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Instructional Program For Interdisciplinary Master Of Natural Resources Degree, Oregon State University Online, Badege Bishaw, Paul Doescher, Steven Radosevich 2010 Oregon State University

Instructional Program For Interdisciplinary Master Of Natural Resources Degree, Oregon State University Online, Badege Bishaw, Paul Doescher, Steven Radosevich

Conference on University Education in Natural Resources

Managing natural resources is a complex problem involving production, ecological, social, economic and ethical systems, which affect and, in turn, are affected by the others. The proposed Master of Natural Resources (MNR) degree is designed to engage university scientists and world‐wide natural resource professionals in a process that integrates diverse perspectives about natural resource situations at the state, regional, national, and international levels. The MNR degree will assist agency and industry personnel meet their self‐improvement goals. Students will learn about the various disciplinary components that make up natural resource problems and solutions to them. The MNR curriculum is ...


Merits And Broader Impacts Of Undergraduate Research In Water Sciences, Tamin Younos 2010 Virginia Tech

Merits And Broader Impacts Of Undergraduate Research In Water Sciences, Tamin Younos

Conference on University Education in Natural Resources

This presentation will discuss the importance of udergraduate research as critical component of undergraduate education. Three different undergraduate research activities will be discussed: 1) the Stroubles Creek Watershed Initiative at Virginia Tech; 2) the National Science Foundation Research Experiences for Undergraduates (NSF REU) in watershed sciences and engineering at Virginia Tech; and 3) integrating undergraduate research into service‐learning ‐ the Virginia Tech study abroad program in the Dominican Republic. The presentation will discuss merits of these programs and broader impacts on professional and personal growth and attitudes of participating undergraduate researchers. The presentation will also include testimony of 2‐3 ...


Forest Technology Program Outcome Assessment, G. Andrew Bartholomay 2010 Pennsylvania College of Technology

Forest Technology Program Outcome Assessment, G. Andrew Bartholomay

Conference on University Education in Natural Resources

Course grades are the norm for reporting a student’s overall proficiency. However, the one dimensional nature of grades implies that all individual course components have been equally mastered. The Pennsylvania College of Technology employs an institution wide program of Quality Through Assessment to aid in evaluating the institutional mission to, “provide students with quality academic programs that respond to economic and employment realities” (www.pct.edu/assessment/). The initiative employs outcome assessment at three levels, institution, academic school, and program. The Forest Technology faculty has been charged with incorporating outcome assessment into our ongoing curricular evaluation process. The faculty ...


Internships In Natural Resources: 15 Years Of Positive Results, Rich Etchberger 2010 Utah State University

Internships In Natural Resources: 15 Years Of Positive Results, Rich Etchberger

Conference on University Education in Natural Resources

Since 1995, I have administered the internship program in Natural Resources at the Uintah Basin Regional Campus of Utah State University. During that time, nearly 100 students have participated in the program. To date, 100% of program participants have been successful in seeking jobs in natural resources. My objectives are to outline the model I have used for this internship program, to describe a few examples of partnerships that have contributed to the program’s success, and to review student projects. I believe that one of the keys to the success of this program has been the partnerships forged with ...


Assessing Student Learning In Natural Resources: Recent Efforts At The University Of Arkansas At Monticello, Sayeed R. Mehmood 2010 University of Arkansas - Monticello

Assessing Student Learning In Natural Resources: Recent Efforts At The University Of Arkansas At Monticello, Sayeed R. Mehmood

Conference on University Education in Natural Resources

In recent years, there has been a trend requiring outcomes‐based assessment of student learning in all academic programs. Most of the major accreditation entities have revised their standards to reflect this trend. The Society of American Foresters (SAF), the accrediting body for the nation’s forestry programs has also moved in this direction. The School of Forest Resources (SFR) in the University of Arkansas at Monticello has taken an active role in revising its model for student learning and program assessment. SFR’s two‐tier model is an effort to link student learning and program assessment in a way ...


Reflection As A Learning Tool In A Nature ­Based Study Abroad Course, Annette C. Moore, Roger L. Moore, Patti Clayton 2010 North Carolina University

Reflection As A Learning Tool In A Nature ­Based Study Abroad Course, Annette C. Moore, Roger L. Moore, Patti Clayton

Conference on University Education in Natural Resources

Study abroad programs taking students from the U.S. to other nations have grown in recent years, both in terms of the number of programs and participants. As international education becomes more extensive and popular, approaches to teaching and learning have evolved as well, including various approaches to reflection as a learning tool. Student reflection in general and the DEAL Model (Ash & Clayton, 2009) in particular appear to be well suited to generate, deepen, and document learning in nature‐based study abroad courses. International education typically exposes students to places and cultures different from their own. In the context of ...


Building A Learning Community And Authentic Assessment Into A Hybrid Course, Dennis B. Propst 2010 Michigan State University

Building A Learning Community And Authentic Assessment Into A Hybrid Course, Dennis B. Propst

Conference on University Education in Natural Resources

A review of the literature on blended learning, called hybrid courses at the author’s university, reveals that such learning “can be as successful as either online or face to face instruction” (Vignare, 2007). Blended learning has been defined as 1. “Courses that integrate online with traditional face‐to‐face class activities in a planned, pedagogically valuable manner; and 2. Where a portion of face‐to‐face time is replaced by online activity” (Laster et al., 2005). Learning communities arise as people address recurring sets of problems together and engage with each other in a collective learning process. In a ...


Graduate Students As Evaluation Consultants For Natural Resource Programs: A Service­ Learning Success Story, Nick Fuhrman 2010 University of Georgia

Graduate Students As Evaluation Consultants For Natural Resource Programs: A Service­ Learning Success Story, Nick Fuhrman

Conference on University Education in Natural Resources

Providing graduate students with authentic, field‐based service‐learning experiences can be challenging. Promoting these experiences can be particularly difficult with graduate students enrolled in Extension‐related degree programs at a distance. Recent studies have found that employers desire new hires with Master’s degrees to have skills in educational program development and evaluation. In an effort to provide evaluation resources to statewide Extension programs, enhance the relevance of program evaluation skills for graduate students, and address the above‐listed challenges, twenty‐four Master’s level graduate students participating in a distance‐technology delivered (synchronous) program evaluation course served as ...


Peer Reviewed Publications From Class Projects, Carolyn A. Copenheaver 2010 Virginia Tech

Peer Reviewed Publications From Class Projects, Carolyn A. Copenheaver

Conference on University Education in Natural Resources

From 2001 to 2008, I coordinated the publication of 13 peer‐reviewed manuscripts stemming from group projects in a graduate‐level Advanced Forest Ecology class. The intention of the group projects was to immerse the students in actual forest ecology research and increase their professional development by personally involving them in the publication process. The student publications appeared in 11 different journals (American Midland Naturalist, Castanea, Dendrochronologia, Forest Ecology and Management, Journal of Natural Resources and Life Sciences Education, Journal of the Torrey Botanical Society, Natural Areas Journal, Northeastern Naturalist, Southeastern Geographer, and Tree‐Ring Research) and each group project ...


Assessing Embedded Geospatial Student Learning Outcomes, John Carr, Heather Cheshire, George Hess, Hugh Devine, Donna Bailey 2010 North Carolina State University

Assessing Embedded Geospatial Student Learning Outcomes, John Carr, Heather Cheshire, George Hess, Hugh Devine, Donna Bailey

Conference on University Education in Natural Resources

Geographic Information Science and Technology (GIST) plays an increasingly pronounced role in providing natural resource professionals with information and analysis tools. GIST is an integral component of resource planning, management and assessment; therefore, professors in the College of Natural Resources at North Carolina State University have designed and embedded geospatial exercises across undergraduate curricula in Forest Management and Natural Resources. We developed a flexible framework for assessing how well geospatial learning objectives are being met. Developing a framework requires identifying geospatial learning objectives, establishing criteria for success, and creating assessment tools. Structured interviews were used to identify geospatial learning objectives ...


Integrating Service ­Learning And International Study Into The Traditional Degree Programs, Quint Newcomer 2010 The University of Georgia

Integrating Service ­Learning And International Study Into The Traditional Degree Programs, Quint Newcomer

Conference on University Education in Natural Resources

In 2001, the University of Georgia Foundation made a significant commitment to expanding the opportunity for study abroad at UGA when it purchased a 155‐acre farm and built a new education and research center in San Luis de Monteverde, Costa Rica. UGA Costa Rica collaborates with departments and schools across the University to offer study abroad programs that offer courses directly related to major areas of study and that also integrate service‐learning as a central component of the overall study abroad experience. “Global service‐learning is a course‐based form of experiential education wherein students, faculty, staff and ...


Teaching Environmental Communications Through Service Learning, Marc J. Stern 2010 Virginia Tech

Teaching Environmental Communications Through Service Learning, Marc J. Stern

Conference on University Education in Natural Resources

The presentation will reflect on the results of evaluations of a service learning course in environmental education in which students developed and delivered afterschool environmental education programs at local elementary schools. One strategy for a service‐learning course is basically to push the students off of a cliff, dangle a rope, and hope they can not only find the rope, but also climb back up. This generally means getting students out there as quickly as possible, equipping them with some basic tools and knowledge to make sense of their experience along the way, and seeing if they can put it ...


Teaching Critical Thinking In Statistics For Natural Resource Education, Lisa M. Ganio 2010 Oregon State University

Teaching Critical Thinking In Statistics For Natural Resource Education, Lisa M. Ganio

Conference on University Education in Natural Resources

Graduate education in natural resource fields requires high level critical thinking in specialized areas of interest to the student. This challenge is typically embraced by graduate students who are excited to be learning in the areas of their choice. Most graduate programs in natural resources require students to take a course in statistics or data analysis and natural resources research relies heavily on these tools. But many students have limited experience with quantitative science and that experience may not have been recent. This poses a challenge when teaching courses in statistics. In this presentation I will outline the challenges to ...


Assessment Of Employer Perceptions And Student Needs In The Design Of A Cooperative­ Employment Program In Professional Forestry Curricula, Jim Kiser, Kama Luukinen, Thomas Maness 2010 Oregon State University

Assessment Of Employer Perceptions And Student Needs In The Design Of A Cooperative­ Employment Program In Professional Forestry Curricula, Jim Kiser, Kama Luukinen, Thomas Maness

Conference on University Education in Natural Resources

The knowledge and skills needed by professional foresters is rapidly evolving as the practice is changing to respond to a broader set of ecosystem services and markets. Today’s organizations prefer to hire graduates that have a specific set of skills to address these new and evolving issues, however, it can be difficult for students to gain experience in all of the necessary areas through a traditional four‐year academic program. A cooperative education program is an undergraduate education with approximately 1/3 of the education component conducted on the job. The work terms are structured to have a learning ...


Partnering With International Study Abroad Vendors For Mutual Benefits, Wayde C. Morse, Greg Somers 2010 Auburn University

Partnering With International Study Abroad Vendors For Mutual Benefits, Wayde C. Morse, Greg Somers

Conference on University Education in Natural Resources

International educational experiences have the ability to promote cultural understanding, cooperation and interaction with global society. In a period of reduced financial and administrative resources it is more difficult to promote these experiences. Auburn University (AU) and the School of Forestry and Wildlife Sciences (SFWS) has partnered with International Student Volunteers, Inc. (ISV) to provide academic oversight and credit for study abroad volunteer service experiences. ISV is an international volunteer travel organization who sends over 3,000 students abroad each year and whose participants have contributed over 250,000 volunteer hours in the fields of natural resource conservation and community ...


Student Reported Individual And Team Effectiveness In A Service­ Learning Capstone Course: Lessons From Five Cohorts, Brian Lee 2010 University of Kentucky

Student Reported Individual And Team Effectiveness In A Service­ Learning Capstone Course: Lessons From Five Cohorts, Brian Lee

Conference on University Education in Natural Resources

Many students who enter a university setting have not necessarily been formally educated in how to engage learning as a functional team member. One of the skills employers continually say they highly value is the ability of an individual to contribute productively to teams. A requirement for an undergraduate degree in landscape architecture is completing a six‐credit hour capstone service‐ learning course. The course involves individual work that contributes to a team effort resulting in several products for a community sponsor. Typically, team members have attended classes and worked on class projects together prior to this course and are ...


Trends In General Education Requirements For Forestry And Other Professional Program Students, John D. Bailey 2010 Oregon State University

Trends In General Education Requirements For Forestry And Other Professional Program Students, John D. Bailey

Conference on University Education in Natural Resources

Some novel general education requirements have been in place at Oregon State University (OSU) since a major and admirable development effort in 1988, but implementation has become overly problematic over the last decades. This observation and other pressing issues on campus drove a major review effort last year involving administration, faculty, staff and students. We were reassured by those results in terms of the philosophy and structure of our “Baccalaureate Core” and how well they align with emerging ideas from the American Association of Colleges and Universities and peer institutions nationwide. However, our campus community was consistently unsatisfied with the ...


Teaching Ecological Ethics, Mark C. Wallace, Dan Perry, Gad Perry, Howard Curzer, Peter Muhlberger 2010 Texas Tech University

Teaching Ecological Ethics, Mark C. Wallace, Dan Perry, Gad Perry, Howard Curzer, Peter Muhlberger

Conference on University Education in Natural Resources

Wildlife researchers and managers frequently have to contend with difficult ethical questions during the course of their work, but currently lack an explicit scholarly forum to help them analyze the complicated ethical situations they encounter in the field, the laboratory, or conservation area. Since neither environmental ethics, nor animal ethics, nor research ethics currently addresses the tradeoff problems peculiar to wildlife research and management, a new field is needed. It must be the interdisciplinary product of organized and on‐going discussions across the natural sciences, social sciences, the humanities, and the conservation professions. Minteer and Collins (2005) proposed the creation ...


Evolution Of A Client­ Based Capstone Course, Jay Sullivan 2010 Virginia Tech

Evolution Of A Client­ Based Capstone Course, Jay Sullivan

Conference on University Education in Natural Resources

Project‐based senior capstone courses are a common part of natural resources curricula around the US, often providing undergraduate students with a “real‐world” experience prior to graduation, and provided educational programs with a means of conducting outcome assessments. At Virginia Tech, we have conducted a client‐focused forestry capstone course since 1999, and completed nearly 120 projects for actual clients from in and around Virginia. The evolution of the course and lessons (successes and flops) learned from our experience with student groups, clients, projects, and faculty involvement will be discussed. Future opportunities and directions in an evolving curriculum will ...


The Natural Resources Distance Learning Consortium, Kieran J. Lindsey, William C. Woodland Jr., Robert Bush 2010 Virginia Tech

The Natural Resources Distance Learning Consortium, Kieran J. Lindsey, William C. Woodland Jr., Robert Bush

Conference on University Education in Natural Resources

The NRDLC, an organization formed in 2003 with the support of USDA‐Forest Service, delivers courses to web‐based learners who are either currently working in the natural resource professions or who are hoping to enter the field. Currently the organization consists of 10 accredited university members as well as various federal agency partners. NRDL members offer over 350 distance learning courses, 11 degrees, and 18 certificates. Kieran Lindsey, the NRDLC director, will present an overview of the organization, its history, and its impact. Additionally, Bill Woodland, National Partnership & Volunteers Program Manager at USDA‐Forest Service, will discuss the needs ...


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