Recent Publications

Not only do we provide data, but we analyze it too!  CBNERR-VA staff have been busy writing their lessons learned on several studies; check out the latest below! 

Evaluating Thin‑Layer Sediment Placement as a Tool for Enhancing Tidal Marsh Resilience: a Coordinated Experiment Across Eight US National Estuarine Research Reserves - with Scott Lerberg

A thin layer placement plot ready for study.Thin-layer placement of sediment (TLP) is an emerging strategy to protect tidal marshes threatened by rising seas. A research team led by the National Estuarine Research Reserve System (NERRS) tested the use of TLP at eight Reserves (including CBNERR-VA) and developed guidance to inform future research and restoration projects that use this technique.  The team conducted plot-scale studies to evaluate the impact of TLP at different elevations, and tested the use of different sediment thicknesses and compositions as well as the use of biochar (think: decomposed marsh plants) at several Reserves.  More information on the project (including the peer reviewed publication and various guidance documents) can be found here.


Enhancing Collaborative Learning Through Design for Learning - with Sarah Nuss

CBNERR-VA hosting collaborative workshop on outdoor education.As K-12 educators work toward targeted, small group instruction together with college and career readiness skills, many implement collaborative learning experiences within their classrooms. Collaborative learning can help students develop deeper understandings of content while building critical life-long skills, and using a design for learning approach provides teachers with a useful framework for planning, implementing, and reflecting on student learning. Together, these approaches support one another by helping teachers engage in three practical implementation tasks: designing collaborative learning environments, overcoming barriers to collaborative practices, and designing successful learning tasks. We recommend that teachers use design for learning techniques to purposefully create collaborative learning environments and tasks that engage students while scaffolding students’ learning.  Publication here.