an on-line submission process, increasing exposure, and growing larger. Manuscript submissions increased, and more papers were published. The journal moved to two issues in 1988, three issues in 1989, four issues in 1993, and six issues in 2010. Growth of the journal transformed it into the top journal in wetland science, with submissions coming from around the globe. Consolidating efforts from many fields of expertise with a focus on wetlands helped to develop a broad, ecosystem-based science that is now globally recognized. How did Wetland Science develop and become a discipline of its own? This relatively new field of scientific inquiry began taking shape in about 1980 when SWS was formed. However, many academic, government, and consulting scientists had been in the field under different names for decades. Early development of the science was captured in my book “History of Wetland Science: Perspectives from Wetland Leaders” through short autobiographical essays written by those early forefathers of wetland science, with added developmental context in essays written by the succeeding generation of wetland leaders. Backgrounds of many of the 71 chapter authors will be presented as summaries of majors by degree, reasons for becoming “wetland scientists,” and transitions between academic, government, and consulting careers. Finally, life as wetland scientists can be far from dull, so short vignettes from many chapter authors will present humorous adventures. n
SYMPOSIA Impacts of the COVID-19 pandemic on wetland education: Overcoming challenges and making connections using online and distance learning Presented Tuesday, December 1, 2020, 12:45-1:45 PM ET
TECHNIQUES TO TEACHING FIELD-BASED COURSES IN AN ONLINE AND DISTANCE LEARNING SETTING Faust, Derek, Clover Park Technical College For a faculty member at a technical college, which emphasizes hands-on learning, a quick transition to a fully online curriculum presented various challenges. Challenges included teaching and learning of field techniques in an online setting, providing students access to necessary equipment and technology, and creating a sense of connection among students and instructor. Some field-based labs were adapted in order for students to do it in their yard or a local park (e.g., plant identification, forestry techniques), while online simulations were used for other techniques 34 Wetland Science & Practice January 2021
(e.g., measurement of stream discharge, benthic macroinvertebrate sampling and identification). For labs (e.g., water quality testing) requiring equipment not available to students, kits were created for checkout. Recognizing the difficulty of fully online instruction in technical programs, a plan was proposed and approved to allow in-person instruction of lab and field components of courses during the COVID-19 pandemic. Some of the protocols used include daily temperature checks and health question screening, physical distancing, facial covering requirements, and extensive sanitation. Thus far, these health and safety protocols seem to be effective at a smaller (about 5,000 students) technical college. An informal survey of students indicated that they appreciated the efforts made to ensure health and safety during the pandemic, while delivering effective, online and in-person instruction. n
Presented Tuesday, December 1, 2020, 12:45-1:45 PM ET
NEW VIRTUAL REALITY IN WETLAND KNOWLEDGE SHARING Paul, Swapan, Sydney Wetland Institute Although technology has augmented transfer of wetland knowledge in the last decade or so, the COVID-19 restrictions and limitations have propelled this to reach a new height. Almost every facet of transferring wetland knowledge has had to use technology in virtual meetings, conferences, seminars, webinars, training courses, monitoring and even providing management directives. Alongside professional bodies, nearly every educational institution – from primary to tertiary – have employed technology for delivering lessons and learning materials. An example of Sydney Olympic Park’s education and training program will be shared, where COVID-19 has expedited the launching of Sydney Wetland Institute, that aims to share wetland knowledge primarily through virtual modes. Time will tell whether this forced virtualisation will also become a financial imperative. n
Presented Tuesday, December 1, 2020, 12:45-1:45 PM ET
A PROMISING SWS MENTORING PROGRAM FOR LATIN AMERICA Magalhães, Tatiana Lobata-de, Autonomous University of Queretaro In 2019, the Society of Wetland Scientists International Chapter started a mentoring initiative in order to create a database of wetland research institutions in the Latin America and Caribbean region (LAC). Volunteer scientists, students, and early-career professionals joined this effort and built a database of 283 organizations focused on wetlands for the
