positive approaches and interactions with people who have differing
    cultural perspectives on river corridor issues are the best way to
    bring about consensus and preserve this resource for future
    populations.

7.  Historically, problems were resolved at the most local level. Now,
    community-based implementation of stream corridor measures must
    frequently be analyzed within larger scales (e.g. watersheds), and
    within the context of state and federal policies.

8.  A river cannot be understood by focusing solely on one element, such
    as the hazards associated with a community floodplain. An element
    must be viewed within the context of the systems interacting with
    the entire river corridor and a system-based approach must be used
    to solve issues. (Ask students to read *A short story about sex and
    floodplain management* (Reading 1.2) as homework assignment))

9.  Solutions need to be based on their benefits and costs in achieving
    objectives over the long term. And, these should not be measured
    only in dollars.

10. Issues should be solved in ways that unify the often-divergent
    communities involved with river corridors.

III\. Course Overview **(PP1.3 -- Four Functions of River Systems)**

> A. This is a **riverine** floodplain management course. We will not
> address coastal flooding issues within this course.
>
> B. The course addresses rivers as corridors within watersheds that:
> **(PP1.3 - Four Functions of River Systems)**

1.  Transport Sediment -- this is most important over longer periods.

2.  Drain the watershed -- this is most important over short periods.

3.  Provide fresh water supply \-- necessary to sustain life.

4.  Transport chemicals and nutrients -- this too is necessary to
    sustain life.

> In addition to these four functions, there are a many human uses of
> floodplains. Some of these uses are touched on in Session 26,
> Riverside Development. Beckinsale offers a list and discussion of
> these uses. (Beckinsale, R.P. 1969. "The Human Use of Open Channels\"
> in: Water, Earth and Man. R.J. Charley (ed.). Methuen & Co. Ltd.:
> London. Pp. 331-343.)

1.  Floatability -- timber

2.  Navigation - commerce

3.  Domestic and industrial uses - water supply, cooling, power
    generation,

4.  Pollution dilution, dispersal of diseases (Schistosomiasis), spread
    of

5.  Exotic species (water hyacinth and fish/shellfish);

6.  Freshwater fisheries

7.  Preservation of wildlife

8.  Social uses - religious, cultural, recreation.

> C. This is a **floodplain** course, but floodplains will be viewed as
> a part of a larger system.
>
> D. To more comprehensively understand the floodplain, we will explore
> the floodplain from four perspectives; each will be within the context
> of the large watershed that defines the floodplain.
>
> E. Each perspective defines the floodplain differently. Each is
> correct and each adds to our understanding.

1.  Physical perspective \-- "A floodplain is that portion of a drainage
    basin that is covered by stream transported sediment (Transported
    Sediment) that was deposited in or near a stream channel."

2.  Biological perspective -- "Floodplain is the area adjacent to a
    river that is periodically covered with water. It is part of the
    lateral dimension of rivers and contributes to the interchange of
    materials between terrestrial components and aquatic components of
    the watershed."

3.  Risk perspective \-- "A floodplain is an area that is normally dry
    that has a 1% chance of becoming wet in any given year." ( FEMA and
    the National Flood Insurance Program.)

4.  Policy Perspective: \-- Each of the above descriptions offers a
    different geographic area of concern. With each there exist areas of
    overlap and often areas of conflict between individual property
    rights real and perceived, and local, regional and federal
    government jurisdictions.

> F. This is a floodplain management course and this management element
> will draw from the "No Adverse Impact" initiative offered by the
> Association of State of Floodplain Managers (ASFPM).

G. This course assumes that students have an understanding of the use
and differences between basic management tools \-- Issues, Goals,
Objectives, Policies, and Strategies and Programs. (Refer to Reading 1.1
"A Short Statement About the Importance of Goals, Objectives, and
Strategies or refer the instructors favorite material on the subject if
needed)

> H. Impacts are the consequences of an action. Adverse impacts need a
> normative statement; a value statement and these come from goals and
> objectives. Adverse impacts are impacts that prevent the achievement
> of a goal or objective. ASFPM defines their initiative as follows:
>
> "No Adverse Impact" (NAI) floodplain management is a managing
> principle developed by the Association of State Floodplain Managers
> (ASFPM) to address the shortcomings of the typical local floodplain
> management program. Rather than depending on minimum requirements of
> federal or state programs, NAI provides tools for communities to
> provide a better means of protection for their citizens and to prevent
> increased flooding now and in the future." *In essence, No Adverse
> Impact floodplain management is where the action of one property owner
> does not adversely impact the rights of other property owners, as
> measured by increased flood peaks, flood stage, flood velocity, and
> erosion and sedimentation, or other values the community decides.*
>
> I. In a NAI document for communities the ASFPM further clarify their
> definition of the initiative:
>
> 1\. "In your community, the National Weather Service predicts record
> rainfall. It rains, the rivers rise, but no homes or businesses are
> flooded, no roads are closed, no businesses shuttered. Emergency
> rescue teams are not deployed, no citizen is injured in the event, and
> rescue workers are not put at risk. Erosion and sedimentation are at a
> minimum because your community counts on natural floodplain systems to
> store and dissipate floods with no adverse impacts on humans or the
> built infrastructure. Natural floodplains provide opportunities for
> open space, parks, recreation, habitat for wildlife and fish, hiking
> and biking trails, alternative agricultural crops and add to quality
> of life. Flood levels do not increase over time in your community,
> because you use NAI approaches.
>
> 2\. Increases caused by any development are mitigated so they do not
> impact others, before the development occurs. Development is done in a
> manner that does not pass the cost of flooding on to other properties,
> other communities or to future generations."

J.  Differing vocabulary

> This course will introduce trade terms from each perspective. Students
> are asked to keep a dictionary. The dictionary should record the
> different definitions used for the same term and note why this is
> significant. The course developers did not try to reach a consensus
> and come up with single definitions and neither should the students.
> The students should approach the required reading with these
> differences in mind. As students realize these differences, students
> should consider this diversity in thought and approach as contributing
> to their overall understanding of not only the natural processes
> involved but the professional cultures that are growing up around the
> concepts they represent.
>
> Key words like basin, catchment, watershed, floodplain, flooding,
> mitigation, have different meanings within different professional
> cultures. For example take flooding:

1.  The risk managers consider floods hazards.

2.  For the biological community, floods are not hazards, but
    disturbance that can have positive if not vital and beneficial
    impacts.

3.  For the earth scientist, floods are dynamic agents that can change
    sediment patterns and thereby alter the physical geography.

To control flooding, risk managers have cleared the large woody debris
(i.e. snags) along literally all Northwestern waterways there by
reducing flooding over the short term while at the same time permanently
altering the sediment patterns (changed the geography) and biology
(removing habitat) along the stream corridor and landuse. (human
settlements attempts to anchor and stabilize dynamic water courses)

> **Note**: Each of these client groups could be represented by an
> engineer, planner, landscape architect..., however who pays the fee.
> The clients with the money are those typically concerned with risks
> and consider flooding a hazard. Those that live in the water don't
> have money and those that live on floodplains feel that there will
> always be other streams, other floods and other floodplains so why
> worry. And, those concerned with long-term sediment issues haven't
> been born yet -- now what's a practitioner to do? (Take this course.)
>
> Students will also be expected to include a "cross walk" noting
> different terms that have the same definition.

K.  Module Organization

    1.  A different course developer who is a recognized expert in their
        field wrote each module. Course developers coordinated their
        effort and every attempt was made to layer the modules with each
        building upon the previous one.

    2.  Each module is written from a different perspective -- a
        different disciple, and each course developer was expected to be
        true to the language of that discipline.

> Therefore, students will encounter the same word used differently and
> different words having similar meanings. For instance, as mentioned
> above the term "floodplain" will have a differently meaning within
> each module.
>
> Students should also expect key concepts to be repeated within each
> perspective. Although each session is layered and builds upon previous
> material, it was thought acceptable for each author to reintroduce
> significant material within the contexts of the perspective being
> addressed.

L.  Use of Web based material.

    1.  Much of the student reading material used throughout this course
        has been copied from the web sites of government agencies.

    2.  We encourage students to read the material on line and only
        selectively copy material. There are thousands of pages of
        material.

        a.  We also encourage the instructor to check the web site to
            see if the material has been updated.

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3.  For the most part web based assigned readings are not offered.
    Students will come to this course with widely differing backgrounds.
    We expect students to know what they do not know and use these sites
    as reference materials.

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M.  Procedural experiential model and learning cycle.

    1.  Each module will follow an experiential model and learning cycle
        as modified for this course. The steps included in the modified
        learning cycle are:

        a.  Learning activity---experiencing (the **"what"** of
            learning). The science from the various perspectives --
            Physical, Biological, Risk, and Policy perspectives.

        b.  Generalizing (the **"so what"** of learning). Impacts to
            floodplains from each perspective.

        c.  Applying the **"now what"** of learning. How to reduce the
            adverse impacts and allow or enhance positive impacts from
            each perspective. This process will require you to develop
            goals, objectives, and strategies from each perspective. For
            example, stabilizing a river bank, restoring habitat,
            reducing the vulnerability of a floodprone home or adopting
            a policy that all perspectives are considered in a projects
            design.

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    ```
    N.  As the historians Will and Arial Durant said in their book the
        [Lesson of History]{.underline}, "geology is the matrix of
        history" and to understand rivers and their floodplains we must
        first understand their past and geology is where we'll begin
        this search. Module 2 will present floodplains as the product of
        geological processes. Geology will evolve into the field of
        physical geography as we integrate the influences of ground
        cover and land uses with us, people, currently having the most
        dramatic impact. Module 3 we'll begin by presenting basic
        biological process, but will quickly incorporate physical
        geography into a discussion of the floodplain as the product of
        ecological processes. Module 4 will introduce us to risk and how
        most of us view floodplains, not as a resource but as a hazard.
        Module 5 will present floodplains as policy battlegrounds.

> Each module will include a class project addressing the **what**, **so
> wha**t, and **now what** from a given perspective. In Module 6,
> students will be given practice in integrating and applying what was
> learned to case study involving development.

K.  Course exercises and tests

> Each of the course's 6 modules includes a short exercise with each
> following a similar format \-- what, so what, and now what. There is
> also a mid-term examination.
>
> In Module 1, the students will identify impacts by perspective for a
> series of stakeholder objectives. Each subsequent module builds on
> this first exercise. In Session 2, seven case study basins will be
> introduced (Rio, Mississippi...) and students will be asked to select
> case study floodplain reaches within these basins. The instructor will
> help with this.
>
> In order to address floodplain issues in the most comprehensive manner
> possible, every effort should be made to structure the student teams
> such that all seven basins are addressed.
>
> Each module will culminate in a brief exercise. Templates for these
> exercises are provided. These module exercises are intended to be
> introduced during the first session of each module and be completed
> (task 1, task 2, and task 3) as the module proceeds. Each module will
> conclude with presentations and student critiques during the last half
> of the last session in the module. This last session will be equally
> divided between lecture material and student presentations. Teams will
> be expected to present their module team case study exercise. Their
> written reports should be restricted to one to two type written pages
> and five-minute presentations. PowerPoint presentations should be
> optional and limited to three to five slides per case study.
>
> Each session will also have an activity. In some cases, there will be
> a unique exercise and in others, the session activity will be
> discussing the module exercise.
>
> The course concludes with the merging of each of these exercises into
> a final exercise that integrates floodplain management concepts.

IV\. Syllabus

> The title: Floodplain Management
>
> How we can preserve natural riverine values while addressing our human
> needs? -- Floodplains as the product of natural processes and manmade
> policy. An integrated presented within the context of physical,
> biological landscape, risk, and policy systems.

**Module One \-- Introduction (PP1.4 -- Introduction)**

> Session 1 Course Introduction -- (lenses from which we view riverine
> corridors)

# Module Two \-- Stream Systems on Dynamic Earth (PP1.5 - Stream Systems)

> Session 2 River Basins and Tectonics
>
> Session 3 Glaciation & Erosion Processes -- The Production of Sediment
>
> Session 4 Meteorological Processes -- The Production of Water on Land
>
> Session 5 Land Use & Cover **--** The History of Resource Utilization
>
> Session 6 Stream Mechanics Framework -- Evolution and Flow Analysis
>
> Session 7 Stream Management Framework -- The Physical Principals and
> Practice, and Module 2 Exercise
>
> Session 8 Module 2 Examination and Case Study Presentations
>
> **Module Three \-- Biological Landscape: Its Impact on the Floodplain
> and Floodplain Management (PP1.6 - Biological Landscape)**
>
> Session 9 Introduction to Ecological Principles and Ecoregions
>
> Session 10 Stream and River Ecology
>
> Session 11 Water Quality
>
> Session 12 The Effects of Land Use/Land Cover Changes on Stream
> Ecology
>
> Session 13 Management and Restoration of River Corridors and
> Floodplains
>
> Session 14 Module 3 Examination and Case Study Presentations
>
> **Module Four \-- Risks to Human Settlements (river corridors as
> hazards) (PP1.7 - Risks)**
>
> Session 15 What is a Hazard?
>
> Session 16 What is Risk?

Session 17 Floodplain Management Exercise (Including a brief discussion
of disasters in the U.S.

> Session 18 Floodplain Management
>
> Session 19 Mitigating Flood Losses
>
> Session 20 Mitigation Programs and Module Exercise (Optional
> Ecological Risk Assessment Session)
>
> **Module Five \-- Policy History (Rivers as a Legal Battleground)
> (PP1.8 - Policy History)**
>
> Session 21 Public Policy in the American Federal System -- An Overview
>
> Session 22 Federal Policies

Session 23 State Policies

> Session 24 Local Policies
>
> Session 25 Special Districts and Landowners
>
> Session 26 An Introduction to Riverside Development
>
> Session 27 Module 5 Examination and Case Study Presentations
>
> **Module Six \-- Final course project: (PP1.9 -- PP1.13) Project Case
> Study)**
>
> Session 28 Introduction of Case Study Problem and Team Exercise
>
> Session 29 Team Presentations
>
> Session 30 Team Presentations

**Objective 1.2 Describe the student evaluation criteria**.

I. Student Assignments

> A. Each session will have an interactive activity such as a
> discussion, question and answer period, or even an exercise.
>
> B. Each module will end with a graded activity.
>
> C. Each student will be expected to create a dictionary of terms and
> concepts and may be expected to submit the dictionary to the
> professor. It will be expected that key terms will have several
> definitions and different words will be used for the same concept.

D.  The course will culminate with a graded activity that builds upon
    each of the previous module activities.

II\. Reading Assignments

> A. All reading assignments are to be completed prior to the lesson.
> You are expected to:

a.  Complete readings and research assignments prior to team activities;

b.  Actively participate and contribute to the team\'s work; and

c.  Take your turn assuming the lead in reporting and presenting team
    products to the entire class.

> B. Submit all individual and group assignments on or before the date
> due. Where this is not possible, it is your responsibility to make
> arrangements with your instructor for an alternate due date.
>
> C. Write concise, succinct, and brief assignments. Assignments should
> be returned to the students that do not meet this requirement. There
> is a wealth of material on the web and there is the ability to "cut
> and paste" all of it into an assignment with little or no
> understanding by the student.

III\. Teamwork

> A. Students will be assigned to work in teams throughout this course.
> Teams will be expected to appoint a leader and a recorder.
>
> 1\. All students should have the opportunity to hold various roles.

IV\. Grading

> A. Course grade will be calculated based on the following components:

  -------------------------------------------------------------- --------
  Class preparation and participation in groups and individually 30%

  Team assignments and products                                  50%

  Module examinations                                            20%
  -------------------------------------------------------------- --------

**Objective 1.3** **Students will practice applying terms and concepts
that will be used throughout the course.**

I. Goals of class exercise

> A. Introduce students to terms and concepts and offer opportunities
> for application \--floodplain related issues, goals, and impacts.
>
> B. Offer practice in the thought process that goes into identifying
> adverse and positive impacts to a floodplain development.
>
> C. Begin to determine sources of needed information.
>
> D. Offer the instructor the opportunity to understand the breadth of
> student knowledge and experience.

II\. Task 1: Introduction

> A. Students should introduce themselves by offering their name, why
> they are interested in floodplain management and what they may expect
> of the course.
>
> 1\. Approximately one minute per student

III\. Task 2: "Brainstorming" exercise.

> A. Instructor should divide the class into teams of 7 to 11 members.
> It would be best if each team can sit around one table and isolated
> from the activities of other class teams. Each team will be provided
> with:
>
> 1\. One page case study.
>
> 2\. Three markers of different colors.
>
> 3\. At least two sheets of 24" by 36" paper or larger.
>
> 4\. A wall or aisle to write on and, if possible to tape the larger
> sheets of paper.
>
> B. Each team will appoint a facilitator and recorder. The facilitator
> will keep the discussion moving and on track. The facilitator will
> need a watch. The recorder will record comments on one of the sheets
> of 24" by 36" paper.
>
> C. Each team will be given the generic case study developed for the
> class or one written by the professor. The professor is encouraged to
> develop a local case study that would more closely address local
> issues.
>
> D. The class facilitator will begin the exercise by reading a short
> case study that includes elements from each of four perspectives.
>
> E. For this exercise, it would be best if students sit in a circle in
> groups of no more than 11 students. Each group should include
> participating students, a controller to keep the process moving, and a
> recorder to write responses.
>
> 1\. The controller reads the scenario and asks the questions.
>
> 2\. The recorder writes down two sets of team comments.
>
> 3\. One set of larger paper sheets will be devoted to addressing the
> problem and one sheet will record questions that the team has.
>
> a\. Both charts are important and should be available to be
> consulted/reviewed throughout the course.
>
> F. Students will layer five rounds of brainstorming tasks, each
> building on each other. Each brainstorming task should last less than
> five minutes and should follow traditional rules for brainstorming.
> Ideas should fly quickly and discussion should be limited.

1.  The facilitator will read the case study to the class. The recorder
    should write the word "exercise problem" on one sheet and
    "questions" on the other. (Two-three minutes)

2.  Round one: The facilitator will ask the team to determine case study
    stakeholders. This will be recorded on the "exercise" sheet with
    space under each listed stakeholder. This space will be used in
    subsequent activities. (\<Five minutes) (See Handout 1.1)

> a\. The recorder will also record questions on the "Questions" sheet.
>
> 3\. Stakeholders could include:
>
> a\. Land owner
>
> b\. Developer
>
> c\. Ecologist
>
> d\. Elected official
>
> f\. Long time resident of the floodplain
>
> g\. Recreational user of the floodplain

h.  Sportsmen

i.  Other

j.  Controller

k.  Recorder

l.  City/County Planner

m.  City/County Engineer

IV Round two

> A. The controller will then ask students to assume the role of a
> stakeholder and to identify a couple of broad stakeholder specific
> [goals]{.underline} that relate to the proposed floodplain
> development. Student stakeholders can help each other in identifying
> stakeholder goals. (\<Five minutes) (See Handout 1.2)
>
> Goals might include:

a.  Down stream resident of the floodplain -- [no additional flooding,
    reduction in flooding.]{.underline}

b.  Existing floodplain resident -- [no additional flooding, reduction
    in flooding.]{.underline}

c.  Developer -- [create as many units as possible.]{.underline}

d.  Ecologist -- [maintain natural and beneficial values of the
    floodplain.]{.underline}

e.  Elected official -- [get re-elected.]{.underline}

f.  City Planner/Engineer -- [assure compliance to all existing laws,
    public safety.]{.underline}

g.  Recreational user of the floodplain -- [maintain/enhance
    recreational values.]{.underline}

V. Round three

> A. From the perspective of each stakeholder, the controller will ask
> the group to identify possible [adverse]{.underline} impacts of the
> proposed development considering the stakeholder objective. All
> students will be expected to help role-playing stakeholders in
> identifying impacts. (\<5 minutes)
>
> 1\. The recorder should record questions.
>
> B. Possible adverse impacts might include:

1.  Down stream resident of the floodplain -- no additional flooding \--
    [height of the water will increase, no decrease in water
    quality.]{.underline}

2.  Existing floodplain resident -- no additional flooding -- [debris
    may wash into house.]{.underline}

3.  Developer -- create as many units as possible [\-- if homes are
    damaged could ruin reputation]{.underline}

4.  Ecologist -- maintain natural and beneficial values of the
    floodplain -- [interrupt riparian linkages along
    floodplain]{.underline}

5.  Elected official -- get re-elected [-- flooded residents may become
    angry and want a change in government.]{.underline}

6.  City Planner/Engineer -- assure compliance to all existing laws [\--
    floodprone residents could sue city and staff held liable for flood
    damage, damage to public facilities or need for new facilities in a
    bad place.]{.underline}

7.  Recreational user of the floodplain -- maintain/enhance recreational
    values [-- reduce recreation lands]{.underline}

VI\. Round four

> A. From the perspective of each stakeholder, the controller will ask
> each participant to identify possible positive impacts of the proposed
> development considering the stakeholder objective. (\<Five minutes)
>
> 1\. The recorder should continue to record questions.
>
> B. Possible positive impacts:

1.  Downstream resident of the floodplain -- no additional flooding \--
    if [there is increase storage provided by the new development
    downstream residents may have reduced flooding.]{.underline}

2.  Existing floodplain resident -- no additional flooding -- [New
    development which is done wisely to prevent added flooding and
    preserve natural floodplain functions may increase land values of
    existing development.]{.underline}

3.  Developer -- create as many units as possible [-- Profit preserved
    through wise floodplain development in cooperation with
    community.]{.underline}

4.  Ecologist -- maintain natural and beneficial values of the
    floodplain -- [new development may include stream restoration or
    protection measures.]{.underline}

5.  Elected official -- [get re-elected -- new development may bring
    additional revenues or improve quality of life.]{.underline}

6.  City Planner/Engineer -- [assure compliance to all existing laws --
    New development may provide incentives for retrofitting older
    housing stock.]{.underline}

7.  Recreational user of the floodplain -- [maintain/enhance
    recreational values -- New development may provide better access to
    recreational areas]{.underline}.

VII\. Round five

> A. To develop these lists of impacts, both positive and adverse,
> students had to make assumptions about a floodplain. They had to rely
> on a body of knowledge. This course will present a floodplain from
> four perspectives; four often separate fields of study or perspective.
> Each uses a unique definition of a floodplain.
>
> B. The controller should read each of the following definitions. After
> each definition is read, students should determine which impact
> relates to the respective field of study. (\<Five minutes)
>
> C. The recorder should tag each impact statement with a P (Physical),
> R (Risk), B (Biology), Pol (Policy) as well as record questions.
> Different colors could be also used.
>
> D. Floodplain definitions

1.  Physical perspective \-- "A floodplain is that portion of a drainage
    basin that is covered by stream transported sediment (Transported
    Sediment) that was deposited in or near a stream channel."

2.  Risk perspective \-- "A floodplain is an area that is normally dry
    that has a 1% \-- chance of becoming wet in any given year."

3.  Biological perspective -- "Floodplain is the area adjacent to a
    river that is periodically covered with water. It is part of the
    lateral dimension of rivers and contributes to the interchange of
    materials between terrestrial components and aquatic components of
    the watershed."

4.  Policy Perspective: "A floodplain is any land area susceptible to
    being inundated by waters from any source, and often bears
    geophysical evidence of previous flood events. The term is sometimes
    loosely used as an equivalent to the regulated floodplain and would
    include the fact the floodplain may be an area regulated for risk
    reduction or protection of natural resources/natural?

VIII\. Team reporting

> A. If there are several teams, a few minutes should be allowed for
> each team to report. Reporting should focus on the last Round and on
> the questions the teams identified.

**References:**

ASFPM. 2004. "No Adverse Impact" Documents
([www.floods.org](http://www.floods.org/))

Berkes, Fikret. 1998. *Sacred Ecology, Traditional Ecological Knowledge
and Resource Management.* Braun-Brumfield, Ann Arbor, MI.

Durant, Will and Ariel. 1968. "*The Lessons of History .*"Simon and
Schuster.

FEMA Higher Education Coastal Hazards Management,
<http://training.fema.gov/emiweb/edu/collegecrsbooks.asp>

Knighton, David. 1998. *Fluvial Forms and Processes*. Oxford University
Press.

Monroe, Martha C, editor*.* 1999.*What Works -- A Guide to Environmental
Education and Communication Projects for Practitioners and Donors.*
Academy for Education Development,

Pidwirny, Michael. 2004. *PhysicalGeography.net.* Okanagan University
College. (<http://www.physicalgeography.net/fundamentals/contents.html>)

Stream Corridor Restoration, 2001. NRCS.
(<http://www.nrcs.usda.gov/technical/stream_restoration/newtofc.htm>)

The NEPA Process (40 CFR 1500 -- 1508)
<http://ceq.eh.doe.gov/nepa/regs/ceq/toc_ceq.htm>