Concurrent Sessions at the 2004 UENR

Environmental and Natural Resource Science and Learner-Centered, Integrative Education at Humboldt State University

Steven A. Carlson — Tue, 16 Mar 2004 10:00:00 PST

Three recent workshops by three different organizations: 1. Project Kaleidoscope Assemblies, “Taking Advantage of New Opportunities for Environmental Sciences”; 2. Renewable Natural Resources Foundation, “Conference on Personnel Trends, Education Policy, and Evolving Roles of Federal and State Natural Resources Agencies”; 3. Association of American Colleges and Universities, “Achieving Greater Expectations” have synergistically made the compelling argument for integrative learning not only within the fabric of university education, but also within the specific realms of environmental science and natural resource education. This presentation will synthesize the workshop perspectives on integrative learning and look at how Humboldt State is moving to transform its curricula to produce more integrative, creative thinkers needed to deal with the complex environmental and natural resources issues of our world. The intent is to generate a discussion to help us solidify our thinking on curricular reform.

Using the Engaged Student Approach in Wildland Recreation Classes

J. Mark Fly et al. — Tue, 16 Mar 2004 10:30:00 PST

n the fall of 2000, the structure of the introductory class in Wildland Recreation (50 students) was revised from a more traditional approach to a blend of the “engaged student” and “mastery learning” approach. The “engaged student” approach is based on creating opportunities for the student to become involved with real world activities and make connections with professionals in the field while learning the basic concepts of recreation. The class is viewed as a job setting with similar expectations. The “engaged student” takes responsibility for their own learning, similar to what they need to do throughout their career with life-long learning.

Outcomes Based Education, PBL and Kolb’s Learning Cycle Help Forest Engineering Students Learn Forest Operations Planning...

Ted Needham et al. — Tue, 16 Mar 2004 11:00:00 PST

The ability to ‘design and analyze natural resource management plans at multiple scales while adhering to principles of sustainability’ is one of the learning outcomes of the Forest Engineering Program at the University of New Brunswick. One dimension of this outcome is the ability to design and analyze multi year operating plans. The purpose of this paper is to describe the teaching and learning approach used to help students acquire and demonstrate this ability.

Bringing Back the Kaibab Deer Story: a Complete Case Study for Land Stewardship

Dan Binkley et al. — Tue, 16 Mar 2004 11:30:00 PST

The classic story of predator control, deer population explosion, and habitat degradation on the Kaibab Plateau was a cornerstone of population ecology and natural resources through the 1960s. The story has almost disappeared from natural resources, following several papers in the 1970s that questioned the quality of the evidence and the truth of the overall story. We reexamined the classic story from the viewpoint of habitat impacts of large deer populations; if the story were true, aspen regeneration should have been severely reduced in the 1920s. We also evaluated other lines of evidence, including the secondary irruption of the deer population in the 1950s.

Teaching Professional Codes of Ethics to Forestry and Wildlife Students: a Case Study Using Diameter-limit Harvesting in a Bottomland Hardwood Stand

Brian Roy Lockhart et al. — Tue, 16 Mar 2004 14:00:00 PST

Professional ethics involve statements by a professional organization to guide the behavior of its members, and to help them determine acceptable and unacceptable behavior in a given situation. Most, if not all, natural resource organizations have Code of Ethics. How to incorporate them across the curriculum and in individual courses of a natural resources program is a current challenge to faculty and administrators alike. We propose to capitalize on the role that professional ethics play in the daily activities of forestry and wildlife professionals engaged in hardwood resources management. Many hardwood stands today are subject to “selective harvesting” whereby trees of choice species and of the best quality are removed with little or no thought towards the future development of the stand or the benefits that landowners will derive from it (after Helms 1998). They are simply mined of the standing timber to the detriment of hardwood resource sustainability. A case study example relevant to the appropriateness of diameter-limit harvesting in a southern bottomland hardwood stand is presented as one way to integrate discussion of technical issues in forestry and wildlife management and professional ethics related to this practice. We propose its use in college and continuing education courses. Questions presented after the case study will help participants integrate knowledge of the ecology, silviculture, and management of bottomland hardwoods with the Code of Ethics of several professional organizations, including the Society of American Foresters and The Wildlife Society. Discussion of the issue will also help them to better appreciate the options for sustainable management of the bottomland hardwood resource.

Useful Concepts and Approaches to Ethics in Natural Resources Management

John D. Fox Jr — Tue, 16 Mar 2004 14:30:00 PST

My objective in this paper is to highlight a few concepts and approaches from ethics that might serve as food for thought when students are wrestling with controversial natural resource issues. Overall, I’m advocating critical reflection, empirical inquiry, and intellectual honesty. I am particularly going to look at the interrelationship between science and ethics. I suspect not everyone will agree with everything I suggest, but, as in the classroom, my purpose is to stimulate thought and dialogue. First, I present some basic concepts followed by a simplified summary of classical approaches to ethics. Finally, I suggest that Aldo Leopold’s land ethic has been misinterpreted by some of his modern disciples.

Role of Student Services in Recruitment and Retention in the NAU School of Forestry Katherine

Leao DeWald et al. — Tue, 16 Mar 2004 10:00:00 PST

In times of declining enrollment, increasing budget constraints, increased FTE scrutiny, and the need for departments to justify their personnel, having a student services coordinator (SSC) might seem like a luxury position that is subject to elimination. Yet, we suggest that a SSC is crucial to forestry programs, and that the benefits far outweigh the costs. An effective SSC can provide personal attention and mentoring which are keys for successful recruitment and retention, therefore, increasing FTEs. These key activities are often neglected without a SSC, because everyone’s time is already overcommitted.

Undergraduate Recruitment Strategies at Penn State’s School of Forest Resources

Betty Harper — Tue, 16 Mar 2004 10:30:00 PST

Enrollment declines in natural resources programs across the nation since the mid-nineties have raised concerns about the future of natural resources education. Since its peak in 1998, enrollment in Penn State’s School of Forest Resources has dropped from a record high of 535 to 315 in fall 2003. At the same time state and federal agencies seeking to maintain and diversify their workforce are facing unprecedented rates of retirement. To address this issue, the School of Forest Resources is continually evaluating its recruitment and retention efforts. Gone are the days of waiting for students to come to us. Current recruitment and retention strategies include: 1) marketing to the large pool of existing undecided Penn State students, 2) marketing to Penn State advisors in other programs and at other Penn State locations, 3) recruiting at other “feeder” institutions, 4) summer natural resources experience programs, 5) increased personal contact with potential students, 6) peer-to-peer recruiting, 7) increased scholarship funds, and 8) retooled marketing materials and web presence. These strategies are under constant evaluation and unsuccessful efforts discarded so that new tactics may be tested. While we wait to discover the ultimate effectiveness of these new strategies, their very nature reflects an important and fundamental change in attitude toward student recruitment and retention at Penn State’s School of Forest Resources.

Academic Performance in Writing Intensive Courses: Can We Better Prepare Transfer Students?

Janice E. Faaborg et al. — Tue, 16 Mar 2004 11:00:00 PST

The Department of Fisheries and Wildlife Sciences (FWS) at the University of Missouri is experiencing an increase in the number community college transfer students. Previously we reported data indicating these students, on average, do not succeed academically as well students who begin their college experience at MU. We are strongly committed to understanding why these students may encounter academic difficulty and designing academic programs to help them succeed. The Columbia campus of the University of Missouri requires all students to take 2 “writing intensive” (or “writing-across-the-curriculum”) courses, one of which must be in the student’s chosen academic major.

Assessing Programmatic and Course Effectiveness in Teaching Using a Community Approach

Michael R. Bridgen et al. — Tue, 16 Mar 2004 11:30:00 PST

Individual learning is affected by the total learning environment to which students are exposed. Within a small community, such as the Ranger School, students frequently interact with faculty, their families, other college staff members, food service personnel, physical plant personnel, alumni, and even individuals from the local community. As these groups recognize their impact on students’ learning, they take a greater interest in helping to make the learning experience more effective. Our faculty has implemented a process by which each of these groups may contribute ideas and make changes to the non-academic learning experiences of our students. Specific changes to individual academic courses may similarly be improved using a non-threatening assessment process among the faculty members. An example of a community-wide assessment of a dendrology teaching method will be demonstrated.