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AUTHOR Cudmore, Wynn, Ed.; Kelly, Susie, Ed.TITLE Visions for Natural Resource Education and Ecosystem Science
for the 21st Century. An Interim Report.INSTITUTION Chemeketa Community Coll., Salem, OR.; Northwest Center
Sustainable Resources, Salem, OR.SPONS AGENCY National Science Foundation, Arlington, VA. Div. of
Undergraduate Education.PUB DATE 1998-03-00NOTE 137p.CONTRACT NSF-ATE-DUE-9553760PUB TYPE Reports - Descriptive (141)EDRS PRICE MF01/PC06 Plus Postage.DESCRIPTORS Agricultural Technicians; *Community Colleges; Earth
Science; Ecology; *Environmental Education; HigherEducation; *Natural Resources; Partnerships in Education;Program Development; Secondary Education; SustainableDevelopment
ABSTRACT
The Northwest Center for Sustainable Resources (NCSR) is apartnership of educators and numerous agencies dealing with natural resourcemanagement. NCSR emphasizes the ecosystem as a central theme in naturalresource technical education. This booklet explains NCSR's relationship tosecondary and higher education, describes NCSR programs and curriculum, andintroduces NCSR partners, employers, and researchers. Curriculum discussionsfocus on core courses in environmental science and mathematics, standard andadvanced mathematics in technological education, and technical mathematicsfor a state-of-the-art workforce. NCSR partners include employers, communitycolleges (Northwest Indian College, WA; Hawaii Community College, andBlackfeet Community College, MT), Native American organizations, professionalassociations, and universities. Five model community college programssupported by NCSR are: (1) Shasta College agricultural technology; (2)
Grays Harbor College natural resources/fisheries technology; (3) CentralOregon Community College forest resources/eastside and GIS technology; (4)
Chemeketa Community College, Oregon - forest resources/westside; (5) FeatherRiver College, California wildlife technology; (6) Itasca CommunityCollege; and (7) Haywood Community College. Appended are a list of NCSRproject partners, ecosystem management resources and examples, and chartsrelated to program developments at Grays Harbor College, Central OregonCommunity College, Chemeketa Community College, and Feather River College.(AS)
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U S DEPARTMENT OF EDUCATIONOffice of Educauonal Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
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CI Minor changes have been made to
improve reproduction quality:::::....
° Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy
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Visions for Natural Resource Education andEcosystem Science for the 21st Century
An Interim Report of theNorthwest Center for Sustainable Resources
(NSF/ATE/DUE #9553760)
This project was supported in part by theNational Science Foundation
Opinions expressed are those of the authors and not necessarily those of the foundation
For more information about the NCSR, contactCenter Director Susie Kelly at Chemeketa Community College:
Phone: 503-315-4583 Fax: 503-540-5008 e-mail: kels(fthemek.cc.or.us
Cover by Ken LeGros Photography
Chemeketa Community College is an equal opportunity, affirmative action institution.J
The following report
serves to deScribe and document
the aclivitie;5 Of the
Northwest Centerfor Sustaiable Resources.
The Center welcomes your comments
and invites your participation.
March 1998
Wynn Cudmore and Susie Kelly
Editors
4
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Table of Contents
National Science Foundation - Leadershipby Elizabeth J. Teles, Ph.D. i
Opening Comments about theNorthwest Center for SustainableResourcesby Mike Morgan, Ph.D. 1
Northwest Center for SustainableResources: Education for aSustainable Futureby Wynn W. Cudmore, Ph.D. and Susie Kelly
NCSR & Secondary Educationby Jon Yoder and Neal Maine
Mathematics: in Community Collegesand NCSR CurriculumMathematics Standards and AdvancedTechnological Educationby Susan L. Forman, Ph.D. 30
Northwest Center for SustainableResources Integrating Mathematicsinto Natural Resources TechnicalCurriculumby Ara Andrea, Ph.D. 32
A Technical Mathematics Curriculumfor a State-of-the-Art Workforceby Franz Helffenstein, Ph.D. 32
3 MODEL COMMUNITY COLLEGEPROGRAMSShasta College -
13 Agriculture TechnologyNatural Resource 2-year programs& Where They Might Take Youby Susie Kelly 16
41111CSR Program>
NCSR PROGRAMS AND CURRICULUMCore Curricula in EnvironmentalScience and Mathematics:Environmental Science as a Modelfor NCSR Curriculumby Wynn W. Cudmore, Ph.D. 19
34
Grays Harbor College - NaturalResources/Fisheries Technology 37
Central Oregon Community College -Forest Resources/Eastside and GIS 39
Chemeketa Community College -Forest Resources /Westside 41
Feather River College -Wildlife Technology 42
OTHER MODEL NATURAL RESOURCETECHNICAL PROGRAMS
Itasca Community College
Pacific Meridian Resources, Inc.,Portland, OR
43 by Jim Schriever, , Regional Vice President,Northwest Office 66
Haywood Community College 46
Community CollegesNorthwest Indian College (NWIC),Lummi Nation, Bellingham, WAby Dan Bums 49
Hawaii Community College, Hilo, HIby Fred D. Stone, Ph.D.and Laura Brezinsky, Ph.D
Native AmericansEstablishing Connections withNative American Tribes Tips forCommunity Collegesby Bob Tom 69
Ecosystem Science of PacificNorthwest Indians (AG 301/507)by Judith R. Vergun, Ph.D. 71
Professional SocietiesNCSR and Professional Societies 73
50 Society of American Foresters (SAP),Bethesda, MDby Greg Smith 74Blackfeet Community College,
Browning, MTby Terry Tatsey 52
EmployersInternational Resources Unlimited, Inc.,Eugene, ORby Gene Davis, Ph.D., President
Research/UniversityUniversity of San Francisco,San Francisco, CAby Jim Brown, Ph.D. 76
54 Willamette National Forest,Department of Forest ScienceOregon State University, Corvallis,U.S. Forest Service, Chippewa
National Forest, Cass Lake, MNby Steve Eubanks, Forest Supervisor 56
Weyerhaeuser Company,Federal Way, WAby Jim Kiser, Senior Operations Specialist
OR
by Art McKee, Ph.D. 78
Northwest Center for SustainableResources A Model for theInternational Community:
58 Environmental Management Program,Concordia University, Portland, ORby Sergei A.Polozov, Ph.D. 81Salem District Bureau of Land
Management, Salem, ORby Mark Lawrence, Associate Manager 58
Weyerhaeuser Company, Arkansasby Tony Melchiors,Wildlife Research Biologist 64
NCSR Final Observationsby Susie Kelly 85
A. NCSR Project Partners 87
B. Ecosystem ManagementResources and Examplesby Wynn W. Cudmore 89
C. NCSR Center Framework 92
Di. Professional Societies/NorthAmerican Wildlife TechnologyAssociation (NAWTA) 93
D2. Professional Societies/Society of American Foresters 95
E. NCSR DACUM Charts 101
Shasta College (NSF/NCSR) -Resource Ecologist Technician 102
Grays Harbor College (NSF/NCSR) -Geographic Information System(GIS) Specialist 106
Grays Harbor College (NSF/NCSR) -Natural Resources Technician 110
Central Oregon Community College(NSF/NCSR) - Forest ResourcesTechnology 115
Chemeketa Community College(NSF/NCSR) - Forest ResourcesTechnology 119
Feather River College (NSF/NCSR) -Fish and Wildlife Technician 123
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ti ' cI..x 0 National Science Foundationz m
Vision, Leadership, and Guidance in Natural Resource Education andEcosystem Science
This report reflects the vision and national leadership being provided by the Northwest Centerfor Sustainable Resources (NCSR), one of the National Science Foundation (NSF) Centers ofExcellence supported through the Advanced Technological Education (ATE) program.
NCSR exemplifies the changes that must occur for our nation to remain globally competitivewhile remaining environmentally sound. First, there must be a community which valuesexcellence in teaching and scholarship and is committed to reform of technological education atboth the secondary school and undergraduate levels. NCSR supports numerous activities whichensure that faculty and teachers have the content and pedagoOcal skills to prepare the nextgeneration of workers and enhance the skills of the current workforce. Second, only with a blendof core mathematics and science competencies which complement technical skills can we hopeto have a technological workforce prepared to deal with not only today's challenges, but alsothose of tomorrow. NCSR is committed to improvingcore skills through varying and creativeapproaches and to enhancing technical skills through a combination of classroom and fieldexperiences. Third, there must be a community ready to commit to changes that constitutesystemic reform in natural resource education. Many walls exist that are ill-suited to educatingthe many individuals needed to make our country a better, safer, and more competitive placeto live. Through NCSR, diverse groups working together represent segments of the academiccommunity, business and industry, government, and the public thatmust cooperate to ensure thatthe United States has a workforce prepared in ecosystem science management as well as a publicready to support such a system.
The task for the community is a daunting one. We must have leaders who are ready to suggest,explore, and implement new approaches to the tasks at hand and to do this immediately so thatwe can achieve reform of the system that serves regional, national, and global needs. NSF iscommitted to supporting both experimentation and systemic changes. With leadership frominstitutions and individuals such as those in the Northwest Center for Sustainable Resources,this dream is becoming a reality.
JvA /2&--Elizabeth J. Teles, Ph.D.Lead Program Director for Advanced Technological EducationDivision of Undergraduate Education
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The Center 41%..-
Opening Comments about theNORTHWEST CENTER FOR SUSTAINABLE RESOURCES
Mike Morgan, Ph.D.Dean, Campus-Based InstructionChemeketa Community College
The Northwest Center for Sustainable Resources(NCSR) is in its third year of existence. It is fundedby the National Science Foundation as part ofits Advanced Technological Education Program.Chemeketa Community College plays the coordi-nating role for NCSR activities.
The NCSR is a partnership of dedicated educatorsand numerous agencies and others dealing withnatural resource management. Lead colleges haveengaged in significant curriculum revision ariddevelopment in accordance with a central themeof an ecosystem approach to natural resourcetechnical education. The NCSR has sponsorednumerous workshops to provide up-to-date train-ing for both high school and college instructors inthe development of natural resource programs.
Chemeketa Community College's ForestResources Technology (Fla) program isdesignated as one of the NCSR's lead programs.Some detail about the modification it hasundergone is illustrative of the effect participa-tion in the NCSR has had. Utilizing a DACINprocess, which included the participation ofrepresentatives of business, industry andgovernmental agencies, the program assessed
1
the technical skill level required of its graduatesby employers. As a result, the program hascollaborated with other discipline areas toestablish entrance competencies. Studentswishing to enter the program are assessed, andthose not meeting the entrance competenciesare advised to take "bridging" courses whichwill allow them to improve their skills. Also,the program now includes higher levels ofmathematics and science than in past years.For example, students are now required totake a three-term, laboratory-based sequencein Environmental Science. Forestry Technologyinstructors take advantage of students' increasedabilities in mathematics and science by presentingmaterial at a higher technical level. The programhas also established new partnerships withpotential employers and with four-year schools.Contacts with four-year schools have lead to newand improved transfer agreements which facilitatestudents moving from an associate degree to abaccalaureate degree progam. In summary,Chemeketa's FRT Program has been positivelyaffected by its participation as an NCSRlead college.
Chemeketa has benefitted in other ways fromits participation in NCSR. With the help of theCenter, the college has established its AquaticEcology Lab which allows students to do
11
hands-on, experimental science. Because ofthe notoriety brought by the NCSR, we havebeen contacted by several governmental agen-cies who have offered their help. This has led toestablishment of several new field sites for useby science students. An example of these is theAumsville Site for Environmental Studies,which is a result of a new partnership withMarion County governmental agencies.
Chemeketa's experience indicates that theNCSR has had a positive effect. The reports ofthe project's independent evaluator support thisconclusion. Without a doubt, this is due to theefforts of all involved in NCSR activities, espe-cially all of the dedicated professionals at leadcolleges, all of the workshop planners andpresenters, our advisory committees aswell as NCSR consultants and center personnel.The overall goal of the NCSR is to promote thesustainable use of natural resources throughappropriate technician training and educationleading to science-based management of naturalresources. Progress in this endeavor is beingmade by the NCSR and its partners.
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Northwest Center for Sustainable Resources:EDUCATION FOR A SUSTAINABLE FUTUREWynn W. Cudmore, Ph.D.NCSR Principal InvestigatorSusie KellyNCSR Director
Chemeketa Community College
Wynn Cudmore is Principal Investigatorfor the Center, and an instructor in LifeSciences at Chemeketa. Susie Kelly isDirector for the Center. Cudmore andKelly work as a team to provide leader-ship for NCSR activities.
The CenterThe Northwest Center for SustainableResources (NCSR)(wwchemek.cc.or.us/ncsrf) is apartnership whose mission is toimprove natural resources-basededucation programs at the high schooland community college level. The NCSRis essentially without boundaries yetfunctionally includes northern California,Oregon, Washington and Maiyland. Itis a collaborative effort of partnersfrom high schools, community colleges,four-year colleges and universities, pri-vate industries, goverrunent agencies,research groups, and Native Americantribes. Partnering provides input by allprincipal stakeholders, assuring thatstudents receive the best educationpossible to meet demands of theTwenty-First Century work place.
This six-year project, establishedSeptember 1, 1995, creates a nationalCenter of Excellence for the NationalScience Foundation's (NSF) AdvancedTechnological Education (ATE) program(http://www.nsf.govl).
The Center is coordinated fromChemeketa Community College in Salem,Oregon (pronounced Sha-mé'-kè-ta).Featuring a "seamless" approach tonatural resources education from middleand high schools to community collegesand 4-year colleges and universities, grantfunds are committed to serving the dualroles of enhancing natural resourcescurricula and providing an informationnetwork for the region and nation. By theYear 2000, curriculum produced by theCenter will be widely disseminated.
Seamless EducationDefined:1) a structured educational
continuum that connectslevels of education sostudents receive credit forpast work and have the skillsto succeed at higher levels
2) a flow from one level ofeducation to another withminimal obstacles
3) an ease of transfer from onelevel of education to another(even across state lines)
4) education where transferabilityof course-work is maximized
Key Points/Features:A process that adds value tothe anticipated exit point of astudent's education
Common threads/themes(e.g., Ecosystem Management,Environmental Education)that run through all grade levels
3 13
National Visiting Committee
Paul Dickinson
Director
National PETE
Pleasanton, CA
Karen Dvantich
Washington Coop
Fish & Wildlife
Research Unit
Univ. of WA School
of Fisheries
Seattle, WA
Steve Eubanks
Forest Supervisor
Chippewa
National Forest
Cass Lake, MN
Susan Forman
Bronx Community
College
Bronx, NY
Anne Hice
Education Specialist
N. C. Wildlife
Resources
Commission
Pleasant Garden, NC
Ibny Mekhiors
Wildlife Research
Biologist
Weyerhaeuser
Company
Hot Springs, AR
Bonnie Roo/a
Instructor
Golden West College
Huntington Beach,
CA
Gail Sloan
USES Liaison to
Natural Resources
Program
Haskell Indian
Nations University
Lawrence, KS
Wayne Swank
Director
Coweeta
Hydrologic Lab.
Otto, NC
Bob Woodmansee
Professor
Colorado Stale
University
Ft. Collins, CO
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Five community colleges from Oregon,Washington and California are taking the leadin program development in major naturalresource areas agriculture, fisheries,forestry, and wildlife. Other colleges in theregion will test and modify lead programs. Coreprograms in Geographical Information Systems(GIS) and Environmental Science are beingdeveloped to be incorporated into each pro-gram. In addition to a partnering approach,NCSR programs feature faculty developmentopportunities and student internships, andultimately, the production and disseminationof multimedia materials. Program graduateswill be employed as technicians with advancedskills, or they may go on to earn baccalaureateor advanced degrees.
Curriculum Overview:Common ElementsCommon guidelines which tie individual effortsof the Center together are that programs:
show increased levels of mathematics andscienceare ecosystem-basedapply advanced technologiesincrease field opportunities for students
Industry InputNCSR's approach to curriculum improvementbegins with identifying specific program objec-tives. These objectives are based on experiencesof instructors as well as input from potentialemployers of program graduates. Employerinput is achieved in numerous ways, including
Advanced Technological Education (ATE) of the National Science Foundation
[Managed jointly by the NSF's Division ofUndergraduate Education (DUE) and theDivision of Elementary, Secondary, andInformal Education (ESIE)]
The ATE program promotes exemplaryimprovement in advanced technologicaleducation at the national and regjonal levelthrough support of curriculum developmentand program improvement at the undergraduateand secondary school levels, especially fortechnicians being educated for the high perfor-mance workplace of advanced technologies.ATE projects and Centers result in majorimprovements in advanced technologicaleducation, serve as models for other institutions,assure that students acquire strong backgroundsin mathematics and science, and yield nationally-applicable educational products.
ATE started as part of the 1992 Scientificand Advanced Technology Act. Congress wasconcerned that U.S. industry would lose its
competitive edge without highly trainedtechnicians; thus, NSF was charged withcreating an education program. NSF/ATEprogram leader Elizabeth Thies, Ph.D, says,"Industries are asking for a work force thathas strong background knowledge in math,science, and technology. While ATE projectstake different approaches, all of the graduatesneed more than rote skills if they are going tokeep pace with changes in the workforce."
The major focus for ATE is on two-yearcollege students, but most ATE projects gobeyond that. They create teacher developmentprograms, support curriculum developmentand program improvement for high schoolstudents who will seek technical careers,and cooperate with four-year colleges anduniversities in program development.
ATE Program 1995 Awards and Activities Guide (NSF 95-64), page 1-and- Frontiers Newsletter of the Naiional Science Foundation,October 1995, "NSF Helps Two-Year Colleges Train Thmorrow'sThchnicians", page 2
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Excerpts from a Statement for the Hearing on theFY1998 Budget Request of the NSF for Math, Science &Engineering Education Programs
Statement ofAlfredo G. de los Santos, Jr.Vice Chancellor for Student awlEducational DevelopmentMaricopa County CommunityCollege DistrictWashington, D.C., March 13, 1997:
[Dr. de los Santos, Jr, iscommenting on the ATE program)
...Education in science, mathematics,engineering and technology isessential for every American,regardless of his or her ultimateoccupation...it is plain that asAmerica prepares to enter the21st Century, our ability to main-tain our world leadership andto ensure that every American hasa real opportunity to share in ourgreat wealth and fortune willdepend in very large measure onhow well we educate our peoplein these critical skills...
...The student who attends collegepart-time at night because shehas to work and care for a familydeserves the same quality of mathand science education as the "con-ventional" full-time student. Andthe student attending a communitycollege has as much right to thebest math and science educationas does the student attending auniversity with an enormousinvestment in scientific research.
An undergraduate educationis now key to success in theworkforce, just as a high schooldiploma once was. It is that wayfor the young man or woman whoprogresses steadily from kinder-garten on, and it is so for the adultlearner who increasingly mustreturn to school to obtain newskills and upgrade old ones. Itis our nation's undergraduateinstitutions, and most particularlyour community colleges, to whichthis task falls.
...ATE-funded Centers are provingthat collaboration betweencommunity colleges, employers,and the rest of the educationcontinuum can produce graduateswith the right skills, the righteducation and indeed the rightstuff to enable them and thecompanies for which they workto succeed.
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Advisory Committee
Bob Alverts
Education
Bureau of Land
Management
Portland, OR
George Brown
Dean, College
of Forestry
Oregon State
University
Corvallis, OR
Gene Davis
President
International
Resources, hic.
Eugene, OR
Kathleen Feehan
Environmental
Specialist
Confederated Tribes
of the Grand Ronde
Willamina, OR
Richard Kirkham
Assistant
Vice President
key Bank of Oregon
Salem, OR
Art McKee
Director
Andrews Forest
Research Group
Oregon State
University
Corvallis, OR
Russ Peterson
State Supervisor
US Fish and
Wildlife Service
Portland, OR
Pete Scott
Co-Chair
PETE Northwest
Linn-Benton
Community College
Albany, OR
Don Sligar
Natural Resource
Systems Specialist
Oregon Department
of Education
Salem, OR
Andy Thorns
Education
Bonneville Power
Administration
Portland, OR
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What la a DACUM?It is an abbreyiafion for Develophig ACurriculUM, an dccupationil'irtatrsis per-formed by expert workers in the ocCupation.Me pAcum produces 4n occupational Pkillprofile which can be used for .instructiorialprogram planning, curri.culum developthent,training materials deVelopment, and otheremployment-related activities:
In the case of community College curriculumdevelopment, the DACUM process would beas follows: program designers would identifya panel of about 8-12 "expert workers" fromtheir program's field, including techniciansand managers. The DACUM Panel would beconvened for a day (or more), and a trainedDACUM Facilitator would ask the "DACUMpanel of experts" What skills and compe-tencies do workers in your field need to besuccessful when entering the Work force?The basic assumption Of the pkum processis that expert workerg are better able thananyone else to describe their occupation.The product of the DACIJM panel is a chartwhich succinctly illustraies §kills and compe-tencies technicians need io enter the WOrk-force. The chart is Used bY Cifficulum devel-opers to design cuniCuium which includesthose necessary elements defined by theeXpert workers.
NCSR has produced DACUM charth fOr eachLead program (for NCSR DACUM charts, seepp. 101-125). Also, to help other comniunitycolleges interested in learning about theprocess arid becoming facilitators at theirhome sites, the Center has offered DA(VMFacilitator Training Institutes in collabora-tion with Oregon State University's WesternCenter for Community College Development.
Center for Education and Training for Employment,
College for Education, Ohio State University
program advisory committees, DACUMs, andfocus group interviews. The DACUM, for exam-ple, is a focal point for curriculum developmentand revisions. The DACUM process bringstogether current employees to generate skillsand competencies graduates need for the work-ing environment. Curriculum developed for theCenter will incorporate skills and competenciesidentified by the DACUMs, advising commit-tees, and focus group interviews, assuring thatcourse content is relevant to the modern work-place. Through these avenues, the NCSR pro-motes an educational model where employersare actively involved in identifying objectivesand outcomes for education programs.
Research Education ConnectivityAlthough advisory committees and the DACUMprocess are effective mechanisms for definingnecessary skills and knowledge for currenttechnicians, they may not be as effective indefining the technician of the future. Facultymust therefore rely upon their own experi-ences, knowledge of current research, andeconomic and social trends to augment infor-mation gained from advisory committees andDACUMs. To aid faculty in gaining currentinformation, the NCSR offers numerousopportunities for faculty development throughinstitutes and field workshops. These Institutesbring faculty in contact with world-renownedscientists and agency and industry experts (seepp. 10-11 for more information).
The transfer of pertinent information fromcurrent research efforts into technical curriculais seen as an essential responsibility of NCSRprogram designers. This requires regular reviewof relevant literature and attention to currenttopics. Partnerships with university researchfaculty, agencies, research facilities, industryand professional societies are established toserve as sources for information. For example,the H.J. Andrews Experimental Forest, locatedin the Willamette National Forest, Blue River,Oregon, provides field experiences as well as
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cutting-edge scientific information for theCenter. For furt her information on the roleof the Andrews, see page 78.
NCSR CurriculumOnce program objectives are established,content is identified based on meeting thoseobjectives. General education courses inwriting, speech, mathematics and scienceprovide a foundation for the technical curricu-lum. Technical courses give students ampleopportunity to apply skills and knowledgeacquired in general education classes.
A brief discussion of each of the goals forNCSR curriculum development follows:
I. Increased Mathematics and ScienceModern natural resource management is ascience-based endeavor that demands a morebroadly-educated technician.
Now and in the future, inventorying of naturalresource components and monitoring ofimpacts of management will be conductedroutinely by natural resource technicians.These tasks require a geater degree ofresponsibility, creativity and understanding onthe part of the technician. Math and science areseen as essential foundation skills to achievethis level of competence. As a result, mathemat-ics and science levels are being increased inNCSR technical programs.
II. Ecosystem-Based Curriculum andEcosystem Management
It may be argued that to maintain ecosystemintegrity, the "best management is no manage-ment". However, given that human disturbanceand exploitation of ecosystems will continue inthe future, it is in societies' best long-term inter-est to do so in a manner that assures, or at leastimproves the likelihood of, the integrity of thatsystem in perpetuity. Ecosystem Management(EM) has been proposed as a mechanism thatstrives to achieve this goal.
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"Does the Average CommunityCollege Student Fit the Mold of'Seamless' Education?"Joanne Truesdell
from Abstracts, Western Center forCommunity College Development,Oregon State University,April 1997 (Vol. 1 No. 2)
Conducting a retrospecfive study,Truesdell examined 60 students who hadearned nontransfer (Associate of Scienceand Associate of Applied Science) degreesfrom Oregon community colleges, andwho went on to complete baccalaureatedegrees from Portland State Universitybetween June 1990 and June 1995.
When first entering community college,only 15 percent of the study participantsidentified "transfer to a baccalaureateprogram" as an objective yet allparticipants went on to transfer andcomplete a baccalaureate degree. Inaddition, each student was required tocomplete additional course work (asmuch as 15 to 45 credits beyond theirnontransfer degree) before beginningtheir upper division course work.
Along with other findings and recommen-dations, the author states that: "Noeducation program is terminal ... While57 percent of all associate degrees areearned by students in so-called 'terminal'tracks, one third of these students go on tocomplete baccalaureate courses aboutthe same percentage as those tracked as'transfer'. However, these terminal studentspay a price, in terms of greater difficultytransferring and completing theirbaccalaureate degrees."
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The concept of EM is currently under develop-ment and has acquired labels ranging from an"oxymoron" to a guiding principle that will"protect the environment, maintain healthyecosystems, preserve biological diversity, andensure sustainable development" (Lackey,1995). The concept has led to antagonismfrom pro-development interests who see it as asmoke screen by environmentalists to preservemore acreage in its natural state. Nevertheless,the USDA Forest Service and USDI Bureau ofLand Management adopted EM as a guidingphilosophy in 1992 and 16 additional federalagencies and departments in 1993 did the same.Attempts to apply EM on a large scale includethe President's Forest Plan in the PacificNorthwest (FEMAT, 1993) and the EvergladesEcosystem Project in Florida. The concept hasachieved a great degree of acceptance in scien-tific, socioeconomic and political circles andit appears, at least for now, that "ecosystemmanagement represents our best opportunityto describe, understand and fit in with thenatural world" (Grumbine 1994).
Similar to changes agencies are making, NCSRhas adopted EM as a guiding principle in cur-riculum development, using Grumbine's 1994definition that EM " integrates scientificknowledge of ecological relationships within a
Primary Goals for the Northwest(1995-2001):
Develop curriculum that meets the idealsof the grant and the ATE program; updateprograms and institute changes at 5 "leadcolleges"; test curriculum at 6 "test sitecolleges"
Establish model partnerships amongeducators, employers, Native Americantribes, research groups, and professionalsocieties
complex sociopolitical and values frameworktoward the general goal of protecting nativeecosystem integrity over the long term". Thescientific basis for EM has been reviewed byChristensen, et al. (1996).
In general, ecosystem management strives to:maintain existing biodiversity at genetic,species and ecosystems levelsmaintain evolutionary and ecologicalprocesses within ecosystemsmanage over temporal and spatial scales thatare appropriate for the ecosystemmaintain long-term site productivity
- accommodate human uses within theseconstraints
Ecosystem management has ecosystem scienceat its core. An understanding of ecosystemstructure and function is fundamental to intelli-gent management of natural resources. "Asnatural resource policies are more based on agood understanding of ecosystem dynamics,the smarter our decisions are going to be"(Lubchenco, 1997). Students will leave NCSRprograms with a fundamental understandingof basic ecological concepts; these include,but are not limited to: interconnectedness ofecosystem components, biodiversity, nutrientcycling, energy flow, population growth, limiting
Center for Sustainable Resources
8
Develop and offer faculty developmentinstitutes
Nationally disseminate curriculum andother products through a clearinghousefor information
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Mission
The Northwest Center for SustainableResources (NCSR) is a collaborative effort ofeducators, employers, and others to enhancenatural resources programs at communitycolleges and high schools and to providea clearinghouse for sustainable naturalresources information. One of ten Centers ofExcellence funded by the National ScienceFoundation's (NSF) Advanced TechnologicalEducation (ATE) program, the NCSR willincorporate innovative teaching methods,state-of-the-art technology cutting edgeresearch, and field experience into naturalresources technology programs. Major goalsfor the project include integrating communitycollege programs into a "seamless education"from K-12 through university, working closelywith employers in curriculum development,
factors, species interactions, competition, andsymbiosis. As an example, these componentsare the basis for a sequence of coursesin Environmental Science at ChemeketaCommunity College, and they will berecurring themes in Chemeketa's ForestResources Technolog program.
Ecosystem management requires a thoroughunderstanding of ecosystems being managed.New practices, such as "adaptive management",recognize that current knowledge of ecosys-tems is incomplete and view management asan ongoing process which can be adapted orchanged as further understanding is gainedof impacts on complex systems. Managementactivities are viewed as experiments whoseresults are periodically monitored, providinga feedback loop to managers. Managementpractices can, therefore, be adjusted as inade-quacies are learned or mistakes are made.
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emphasizing hands-on experience for studentsthrough internships, and developing coreprograms that prepare students to work astechnicians for organizations dealing withregional aquatic and terrestrial ecosystems.Programs will feature environmental moni-toring, mapping, instrumentation, and otherrelated skills woven within the context ofmanagng complex ecosystems. Programgraduates will receive technician degrees,and have advanced skills, or they will receivedegrees which transfer to 4-year collegesand universities. Combining improvedcurricula with an information clearinghousefor natural resources education, the NCSRwill provide an effective model for education/employer alliances for the nation.
Ecosystem management goals are sociallydefined. People must be recognized as anintegral component of ecosystems. Humanvalues play an important role in defining thegoals of ecosystem management. This may bethe most problematic component of EM, foreven if scientific knowledge is gained to manageecosystems sustainably, conflicting societalgoals and human values may prevent this fromhappening. There is ample evidence to suggestthat some interests are using this aspect of EMto justify "business as usual" short-term,single-commodity based management withminimal regard for ecosystem integrity
Ecosystem management will require unprece-dented cooperation between various parties,both public and private, that are responsible forstewardship of various land holdings since man-agement will be based on ecological rather thanpolitical boundaries.
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III. Application of Advanced TechnologiesThe implementation of ecosystem managementrequires the application of advanced technolo-gies. Computers, for example, are required tostore and analyze large databases that allowfor managing landscapes rather than individualstands and that manage land on time scalesmeasured in centuries rather than years.Data recording in the field has become moresophisticated with the widespread use of GlobalPositioning Systems (GPS), and GeographicInformation Systems (GIS), which combine tocreate powerful databased mapping systems withcapabilities of analysis, manipulation and visual-ization of data Future technicians must be famil-iar with the use of these new tools and systems.
IV. Increased Field Experiences for StudentsLaboratories and investigative field experiencesare essential elements in the education of futuretechnicians. Since modern natural resourcemanagement is science-based, these experiencesshould require a scientific, problem-solvingapproach. Towards these goals, students inNCSR programs are "doing science" e.g.,posing questions, hypothesis testing, designingexperiments, and collecting, interpreting, and
GIS & GPSGeographic Information Systems (GIS)is a new, computer-based technologyused in many fields; in natural resources,a GIS "layers" spatial data into highlycomplex "maps" which can greatlyimprove analytical capability for naturalsites. Global Positioning Systems (GPS)is a computer-based technology whichuses satellite data to locate points accu-rately, and can be used to create GIS databases. Overall, in mapping sites, whereasGPS records locations, GIS integrateslocations and attribute data.
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presenting data. Additionally, students arelearning and working in field settings tobecome familiar with physical and biologicalcomponents of managed ecosystems.
Faculty Development NCSR InstitutesNew approaches, pedagogies, field techniques,and technologies of NCSR curriculum are beingdisseminated through faculty development insti-tutes. Already, educators from all around the U.S.have attended, and the Institutes continue to beoffered annually during the summer. Dates forupcoming institutes and other details areprovided in brochures and on our Web site.
Ecosystem InstituteThe Ecosystem Institute, led by NCSR's PrincipalInvestigator, Wynn Cudmore, Ph.D., is offered atthe H.J. Andrews Experimental Forest, a world-class forest research site located on the westside of the Oregon Cascades Mountains. TheInstitute introduces participants to conceptsand field applications of Ecosystem Management,and leading scientists from Oregon State Universitypresent their current research. Emphases are toprovide mechanisms for instructors to incorpo-rate information learned at the Institute into nat-ural resource- and environmental science-basededucation programs, particularly in communitycollege technical programs.
Topics covered in the Ecosystem Instituteinclude:
Nutrient CyclingStream Ecology/Landscape EcologyForest FragmentationGeographic Information Systems (GIS)
Natural Resource InstituteThe Natural Resource Institute, led by JonYoder and Neal Maine, NCSR SecondaryEducation Specialists, is offered at thenaturally-beautiful campus of the WesternMennonite High School in West Salem, Oregon.Participants in the one-week Institute are ledthrough numerous classroom/field lab activities,
with leadership from natural resource agenciesand employers and other specialists. Goals forthe Institute, which includes a second-yearfollow-up session and third-year site visit, arefor teachers to have the necessary expertiseto develop natural resource-based programs attheir home sites programs emphasize the useof current technologies, such as GeographicInformation Systems (GIS), and cutting-edgesciences including those embodied inEcosystem Management.
Topics covered in the Natural ResourceInstitute include:
Program Development emphasizing linkingof community and schoolsField Experiences offering models forconnecting ecological with social andeconomic aspects of resource managementand useSustainability and Ecosystem-basedManagementGIS using ArcView as a tool for monitoringand research
GIS InstituteThe GIS Institute, offered at Central OregonCommunity College (COCC), in scenic Bend,Oregon, offers instructors a course entitled"Introduction to Geographic InformationSystems (GIS)", which includes lecture andlab activities. COCC is a leader in GIS andoffers technical degrees in GIS and Forestry.Instructors Art Benefiel and John Schaefferprovide instruction about GIS usingESRI/ArcView software.
Topics covered in the GIS Institute include:- GIS Basics (Geography, Hardware &
Software)Models of RealityThinking Spatially/Spatial DataGIS Implementation in Curricula (withforestry-based applications)
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Adaptive Management
Adaptive Management is "the processof implementing policy decisions as scien-tifically-driven management experimentsthat test predictions and assumptions inmanagement plans, and use the resultinginformation to improve the plans".
FEMAT 1993.
Forest ecosystem management. An ecological, economic, and$ocial assessmentReport of the Forest Ecosystem Management Assessment
(FEMAT). 1993-793-071. Washington, DC:GPO
NCSR ClearinghouseThrough the Center's Website(http://www.chemek.cc.or.us/ncsr/) and othermaterials, a "clearinghouse for information" isbeing developed. The clearinghouse will featureinformation about 2-year community collegeprograms, ecosystem management, high schoolactivities and programs, and other partnerinputs into the Center.
A Need For ChangeThe need for changes in natural resourcemanagement is evident in a region where thedecline of Pacific salmon runs and old-growthforest debates have received national attention.Prevailing laws and past mismanagement ofnatural resources are forcing natural resource-based economies in the Pacific Northwest tomake changes towards more sustainable methodsfor the management of fisheries, wildlife, forestsand agricultural crops. The strengths of NCSRlie in a unique and unprecedented partnershipwhich is cooperating to transfer new informationabout sustainable management ofresources toclassrooms of the twenty-first century.
Center EvaluationThe Center is independently evaluated byLester Reed, Ph.D., Western Center forCommunity College Development, OregonState University.
21
"I do believe, based on the
sheer economic realities
and the need for greater
understanding of our
interdependence in the
world in which we're living,
that we have to make the
first two years of college as
universal as a high school
education is today."
President Clinton,
at the annual meeting of the American
Council on Education
Literature Cited:
Forest Ecosystem Management Team(FEMAT). 1993.Forest ecosystem management: An ecological,economic, and social assessment. U.S.Departments of Agriculture, Commerce and theInterior and Environmental Protection Agency,Washington, D.C.
Christensen, N.L., et al. 1996.The report of the Ecological Society of Americaon the Scientific Basis for EcosystemManagement.Ecological Applications 6:665-691.
Grumbine, R.E. 1994.What is Ecosystem Management?Conservation Biology. 8(1): 27-38.
Lackey, R.T. 1995.Seven Pillars of Ecosystem Management.The Environmental Professional 17(4).
Lubchenco, J. 1997. EDF Letter 28(1):6
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NCSR & Secondary Education
Jon Yoder and Neal MaineSecondary Education SpecialistsNorthwest Center for Sustainable Resources(NCSR)
Jon Yoder is Secondary EducationCoordinator for the Center, and a teacherin Life/Environmental Sciences at NorthSalem High School. Neal Maine is SecondaryEducation Consultant for the Center, andDirector for Pacific Educational Resources.Yoder and Maine work as a team to provideleadership in secondary education activitiesfor the NCSR.
OverviewNCSR's Secondary Education Program is helpingto develop natural resource education programsat high schools throughout the Northwest andnation. Through summer institutes and anelectronic clearinghouse of teacherresources,trained teacher leaders establish individualschool programs in natural resources. Theseprograms foster partnerships between sec-ondary schools, agencies, industries, highereducation, and communities. NCSR providesteachers with experiences to develop a newmodel for education where science is used as atool by students as active, participating citizens.
Natural resource programs are based onecosystem management, where interactions ofsocial, economic, and ecological components ofnatural resources are addressed to attain "truesustainability". By developing partnerships withthe community, public agencies, and the privatesector, and highlighting essential technologies,this program will serve as both a nationalmodel and a catalyst for change.
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Issues in Natural Resource EducationThe need for national educational reform is onthe agenda of nearly every group that is in anyway connected to public education in America.Although education historically has been calledupon to lead the way in dealing with change inour society, clearly the pressures of interna-tional competition, current economic issues,lack of skilled workers, need for highly-skilledand technology-literate citizens, and incidenceof serious environmental issues cannot bedenied. Increasing day-to-day needs forcitizens to be scientifically, technologically,and ecologically literate underscores thatthere is an educational crisis in the U.S.
This background clearly illustrates thatthe task for reformers is more than simplyrearranging what is currently being offered asscience education. Changes called for cannotbe achieved by attempts to simply revise,restructure, reorganize, or update the currentscience curricula. These courses and how theyare currently taught are the very reasons forthe demands for educational reform. The task,instead, is one of separating ourselves fromthe past and developing new ways of thinkingabout a citizen's education in science. Asscience educators, our responsibility is toprovide leadership in creating programs thatrepresent a system for citizens to engage inchange that protects and enhances our naturaland social worlds. Programs need to be morethan single courses offered at the end ofastudent's high school experience, and insteadshould be comprehensive series of experiences
Grades 9 through 12. In natural resourceeducation, students need to have a coordinatedsequence of experiences with ecosystems,ecology, ecosystem management, and specificnatural resource emphasis areas, includingagriculture, fisheries, forestry, and wildlife.
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NCSR's program is dedicated to helpingprovide leadership for this "new way of doingbusiness" for secondary schools. This "newway" revolves about educators gaining fieldexperience; developing interpersonal skills;acquiring special knowledge at the ecosystemlevel; exploring the relationship betweenresearch, management and resource use; andconnecting to natural resource specialists intheir communities. From these changes willemerge proactive students who are preparedin science literacy for local activities in thenatural resource arena.
To reach these goals, NCSR Summer Institutesfor secondary teachers provide a frameworkand experiences necessary for this type ofprogram development. Offered on a three-yearcycle, including an introductory institute withtwo follow-up meetings, the Natural ResourcesInstitute provides teachers with neededsupport and training. Further support isprovided by an electronic clearinghouse ofnatural resource information that any teachercan access to assist them in establishing anatural resource program.
To successfully deal with the future, studentsmust have opportunities for extensiveparticipation as citizens at developmentallyappropriate levels. At appropriate levels,students must participate in social, political,historical, economic, and natural resource"agendas" that are meaningful to them in theircommunity. To ensure this opportunity, educa-tors must provide the necessary leadership informal education programs that give studentsscience and technology experiences that arelinked to the learning process. This leadershipshould demonstrate that experience is not justa luxury for education but is fundamental toit. These programs must be developed in such away that students can use their science literacyin the public forum, not just in the science lab.
Science and technology are rapidly becomingcritical elements for our economic and environ-mental survival. Communities throughout the U.S.depend on natural resources for their economic,social, and cultural frameworks. Too often, scien-tific and technological information regardingnatural resources is lacking. NCSR hopes toassist schools in establishing programs that helpaddress these issues.
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Focus on Oregon's Educational Act for the 21st Centurythe Certificate of Advanced Mastery/Natural ResourcesEndorsement Credential
Oregon's Educational Act for the 21st Century was signed into law July 1991 andamended July 1995. Education reform includes these concepts:
Students will be more involved with their own learningThe community is a classroom
Knowledge and skills are taught in contextLearning is integrated
Learning is done cooperatively
- School to Work concepts are integrated in cuniculum
Under the Act, Oregon's Department of Education is establishing policies and developingstandards required for the Certificate of Advanced Mastery (CAM). Six "endorsementareas" included in the CAM are: arts and communications, business and management,health services, human resources, industrial and engineering, and naturalresources systems.
The CAM will be awarded to students who:
Achieve grade 12 academic standards in English, mathematics,science, social sciences, the arts and a second languageAchieve grade 12 career-related standards in personal management,problem solving, teamwork, communication, workplace systems,career development and employment foundations
Participate in an endorsement area and career-related learning experiences
While some components exist today, the concept of an Endorsement Credential is newto Oregon's educational system. The Department of Education is collaborating withpartners including business, labor, the educational community, state agencies, parents,and others to provide operational definitions, establishpolicies, and develop thestandards required for the Credential.
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Susie KellyNCSR DirectorChemeketa Community College
Natural Resource 2-year programs& Where They Might Take You
Starting a career in natural resources with aneducation from a 2-year college can be uniquelysatisfying. Using my background as an example,I had some exceptional experiences as a studentin the forestry program at Paul Smith's Collegein Upstate New York. At Paul Smith's, I was amember of the women's "Woodsmen Team",where we competed in events includingcrosscut sawing, tree felling, canoe portagingand racing, ax throwing, and tree climbing. Iwas also active in the Forestry Club, and wedid things on weekends like building a cabin,operating a cable logging system, and cuttingand skidding balsam bows for shipments toNew York City during the holidays. I also hadthe extraordinary opportunity to take care of,and work with, a team of Belgian draft horsesdoing things like skidding beech, birch, andfir logs through snow-covered trails in the deepwoods. Also, in very early spring, we used hugeice saws to cut channels through feet of ice onrivers, which served dual purposes: we couldget out into the channel earlier to start practic-ing canoe racing techniques, and the blocks ofice we cut were used in ice sculpture contestsin nearby Lake Placid. All of these activitieswere a part of a very hands-on oriented andrich curriculum where we studied and learnedabout the practice of forestry along withmath, English, and other core curricula,courses included dendrology, silviculture,mensuration, surveying, and others.
After graduating from Paul Smith's (Class of'78), I immediately gained employment in aForest Service Work Camp located only 2 milesout of Glacier Park, Montana, in the FlatheadNational Forest. It was a "dream first job", and
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during that summer I learned that forestry is notfor the weak at heart, and that working in theoutdoors is an incredibly rewarding, yet physi-cally demanding, field. I worked hard in highlyremote areas, and it was exciting working inareas where grizzly, wolves, and moose roamed.Overall, I had an unforgettable experience!
I went on to other technician jobs and then toschool at 2 universities before completing myMaster's Degree in Forest Science at OregonState University, Corvallis, Oregon. However, Istill look back on my 2-year college experienceas my base, my ballast, and the place where Ilearned to love forestry. I would never tradethat experience for another.
If you (or a student of yours) are considering aneducation in natural resources, these are somerecommendations I would make, based on myexperience (including some "mistakes" I madeand others undoubtedly have along the way):
1. Really consider starting your education ata community college or a 2-year collegebenefits include smaller classes and moreinteraction among both friends and faculty; ifit's a community college, tuition is usually less;and field experiences can be outstanding.
2. Don't sell yourself short on transfer classesif you choose a 2-year college to start
your education, and you plan to go on, takeas many transfer level courses as you possiblycan (and keep in mind that even if you don'tplan to go on, all indications are if you're aserious student, you will eventually go on!).Otherwise, you will lose valuable credit, andmore importantly valuable time. Especiallywhen it comes to math courses, complete ashigh a level as possible at the 2-year collegeprior to transferring so you are well preparedto continue your education.
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3. Be aware that forestry and related naturalresources-based professions require asubstantial basis in science and mathematics(the work is not just meandering through thewoods and counting butterflies!!). If you arestill in high school, start preparing by taking asmany math/science courses as you can to betterposition yourself for future college courses; ina 2-year program, make sure you emphasizetaldng math and science core courses.
4. Know that if you are a person who loves theoutdoors, is physically fit, and is diligent, that thisprofession can definitely be the one for you!!
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NCSR Programs
NCSR Programs and Curriculum
The American Association of CommunityColleges (AACC) currently lists 1,086 cammunitycolleges in the U.S. Among these colleges,1997 Peterson's Educational Mailing ListsServices registers approximately 222 technicaldegree programs in Agriculture, 101 in Forestry,and 58 in Natural Resources/Wildlife; addition-ally, approximately 20 programs exist inGeographic Information Systems.
Partnering and collaborative efforts have greatlyincreased among community colleges in the lastdecade, and the NSF/ATE program deserves agreat deal of credit towards promoting thesenew ways of community colleges doing business.Furthermore, the AACC, Phi Theta Kappa,and others, including the Partnership forEnvironmental Technology Education (PETE),are adding to this effort. The resulting intercam-pus interaction, even across the United States,is truly benefitting community college programs,which otherwise may operate in almost completeisolation. The NCSR is a prime example of howa consortium of community colleges is sharingideas and innovations in a collaborative effortto improve natural resource programs. Studentsare the ultimate beneficiaries of this collaboration.
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Core Curricula in EnvironmentalScience and Mathematics
Environmental Science as a Model forNCSR Curriculum
Wynn W. Cudmore, Ph.D.NCSR Principal Investigator
Environmental Science as "CoreCurriculum"NCSR curriculum represents a significantchange from traditional natural resourceeducation at many institutions. Among thosecurriculum characteristics is an increase in themathematics and science required for theseprograms. Among NCSR lead colleges, althoughprograms were free to incorporate these topicsinto courses as they saw fit, one course sequence
Environmental Science was proposed as amodel that included those concepts and experi-ences that were considered important enoughto include in all curricula. Lead program devel-opers at each lead college were provided with an"enhanced syllabus" (see p. 29) for this courseand encouraged to incorporate main elementsof the course into the revised curriculum.
Environmental Science (Bi 131, 132, 133)was developed in 1995-96 at ChemeketaCommunity College as a sequence of threecourses that addresses environmental topics.Each 4-credit course requires a 3-hour lab thatmeets once per weeati.Ad 3 hours of lecture.
SCANSThe Secretary's Commission on Achieving Necessary Skills
The Secretary's Commission on AchievingNecessary Skills (SCANS) was appointedby the Secretary of Labor to determine theskills our young people need to succeed inthe world of work. The Commission'sfundamental purpose is to encourage ahigh-performance economy characterizedby high-skill, high-wage employment ...
[the] primary message to schools is this:look beyond the schoolhouse to the rolesstudents will play when they leave tobecome workers, parents, and citizens.
The approach is based on the premise thata high-performance workplace requiresworkers who have a solid foundation inbasic literacy and computational skills, inthinking skills necessary to put knowledgeto work, and in the personal qualities thatmake workers dedicated and trustworthy.High-performance workplaces also requirecompetencies: the ability to manage resources,to work amicably and productively withothers, to acquire and use information,to master complex systems, and to workwith a variety of technologies. Thiscombination of foundation skills andworkplace competencies is called"workplace know-how", which isdescribed as follows:
Learning a Living: A Blueprint for High PerformanceA SCANS Report for America 2000
[Executive Summary], U.S. Dept. of Labor, April 1992
Workplace CompetenciesEffective workers can productively use:
Resources they know how to allocatetime, money, materials, space, and staff.
Interpersonal Skills they can work inteams, teach others, serve customers, lead,negotiate, and work well with people fromculturally diverse backgrounds.
Information they can acquire andevaluate data, organize and maintain files,interpret and communicate, and usecomputers to process information.
Systems they understand social,organizational, and technological systems;they can monitor and correct performance;and they can design or improve systems.
Technology they can select equipmentand tools, apply technology to specifictasks, and maintain and troubleshootequipment.
Foundation SkillsCompetent workers in the high-performanceworkplace need:
Basic Skills reacling, writing, arithmeticand mathematics, speaking, and listening.
Thinking Skills the ability to learn,to reason, to think creatively, to makedecisions, and to solve problems.
Personal Qualities individual respon-sibility, self-esteem and self-management,sociability, and integrity.
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The courses may be considered "EnvironmentalScience for the Citizen", with emphasis on thoseconcepts and issues that in myjudgement shouldbe understood by all citizens. The approach isscience-based, and a distinct effort is made topresent opposing viewpoints in contentiousenvironmental issues. The sequence has beenadded as a new requirement for students inthe Forest Resources Technology Programat Chemeketa where it serves primarily tointroduce students to basic ecological conceptsand environmental issues that relate to naturalresource management.
The courses are targeted towards severalaudiences including:
students in natural resource areas (e.g.Forestry, Fish and Wildlife, Agriculture)transfer students in areas other than biologywho need a lab science course or sequencebiology majors who wish to broaden theirbackground in environmental biologyanyone interested in learning more aboutenvironmental issues
Standards for Curriculum DevelopmentThe courses were developed to addressthe Secretary's Commission on AchievingNecessaiy Skills (SCANS) competencies (U.S.Dept. of Labor, 1993). These competencieswere developed at the request of the Secretaryof Labor in an effort to identify those skillsrequired to be successful as a worker in a highperformance workplace. Today's workplacerequires workers who have a solid foundationin basic literacy and computational skills, in thethinking skills necessary to put knowledge towork, and in the personal qualities that makeworkers dedicated and trustworthy. Highperformance workplaces also require othercompetencies, such as the ability to workamicably and productively with others, toacquire and use information, to mastercomplex systems and to work with avariety of technologies.
In addition to SCANS competencies, the coursesattempt to improve basic science literacy bybuilding on the National Science EducationStandards established for grades 9-12 (NationalResearch Council, 1996). Course content andlaboratory activities are designed to provide stu-dents with additional opportunities to gain anunderstanding of the natural world as scientistssee it. Environmental Science addresses manyof the content areas for both life and physicalscience identified in these standards. Amongthese, the following topic areas are emphasized:
the interdependence of organismsmatter, energy and organization in livingsystemsenergy in the earth systemgeochemical cyclespopulation growthnatural resourcesenvironmental qualityscience and technology in local, national andglobal challengesscience as a human endeavornature of scientific knowledgehistorical perspectives
General Goals for EnvironmentalScience1. Introduce students to science as a way of
knowing things2. Introduce students to basic ecological
concepts3. Introduce students to environmental
problems at three scales local, nationaland global
4. Work cooperatively in small groups5. Communicate effectively in written and oral
formats6. Apply appropriate technology to scientific
explorationAccess and use supplemental informationrelevant to course topicsIncrease hands-on experiences that requirecritical thinkingEmphasize field experiences
7.
8.
9.
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National Science Education Standards
"Students shoukl develop an understanding of what science is, whatscience is not, what science can and cannot do, and how sciencecontributes to culture."
The National Science Education Standards present a vision of a scientifically literatepopulace. They outline what students need to know, understand, and be able to do tobe scientifically literate at different grade levels. They describe an educational systemin which all students demonstrate high levels of performance, in which teachers areempowered to make the decisions essential for effective learning, in which interlockingcommunities of teachers and students are focused on learning science, and in whichsupportive educational programs and systems nurture achievement. The Standardspoint toward a future that is challenging yet attainable.
"Learning science is something students do, not something that isdone to them."
The underlying goals for the National Science Education Standards are to educatestudents who are able to:
experience the richness and excitement of knowing about andunderstanding the natural world
- use appropriate scientific processes and principles in makingpersonal decisions
engage intelligently in public discourse and debate about matters ofscientific and technological concern
increase their economic productivity through the use of the knowledge,understanding, and sldlls of the scientifically-literate person in their careers
National Science Education Standards, National Research Council,National Academy Press, Washington, DC, 1996
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10. Use ecosystem management as a majortheme in natural resource management
11. Introduce students to societal aspects(political, economic, philosophical, etc.)of environmental issues
12. Apply mathematical concepts toinvestigations in environmental science
Each of these goals is discussed in detail below:
1. Science as a way of knowing thingsStudents are introduced to science as a processin lecture where it is contrasted with non-scien-tific approaches including pseudoscience.Several laboratories are open-ended andinvestigative in nature (see table page 28) andrequire students to design experiments or makeobservations, record and present information ingraphs and draw conclusions from this informa-tion. Students are encouraged to recognize thedifference between "what we want to believe"and "what we have evidence to believe".
2. Introduce students to basic ecologicalconcepts
Environmental Science I sets the foundationfor the study of environmental problems byexamining ecological principles such as ecosystemstructure and ftmction, community compositionand interactions, population characteristicsand population growth. Knowledge of theseprinciples is required for understanding ofenvironmental problems in later courses.
3. Introduce students to environmentalproblems at local, national andglobal scales
Global environmental issues such as deforesta-tion, global warming, ozone depletion, lossof biodiversity and national issues such asthe Endangered Species Act, air and waterpollution, water supply and management,and agriculture represent the mAjority ofenvironmental issues examined in thesequence. Although students should be aware
23
The National Science Foundation
reports that 75% of Americans
cannot pass a basic science quiz
that asks questions like whether
the center of the earth is hot (it is)
or if humans and dinosaurs lived
at the same time (dinosaurs were
extinct for 60 million years before
humans arrived).
90% of corporate executives say
science literacy is becoming
critical for even entry-level jobs.
"Science Illiteracy", Hope Healthletter of the HopeHeart Institute, June 1997, Vol. XVII, No. 6
Cited sources: National Science Foundation andBayer Foundation
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of environmental issues at broad scales, theymay find it easier to relate to those in theirlocal communities. I have found weekly readingof selected articles in a regional agriculturalnewspaper (Capital Press) to be an effectivemethod of exposing students to the complexityof local and regional environmental issues.Information on local issues is brought out in dis-cussions in lecture and laboratories. Field tripsto various local sites familiarize students withlocal flora and fauna and different perspectiveson local environmental problems. In addition tocharacterizing environmental problems, studentsare made aware of those steps that are beingtaken to address these problems and arechallenged to propose their own solutions.
4. Work cooperatively in small groups
Most laboratories require students to workcooperatively in groups of 3 or 4 to producea "lab product". Additionally, students oftenmeet outside of class time to prepare labproducts, oral or written presentations orprepare for exams.
5. Communicate effectively in written andoral formats
The ability to communicate effectively variesconsiderably from student to student. Anumber of course activities allow students theopportunity to practice writing skills. Someexamples include answers to essay and shortanswer type questions on exams, a technicalreport that conforms to the format in scientificjournals (introduction, methods and materials,results, discussion), weekly reviews of journalarticles and weekly lab products. Each term,students are responsible for at least one oralpresentation to be presented to the class. Thesetake the form of debates (human populationissue), and short presentations on an aspectof the Northwest Salmon and Land Use issues.Laboratory time is generally used for theseactivities. In addition to formal presentations,
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students in Environmental Science III areresponsible for leading a discussion on arelevant article. This is done in a seminar-likeformat. Spontaneous, informal discussionsoccur throughout the sequence of courses.
6. Apply appropriate technology toscientific exploration
The appropriate use of technology is anessential element of modern science education.Students in Environmental Science usetechnology in the laboratory, in the field andto access information outside of class.Examples include:
Laboratory Technology:
Soil testing kitsSpectrophotometersElectronic balanceCompound microscopeDissecting microscopeAerial photographs
Field Technology:
Light metersDigital anemometersField thermometersStream invertebrate
samplers
Limnology test kitsDigital calipersCalculatorsComputersMuffle furnaceTopographic maps
CeptometerCompasspH metersDissolved oxygen
metersDigital thermohygrometers
At Chemeketa's Aquatic Ecology Laboratory,we have installed an environmental monitoringsystem from Davis Instruments of Hayward,California that will be used to measure physicalvariables such as air temperature, rainfall,relative humidity and solar radiation. Thesedata will be correlated with biological changesin outdoor tanks during student experiments.The data can be recorded at preset intervals,stored and displayed graphically. Usingavailable software and a modem, studentsand faculty are able to access this informationremotely from computers on campus.
'Advanced Technicians' in Natural Resource Fields
Defined: literate associate degree graduates with the ability to think analytically, workcooperatively with others, and who possess skills in communication, mathematics,science, and technology that can be appliedto complex job-based technical tasks andsolving problems in their specific discipline.
"Advanced Technicians" are technicians with higher-level skills to meet therequirements for a world class Twenty-First Century workforce.
Students in 'Advanced Technological Education"should:
Expand their "sphere of understanding" by considering the "why" of what theyare doing
Understand "systems" as well as elements of themBe exposed to "Real Time" problems of business through modeling; (e.g.,Applied Forest Economics)
Possess greater understanding of mathematics & scienceBe able to adapt to changing technologies
Be competent with computers and various software programs
"Advanced Technological Education Programs" should:
Integrate technical skills with SCANS competenciesIncorporate core course sequences in Ecosystem or Environmental Sciences,and Geographic Information Systems technology, with an underlying philosophyof Ecosystem Management
Include mathematics through basic statisticsFocus on creating "generalists" rather than "specialists" for the workplaceRecognize the need for continuous improvement & changeInclude better communication/analyticalprogram elementsIncorporate outcomes based on greater understanding of technologies availableand needs of employers
Incorporate budgeting and time management skills
Definitions & Key Features developed by the Northwest Center for SustainableResources staff and advisory committees, May 1997.
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7. Access and use supplementalinformation relevant to course topics
Environmental science is a dynamic fieldof study that requires continual updating ofcurriculum. The transfer of pertinent informationfrom current research into the technicalcurriculum is seen as an essential responsibilityof curriculum developers. This requires regularreview of pertinent literature and attention tocurrent topics. Partnerships with universityresearch faculty, agencies, research facilities,industry, professional societies, etc., areestablished to serve as sources of information.
A number of activities are designed with thesecondary goal of getting students to accesscurrent information beyond their textbookand handouts. Students are required to accesswritten materials in libraries (review articles inscientific literature, primary articles in popularliterature, and books), information availablethrough the Internet (e.g. Oregon ClimateService, San Diego Zoo), and conduct interviewswith knowledgeable persons. In preparationfor oral presentations on Pacific Salmon issues,for example, students are required to accessat least five current and substantial sources.These included recent articles published inpopular and scientific journals and interviewswith biologists with the U.S. Fish and WildlifeService, Oregon Department of Fish andWildlife, Bonneville Power Administration, U.S.Forest Service, Bureau of Land Management,and Native American tribes. Also, studentsaccess County Soil Surveys prepared by theNatural Resources Conservation Service.
8. Increase hands-on experiences forstudents that require critical thinking
Laboratories and investigative field experiencesare viewed as essential elements in the educationof the advanced technician. Since modernnatural resource management is a science-based endeavor, these experiences shouldrequire a scientific problem solving approach on
26
the part of students. Students are implementingthe process of science posing questions,hypothesis testing, experimental design, datacollection, data summary and presentation,analysis and interpretation.
In a Soils Laboratory, for example, studentsmeasure a number of physical and biologicalparameters of soils at various sites and drawcomparisons between them. Soil nutrient levels,pH, organic content, and soil invertebratesall are evaluated. County Soil Surveys are usedin conjunction with this student-collected infor-mation to determine an appropriate land usefor a site based on soils. Students describe theirrationale for this land use in a written report.
9. Increase field experiences for students
In 1996-97, Environmental Science studentsattended six field trips at various locations inwestern Oregon. This number is expected toincrease somewhat in 1997-98. Field trips areof two types "investigative/analytical" and"observational" (see table page 28).Investigative field trips require students tocarry out experiments and observations in nat-ural settings. The Evaluation of the Edge Effectis an example described in the enhanced syl-labus. Observational field trips do not involvestudent measurements; rather, the natural set-ting is used as a visual aid in the discussion ofrelevant topics. For example, in a field trip toBaskett Slough National Wildlife Refuge, dis-cussions are about environmental restoration,the national wildlife refuge system and the roleof small reserves in the preservation ofbiodiversity. Students also identify nativespecies of birds that use the refuge. Similarly,in a field trip to the Confederated Tribes ofGrand Ronde Reservation, a l'ribal Fish andWildlife Biologist leads the discussion aboutnatural resource management on tribal landsand stream restoration efforts.
3 6
Where is "Ecosystem Management" Being Implemented?Wynn W. Cudrnore, Ph.D.
Ecosystem Management (EM) hasbeen a topic of interest in:
National and international conferencesincluding the 1996 Seventh AmericanForest Congress and the CanadianInstitute of Forestry 1996 AnnualMeeting
The Journal of Forestry, which haspublished a number of major articles onEM and adaptive management in recentissues. Articles in the February andJune 1996 issues address EM innon-industrial, private forests
BioScience: 45(3) which featured aseries of articles about implementingecosystem management in large riversand floodplains
Some examples of large-scaleprojects that are serving asmodels in implementing ecosystemmanagement:
Clayoquot Sound Vancouver, BritishColumbia
Eastside Ecosystem ManagementProject Eastern Washington
Columbia Basin EcosystemManagement Project
Northwest Forest Plan (Option 9)
Greater Yellowstone Ecosystem
Everglades Restoration ProjectFlorida
Wildlands Project North America
27
Industry/Agency implementationof EIVI:
(from personal communication,June 1997, with Steve Eubanks,Chippewa National Forest, MN,Forest Supervisor and NCSRNational Visiting CommitteeChair)
The U.S. Forest Service adopted EM asa major emphasis in 1993. Concepts ofEM are being implemented on NationalForests across the United States
Boise Cascade Corporation isdeveloping a plan for managing a300,000-acre area in Minnesota whichwill serve as a demonstration site forEM; another demonstration project isplanned on the company's Idaho lands
3 7
10. Use ecosystem management as a majortheme in natural resource management
Ecosystem management has been proposed asa guiding management philosophy for naturalresource use. The concept has achieved a greatdegree of acceptance in scientific, socioeconomicand political circles. Ecosystem managementis a recurrent theme in Environmental ScienceII which addresses major natural resourcemanagement issues. More detail on ecosystemmanagement will be posted on the NCSRweb site.
11. Introduce students to societal aspectsof environmental issues
The social aspects of science are rarelyaddressed in science courses. Science is oftenportrayed as a stand alone discipline. Forstudents to fully appreciate the implicationsof scientific findings and to understand whyscientifically-valid solutions are not necessarilysocially-valid solutions, social aspects must beaddressed. Environmental Science studentsare exposed to societal aspects of environmentalissues in all courses of the sequence.Examples include:
Bi 131 - Students discuss the results of annational opinion poll on environmental valuesand attitudes after they have responded to thepoll questions themselves.
Bi 132 - Ecosystem management is a majortheme and contains a strong social component.Students experience efforts to meet humanneeds in natural resource management throughcase studies and field trips. Economic realitiesof natural resource management are addressedas well as ecological aspects.
Bi 133 - Environmental policy, environmentaleconomics, environmental values, environmen-tal planning, and environmental ethics aremajor topics in this course.
12. Application of mathematical concepts
The mathematical background of EnvironmentalScience students varies tremendously. Asmathematics standards are raised for naturalresource programs, it is essential that thesenew skills be applied in other courses in theprogram. There has been an effort in thedevelopment of Environmental Science toprovide students with opportunities to applyappropriate quantitative skills. These include:
Generation and interpretation of varioustypes of graphsDescriptive statistics calculation of mean,standard deviation, standard errorInterpolationEstimationCalculation of surface areas, volumes anddensities of regular and irregular objectsMeasurement metric and English units ona wide variety of devicesAn understanding of accuracy and precisionSpreadsheets as tools for summarizing andpresenting data
Table.Environmental Science Laboratories Summary
Laboratory Type Number
Investigative/Analytical Field experiences 2
Observational Field experiences 4
Investigative/Analytical Laboratory 9
Observational Laboratory 1
Case Study Laboratory 7
Oral presentations/debates 4
For additional reading on EcosystemManagement Resources and Examples,see page 89.
28 3 8
NCSR's "Enhanced Syllabi"Wynn W. Cudmore, NCSR Principal Investigator
NCSR personnel and curriculumdevelopers agreed that one of theproducts produced by NCSR would be"Enhanced Syllabi" of courses that weredeveloped or modified as a result ofNCSR funds. An "Enhanced Syllabus"is a document that provides a detailedaccount of content and resources fora course that could be passed on to acolleague at another institution whowishes to develop and teach the sameor similar course. NCSR Test Sites willbe among the first recipients of theseenhanced syllabi and they will evaluatetheir suitability prior to nationaldissemination. "Enhanced Syllabi"are developed for EnvironmentalScience courses at ChemeketaCommunity College, and these areproposed as the model for curriculumdevelopers.
Although the format of "EnhancedSyllabi" is standardized, flexibility willbe built in to accommodate differenttypes of courses. Thus, a list of requiredand optional elements was prepared,and follows:
29
The "Enhanced Syllabus" mustinclude:
1. General course information (title,credits, prerequisites, lecture/laboratory hours, etc.)
2. Recommended text(s)
3. Course description
4. Course objectives
5. Course topics - detailed in standardoutline form
6. Laboratories, field experiences or otheractivities (including actual protocolsand student handouts)
7. Sample exams
The "Enhanced Syllabus" mayInclude, when appropriate:
1. Student study guides
2. Supplemental reading lists (requiredreading by students beyond texts)
3. Audiovisual materials (e.g. titles andsources for videotapes)
4. Software (titles and sources forcomputer software used in course)
39
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Mathematics: in CommunityColleges and NCSR Curriculum
Mathematics forms the core for manycommunity college programs, and it playsa central role in natural resource technologyprograms. The following articles describe thatrole for mathematics in Advanced Technologycurricula. Susan Forman, Bronx CommunityCollege, serves as an advisor to NCSR on theCenter's National Visiting Committee. FranzHelffenstein, Central Oregon CommunityCollege, is a math instructor and currentcommittee chair for AMATYC. Chemeketa'sAra Andrea is a forestry instructor, withextensive background in mathematics.
Susan L. Forman, Ph.D.Professor of MathematicsBronx Community CollegeCity University of New York
Mathematics Standards and AdvancedTechnological Education
Mathematics education at the comrrumitycollege serves multiple purposes, includingpreparation for work, for citizenship, and forfurther study. Of these, preparation forproductive work takes priority in the mindsof many students and the public. Two-yearcolleges, like all educational institutions, nowface the daunting challenge of preparing alltheir students for a rapidly changing worldeconomy. In particular, in this era of advancedtechnology, global competitiveness, and anincreasing reliance on telecommunications,more students than ever need to learn moremathematics than anyone has ever tried toteach on so massive a scale.
This challenge is reflected to some extent in thevarious sets of standards that have emergedfrom the mathematics community in recent
4 0 3°
years. In 1989 the National Council of Teachersof Mathematics (NCTM) issued theirCurriculum and Evaluation Standards forSchool Mathematics. This document offersteachers, administrators, parents, and studentsa vision of mathematics designed to enhancethe teaching and learning of mathematics by allstudents. It addresses three important aspectsof mathematics for grades K-12 problemsolving, communication, and reasoning andprovides a general framework for curriculumdevelopment. Although not without its critics,the NCTM standards have helped to focusnational discussion on what every studentshould know and be able to do in mathematicsupon leaving high school.
Six years later, the American MathematicalAssociation of Two-Year Colleges (AMATYC)published its standards. Crossroads inMathematics: Standards for IntroductoryCollege Mathematics Before Calculus builds onthe NCTM standards by describing how the firsttwo years of collegiate mathematics shouldenhance what students learned in high school.Crossroads also includes recommendations forwhat mathematics students should study incollege if they did not complete an 11-yearschool mathematics program as recommendedby NCTM, or if they have been out of schoolfor some period of time before enteringpostsecondary education.
Mathematics education for a technologicallyadvanced society is addressed in both sets ofstandards. The NCTM Standards (page 4) cites1987 testimony to the National Science Boardby Henry Pollack, formerly of Bell Labs, andcurrently affiliated with Teachers College,Columbia University, who summarized themathematical expectations for new employeesin industry:
I. The ability to set up problems with theappropriate operations.
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II. Knowledge of a variety of techniquesto approach and work on problems.
III. Understanding of the underlyingmathematical features of a problem.
IV. The ability to work with others onproblems.
V. The ability to see the applicability ofmathematical ideas to common andcomplex problems.
VI. Preparation for open problem situations,since most real problems are not wellformulated.
VII. Belief in the utility and value ofmathematics.
In its section on Technical Mathematics,AMATYC's Crossroads states that the coursesthat provide technical students with theirrequired mathematics must provide a broadbase of mathematical knowledge. Such coursesalso must contain the appropriate rigor anddepth to allow students to study any additionalmathematics that their careers may require andto ease the transition from one technical area toanother or from an associate degree program toa baccalaureate program.
The messages are clear. Every mathematicscurriculum should provide extensive experi-ence solving authentic workplace-basedproblems based on real data while exposingstudents to those abstract mathematicalconcepts essential to the habits of mind allproblem solvers need. Watering down curriculaor teaching mathematical concepts on an "asneeded" basis will not accomplish these goalsand will not prepare students to meet the chal-lenges they will face in the job market. Insteadthey will limit students to entry-level, low-pay-ing jobs with few prospects for advancement.
31
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It follows that community college mathematicsprograms must maintain high standards for allstudents in all courses, including developmentalcourses designed to prepare students to studycollege-level mathematics. As leaders of oneimportant part of our nation's postsecondaryeducational system, community college facultymust set high expectations for students andprovide them with the kinds of experience theyneed to succeed in the workplace and in life.
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Ara Andrea, Ph.D.Forest Resources Technology InstructorChemeketa Community College
Northwest Center for SustainableResources Integrating Mathematicsinto Natural Resources TechnicalCurriculum
To meet the increasingly complex, multifacetedneeds of the field of Natural Resources (NR)management, and to better prepare NR techni-cians for the workplace, community collegecurricula must focus on conveying a betterunderstanding of algebraic, trigonometric,geometric, and statistical principles. Withadvanced technological tools, such as GeographicInformation Systems, remote sensing, andGlobal Positioning Systems being used torecord and manipulate data in many realmsof land management, the ability to apply mathe-matical principles is essential in understandinghow these inventory tools are used. A cognkivegrasp of trigonometry and geometry is criticalin understanding applications in land surveying,mensuration, and silviculture. Even the "tradi-tional" tools of forest data acquisition, e.g.,clinometers, relaskops, and diameter tapescannot be comprehended without a fuinunderstanding of trigonometric functions,Pythagorean theorem, and circle geometry.Statistical concepts behind sampling, inventorying,estimating volumes, and estimating populationsare additional educational needs of techniciansin NR management. Students, historically, havecome to Northwest colleges with math skillsthat do not prepare them to move forward inthis arena of advancing technology. As a result,as technology in the NR field increases, itbecomes increasingly difficult for educatorsto keep students prepared. Ideally, applicationsfrom the NR field will be integrated into thetechnical math curricula so that NR instructorsmove from a focus of, "How do you get thenumbers?" to "What do the numbers mean?"
4 2 32
Franz Heiffenstein, Ph.D.Associate Professor, Mathematics DepartmentCentral Oregon Community College, Bend, ORand Chair, AMATYC, Technical Mathematics/AAS Committee
A Technical Mathematics Curriculum fora State-of-the-Art Workforce
To better prepare students to meet thechallenges of today's society, the MathematicsDepartment at Central Oregon CommunityCollege (COCC), in conjunction with theProfessional-Technical Department, has beenimplementing a new curriculum which fostersthe skills so crucial to success in professionaltechnical occupations. Teamwork, technology,creative and critical thinking, and communica-tion skills are crucial to success in today's pro-fessional world and are cornerstones of thisreform effort.
Unlike most mathematics curricula, the drivingforce behind this curriculum is the direct needsof employers in the region. Our Forestry, GIS,CADD, EMT, Fire Science and Manufacturing pro-grams are closely tied to local employers.As employers demand more of their employeesand applicants, professional technical programsdemand more from their supporting mathemat-ics curricula. Clearly, modernizing the technicalmathematics curriculum is essential to theseprograms.
At COCC, the Mathematics Department meetsregularly with the faculty from professionaltechnical programs. In addition, we meet withthe Advisory Committee for Forestry programs
who include various employers, graduates,state foresters and university faculty. This hasled to a one year sequence (8 quarter credits)at the Algebra and College Algebra level.
The sequence begins with real arithmetic,measurement, linear equations, algebraic
manipulation, and graphing as you wouldfind in many Algebra I courses. In addition,there is a strong 2 and 3-dimensional geometrycomponent. The second term consists of a two-credit trigonometry course which includes anintroduction to vectors. The third term is anintroduction to functions with an emphasis oncreating technical reports which involve sub-stantial mathematics.
Wherever possible, material is presented usingapplications from the students' program areas.In addition, progammable/graphing calculators,spreadsheets, technical writing, group work,and interdisciplinary projects are emphasized.
This has led to a curriculum that has receivedpraise from students, professional technicalfaculty, and employers. However, there aresome concerns, and they follow:
Problem: Few (if any) Technical Mathematicstexts work well for this curriculum.
Solution: We are developing course materialsin line with the NCTM reform standards.
Problem: There are increasing demands formore technology and higher level mathematicsin the limited credits available.
Solution: Increase the number of credits inthe sequence. To keep the total number of cred-its from increasing, make the first course a pre-requisite course but not a program requirement.Students graduating from high school shouldmeet this prerequisite, but often they do not.
Problem: Though the introductory course(4 quarter credits) is developmental, the second(2 credits) and third (2 credits) terms are stillnumbered as non-transfer though they areclearly at the college level. This can cause asignificant hardship for students receivingfinancial aid, for students in retraining programsand for students transferring to another school.
33
Solution: Develop a national standard forcollege level A.A.S. mathematics courses. Wewould still expect to run the majority of ourstudents through our introductory course butat least the later courses would be accepted ascollege level.
We believe that technical mathematics nation-wide, statewide and specifically at COCC mustcontinue to implement curriculum reform toprepare students for their professions. Asindustry calls for more technology, more team-work and more mathematics (specificallystatistics), we must evolve while continuing tofollow the national reform movement standards.The result will be a continued state-of-the-artmathematics curriculum at COCC.
43
Model Community CollegePrograms
Northwest Center forSustainable Resources
Lead Colleges
NCSR sets precedents in both forming aunique consortium of community colleges,and in instituting changes in partners'programs. These improvements will endurelong after grant activities are finished.Programs have been restructured to provideideal sequencing, and core courses have beendeveloped or added; additionally, course con-tent has been updated. The hope of the Centeris that its efforts will be used as a model byothers who seek to improve their programs.The nest section describes NCSR programs.
4 434
ShastaCollege
Located in Redding, CATotal Students: 10,500 Full Time: 6,700Contact Person: Francis Duchi, 916-225-4684E-mail: [email protected] for Science, Industry and Natural ResourcesNCSR Test Site: Blue Mountain Community
College, Pendleton, OR
Agriculture Technology
Shasta College (http://www.shasta.cc.ca.us)is a lead college specializing in AgricultureTechnology for the Northwest Center forSustainable Resources (NCSR).
Natural resource management is undergoingsignificant changes as new philosophicalapproaches which emphasize resource manage-ment from an ecosystem perspective are beingdeveloped. Shasta College's EnvironmentalResources and Technologies Department(formerly Agriculture and Natural Resources)offers Agriculture, Equine, Horticulture, andNatural Resources Associate of Arts degreeprograms. Current theories and methods of eco-system management, watershed analysis, andholistic resource management are being taughtand courses have been added and upgradedbased on the goals and objectives of NCSR.
The Agriculture program is emphasizing theHolistic Management (HM) model as a teachingtool. The essence of HM is that decisionsrelating to the quality of life, future landscapeprescriptions, and economic production arederived from a goal statement in which athorough understanding of ecosystemrelationships is essential.
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The 90-acre Holistic Management Lab at ShastaCollege provides student-directed learning,combined with hands-on opportunities inapplying the HM model and ecosystem manage-ment concepts, to work toward sustainableagricultural practices.
Overall, the structuring of the Agricultureprogram strives to improve traditional methodsof education by teaching a broader approach toenvironmental resource management. HolisticManagement (AGRI 50) is a capstone course
required during a student's last semester of theAssociate of Arts degree program in Agriculture.This course serves to measure the effective-ness of the program's enhanced curriculumthrough the NSF/ATE grant. The course hasbeen strengthened in a number of ways,including adding a semester-length project.This course as well as others will be widelyavailable as a result of the NCSR partnership.
For Shasta's DACUM chart, turn to page 102.
Agriculture TechnologyAssociate of Arts DegreeShasta College
First Semester, (Fall) UnitsAGRI 51 Agriculture Records & AnalysisAGRI 52 Computers in Environmental
ResourcesAGRI 54 Resource EconomicsENVR 1 Career Planning for Environmental
Resources
(Learning Community with SPCH 54)ENVR 9 Environmental Resources LeadershipSPCH 54 Small Group Communication -
(Learning Community with ENVR 1)
Second Semester, (Spring) UnitsAGRI 19 Principles of Animal ScienceAGRI 20 Plant ScienceENGL 1A Reading and CompositionENVR 44 Mechanical Technology for
Environmental ResourcesMATH 14 Introduction to Statistics
3
3
3
2
1
3
3
44
3
3
Third Semester, (Fall) UnitsAGRI 56 Agriculture PracticesOr
ENVR 90 Environmental ResourcesField Training
Or
ENVR 94 Worksite LearningCHEM 6 Introductory Chemistry -
Applied to the EnvironmentENVR 24 Soils
Social Science Course
Multicultural/Living Skills Course
Fourth Semester (Spring) UnitsAGRI 6 Career Placement - AgricultureAGRI 50 Holistic Management
Humanities Course
1-4
2-5
1-4
4
3
33
1
3
3
A.A. Degree RequirementsMajor
Additional General EducationElectivesTOTAL
4535
50
9
1
60
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GIS, GPS and Precision Agriculture
... as we approach the millennium, a newsystem of crop management calledprecision farming is bringing agricultureinto the Information Age ... "modern"agriculture of the last 50 years has tendedto treat whole tracts of land ... as great,homogenous plots of potting soil ... [assuch,] some areas end up overfertilized;others don't get enough herbicide. Stillothers get the wrong seed variety socosts soar and crop yields suffer.
Precision farming delivers morepersonalized attention ... Danny Keppelof the National Alliance of IndependentCrop Consultants says, ... "If you spoon-feed each plant based on what it needs,it'll probably do better." ... You won't findbottle-fed rutabagas at the corner markeryet, but the first generation of precisionfarming systems is already in the field.Employing such innovations as GlobalPositioning Systems (GPS), computermapping systems and a Star Trek-likecrop monitoring system that uses beamsof light to get a reading of "plant health",the technology is allowing farmers tocollect and absorb unprecedentedamounts of data about their fields andcrops, and to tailor their husbandry tothe findings. Lasers measure fieldtopography ... and multiple soil samplesare analyzed for fertility, salinity, pH,[etc.] ... Satellite images are used topinpoint problem areas in the fields.
36
Every [weedy area, sandy area, etc.] isrecorded with GPS locators and is plottedout on maps so that the same area can bemonitored year after year ... At harvest,electronic yield monitors built into com-bines automatically log the weight andquality of the crop.
... Field tractors are now equipped withon-board computers, and ["they" are]informed by field-specific databases, [to]control exactly where fertilizer is applied,and how much. Similar systems areunder development for spraying pesti-cides and planting seed ... "It's like a kidin the candy store in terms of what wecan do in the field now," says BerniePoore, manager of Future ProductDevelopment at John Deere ...
2000, The Millennium Notebook, 0 Brave New Farm, Tilled bySatellite and Robot,Newsweek, November 24, 1997, p. 14
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GRAYS HARBORCOLLEGE
Located in Aberdeen, WATotal Students: 3,000 Full lime: 2,000Contact Person: Don Samuelson, 360-538-4177
Science and Math DivisionE-mall: [email protected] Test Site: Mount Hood Community College
Gresham, OR
Natural Resources/FisheriesTechnology
Grays Harbor College [http://ghdibrary.ctc.educlick on "Academia", then "Academic
Divisions", then "Natural ResourcesTechnology Programl is the lead college inFisheries Technology for the Northwest Centerfor Sustainable Resources (NCSR). GraysHarbor College's Natural Resources Departmentincludes a long-standing Fisheries TechnologyProgram (formerly Fisheries and Wildlife), andmore recently-implemented programs in NaturalResources Technology (started in 1995-96),and Geographic Information System (GIS)Technology (launched February 1997).
Through the NSF/ATE grant, major objectiveshave included curriculum development for newprograms and revision of existing curricula All
Natural Resources TechnologyAssociate of Applied Science DegreeGrays Harbor College
First Year, Fall Term CoursesCIS102 Introduction to Personal ComputersHIST264 PNW HistoryMATH103 Intermediate AlgebraNR120 Introduction to Natural Resources
First Year, Winter Term CoursesCHEM101 Introduction to ChemistryorCHEM111 General Chemistry 1CIS150 Spreadsheet ApplicationsENGL101 Expository/Argumentative WritingFISH121 Introduction to Fisheries Management
First Year, Spring Term CoursesENGL250 Technical WritingPSYCH100 General PsychologyorPSYCH106 Applied PsychologySOC110 Introduction to SociologySPCH101 Fundamentals of Speech
ELEC11VES
Second Year, Fall Term Courses3 FISH215 Fisheries Biology5 GEOL101 Physical Geology5 NR130 Wildlife Management5 ELECTIVES
Second Year, Winter Term Courses5 FISH220 Chemical Field & Lab Methods
NR140 Watershed Ecosystems(Systems and Functions)
*FISH 258/259 Cooperative Work Experience
ELECTIVES
6
3
5
3
55
3
5
3Variable
Second Year, Spring Term CoursesFISH221 Biological Field & Lab Methods*NR240 Watershed Ecosystems
(Analysis and Monitoring)*FISH 258/259 Cooperative Work Experience
ELECTIVES
6
55
Variable
6
5
1-5
Variable
6
5
1-5
Variable
*FISH 258/259 Cooperative Work Experience, six (6) total credits required for MS degree.*NR240 - Watershed Ecosystems (Analysis and Monitoring) (5 cr.); and FISH 258/259 Cooperative Work Experience (6-10 cr.) may betaught during summer quarter (some years) as a coordinated studies offering.
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new and revised curricula include concepts andpractices of ecosystem and adaptive manage-ment philosophies as they apply to sustainabili-ty of Pacific Northwest natural resources,including timber, fish and wildlife. Watershedanalysis and ambient monitoring relating toriparian and stream ecosystems are primaryareas of focus, and the GIS Technologyprogram provides students "state-of-the-art"analytical tools for examining the complexitiesof aquatic, marine and terrestrial ecosystems.At least one GIS course will be integrated intoboth the Fisheries and Natural Resource degreeprograms. Graduates of these programs arebeing encouraged to also attain the GIS degreeto maximize job opportunities. Four "capstone"field and laboratory courses are includedamong sophomore level offerings. These courseswill emphasize physical, chemical and biological
monitoring, and data collection and analysis.And importantly, industry-derived DACUMresults and SCANS foundation skills are beingintegrated into all natural resources degree andcertificate program offerings.
Grays Harbor College offered an NCSR-sponsored,one-week faculty institute (August 1997) titledCollaborative Teaching and Learning InNatural Resources for twelve high schooland 2- and 4-year Natural Resources faculty.Participants were immersed in a team-taught,integrated "learning comnumity" to learn analternative pedagogy for teaching and learning. Itwas an especially challenging and highly reward-ing experience for both students and faculty.
For Grays Harbor's DACUM charts, turn topages 106 and 110.
Fisheries TechnologyAssociate of Applied Science DegreeGrays Harbor College
First Year, Fall Term CoursesCIS 102 Introduction to MicrocomputersHIST 264 PNW HistoryMATH103 Intermediate AlgebraNR 120 Introduction to Natural Resources
First Year, Winter Term CoursesCHEM 101
CHEM 111OrENGL 101
FISH 122
FISH 121
Introduction to ChemistryGeneral Chemistry I
Expository/Argumentative WritingIntroduction to AquacultureIntroduction to Fisheries Management
First Year, Spring Term CoursesCIS 111 Electronic Spreadsheet ApplicationsENGL250 Technical WritingPOLS 205 State/Local GovernmentOrPSYCH100 General PsychologyorPSYCH106 Applied PsychologySPCH 101 Fundamentals of Speech
3
5
5
5
5
5
Second Year, Fall Term CoursesBIOL 130 Wildlife Management 5
FISH 215 Fisheries Biology 6
GEOL 101 Physical Geology 5OrOCEAN101 Intro to Oceanography (Spring Quarter) 5
'FISH 258/259 Cooperative Work Experience 1-5
Second Year, Winter Term CoursesFISH 220 Chemical Field & Lab Methods
5 FISH 222 Advanced Aquaculture3 *FISH 258/259 Cooperative Work Experience3 ELECTIVES
Second Year, Spring Term Courses3 FISH 221 Biological Field & Lab Methods5 BIOL 114 Marine Biology5 OCEAN101 Introduction to Oceanography
Or5 GEOL101 Physical Geology (Fall & Winter Quarter) 5
*FISH 258/259 Cooperative Work Experience 1-5
6
3
1-5Variable
6
5
5
3
3ELECTIVES Variable
'FISH 258/259 Cooperative Work Experience, six (6) total credits required for MS degree.
*NR240 Watershed Ecosystems (Analysis and Monitoring) (5 cr.); and FISH 258/259 Cooperative Work Experience (6-10 cr.) may be taughtduring summer quarter (some years) as a coordinated studies offering.
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CENTRALOREGONCOMMUNITYCOLLEGE
Located in Bend, ORTotal Students: 3,200 Full lime: 1,200Contact Person: Art Beneflel, 541-383-7703
Forestry and GISE-mail: [email protected] Test Site:Forestry: Allegany College of Maryland, Cumberland, MDGIS: Grays Harbor College, Aberdeen, WA
Forest Resources/Eastside and GIS
Central Oregon Community College (COCC),(http://www.cocc.edu/) located on the easternedge of the Cascade Mountains in Bend,Oregon, is serving as the lead college in ForestResources/Eastside and GIS Technologyprograms for the Northwest Center forSustainable Resources (NCSR).
About 1,200 full-time students attend creditclasses at COCC and about 2,000 take creditclasses on a part-time basis. One-third of thestudents enroll in one- and two-year trainingprograms for employment in business, industry,the trades, or government service. The remain-ing two-thirds enroll in courses which form thefreshman and sophomore years of a four-yearcollege program.
Geographic Information Systems TechnologyAssociate of Applied Science (AAS) DegreeCentral Oregon Community College
First Year, Fall Term Courses Lecture Lab Credits Second Year, Fail Term Courses Lecture Lab CreditsMET 275A AutoCAD I 2 4 3 6.530 AutoCAD Tool Dev. 1 3 2WR 121 English Composition 3 0 3 *6.505 Civil Drafting/Survey 2 4 4MTH 85 Technical Math 4 0 4 HHP 252A Fitness/First Aid 3 1 3BA 131 Business Data Processing 3 2 4 *GEOG 280 GIS Dataset Creation 2 4 3*FE 210A Intro. Forestry Survey 2 4 3 GEOG 288 Remote Sensing 3 3 4
First Year, Winter Term Courses Lecture Lab Credits Second Year, Winter Term Courses Lecture Lab CreditsLIB 127 Library Skills 2 0 2 *GEOG 106 Economic Geography 3 0 3FOR 220B Resource Measurement 2 4 3 General Ed. Elective 3 0 3*BA 205 Database Management 3 2 4 General Ed. Elective 3 0 3MTH 86 Tech. Math II 2 0 2 GEOG 282 Arc/Info. 2 3 3*GEOG 211 Computer Cartography 2 3 3 GEOG 285 Data Sources/Concerns 2 3 3*FE 210B Intro. Forestry Survey 11 1.5 6 3
Second Year, Spring Term Courses Lecture Lab CreditsFirst Year, Spring Term Courses Lecture Lab Credits 6.585 GIS Practicum 2 6 3*GEOG 265 Geographic Info. Systems 2 3 3 *6.535 Advanced CADD 1 3 2WR 227 Technical Report Writing 3 0 3 General Ed. Elective 3 0 3*FOR 220A Aerial Photo Interpretation 1.5 6 3 GEOG 287 Analysis of Spatial Data 2 3 3BA 114 Intro. to Operating Systems 2 2 3 *PSY 207 Applied Psychology 3 0 3MTH 87 Tech. Math III 2 0 2MET 275B AutoCAD II 2 4 3 Courses with a single * are offered in that term only.
First Year, Summer Term CoursesCWE Coop Work Experience 0 99 3
39
GISA Note of Caution
Some concerns should be
raised regarding Geographic
Information Systems ...
GIS is not an easy too/ to
manipulate and use. In
our enthusiasm about the
possibilities for implementing
GIS in the curriculum,
we must be cautious not to
mislead those teachers eager
to provide additional tools
for students. Teachzrs must
be offered appropriate
inservice situations to learn
the powerful opportunities
that GIS, as well as other
technologies, can bring to
thair classroom.
"Defining GIS A Note of Caution",Kay Weller, Univ. of Colorado Deptof Geography, from the First NationalConference on the EducationalApplication of Geographic InformationSystems (EdGIS) Conference Report,Jan. 27-29, 1994, Washington, D.C.page 117.
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The two-year Associate of Applied Science degreeprogram at COCC in Forest Resources Technology(FRT) provides students with the education andpractical skills needed to succeed as techniciansin forestry and related natural resource fieldsthroughout the western United States. Coursework includes biological sciences, naturalresources, surveying, mathematics and statistics,computer skills and other subjects. COCC's forestryprogram is recognized by the Society of AmericanForesters (see Greg Smith's article, page 74).
The Geographic Information Systems (GIS) pro-gram at COCC prepares students for employmentas GIS technicians as well as providing a basis for
understanding the place of GIS in problem analysisand decision making. The curriculum includescourse work based on GIS computer software,and course work in surveying, natural resources,mathematics and other topics.
Through the NSF/ATE grant, COCC has madeimportant curriculum improvements in ecosystemscience, mathematics and statistics in the FRTand GIS programs. As a result, techniciansentering the workforce from these programs willbe better prepared to address complex contem-porary natural resource management issues.
For Central Oregon's DACUM chart, turn to page 115.
Forest Resource TechnologyAssociate of Applied Science (AAS) DegreeCentral Oregon Community College
First Year, Fall Term Courses Lecture
FOR241A Dendrology I 1.5
FE 210A Intro. to Forest Survey I 2
FOR 240A Forest Ecology 2
MTH 85 Tech. Math I 4WR 121 English Comp. 3
First Year, Winter Term Courses Lecture
FOR 220B ResourceMeasurements 3
FE 210B Intro. to Forest Survey II 1.5
GEOG 211 Computer Cartography 2
FOR 112 Computer Application 2
MTH 86 Tech. Math ll 2
WR 227 Tech. Report WritingorWR 214 Bus. Communications 3
First Year, Spring Term Courses Lecture
8.132 Forest Entomologyand Pathology 2
FOR 220A Aerial Photo 1.5
8.130 Wildland Fire Science I 1
FOR 241B Dendrology ll 1.5
8.134 Forest Stand Dynamics 2
MTH 87 Tech. Math III 2
Second Year, Fall Term Courses Lecture
FOR 220C Resource Sampling 3
FOR 240B Wildlife Ecology 2
8.214 Timber Harvesting Systems 28.212 Silvicultural Methods 2
8.210 Wildland Fire Science II 1
Lab Credits
6 3
4 3
4 3
0 4
0 3
Lab Credits
4 4
6 3
3 3
3 3
0 2
0 3
Lab Credits
4 3
6 3
4 2
6 3
4 3
0 2
Lab Credits
4 4
4 3
7 4
4 3
4 2
Second Year, Winter Term Courses Lecture Lab Credits
8.224 Forest Cost Analysis 2 3 3
8.222 Forest Contracts andBusiness 3 0 3
GEOG 265 Geographic Info. Systems 2 3 3
8.220 First-Line Supervision 3 0 3
General Ed. Course 3 0 3
Second Year, Spring Term Courses Lecture Lab Credits
8.230 Forest Resource Planning 2 4 3
Gen. Ed Courses (2) 6 0 6
Required Option Course 3 credits
FOR 260 Conservation ofNatural Resources 2 4 3
HHP 252A Fitness/First Aid 3 1 3
Recommended Option Courses Lecture Lab Credits
FP 210 Wood Tech. and Utilization 3 4 4
FOR 195 WC Wilderness Concepts 1 0 1
FOR 195 WI Wilderness Internship 0 9 2
FOR 251 Recreation ResourcesManagement 2 4 3
FOR 111 Intro. to Forestry 3 4 4
8.191 Cooperative Work Experience 3 0 3
FW 251 Principles of WildlifeConservation 3 0 3
FE 210C Intro. Forest Survey III 2 4 3
FOR 199 Spec. Studies/Forestry Variable
MFG 103 Intro. to Welding 2 6 4
FW 199 Spec. Studies/Fish/Wildlife Variable
9.889 Fire Ecology & Effects 2 3 3
9.887 BEHAVE - Users 2 3 3
HHP 295 Health & Fitness 1 2 2
Approved Business Course 3 0 3
Approved Speech Course 3 0 3
8.213 Chainsaw Use & Maintenance 2 credits
8.216 Directional Timber Falling 1 credit
40
50
COMMUNITY COLLEGE
Located in Salem, ORTotal Students: 41,000 Full lime: 11,000Contact Person: Tim Dunn, 503-399-5253
Forest Resources TechnologyE-mail: [email protected] Test Site: Southwestern Oregon
Community College, Coos Bay, OR
Forest Resources/WestsideChemeketa Community College (CCC)(http://www.chemek.cc.or.us) is the leadcollege in Westside Forest Resources for theNorthwest Center for Sustainable Resources(NCSR). CCC's Forest Resources Technology(FRT) program, through the NSF/ATE grant, isundergoing curriculum updating to ensure thatstudents are well prepared to work in today'scomplex field of forestry.
Chemeketa is located on the west side of theCascade mountain range along the WillametteRiver, and it is ideally located for students tostudy Douglas-fir-dominated forests of the
Coast and Cascade mountain ranges. As forestresource management undergoes significantchanges, new philosophical approaches whichemphasize resource management from anecosystem perspective are being developed.CCC's FRT program is undergoing majorchanges and in effect, the program is providinga more broadly-focused, ecosystem-based cur-riculum which incorporates environmental sci-ence, watershed analysis, wetland restoration,forest policy, sociology, more relevant mathe-matics and state-of-the-art technologies (e.g.,GIS, GPS), along with basic forestry courses.
Overall, the restructuring of the ForestResources Technology program is striving toimprove traditional methods of education withcollaborative learning approaches to producea more comprehensive program. For example,Forest Management Problem Solving (FRT095)is a capstone course developed under theNSF/ATE grant which is required during a student'slast quarter. This course serves to measurethe effectiveness of the program's enhancedcurriculum. This course, as well as others, willbe available as a result of the NCSR partnership.
For Chemeketa's DACUM chart, turn, to page 119.
Forest Resources TechnologyAssociate of Applied Science DegreeChemeketa Community College
Term 1 (Fall) Credits Term 3 (Spring) Term 5 (Winter)BI131 Environmental Science 1 4 BI133 Environmental Science 3 4 FE205a,b,c Job Search Techniques 3FT051 Introduction to Forest Resources 4 FT062 Tree and Shrub Identification II 3 FT052 Forest Seminar 1FT061 Tree and Shrub Identification I 3 FT071 Forest Inventory 5 FT065 Forest Insect and Disease Management 3MTH081 Technical Mathematics 4 FT280F Cooperative Work Experience 6 FT086 Principles of Supervision 3
WR121 English Composition 3 SOC235 Society and Forestry 3Term 2 (Winter)SP111 Fundamentals of Speech 3BI132 Environmental Science 2 4 Term 4 (Fall)
CS101 Intro. Microcomputer Applications 3 DRF220 GIS ArcView 2 Term 6 (Spring)FT055 Forest Surveying I 3 FT056 Forest Surveying ll 5 BI251 Wildlife Conservation 3FT063 Forest Photo Interpretation 3 FT072 Timber Cruising/Log Scaling 5 ES071 Work Place Safety Skills 1MTH082 Technical Mathematics ll 4 FT081 Introduction to Silviculture 3 FT075 Forest Contracts 3
WR227 Technical Writing 3 FT088 Forest Policy 4FT095 Forest Mgmt. Problem Solving 4
41 51
Feather RiverCollege
Located in Quincy, CATotal Students: 2,400 Full Time: 1,042Contact Person: Voc. Ed. Division Chairperson or
Jay Wright, 530-283-0202 x239E-mail: [email protected] Test Site: Shasta College, Redding, CA
Wildlife Technology
Feather River College (FRC)(http://www.frcc.cc.ca.us) is the lead college inWildlife for the Northwest Center for SustainableResources (NCSR). A primary objective underthe NSF/ATE grant is to produce a model forincorporating ecosystem management intoWildlife curricula for community colleges.
FRC's Natural Resources/Wildlife Techniciancuniculum has been revised to encompassthe goals and objectives of NCSR. Using onedefinition of ecosystem "a spatially explicitunit of the earth that includes all of the organisms,along with all the components of the abioticenvironment, within its boundaries" FRC isincorporating into its revised curriculumbiodiversity study and protection, a majorelement of ecosystem management. To this end,curriculum developers believe in minimummanagement to maintain biological and habitatdiversity which allows for the integrity ofnatural ecosystems.
New course offerings for Fall 1997 areemphasizing these new approaches in coursessuch as Wildlife & Fisheries Management,Wildlife Ecology, and Geogmphic Information
42
Systems (GIS). A new field research site in SierraValley, California, is also emphasizing biodiversitystudies. This hands-on facility will offer thesestudies in Spring 1998.
Thirteen courses make up the newly-revisedprogram for the NSF/ATE grant. All coursesemphasize ecosystem management principlesand concepts. The new program will offer twodegrees: Associate of Arts (A.A.) and Associateof Science (A.S.). Additionally, math and naturalscience courses have been upgraded for transfer tofour-year state colleges and universities. Notably,many of the new requirements were a direct resultof input from past graduates now employed inwildlife positions, through the DACUM process.Another very positive outcome of the NCSR ranthas been the program's recent success in becom-ing recognized by the North American WildlifeTechnology Association.
For Feather River;s DACUM chart, turn to page 123.
Wildlife and FisheriesAssociate of Applied Science DegreeFeather River College
Fall Semester (Year 1)WILD 100 Intro. to Wildlife & FisheriesBIOL 102 General BiologyWILD 055 Hatchery Operation 1WILD 025 Fish and Game Laws
Units3
4
2
2
Spring Semester (Year 1)BIOL 106 BotanyWILD 056 Hatchery Operation 2BIOL 162 Intro. to Fish, Amphibians, & Reptiles
Fall Semester (Year 2)BIOL 163 Intro. to MammalsWILD 101 G.I.S. WildlifeBIOL 140 Ecology
4
2
3
3
2
3
Spring Semester (Year 2)BIOL 104 Zoology 4
BIOL 160 Intro. to Ornithology 3ITEC 018 Wildlife Equipment: Care & Maintenance 2
Math and General Education courses are not listed but arerequired for a degree.
5 2
Other Model Natural ResourceTechnical Programs
In the next section, other program modelsfrom 2-year colleges are presented. Toidentify other models from around thenation, NCSR used recommendationsprovided by its National Visiting Committee.Two models suggested were HaywoodCommunity College and Itasca CommunityCollege. "Observations" are included fromsite visits conducted at these colleges.
43
Itasca Community CollegeGrand Rapids, MNHarry Hutchins, NR/Forestry InstructorNatural Resources/Forestry (NR/Forestry) Program
Itasca (http: llwww.it.cc.rnn.us) offers abeautifully landscaped campus associatedwith the U.S. Forest Service North CentralExperiment Station and the University ofMinnesota Agricultural Experiment Station.This allows the college to "borrow" expertisefrom some of the leading natural resourceprofessionals in the state. Adjoining thecampus is an extensive experimental forestwhich is used for class study, hiking andskiing. Itasca prides itself in having an"up-to-date" program.
Although traditional natural resource coreclasses and outdoor labs are still an importantpart of the program, a strong emphasis is placedon students having current skills in computerapplications. Additionally, high priority is placedon students gaining job-related experience asthey pursue their education. Itasca is alreadyoffering a course in Ecosystem Management.
Three degree options are offered a two-yearAssociate in Applied Science (A.A.S.) degree inNatural Resources/Forestry, or the Associate inScience (A.S.) Transfer degree. Also, a three-year Natural Resource Law EnforcementProgram is offered, where students are providedwith a strong resource background combinedwith over a year of law enforcement skills.
Site Visit Observations:
Distance EducationIn Minnesota, distance education networksare highly evolved, particularly at communitycolleges. All high schools, community colleges,and the state system of education is on InteractiveTV. Post-secondary institutions, includingtechnical schools, community colleges, andstate 4-year colleges have access to liveInteractive TV.
53
BEST COPY AVAILABLE
Transfer Agreements with 4-yearColleges and UniversitiesA total of 16 NR/Forestry courses transfer toUniversity of Wisconsin/Stevens Point (onecourse even transfers as a 400-level course).UW/Stevens Point has the largest school innatural resources in the country.
GIS
A 2-credit course in GIS is currently taught atItasca with plans to expand the program in fall1998. Employers are especially interested instudents with GIS knowledge for student internpositions. When arranging student internships,often employers ask faculty To you haveany students who know anything about GIS?"
Field Sites and Natural Resources/ForestryItasca uses many different sites for fieldexperience for students, and holds thisexperience in high esteem. Along with a600-acre Research Experiment Station locatedon campus, there is also a 20-acre wetlandwhich has been restored on college property.These field sites, and others in the vicinity ofGrand Rapids, including the Chippewa NationalForest, are used by students in courses includ-
ing logging, dendrology, cruising, surveying,wildlife, and biological sciences.
Getting High School Students Interestedin Coming to Itasca's NR/ForestryProgramRecruiting students personally is the keyfor success. Although it can be difficult to "cutloose" busy faculty, Itasca has been successfulin having a part-time instructor go out to highschools with emphases on natural resourceprograms. One-on-one connections with highschool students can be very successful for acommunity college program, but a commitmentmust be made to have faculty membersinvolved in this activity.
Science, Ecosystem ManagementItasca's program prides itself on being "veryscience-oriented", where the "scientific methodis really adhered to." A number of laboratoryscience courses are offered in Itasca's program,including a soil science course, "Forest Soils";interestingly, this course is emphasized inMinnesota, because "soils in this part of theworld are extremely important", due to theirhigh spatial variability. In fact, ecological
Natural Resources/ForestryAssociate in Applied Science DegreeItasca Community College
First Year - Fall Term First Year - Spring TermForT 100 Natural Resources Careers I 1 ForT 124 Silviculture 4ForT 111 Computers in Forestry I 3 ForT 127 Forest Products 4Biol 131 Plant Taxonomy 4 Engl 114 Technical Writing 4ForT 118 Forest Nursery 2 Biol 211 Ecology and Field Biology 5Engr 105 Introduction to Survey Methods 5ForT 120 General Forestry 1 Second Year - Fall Term
ForT 109 Soils 1
First Year - Winter Term ForT 137 Forest Inventory 5ForT 114 Forestry Math 3 ForT 150 Wild land Recreation 1
Engl 101 English Comp. I 4 Econ 101 Introduction to Economics 4Nsci 128 Wildlife Management 4 PE 148 Wellness 3Spch 101 Fundamentals of Public Speaking 4 Hlth 101 First Aid 3Or General Education ElectiveSpch 100 Speech Communications 4 from MN Transfer Curriculum 3
ForT 211 Computers in Forestry ll 4
Second Year - Winter TermForT 101
ForT 112
ForT 115
Psych 201
Natural Resource Careers IIForest Mgmt. Computer SimulationForest ProtectionGeneral PsychologyHumanities ElectiveNatural Science Elective
Second Year - Spring TermForT 126 ScalingForT 128 LoggingForT 251 Ecosystem Management
5 4
1
2
4
3
3
1
5
3
classifications in this region are a product ofboth habitat type and soils classification, andsoils have a central role in natural resourcemanagement.
Uniquely, Itasca has offered (since 1989) andcontinues to offer a 3-credit course entitledEcosystem Management. The text used for thecourse is Malcolm Hunter's "Wildlife, Forests,and Forestry" (Prentice Hall, 1990). Prerequisitesfor the course are Silviculture and Forest Ecology.
nvo-Year Versus Three-Year CommunityCollege ProgramsAt Itasca, the Associate of Applied Science(A.A.S.) program in NR/Forestry is basicallya 2-year program; however, it is "math weak"compared to the Associate of Science (A.S.)degree program. The A.S. program generallytakes 3 years for students to complete. Thedifferences between programs can pose realproblems for articulation to 4-year institutions.
Continuing on this note, a three-year programmay be a necessary reality for students trans-ferring to major universities. Notably, manyCanadian forestry technology programs aretransitioning to three years a current modelin Thunder Bay, Canada, is for students tosuccessfully complete a 2-year educationprogram and also a 1-year internship for atechnical degree.
45
In the fall of 1992,
two-year institutions
accounted for 44% of
enrolled undergraduates,
and 34% of all undergraduate
Science, Mathematics,
Engineering, and
Technology enrollment.
Shaping the Future New Expectations forUndergraduate Education in Science,Mathematics, Engineering, and Technology,
A Report on its review of under-graduate Education by the AdvisoryConunittee to the National ScienceFoundation Directorate for Education andHuman Resources
(NSF 96-139), 1996; p33
5aBEST COPY AVAILABLE
Haywood Community CollegeClyde, NCNatural Resources DivisionDouglas Steiger, Forest Management TechnologyDavid Dudek, Fish and Wildlife Management Technology
Haywood Community College is located on an83-acre campus which features an arboretum,a 320-acre teaching forest, and a working sawmill.The arboretum includes a large number of plantcollections and various gardens. Within thecampus woodlands are over 1,000 trees,including white oaks, dogwoods, and nativesourwoods. The arboretum and teaching forestprovide an outdoor laboratory for study of thesouthern Appalachian region.
Students enrolled in forestry and wildlifeprograms use the campus's unique "outdoorclassrooms" for wildlife observation stations,forest stand mapping and measurement projects,wildlife enhancement projects, and field trips.
Associate of Applied Science degrees are offeredin Fish and Wildlife Management Technology,Forest Management Technology, and WoodProducts Technology.
Site Visit Observations:
From Quarters to Semesters &Increased Levels of Math and EnglishHaywood's technical programs are transitioningfrom quarter to semester systems this year ('97-`98); concomitantly, core courses in mathemat-ics and English are being upgraded in technicalprograms across campus. The transition tosemesters, interestingly, causes a "perceiveddrop out" of specific subjects taught (e.g.,Ecology will not be offered as a separate courseanymore instead, it will be integrated amongother courses, such as Silvics, WildlifeManagement and Botany). Overall, changes arepart of North Carolina's effort called"re-engineering statewide" and a major goalcited in this process is to increase interest from
46
universities in linking to community collegeprograms. In mandating these changes, theState is attempting to bridge common gapsbetween 2- and 4-year education institutions.At the community college level, these changesare expected to increase needs for remediationand bridging courses for students, particularlyin mathematics.
Science and Field Sites In Forestry andWildlife ProgramsSciences in Haywood's Forestry and Wildlifeprograms are particularly emphasized theyserve as "core-builders", and include Botanyin Forestry and Zoology in Wildlife. Also, fieldsites are emphasized for hands-on studyHaywood's Division of Natural Resources ownslands which encompass a complete watershedof 320 acres. Among other sites used for "out-door classrooms" are nearby National Forestsincluding the Pisgah, the Nantahala, andCherokee National Forest; Great SmokiesNational Park, sites along the AppalachianTrail, which cuts through the area; and CoweetaHydrologic Lab, a world class research site.
Articulating Natural ResourcesPrograms with High SchoolsSimilar to efforts made in Tech/Prep programsaround the nation, Haywood provides its ownunique model for 2-year programs to connectwith local high schools part-time instructorsin the Forestry/Wildlife programs go into twolocal high school classrooms and teach coursesin Forestry and Wildlife Management. Themodel is successful, and high school studentsare tremendously excited about the classes.Through this model for collaboration, highschool students may earn college credit, andcome better prepared to Haywood's program.
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Recognition By Professional SocietiesHaywood's Forestry and Wildlife Programsare not only certified by their respectiveprofessional societies, but program developershave been among pioneers in developingstandards for recognition from those societies.Faculty participated in writing the standardsfor the Society of American Forester's (SAF)Recognition for Two-Year Programs (excerptsin appendix, page 95), and the ForestryProgram is currently recogrtized under thoseStandards. Similarly, the Wildlife Prop.= isrecognized by the North American WildlifeTechnology Association (excerpts in appendix,page 93). The Wildlife Program is the first2-year school in the nation to receive studentchapter status from the Wildlife SocietyCurrently, about fourteen 2-year programs arenow recognized through the Wildlife TechnologyAssociation, and about twenty-nine 2-yearforestay schools are now certified through SAEPositive outcomes of SAF recognition cited byHaywood faculty include:
hiring of program graduates increases
- providing unique opportunities forconnecting with employers e.g., studentscan become members through studentchapters of the Society, and student chapterlinks with professionals can Ove theminroads to future opportunities
- gaining a certain 'seal of approval' that it is,indeed, a high quality program; and increasingvisibility of the program for both studentsseeking to enter the program and employershiring graduates
mentoring activities, conferencing, andhaving opportunities to work with professionals
47
Allegany College of
Maryland reports
that 95% of graduates of
their forest technology
program are employed
in their field within
3 months of graduation,
with a starting salary of
$20,000.
51
BEST COPY AVAILABLE
Forest Management TechnologyAssociate of Applied Science DegreeHaywood Community College
General Ed. Courses Required Lecture Lab Credit
Fish and Wildlife Management TechnologyAssociate of Applied Science DegreeHaywood Community College
General Ed. Courses Required Lecture Lab Credit
ENG 111 Expository Writing 3 0 3 ENG 111 Expository Writing 3ENG 114 Professional Research ENG 114 Professional Research
and Reporting 3 0 3 and Reporting 3MAT 115 Mathematical Models 2 2 3 MAT 115 Mathematical Models 2MAT 120 Geometry and Trigonometry 2 2 3 MAT 120 Geometry and Trigonometry 2
Humanities - Elective 3 0 3 Humanities - Elective 3Social Science - Elective 3 0 3 Social Science Elective 3
Major Hours Required Lecture Lab Credit Major Hours Required
0 3
3232 3
0 3
0 3
Lecture Lab Credit
3 4
3 42 2
6 4
3 3
3 3
3 3
3 3
6 4
3 3
3 3
0 2
2 3
3 3
3 3
3 3
3 3
3 3
3 2
BlO 111 General Biology I 3 3 4 BIO 111 General Biology I 3BIO 120 Introduction to Botany 3 4 4 BIO 130 Introductory Zoology 3CIS 111 Basic PC Literacy 1 2 2 CIS 111 Basic PC Literacy 1
FOR 121 Dendrology 2 6 4 FOR 121 Dendrology 2FOR 131 Forest Measurements 2 3 3 FOR 131 Forest Measurements 2FOR 171 Intro to Forest FOR 173 Soils and Hydrology 2
Resources 3 0 3 FOR 211 Aerial Photo Interpretation 2FOR 173 Soils and Hydrology 2 3 3 FOR 223 Silviculture 2FOR 211 Aerial Photo Interpretation 2 3 3 FOR 234 Forest Surveying 2FOR 215 Introduction GIS/GPS 1 4 3 FWL 126 Wildlife Ornithology 2FOR 225 Silvics and Silviculture 3 3 4 FWL 142 Wildlife Management 2FOR 232 Forest Mensuration 2 6 4 FWL 212 Wildlife Policy and Law 2FOR 234 Forest Surveying 2 6 4 FWL 222 Wildlife Mammology 2FOR 240 Forest Protection 2 3 3 FWL 232 Terrestrial Ecology 2FOR 271 Forest Management 2 3 3 FWL 234 Aquatic Ecology 2FOR 282 Forest Recreation 2 3 3 FWL 242 Fishery Management 2FOR 296 Seminar in Environmental FWL 252 Wildlife Maintenance
Chemicals 0 3 1 Techniques 2FWL 142 Wildlife Management 2 3 3 FWL 254 Habitat Manipulation 2WPP220
orForest Products Marketing 1 3 2 FWL 256 Animal Immobilization 1
WPP 221 Timber Procurement 1 3 2WPP 230 Forest Equipment
Operations 1 3 2
48
5 8
NCSR Partners
Community Colleges
Northwest Indian College (NWIC)Lumrni Nation, Bellingham, WADan BurnsCoordinator Biology/Environmental Studies
The Northwest Indian College (NWIC), incollaboration with three other post-secondaryinstitutions within the Pacific Northwestregion, will be developing and implementingan advanced technical education program inenvironmental and natural resource manage-ment which will emphasize Tribal issues(Associate of Science in EnvironmentalTechnology). The National Science Foundation,through its Advanced Technology EducationProgram, has provided the funding for this newprogram. The pedagogy will be based on collab-orative learning and multi-disciplinary teachingand the intent is to meet a critical need forNative American technicians and professionalsin Tribal natural resource and environmentalmanagement programs. Northwest IndianCollege has brought together for this projectthose post-secondary institutes within there,Oon that have a track record and commit-ment of working to meet the educational needsof Native American students and tribal commu-nities. These institutions include the EvergreenState College, Huxley College and FairhavenCollege both at Western Washington University(WWU). In addition, Mesa State College, Dine'
49
Community College, Partnership for Environ-mental Technology Education, NorthwestNatural Resource Technology EducationConsortium and the Pacific Northwest Ttibeswill provide assistance. Specialized assistancein the areas of collaborative learning andlearning communities will be given by theWashington Center for UndergraduateEducation at the Evergreen State University.Program methods will be developed specificallyto support Native American learning styles andwill be designed with the following objectives:
Teach students important concepts in theareas of biology, communications, chemistry,mathematics, political science and economicsin large block multi-disciplinary classes
Emphasize Tribal issues such as culturalneeds, treaty rights, and Tribal fishery,forestry and water management
Give students the ability to integrate knowl-edge from the above fields into a morerealistic, interdependent concept ofenvironmental and natural resourcemanagement
Provide students with technical skillsrequired in the areas of environmentalprotection and natural resource management
59
Provide students with essential knowledgeand skills in writing and mathematics
Give students the knowledge necessary totransfer to a 4-year university program
NWIC will serve as the lead institution whereall classes will be taught. These courses willbe given by both NWIC and WWU faculty alongwith environmental experts brought in to pro-vide "real world" perspectives. The basis forcurriculum development will come from theneeds of Pacific Northwest Tribes. As the pro-gram curriculum develops, Tribal managers willbe asked for feedback.
During the first year (1997/98) of the three-yearproject, program content will be finalized,articulation agreements between the partnerswill be settled, and curriculum will be devel-oped for Year One courses. In the second year(1998/99), Year One courses will be taught andYear Two curriculum developed. In the thirdyear, Year Two courses will be taught and aworkshop will be given on multi-disciplinaryscience pedagogy for educators.
50
Hawaii Community CollegeHilo, HIFred D. Stone, Ph.D. andLaura Brezinsky, Ph.DMath & Natural Sciences Division
Development of a Native EcosystemManagement Curriculum at HawaiiCommunity College
Hawaii has been described as an evolutionarylaboratory, with over 950 species of nativeplants, 30 forest birds and 5500 arthropods(Wagner, Herbst & Sohmer, 1990; Pratt, 1993;Howarth & Mull, 1992). It also has more endan-gered species than the rest of the U.S. (423native plant taxa are extinct or threatened), andnative forests are declining due to introductionof alien species, increasing human populationand development pressures. Currently, the Stateof Hawaii has an initiative to develop forestryresources, and the effort is primarily oriented tocommercial forestry based on a few eucalyptusspecies, but also with a focus on native trees.Native hardwoods, such as koa (Acacia koa),and sandalwood (Santalum spp.) are in demandfor furniture and carving, but extant stands ofthe native hardwoods are declining along withthe native forests. A clear need exists for peopletrained in management of Hawaii's forestecosystems to maintain habitats for endangerednative species while allowing managed growthof commercially-valuable hardwoods. This needwas recognized in the State School-to-WorkEnvironmental and Natural Resource SkillsCommittee (Draft report of Environmentaland Natural Resource Industry Skills, 1997).
Hawaf i Community College (HCC) is located inHilo on the Island of Hawaii, which has a largerarea of native forest than the other 7 mainIslands combined (Dept. of Geography, 1983).Large areas of rain forest exist within a half-hour drive from campus, and these forests area valuable living laboratory for field classes
6 0
taught at the College. Over the past severalyears, the College has developed the basison which a program in native ecosystemmanagement and regeneration can be built.Besides basic Biology, Botany and Zoologycourses, current courses include lecture andlaboratory sections in Plants of Hawaci,Natural History of the Hawaiian Islands andEnvironmental Science all which have astrong field component. Additionally, a nativeecosystem regeneration area has been developedon campus, where students learn to propagateand grow native forest species. Activitiesinclude faculty members participating in ajoint program with the College of TropicalAgriculture and Human Resources on propaga-tion and establishment of native trees, providingState support for native plant propagationby students in the Environmental ScienceLaboratory (Miyasaka, 1993, et al). Studentsgrew about 40 species of native plants, estab-lished the native ecosystem regeneration areaon campus, and distributed more than 2000native trees to the public on Earth Day over thepast 3 years. HCC's programs also participatedin over 15 public workshops, poster sessionsand field trips for the Big Island communityRecently we have completed a new shadehouse, allowing more classes to participatein propagation of native plant species.
With this foundation in place, HawaiiCommunity College is in a unique position tofurther develop a specialization leading to acertificate in native ecosystem management.This will necessitate adding new coursesfocusing on field survey methods and onspecific management skills to meet theneeds of Hawaii's unique ecosystems. Weare currently in the process of developing aproposal, in conjunction with other campusesof the U.H. Community College system, tothe NSF Advanced Technological Educationprogram, which will be submitted in Spring, 1998.
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References:Department of Geography, Univ. of Hawaii,1983. Atlas of Hawaii, 2nd ed., Univ. ofHawaiiPress, Honolulu
Howarth, F.G. & W.P. Mull. 1992. HawaiianInsects and their Kin. Univ. of Hawaii Press,Honolulu.
Miyasaka, S.M., D.J. Ward, T.M. Hori, J.W.Tavares, F.D. Stone, 1993-1997, Propagation,Establishment & Early Growth of HawaiianEndemic and Indigenous Trees at LowElevation Sites. Grant, U.H. Manoa, College ofTropical Agriculture and Human Resources.
Pratt, H.D. 1993. Enjoying Birds in Hawaii.Mutual Publishing, Honolulu
State of Hawaii, School-to-WorkEnvironmental and Natural Resource SkillsCommittee. Draft, 8/14/1997, Environmentaland Natural Resource Industry Skills.
Wagner, W.L., Herbst, D.R., Sohmer, S.H. 1990.Manual of the Flowering Plants of Hawai'i. 2vols. Univ. Hawaii Press, Bishop Museum Press.Honolulu.
GI
Blackfeet Community CollegeBrowning, MTTerry TatseyInstructor, Natural Resource Management(NRM)
The following comes from a presentationby Terry Tatsey at the Partnership forEnvironmental Technology Education (PETE)Annual Meeting in Jackson Hole, WY, May 22,1997. During the presentation, Tatsey describesaspects of Blackfeet Community College'sNatural Resource Management program.
Blackfeet Community College (BCC) is aThbally-controlled community college charteredby the Blackfeet Tribal Business Council in 1974.
The Blackfeet Reservation encompasses 1.5million acres divided by 20% tribal trust, 46%allotted tribal trust, and 34% fee land. Themajority of the land-base is rangeland, forest,cropland, and urban and rural development.
The Blackfeet Reservation's unique settingincludes Alberta, Canada to the north; GlacierNational Park to the northwest; and Lewis andClark National Forest on the southwest bound-ary. The Blackfeet people have retained Rightswithin Glacier National Park and Lewis and ClarkNational Forest from the Agreement of 1896.Additionally, the Triple Divide is a unique featureat the historical Blackfeet lands. Our land base isrich in Blackfeet culture and natural resources.
The college has 400-500 students full-time andup to 600 including those who take classes part-time. There are two departments on campus:1) Vocational Education (which includes NRM,offering both one-year certificates andAssociate of Applied Sciences degrees); and2) Academic Affairs, which is responsible fortransfer programs, and includes a BlackfeetStudies program, where classes are taught inBlackfeet Culture, Language, Policy, and
Politics. In some ways, "politics" takes onnew meaning with issues of Tribal Sovereignty,treaty rights, and other political issues. Thebottom line, however, is that BCC continuesto stay focused on the community's needs.
Courses for the NRM program fall underboth the Academic Affairs and the VocationalEducation Departments. Students majoring inthe A.A.S. degree program are required to takecourses offered under the general core of theAcademic Affairs program. Students take LifeScience, Computer Sciences, Chemistry, andCommunication courses as part of the corerequirements.
A brief history of the NRM follows: A VocationalEducation 2-year A.A.S. degree program wasdesigned in 1993 to cover a broad spectrum ofnatural resources. The focus was not on Forestry,Rangeland, Wildlife Biology, or Agriculture, butwas focused on the interrelationship of allNatural Resources. In the Natural ResourcesManagement program, courses in Animal Scienceinclude: Horsemanship, because horses are a bigpart of the Blackfeet culture; Beef production,which is a main source of income, and wasone of the objectives of the U.S. Government;Wildlife Management, because this is how theNative American people survived with bison asthe staple food. Our Blackfeet Ancestors weresome of the best wildlife biologists, but due tovarious reasons, this knowledge was not passedon. The one thing we try to focus on in AgricultureEducation is the historical agriculture of theBlackfeet as well as contemporary agricultureissues. We also feature classes dealing withendangered species. The Blackfeet Reservationhas an Endangered Species Program, whereBCC students are placed as interns to get hands-on learning. Endangered species on our landsinclude the Grizzly Bear, Grey Wolf, PeregrineFalcon, Bald Eagles, and plants people forgetthat endangered species include plants as wellas animals.
52 62
We have a Blackfeet Geographic InformationSystems (GIS) program. Introduction to GIS istaught winter quarter by the Blackfeet TribalGIS department. Students learn the importantrole that GIS plays in mapping and monitoringour natural resources, highways, and home-sites. We have numerous populations of GrizzlyBears in our ecosystems on the East Slopes ofthe Rocky Mountain Front, and GIS is used byWildlife Technicians to monitor the annualcycles of the Grizzly Bear in its habitat.
BCC also offers a course in BlackfeetEnvironmental Studies during Winter Quarter.The Blackfeet Tribal Environmental Departmentteaches the course based on the studies theydo on the Blackfeet Reservation. A new courseoffered at BCC is Wind Energy, which studiesconverting wind to electricity by using a windturbine. We have winds that can reach speedsof 121 mph in late fall to early spring!
These are some of the courses offered atBCC in the NRM program. The program couldnot offer as many interesting courses withoutthe help of the Blackfeet Tribal Departments,Bureau of Indian Affairs, and NaturalResources Conservation Service.
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Employers
Gene Davis, Ph.D.PresidentInternational Resources Unlimited, Inc.Eugene, OR.
Gene Davis serves on the NCSR's AdvisoryCommittee, where he brings expertise inenvironmental business at national andinternational levels. Davis enthusiasticallysupports goals for the Center and contributesto NCSR as a representative of potentialemployers of our students. Davis illustrates,through his article, the key role advisoryboard members can play for a Center by"talking it up" with others, even with thosefrom other countries.
I have enjoyed being a partner of theNorthwest Center for Sustainable Resources(NCSR). As President/CEO of InternationalResources Unlimited, Inc. (IRU),(http://www.rio.com/-gdavis/index.html)I have had many opportunities to talk withothers about this unique program. Those I havespoken with have expressed great interest andadmiration for the efforts of NCSR.
IRU is a consulting and engineering firmspecializing in natural resources industries,environmental reclamation services, andbusiness management and retention services.
Our extensive background in these industries,coupled with our global involvement, allowsus to provide our clients with up-to-dateinformation and specialized solutions for theirneeds. IRU Project Teams consist of profession-al engineers, researchers, marketing specialists,financial planners, and other experts. Our rangeof services assist clients in a variety of indus-tries from both the public and private sectorsaround the globe. This international experiencegives us the necessary knowledge to provideour clients with vital information on the totaloutlook for their industry, from the smallbusiness owner to the global corporation.
While visiting my office in Bangkok last month,I had an opportunity to mention the NCSRprogram to the President of KasetsartUniversity. I promised to bring Dr. ThiraSutabutra a 50 hertz video developed for theproject on my return trip this month. KasetsartUniversity offers agricultural, engineering, andnow environmental science programs at twodifferent campuses in Thailand.
Although Thailand is experiencing some hardtimes at the moment, the University continuesto move ahead in looking for curriculum rela-tionships with schools abroad. The Princessof Thailand is very active with KasetsartUniversity and recently received an Honorary
6 4
Doctorate of Botany for her extensive workin that area. I will provide the video NCSRrecently sent me to the school and requestthat they get in touch with NCSR to exploreany commonalties they may have with theprogram and to see if NCSR is somethingthey would like to be involved in.
I had another chance to talk about this fineprogram at a recent dinner with the seniorexecutive vice president of timberlands andmanufacturing for one of North America'slargest integrated forest products companies.When I went to the Eugene Airport to pick himup, he had also brought along two companyscientists who were busy developing the lifecycle analysis for some of their company'stimberlands in our area. The scientists and Ihad a very lively discussion prior to my friendand I departing for dinner later that evening.I shared with the two scientists a bit about yourprogram. Both were pleased to hear of NCSR'sactivities and applauded its efforts.
As we are all aware, industry can respondrather slowly to programs being developed ascurriculum within higher education, especiallywhen those programs are intended to "benefit"the industry. Based on the feedback from thisparticular client, they felt NCSR and its sponsor,the National Science Foundation, were on themark with your efforts.
I look forward to further involvement in mysmall way with NCSR's continuedsuccess.Congratulations on a well run program!
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Steve EubanksForest SupervisorU.S. Forest ServiceChippewa National ForestCass Lake, MN
Steve Eubanks serves NCSR as Chair for theNational Visiting Committee. The Committeemeets annually to help the Center in its effortsand to advise NSF on progress of the Center.Eubanks is a leader in the U.S. Forest Service,and he is a strong advocate for ecosystem andadaptive management.
At present in the U.S., natural resources andnatural resource management seem to havefallen off, or at least down, the public's list ofpriorities and interests as other major issueslike crime, drugs, and education have receivedadded attention. Yes, there is still heated debateabout how the nation's natural resourcesshould be managed, particularly on publiclands, but in general, as the debate has intensi-fied, proportionally fewer people have beeninvolved as interest has shifted to other issues.However, that does not mean that the impor-tance of natural resource management in theU.S. has dropped quite to the contrary.Clearly, as the demand for natural resourcesand competing interests for every piece of landcontinue to rise, questions about future man-agement of natural resources become moreimportant, regardless of the level of overallpublic interest. The demand for naturalresources is outstripping availability andthis trend will continue. As the level of debateabout public land management continues torise, there is increasing pressure and incentivefor private landowners, particularly privatenon-industrial landowners, to increase theintensity of management on their lands.
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Also at present, public land managementagencies seem universally to be experiencingbudget and workforce declines. This trendseems likely to continue given the level ofdebate about taxes resulting in less opportuni-ties in the short-term for public agencies to hirenew employees. Competition for the few jobsavailable will be intense.
These trends indicate that short-term employ-ment opportunities seem to be strongest forsmall companies doing consulting work forprivate landowners, with a lesser number ofjobs still available in the public sector. In thechanging world of resource management, bothsituations will require a different kind ofemployee. No longer will it be acceptable tohave an education based on "rote memory" ofinformation. The employee of the future mustbe adaptable. Increasingly, this employee musthave a basic understanding of how ecosystemsfunction and a good grounding in tools like GIS.More important, because our knowledge ofecosystem functions is still changing and grow-ing, the employee must have the ability to thinkand reason and must have the training, knowl-edge and background to find and use newresource management information.
The role of the Northwest Center for SustainableResources is to develop a natural resourceseducation curriculum that will allow studentsto be successful in a challenging work environ-ment. From what I have seen as a member ofthe National Visiting Committee, the memberinstitutions are working well together in acollaborative mode to develop valuable piecesof that needed curriculum package. The pro-grams I have personally viewed are impressive
not only in the quality of information learnedby students, but also in the learning process.Students are required to think as they learn;to understand concepts, not just facts; and thecurriculum is being closely tied with current
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natural resource research information sostudents know how to evolve their knowledge.Adaptive management, which advocatesimplementing, learning, modifying; andrepeating the process of implementing, learn-ing,... this is the paradigm of future resourcemanagement. The Northwest Center forSustainable Resources is preparing acuniculum which will prepare studentsto meet that paradigm.
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"All of this (new silvicultural
practices/ecosystem management)
will require resource managers to
be schooled in a growing body of
ecological and socia/ research ...
Indeed, carrying out customized
harvest prescriptions means that
woods workers of the 21st century
often will be called upon to under-
stand as much about forest ecology
as professional resource managers
have in the 20th century..."
Kohm & Franklin,
"Creating A Forestry for the 21st Century", 1997, pg.4
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Jim KiserSenior Operations SpecialistWeyerhaeuser Company, Federal Way, WA
Mark LawrenceAssociate ManagerSalem District Bureau of Land ManagementSalem, OR
Defining Environmental TechnologyWorkshopMarch 13-15, 1996, St. Louis, MO
Jim Kiser, who is currently employed as anInstructor, Forest Engineering, Oregon StateUniversity, and Mark Lawrence participatedin the "Defining Environmental Technology"Workshop coordinated by the AdvancedTechnology Environmental Education Center(ATEEC), an ATE Center of Excellence likeNCSR. The Workshop's aim was to defineand clarify, for the nation, what is meantby the "environmental technology fiekl", andto identify specialty areas for environmentaltechnicians. The report for the workshop,
"Defining Environmental Technology"contains the following section (somewhatmodified by Kiser) that identifies naturalresource management job titles and functionsfor technicians. It should be noted that Kiserand Lawrence described even more technicianjob titles, but in the interest of brevity, somewere left out. Thus, the titles listed shouldserve as a broad sampling, yet not a compre-hensive listing, for existing positions inthe profession.
Technicians in Natural Resources ManagementJob Titles and Tasks
Tasks Applicable To All Mies Listed
Assess environmental impact of proposed development projectsAssist in habitat restorationAssist in preparing environmental documentsAssist in recommendations to federal, state, local, and private organizationsCalibrate, operate, troubleshoot, repair, and maintain equipmentConduct environmental education programsDevelop public information programsDevelop reports on findingsFollow and apply local, state, and federal environmental regulationsFollow established quality control proceduresFollow standard operating proceduresInventory, evaluate, and assist in development of resource management strategies for sitesand areas with unique scenic, recreational, historical, cultural, paleontological, and otherresource values
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'asks Applicable To All Titles Listed
Inventory the resource (e.g., wildlife species and populations for the fisheries/wildlifetechnician; plant species and vegetative communities for the botany/forestry/range technician)Maintain accurate recordsMonitor compliance of plans/projectsOrganize and analyze dataOversee project maintenancePerform literature searches
- Prepare mapsRead topographical mapsSelect and use proper personal protective equipmentUse aerial photographyUtilize computers and softwareWork with the public
Conduct surface and groundwater inventories and studies (i.e., watershedanalysis)Identify and delineate wetlands based on plant/animal species and hydrologyImplement plans to improve aquatic habitatsImplement wetland restoration and construction activitiesInterpret water quality informationIntroduce rare/endangered species into ecosystemsPropagate and plant woody and non-woody species
Botany Technician
Assist in operational forestryAssist in species breeding/propagation programsIdentify and delineate wetlands based on plant/animal species and hydrologyImplement plans to improve aquatic habitats
- Implement wetland restoration and construction activitiesInventory forest standsPropagate and plant woody and non-woody species
Ecologist Technician
Assist in operational forestryAssist in species breeding/propagation programsIdentify and control noxious weedsImplement plans to improve aquatic habitatsIntroduce rare/endangered species into ecosystem
- Inventory forest standsPropagate and plant woody and non-woody speciesSample and identify aquatic organisms
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Assist in development of fire management plansAssist in preparation of fire suppression and prescribed burning plansImplement prescribed burningInventory forest stands
Assist with fish hatchery managementConduct surface and groundwater inventories and studies (i.e., watershed analysis)Implement farm pond management techniquesImplement plans to improve aquatic habitatsOperate boats and utilize seining, trawling, and electroshock equipmentPractice techniques of aquacultureSample and identify aquatic organismsStock lakes and streams with fish
Forestry Technician
Assist in development of designs for the protection, maintenance, rehabilitation, orenhancement of visual resourcesAssist in development of fire management plansAssist in forest nursery programsAssist in laying out timber salesAssist in operational forestryAssist in preparation of fire suppression and prescribed burning plansAssist in species breeding/propagation programsCompile, verify, and analyze appraisalsConduct surface and groundwater inventories and studies (i.e., watershed analysis)Cruise timber (i.e. measure height and circumference of trees)Identify and control noxious weedsIdentify and delineate wetlands based on plant/animal species and hydrologyImplement prescribed burningImplement wetland restoration and construction activitiesIntroduce rare/endangered species into ecosystemInventory forest standsManage and use pesticides and herbicidesPrepare appraisal documentsPropagate and plant woody and non-woody speciesRecommend silvicultural practicesScale (i.e., measure) cut logsAssist in road layout, surveying, timber harvest operations
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Forest Engineering Technician
Be aware of land measurement systems; identify property lines and corners- Lay out harvesting systems
Understand yarding and loading timber processesWork with various transportation systems and road layoutWork with various logging, road building, and other equipmentUnderstand surveying processes and methodology
Geographic Information Systems (GIS) Technician
Manage spatial dataIntegrate data from various sourcesUnderstand cartographic conventionsGeo-reference imagery; determine appropriate projectionsPerform spatial data queries
Geological Technician
Assess farmland for eligibility in federal programsAssist in checking geologic maps and reportsCalculate rates of sediment productionCollect and analyze geological dataCollect data for use in identifying geologic structures and determine extent of formationsDetermine soil types and physical soil characteristicsIdentify fossils and rock samplesImplement erosion control strateOesInventory soil conservation practices (e.g., terracing, grassed waterways, zero-till,crop rotation)Conduct surface and groundwater inventories and studies (i.e., watershed analysis)
Hydrology Technician
Collect and analyze water samplesComply with local, state, and federal water pollution control actsConduct surface and groundwater inventories and studies (i.e., watershed analysis)Decontaminate sampling equipmentExamine water quality and quantity from streams and aquifersImplement plans to improve aquatic habitatsInterpret surface and groundwater inventory and study dataInterpret water quality informationLabel, preserve, and store samples
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Assess farm land for eligibility in federal programsAssist in development of fire management plansAssist in species breeding/propagation programsDetermine soil types and physical soil characteristicsIdentify and control noxious weedsIdentify and delineate wetlands based on plant/animal species and hydrologyImplement erosion control strategies
- Implement wetland restoration and construction activitiesIntroduce rare/endangered species into ecosystemInventory soil conservation practices (e.g., terracing, grassed waterways, zero-till, crop rotation)
- Propagate and plant woody and non-woody species
Identify and delineate wetlands based on plant/animal species and hydrology- Introduce rare/endangered species into ecosystem- Propagate and plant woody and non-woody species
Assist in development of designs for the protection, maintenance, rehabilitation, orenhancement of visual resources
- Assist in operational forestryComply with local, state, and federal water pollution control acts
- Perform park maintenance
Soil Conservation Teanician
Assess farm land for eligibility in federal programsCalculate rates of sediment productionDetermine soil types and physical soil characteristicsExamine water quality and quantity from streams and aquifersIdentify and control noxious weedsIdentify and delineate wetlands based on plant/animal species and hydrologyImplement erosion control strategiesImplement wetland restoration and construction activitiesInterpret surface and groundwater inventory and study dataInventory soil conservation practices (e.g., terracing, grassed waterways, zero-till,crop rotation)
Terrestrial Ecologist
Implement wetland restoration and construction activities- Introduce rare/endangered species into ecosystem- Propagate and plant woody and non-woody species
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IVe (lands Technician
Assist in habitat restorationIdentify and delineate wetlands based on plant/animal species and hydrologyImplement plans to improve aquatic habitatsImplement wetland restoration and construction activitiesIntroduce rare/endangered species into ecosystem
- Sample and identify aquatic organisms
Wildlife Technician
- Implement urban wildlife management strategies- Participate in tag/release and tracking studies
Rehabilitate injured wildlife for releaseTrap and relocate wildlife
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Tony MelchiorsWildlife Research BiologistWeyerhaeuser CompanyArkansas
Tony Melchiors serves on the Center'sNational Visiting Committee. RepresentingWeyerhaeuser Company, a leading forestproducts firm in the U.S., Melchiors bringsan industry perspective to NCSR curricutum.
Weyerhaeuser Forestry: A Process ThatRelies Upon Resource Information
"We have pledged to actively protect andenhance the environment through forestryexcellence, pollution reduction and prevention,and increased conservation and recycling. Ourultimate goal is to operate sustainably, withoutharm to the environment," says John W. Creighton,Jr., president and CEO of WeyerhaeuserCompany. The company has a long history ofenvironmental stewardship and science-basedforest management. It also has a vision for thenext century to achieve a sustainable supply ofwood from healthy forests that serve a varietyof ecologkal, social, and economic needs.
Weyerhaeuser manages its forests primarily forthe production of wood, guided by principlesestablished through its own WeyerhaeuserForestry Resource Strategies and the AmericanForest & Paper Association's SustainableForestry Initiativeni (SFI). The SFI is acomprehensive program of forestry andconservation guidelines designed to ensure theintegration of growing and harvesting of treesfor useful products with the conservation ofsoil, air, and water quality; wildlife and fishhabitat; aesthetics; special sites; and biologkaldiversity. Together, these approaches enableWeyerhaeuser to produce a sustainable supplyof high-quality wood products while meetingand often exceeding state forest practicerules and Best Management Practices.
Weyerhaeuser is recognized as a leader inprivate forestry research. Teams of scientists,foresters, and technicians research manyaspects of forests and forestry, includingnon-timber resources such as water quality,fish and wildlife habitat, and soil productivity.Many of the studies are done in cooperationwith universities, resource agencies, conserva-tion organizations, and others. Weyerhaeuser'senvironmental forestry research program hascontributed to its forest management decisionsfor several decades and includes disciplines inforest health, wildlife, hydrology, geology, andfish biology. Currently, this research program isfocused on acquiring science-based informationfor developing landscape-scale forest manage-ment planning processes. Recent examples arewatershed analysis, wildlife habitat planning,and habitat conservation plans for threatenedand endangered species protection.
Water quality and fish habitat are importantenvironmental concerns, particularly in thePacific Northwest where salmon and troutpopulations have been declining. The companyuses a process called watershed analysis(assessment, prescription, implementation,monitoring) to care for aquatic resourceswhile managing its land for the sustainableproduction of wood. It recognizes that everywatershed has unique characteristics and usesa science-based process to address the effectsof forestry. Weyerhaeuser piloted the firstwatershed analysis in Washington in 1993 inthe 63,000-acre Tolt River watershed, and hasextended this process to its forests acrossWashington and Oregon. Through 1997, thecompany has completed 38 analyses in Oregonand Washington, covering 862,000 acres of itsprivate forestland. As a result of these scientificassessments, Weyerhaeuser is actively repairingand maintaining forest roads, protecting andmanaging streamside zones, identifying andreplacing faulty culverts, and making in-streamenhancements as appropriate.
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Weyerhaeuser is committed to maintaining orenhancing wildlife habitat and plant and animalspecies diversity by implementing landscapeplanning using wildlife-habitat data gathered onits lands. Company bioloOsts and cooperatorsare conducting inventories of habitat types andconditions to understand habitat/wildlife rela-tionships and identify current and future gapsin habitat availability across the forest land-scape. For example, a pilot project on 107,000acres of forestland in southwestern Washingtonis developing Geographic Information System(GIS) habitat models for 21 groups of verte-brates, including 121 species of birds. Thesestudies are prompting foresters and contractorsto increase the number of snags and downlogs and open forest canopies to increaseunderstory shrubs.
Threatened and endangered species occurringon or near Weyerhaeuser forestlands areprotected through several approaches. In theNorthwest, Weyerhaeuser has carefully plannedforestry activities around eagle nests for 26years. Up to 48 bald eagle and 5 golden eaglenest areas have been protected in a single yearand annual nesting success has averaged a littleover 1 eaglet fledged per occupied site. In 1995,Weyerhaeuser obtained approval for Oregon'sfirst Habitat Conservation Plan (HCP), toprotect the northern spotted owl on 209,000acres of company forestland near Coos Bay. In1996, Weyerhaeuser submitted a multi-speciesHCP for 400,000 acres in Oregon's southernWillamette Valley. Multi-species plans addressthe requirements of many different speciesincluding threatened, endangered, and candi-date species at a landscape scale and reducethe need for a species-by-species approach tohabitat protection. Another multi- species HCPis being developed for company lands in south-western Washington. In the Southeast, thecompany has a Memorandum of Understandingwith the Croatan National Forest to protect red-cockaded woodpeckers in North Carolina and it
65
has an approved HCP for American buryingbeetles that occur in Oklahoma and Arkansas.
As the above examples illustrate, it is nearlyimpossible to overstate the importance ofaccurate and reliable data in Weyerhaeuser'ssustainable forest management strategy.Generating this data requires a deep and talentedpool of natural resource technicians proficientin forestry, hydrology, wildlife, fisheries, andgeology, as well as the use of GIS, GlobalPositioning Systems, remote sensing, and otherleading-edge technologies. Weyerhaeuser andother forest products companies will continueto employ natural resource technicians inresearch programs and land managementbusinesses. The Northwest Center forSustainable Resources (NCSR) serves avaluable role educating advanced techniciansin natural resource fields and preparing studentsfor other degrees. NCSR is making significantcontributions to the development of advancedtechnicians and scientists that can be employedby private industry and others.
In Weyerhaeuser's view, a sustainable supply ofrenewable forest products is dependent uponhealthy forest ecosystems. Likewise, a futureworkforce of highly skilled scientific techni-cians is dependent upon healthy educationalprograms, such as those promoted by NCSRand supported by private industry. In bothcases, the results we can expect are directlyproportional to our level of commitment.Weyerhaeuser is proudly committed toNCSR and encourages businesses to invest insustainable technical expertise by supportingthe Center's worthwhile educational objectives.
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Profile of a GIS/NaturalResource-based companyPacific Meridian Resources,Inc., Emeryville, CA.
Pacific Meridian Resources is an integratedGIS, remote sensing, and forestry con-sulting firm. It uses aerial photography,satellite imagery, and air-borne scanningto classify and monitor forests, range,wetlands, and other vegetation. Thefirm employs a variety of GIS softwareto update maps and to analyze timbersupply, wildlife habitat, watershedimpact, and land-use alternatives.
Other services include system design,onsite assistance, training, and imageryprocurement. Pacific Meridian alsodevelops applications software, includingLUCCAS for land change detection,FIRE! for simulating wildfire spread,and SFT for testing the spadal feasibilityof harvest scheduling solutions.
The firm's forestry practice includesinventory design and implementation,appraisal, forest planning and manage-ment, and timber sale administration.
Pacific Meridian's clients include forestproducts companies, Native Americantribes, financial institutions, landowners,utility companies, trusts, and governmentagencies. Its multidisciplinary staff arealso located in Salt Lake City; Atlanta;Juneau; Portland, Oregon; Lansing,Michigan; and Texas.
Remote Sensing, 1997 Journal of Forestay Buyer's Guide,Journal of Forestay, June 1997, Volume 95, Number 6, page 52
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Jim SchrieverRegional Vice President, Northwest OfficePacific Meridian Resources, Inc.Portland, Oregon
Schriever serves as the Center's IndustryAdvisor. In this role, Schriever and PacificMeridian provide needed input from industryinto the Center's curriculum products and otheractivities. Schriever writes about the promiseof GIS technology in natural resource fields.
Over the past decade, Geographic InformationSystems (GIS) have emerged as promising toolsfor analyzing natural resource management andpolicy alternatives. Implementation of thesetools has been prevalent in the western UnitedStates where GIS has been used for a varietyof purposes including analysis of endangeredspecies habitat, timber harvest scheduling,watershed assessment, monitoring of cumula-tive effects, fire management, ecological model-ing, and growth management. Most westernstates and federal agencies use GIS to assess,manage, and regulate natural resources andnatural resource management practices. Inaddition, many major western private landown-ers utilize GIS for resource management andplanning. Some of these landowners include:Weyerhaeuser, Willamette Industries, SierraPacific Industries, Boise Cascade, CrownPacific Corporation, Potlatch HancockTimberlands, Potlatch, Plum Creek, LouisianaPacific, and Roseburg Resources.
GIS and remote sensing provide resourcemanagers with the ability to: 1) inventory andmonitor resources; 2) plan both site specificand reiOnal management; and 3) analyzepolicy alternatives.
Numerous applications have shown the useful-ness of GIS and remote sensing in inventoryand monitoring of natural resources. TheForest Service in Oregon and Washington was
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one of the first agencies to fully implement GISremote sensing for ecosystem mapping whenthe technology was implemented to supportinventory of spotted owl habitat. GIS is also apowerful management and policy analysis toolbecause it allows natural resource managers tosimulate multiple future conditions and theirresulting impacts across space. By linkingpossible future conditions to values, naturalresource managers can use GIS to narrowoptions to a spatially feasible set.
GIS also facilitates sensitivity analysis of criticalassumptions allowing managers to focus oncritical areas of uncertainty. For example,Washington State's Department of NaturalResources developed a GIS model to helpprioritize watersheds as to their probabilityof experiencing cumulative effects from forestmanagement activities. The strength of thesetypes of modeling efforts lies in the fact thatthey can be run multiple times with varyingassumptions. This allows analysts and man-agers to identify variables that significantlyaffect resources of concern and prioritizeimplementation of enhancement effortsaimed at protecting these resources.
GIS and remote sensing hold tremendouspotential as tools for facilitating naturalresource management. Use of currentlyavailable satellite imagery is rapidly expanding.Because increasing demands on the land areincreasing land values, the need to use GISand remote sensing technology will continueto grow.
Future satellite launches and advancements inGIS software will provide new opportunities forincreasing our understanding of the status ofnatural resources, their interactions, andchange over time. However, the technologiescan be both a panacea and a Pandora's box.The panacea exists in the promise of the tech-nologies to meet the challenges of natural
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Natural ResourceManagement Goes HI-Tech
There is little doubt that natural
resource professions are now "hi-tech",
and these trends will continue in the
future. To illustrate this point, in a
recent advertisement in the Journal
of Forestry from D.R. Systems, Inc.,
entitled, "Trying to develop and prove a
Sustainable Forest Management Plan?"
the company went on to advertise
it's services, and every option it listed
for "developing and proving a sustain-
able management plan" was software/
electronic-based, including hi-tech
systems such as PC GIS, Database and
Hand-held Data Collection software.
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resource inventory, monitoring, planning, andpolicy analysis. The Pandora's box contains thepitfalls of choosing the wrong imagery, usingthe technology incorrectly, capturing data poor-ly, miscommunication of information, convey-ing incorrect results, and overselling the capa-bilities. This underscores the need for skilledand trained technicians, like those graduatingfrom Central Oregon Community College's andother NCSR-related GIS programs. We needpeople who are trained in these technologiesto make sure that the technology is not usedincorrectly, and that data is not captured poorlyso that communication of information is appro-priate and logical.
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Native Americans
Bob TomConfederated Thibes of Siletz Indians andNCSR Native American Advisor
Establishing Connections with NativeAmerican Tribes Tips for CommunityColleges
Bob Tom has served NCSR as Native AmericanConsultant over the past two years. In thisrole, he has strived to develop or enhanceconnections among NCSR community collegesand their neighboring Tribes. The followingis the result of a discussion between SusieKelly and Tom during the discussion, Tompointed out numerous ways communitycolleges can make mutually beneficial andlasting connections with local Tribes. Tom'sprimary suggestion is for colleges to offerclasses "On Line" for Native Americanstudents who live on reservations.
1. Given that Native American students, formany reasons, will often desire to stay neartheir reservation, success may be measuredby distance delivery of community collegeclasses.
Thus, major efforts should be made toestablish electronic networks betweencommunity college classrooms and thoseon reservations. Community colleges
69
should provide technical support as wellas collaborate with tribal technical sup-port personnel to establish connections.
Check early with your technical systemsexperts, finding out whether they willprovide connections with the tribesthrough the Internet, and other means.
2. Collaboration should include interactionfrom the administrative to the departmentlevel of community colleges. Likewise, tribalcouncils (their governing bodies) and otherappropriate representatives should bebrought the table.
"One-on-one" relationships will notprovide for significant and lastingcooperation among schools and tribes.
Collaboration should be mutuallybeneficial and long term.
Find common ground get to knoweach other establish personal meetingswith the "right people" to provide the bestpotential for success.
3. Schools need to respect tribal governmentsand sovereignty rules, and understand tribalprotocol e.g., Tribes are self-governing.
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4. Community colleges really need to reach outto tribes and inform them about what theycan offer students. For example, it may beunclear that transfer as well as technicalprograms are available. This is of particularsignificance to tribal students, given that theyare supported by tribal funds that are avail-able for both technical and transfer curricu-lum, yet are separated into "higher educationcredit" and "adult vocational training credit"funds. Tribal counselors need to understandwhat community colleges can offer students.
5. Community colleges, through counselingand admissions personnel, should targetneeds for Native American students incompetency building and bridging skillsthese services should be emphasized.
6. Examples of ways both community collegesand tribes can mutually collaborate (innatural resource programs): the tribe and thecommunity college can develop electronicconnections "going both ways"; tithes canoffer students in natural resource programsinternship opportunities on tribal lands.Similarly, tribal lands can be used for fieldsites for class study (i.e., Chemeketa'sEnvironmental Science classes visit theGrand Ronde Tribe and interact with theTribe's biologist).
7. Community college education programsshould make efforts to incorporate NativeAmerican social and cultural attitudes andbeliefs. For example, in the NCSR consortium,Shasta College recently offered for the firsttime a course called Ecosystem Managementfrom a Native American Perspective. Andat Chemeketa Community College, Salem,Oregon, classes are offered through distancedelivery to the Grand Ronde Tribe,Wil lamina, Oregon, located about 30 milesfrom the campus. Another model within theNCSR consortium is Grays Harbor College
(GHC). During the 1996-97 college year, GHCshared the cost of a full-time GIS instructorwith the neighboring Quinault IndianNations' Department of Natural Resources,providing instruction on both the reservationand the campus; this specialized form ofdistance education is not only very costeffective for the college, but provides"customized" teaching and learning for theTribe that match their cultural, social, andeducational needs.
8. Those seeking outreach to tribes should firstfind the organizational framework of thetribes they're working with so the rightpeople can be brought to the table. Furthermeetings can bring others together. Theultimate group from the community collegeshould include the president or vice president,department heads and instructors, andtechnical support personnel.
When convened at the table, group inter-actions should include mutual courteous-ness, and openness to understand eachother's differences (i.e., if past experi-ences for the community college has beenthat tribes 'rass you along" to others, itshould not be interpreted as negativeprotocol urges that the appropriatepeople be contacted). A model for interac-tion may be you (a community collegerepresentative) invite yourself to meetpersonally with tribal representatives atthe first meeting, and at that meeting,let tribal members have a chance tobecome familiarized with you and yourprogram and let them respond. Beready to follow up and ask if there areothers who would be appropriate to meetthe "next time".
9. Personal visits versus phone calls and E-mailcan increase overall success better
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relationships can result when you `321t a raceto the voice'. Especially for remote tribes, apersonal visit states: "you know who we areand where we live we must be importantfor you to come and see us".
In further contacts, invite Tribal members toyour school and provide a well planned tour.Try to introduce your Native Americanvisitors "to everybody", especially multi-cultural or Indian coordinators at your site.
10. Keep in mind that Tribes are open to doinggood things.
Recently, Oregon State University
received a grant from the GTE
Foundation to create and augment
electronic links to the Warm Springs
Reservation in central Oregon.
Through these efforts, for the first
time, Native American students will
be able to earn a Bachelor's degree in
Natural Resources/Environmental
Sciences without ever leaving
the reservation.
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Judith R. Vergun, Ph.D.College of Oceanic & Atmospheric Scienceand College of Agricultural SciencesOregon State UniversityCorvallis, OR
Judith Vergun has been a Center partner fromits first gathering to announce that the granthad been awarded. Among other endeavors,Vergun has taught a unique and innovativecourse at Oregon State University entitled,"Ecosystem Science of Pacific NorthwestIndians". Vergun provides an overview of theclass for this report, which serves as a modelothers may emulate.
Ecosystem Science of Pacific NorthwestIndians (AG 301/507)
Course Overview
This 3-credit course is designed and presentedby Dr. Vergun and Pacific Northwest Indian andAlaska Native tribal members. Interdisciplinaryand comparative in approach, its summary areaof focus is natural ecosystems, the differentviews of European Americans, Pacific NorthwestIndians, and Alaska Natives toward thosesystems, and the impact of these differentviews on power relationships, public policymaking, and gender role status. Oral presenta-tions by Pacific Northwest tribal membersconstitute a central component of this course.Presentations include pre-contact, TraditionalIndian ecosystem management, a discussion oftreaty rights on ceded and "usual and custom-axy use lands", termination and restoration,trust responsibilities, and prognosis for thefuture. The course explores the contemporaryimpact of treaty agreements on natural resourceuse and current land-use controversies.
Course Goals
The course is designed to help the individualrecognize, understand, examine, and even
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question her/his own biases. Students areencouraged to explore the relationship betweentheir world view and their individual and collec-tive life histories. Course goals, numbers oneand two, are based on the Oregon Indian/AlaskaNative Education State Plan. Goals numberedthree and four reflect OSU's Difference, Power,and Discrimination course criteria guidelines:
1. To promote more effective education forAmerican Indian students, and all students, byassuring meaningful participation of AmericanIndian people in planning, implementation, andadministration of education.
2. To recognize the dignity and worth of allindividuals and their participatory roles in society.
3. To recognize the origins, operation andconsequences of different types of discrimination,including both structural power differences andour individual, personal biases.
4. To understand how positions of power anddiffering values of natural systems by Euro-Americans have influenced changes in PacificNorthwest ecosystems and lifestyles since thetime American Indians managed the lands.
Course Format
The format of the course is lecture and discus-sion. A critical discussion of the key issues andthemes follows each oral presentation (by atribal member). Students are encouraged tocomplete required readings before assigneddates this facilitates both their listening anddiscussion skills.
There is one field trip to the Museum at WarmSprings, on the Warm Springs Indian Reservation,in north central Oregon. The one-day trip pro-vides an opportunity for students to function asparticipant-observers. The purpose of this tripis to learn about the past, understand the
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present, and share hopes for the future, withmembers of the three tribes that make upthe Confederated Tribes of Warm Springs: theWasco, Paiute, and Warm Springs. Studentswill experience the history and traditions of theTribes and gain some understanding of currentreservation life.
General Information
Community members from outside the universityoften sit-in on this class. We often have retiredpeople join us and contribute to our discussions.Whenever we sponsor special eventstraditional dancing, drumming and singing,we encourage all to join us, especially K-12children. During the four years this class hasbeen offered (Spring Term), we have hadcontinuing commitment and support fromthe nine Federally-recognized tribes in Oregon,Alaska Natives, the Oregon Indian Coalitionfor Post-Secondary Education, and theAmerican Indian Science and EngineeringSociety (AISES).
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Professional Societies
NCSR and Professional Societies
On October 29-30, 1992, the National ScienceFoundation hosted a workshop entitled "TheRole of Professional Societies in Science,Technology, Engineering, and MathematicsEducation in 2- Year Colleges". Luther Williams,Ph.D., Assistant Director, NSF/EIIR, reportedin a letter dated April 1, 1993 written to thenNSF Director Walter Massy, Ph.D., that at theworkshop, 74 professionals representing 24professional societies met to: 1) discuss howbest to partner with 2- year colleges; 2) supportinitiatives to improve education in the first twoyears of college, and 3) help develop and promote2-year college leaders and spokespeople.
The NSF report following the workshop,"Matching Actions with Challenges" assertedthat discipline-based professional organizationsshould be recognized as being in the uniqueposition from which to support innovation anddisseminate information. Also, it recommendedthat professional societies assume a leadershiprole in the initiation and development of a newvision of the lower division undergraduate cur-riculum that capitalizes on the critical role of2-year colleges. Overall, NSF reported that bypartnering with professional societies, 2-yearprograms can improve the quality of educationfor an important segment of our population.
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Two-year programs in natural resources haveeRjoyed the benefits of partnering with profes-sional societies for a number of years.Professional societies include the AmericanFisheries Society, North American WildlifeTechnology Association (NAWTA), andSociety of American Foresters (SAF).
For example, from its "Purpose Statement", theNAWTA."... will provide: 1) a description of theWildlife Technician which will be beneficial toemployers, students, educational institutions,and professional wildlife biologists; 2) accredi-tation standards for postsecondary educationinstitutions training Wildlife Technicians anda means of reviewing and updating these stan-dards; and 3) a forum for continued exchangeof ideas, educational material, and recognitionfor two-year and three-year Wildlife Technologyprograms in North America."
Natural resource professional societies canassist education programs by developing andsetting standards which meet the profession'sneeds. Meeting this need for technicians, bothNAWTA and SAF have developed "standardsfor recognition" of 2-year programs; Canadaalso has its own "National Standards forApplied Science and Engineering Technologists",including education standards for ForestResource Technologies. For excerpts of stan-dards in each of these organizations, see
Appendix D pp. 93 and 95. There are currentlyabout 14 Wildlife Technolog programs recognizedby NAWTA, and about 29 Forestry Technologyprograms recognized by the SAF (for more,see "Model Programs Haywood CommunityCollege", page 46).
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Greg SmithDirector, Science and EducationSociety of American Foresters (SAF)Bethesda, MD
The Society of American Foresters (Est. 1900)is involved in many aspects of the profession,including producing the Vournal of Forestry",a national monthly magazine. Representing theSociety, Greg Smith writes about the SAF andits role in 2-year college programs.
Society of American Foresters (SAF)(http://www.safnet.org) is the national,professional, scientific organization represent-ing the forestry profession in the United States.Through its membership base of over 18,000foresters, including federal, state, private,and consulting foresters, as well as studentand academician members, the Society hasestablished programs to direct resource policy,publications, continuing education, certifica-tion, and education review. It remains the soleaccreditation authority for professional forestryeducation in the U.S., and also maintains theonly program to review and recognize foresttechnology education programs.
The Society's mission is to advance the science,education, technology, and practice of forestry;to enhance the competency of its members; toestablish professional excellence; and to usethe knowledge, skills, and conservation ethicof the profession to ensure the continuedhealth and use of forest ecosystems and thepresent and future availability of forestresources to benefit society.
Society members subscribe to a code of ethics,the foundation for their professional behaviorin relations with the public, their employers(including clients), and with each other.Stewardship of the land is the cornerstoneof the forestry profession. As such, SAFmembers advocate and practice land manage-ment consistent with ecologically sound principles.
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SAF has several mechanisms to address localeducation issues at postsecondaty institutions.First, it maintains an educational reviewprocess guided by standards developed bothby educators and employers of graduates. Thisprocess recognition for associate-degreegranting institutions involves a comprehen-sive evaluation of programs by a panel ofprofessional peers, following a self-evaluationreport developed by the program that assessescompliance with national recognition standards.Recognition results are summarized in nationalpublications and provided to employers ofgraduates and prospective students. The aimof recognition is to improve educational qualityand resulting land management activities.
Second, SAF maintains student chaptersthroughout the country to encourage mentoringof students by faculty and active practitioners.SAF student chapters may elect representativesto the SAF National Student Assembly, wheredelegates contribute to the advancement oftheir profession by developing recommendationsto national SAF leadership. Student membersare also introduced to the professional codeof ethics and contribute to local meetings ofthe SAF membership.
Third, SAF accepts graduates of forest technologyprograms as Technician Members, with votingand office-holding privileges at the local andregional level, as well as the opportunity toserve on national task forces and committees.
Specifically, SAF continues to be very interestedin the Northwest Center for Sustainable Resources(NCSR) project since this effort represents aregional attempt to coordinate and encourageexcellence in land resource management ina way that has national implications fordeveloping model educational outreachprograms.
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SAF plans to closely monitor the curriculumdevelopment of NCSR as a way to reviewand, possibly, to modify its own standardsfor recognition of forest technology curriculathroughout the country. These standardsrepresent the guide for programs wishing toachieve recognition status from the Society.The curriculum standard addresses suchtopics as adequate college-level mathematicsinstruction, ecosystem management principles,and rigorous field training in all aspects of forestresources identification and management.
Excerpts of SAF Standards for 2-Year CollegeRecognition can be found in the Appendix,page 95.
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Research/University
Jim Brown, Ph.D.Chair, Department of Environmental ScienceUniversity of San FranciscoSan Francisco, CA
The University of San Francisco, a partnerof NCSR since its inception, has offeredboth undergraduate and graduate courses inEnvironmental Sciences, including EcosystemManagement, for a number of years. JimBrown writes about 4-year programs for thefuture, emphasizing needs for newly-educatedcitizens for the 21st Century.
As we move toward the next millennium,programs like the Northwest Center forSustainable Resources (NCSR) must continueto develop and serve as models for othercommunity colleges and four-year universities.The University of San Francisco(http://www.usfca.edu/) is pleased to haveserved as one of the participating four-yearuniversities in the development of the program.
After the 70's environmental legislation waspassed, it became more and more apparentthat education was the key to long-termenvironmental problem solving. Those of uswho do research and teach in the environmentalfield have a two-part responsibility. We mustcontinue to develop studies that define theproblems associated with environmental
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degradation and develop techniques to betterremediate the impacts. However, just asimportantly, we must champion the develop-ment of environmental studies that permeateall the disciplines (arts and sciences). It isabsolutely critical to have a citizenry educatedto receive and understand technical informationabout a particular issue. One wonders whatkind ofjob educators have done about informingthe public about the questions of global warm-ing, when greater than 90% of the public doesn'tknow that the bulk of green plants comes fromthe carbon obtained from carbon dioxide in theair we breathe.
Most of us who have grown up professionallyover the past 25 years have come to learn thatgood environmental management comes aboutwhen public policy is set by an informedcitizenry in which all the stakeholders cancome together. Environmental issues have tobe approached with a partnership of sciencewith politics, psychology, sociology, ethics,economics, government, etc. Because thesestakeholders are all products of our educationalsystem, the challenge seems clear givestudents the training and information theyneed to get more involved in shaping policyand directing decision making. But let's makesure we give students the tools to develop intoa well-informed citizenry who are trained tothink critically and responsibly.
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The University of San Francisco's Departmentof Environmental Science offers a B.S. degreein Environmental Science and a M.S. degree inEnvironmental Management. The undergraduateprogram has a strong core curriculum in thephysical and biological sciences as well as abalanced component of general educationcourses in the humanities and arts. Eachundergraduate major must complete aninternship program that includes actualwork outside the confines of the university.The internship may be with local industry orvarious governmental agencies. Students gainpractical experience about how the businessand professional community uses technicalinformation to solve environmental problems.Perhaps the most unique feature of theundergaduate program has been the incorpora-tion of an environmental monitoring course.This course is an in-depth study of a watershedin northern California. Currently the class isworking with the National Park Service tomonitor Redwood Creek in the Golden GateNational Recreation Area.
The Environmental Management graduateprogram's curriculum provides the backgroundknowledge necessary to understand thecomplexities of a wide range of environmentalproblems. Courses offered include ecoscience,law, engineering, management, public policy,ethics and philosophy. The curriculum alsoprovides the scientific, technical, regulatory,and public policy knowledge related to problemsof air and water quality, solid and liquid waste,energy, resource use and human and ecologjcalhealth issues. Classes meet on Saturdays andevenings allowing students to pursue theirgraduate degrees while maintaining their jobs.Students accepted to the program are expectedto be working in the environmental field anduse their workplace as the laboratory in whichtheir thesis work is focused.
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The NCSR is an outstanding program for othercolleges and universities to model. The cunicu-lum is rich in the mixture of science and thehumanities, and the close working relationshipfostered with private industry and local, stateand federal governmental agencies is exactlythe formula needed to produce well-trainedindividuals both ready to enter the work forceas well as continue on for additional collegedegrees. The University of San Francisco looksforward to seeing graduates from the Center.Their training and work experience will enrichour student body.
Congratulations on a job very well done and Ilook forward to a long and continuing relation-ship with the Center.
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Art McKee, Ph. D.DirectorH.J. Andrews Experimental ForestWillamette National ForestDepartment of Forest ScienceOregon State UniversityCorvallis, ORandNCSR Co-Principal Investigator (Co-PI)
Art McKee has actively served the NCSR in anumber of ways, including as a member ofits Advisory Committee and most recently,as the Center's Co-PI. Representing the H.J.Andrews Experimental Forest and Oregon StateUniversity, McKee has helped bring leadingresearch scientists to the forefront of Centeractivities, especially in collaborating withWynn Cudmore and the Ecosystem Institute TheExperimental Forest is part of the National ScienceFoundation's Long-Term Ecological Research(LTER) program, making it a world leader inforest ecosystem-based research. The Andrews/NCSR partnership provides unique opportunitiesfor faculty, and ultimately their students, toexperience "science at the cutting edge."
The research community associated withthe H.J. Andrews Experimental Forest(http://www.fsLorst.eduilterhome.html)continues to be a strong supporter of theNorthwest Center for Sustainable Resources.We feel it exemplifies the kinds of productiveinteractions possible in a well-organized collab-orative effort among educational institutions,state and federal agencies, and private firmswhen they are working in common cause. Inthis case, the common cause is improved man-agement of natural resources by improving theeducation of those who will be working innatural resources.
To that end, scientists and educators workingat the Andrews Forest have gladly joined withNCSR to improve science-based natural
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resource education at community colleges.Oregon State University as represented viathe Andrews Forest program has several rolesas a partner in NCSR: 1) be an informationalresource (at many levels); 2) facilitate thetransition of students from the participatingcommunity colleges to four-year schools ingeneral and Oregon State University in particular,3) offer employment guidance and advicefor graduates of the NCSR colleges; and4) participate in short courses for communitycollege teachers.
Instructors and students at NCSR communitycolleges should be aware of the informationalresources available from the Andrews Forestresearch program through publications andreports, personal contact, and the Internet.Because of the NCSR program, several facultyat OSU have added information pertinent toecosystem management and sustainability ofresources to the Andrews Forest home page,the OSU College of Forestry home page, ortheir own home pages. We will continue toemphasize the openness of the AndrewsForest program to providing informationto those interested.
Oregon State University has already developeda cooperative program with Central OregonCommunity College which assures a smoothtransfer to the College of Forestry, OSU if thestudent chooses to pursue a four-year degree.The Dean of the College of Forestry at OSU, amember of the Advisory Committee for NCSR,is on record as supporting the developmentof similar transfer protocols from other NCSRcolleges, including options with other collegesand majors at OSU. This is an area which willbe pursued over the next 2 years.
The Andrews Forest program works in closecollaboration with the US Forest Service, BLM,National Park Service, Biological ServicesDivision of USGS, Fish and Wildlife Service,
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The Wind River Canopy Crane Research SiteAnother Premier Research Site Featured By NCSR
How much water does a forest return to
the atmosphere as transpiration? How do
climatic conditions, such as temperature,
change as one moves 220 feet up through
a [tree] canopy? ... How do parasitic organ-
isms, like dwarf mistletoe, and leaf-eating
insects spread and [how do they,' Ofect
productivity? What are the contributions
of epiphytes, such as lichens and mosses,
to productivity and other ecosystem
processes? ... What kind of structural
"niches" are the flying squirrels using?
The bats? How important are tall snags
and for whom are they important?
Wind River Canopy Crane, A. Research Facility for Access to andStudy of the Forest Canopy1997 brochure
These questions, and many more,are being studied at the Wind RiverCanopy Crane Research Site(http://weber.u.washington.edu/-wrccrf/)in Wind River, WA, located in the GiffordPinchot National Forest The Crane, whichtowers 300 feet over an old-growth Douglas-fir/western hemlock forest, is one of only a fewsimilar sites internationally. This model researchsite, like the H.J. Andrews Experimental ForestLTER site, is incorporated into NCSR's back-bone activities in research.
Forest canopy research using cranes beganin 1990 with the erection of a 38-metercrane in Panama City's Parque NaturalMetropolitano, and now include sites inVenezuela and Wind River.
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The work at these sites has led the way in ablossoming of research in forest canopies.Canopy studies completed thus far includethe following:
the role of canopy mosses, funifi andlichens in forest nutrient cycling
photosynthetic rates and nitrogen fixationin the forest canopy
development of new forest managementtechniques
the role of forest canopies in globalcarbon balance
responses of trees to carbon dioxideconcentration
adaptations of trees to changing canopyclimatic conditions
- diversity and ecological roles ofinvertebrates
- mapping of canopy structure foliage,snags and canopy gaps
An international research groupThe International Canopy Network wasformed in 1994 to facilitate communicationamong those involved in canopy research,education and conservation. The grouporganizes scientific symposia and meetingsand has plans for a library of color slidesand videotapes for educators. Moreinformation can be obtained fromtheir World Wide Web Site(http://www.lternetedu/ican/info.htm)
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Andrews Forest ScientistsParticipating In the NCSREcosystem Institute forCommunity College instructors:
Stanley GregoryPmfessorDepartment of Fisheries and WildlifeOregon State UniversityCorvallis, OR
Robert GriffithsAssociate ProfessorDepartment of Forest ScienceOregon State UniversityCorvallis, OR
Mark HarmonAssociate ProfessorDepartment of Forest ScienceOregon State UniversityCorvallis, OR
Arthur McKeeDirectorH.J. Andrews Experimental ForestDepartment of Forest ScienceOregon State UniversityCorvallis, OR
Andrew MoldenkeAssociate ProfessorDepartment of EntomologyOregon State UniversityCorvallis, OR
Deanna OlsonResearch EcologistAquatic Ecology TeamUS Forest ServicePacific Northwest Research StationCorvallis, OR
Frederick SwansonTeam LeaderLandscape Ecology TeamUS Forest ServicePacific Northwest Research StationCorvallis, OR
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the Oregon Departments of Forestry, and Fishand Wildlife, and many other agencies chargedwith natural resource management. There areexcellent opportunities for students to networkthrough the Andrews Forest program whenseeking employment, and they are encouragedto do so.
Finally, Andrews Forest scientists have workedwith NCSR faculty to design and conduct ashort course for community college instructors.The course has been offered twice, summersof 1996 and 1997, under the direction of WynnCudmore of Chemeketa Community College/NCSR and Arthur McKee of the Dept. of ForestScience, Oregon State University. The intensive,week-long course examines the scientific basisfor the current efforts toward ecosystemmanagement which all federal and many stateagencies have adopted as policy. (For moreinformation, see Ecosystem Institute, page 10).
NCSR advertises the course nationally andselects about 15 community college instructorsfrom the applicants. Participating communitycollege instructors have come from all aroundthe nation and represent many different disci-plines. Collectively, these instructors teachdozens of classes and interact with severalhundred students annually. Clearly, teachingthese instructors about the latest advances inecosystem science and management has a hugemultiplier effect. With that in mind, it has beeneasy to engage some of the best scientistsat Oregon State University and the AndrewsForest to participate as instructors in the shortcourse (see sidebar).
The course begins with an overview of whatecosystem management is, includes a shorthistory of the development of the conceptsand the emergence of the philosophy of sustain-ability, and then goes into detailed backgroundin topical areas which are especially germaneto ecosystem management. The topical areas
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which are addressed include: landscape ecology(including disturbance and fragmentationeffects); terrestiial-aquatic interactions(riparian zone ecology); aquatic ecology;carbon dynamics and decomposition; nutrientcycling/soil ecology; and terrestrial vertebrateecology. In addition to providing basic informationabout the science behind ecosystem manage-ment, the teachers for the short course are alsoasked to present field and laboratory exerciseswhich the participating community collegeinstructors can adapt for their own classes.
By all measures, the short course has been wellreceived by the community college instructorsand is achieving its intended purposes. Thestudents have had opportunities to critiqueeach session, and an independent evaluationhas been performed by the Western Center forCommunity College Development at OregonState University. The evaluations have beenused to modify and improve the short course.
Because this short course has proved sosuccessful, it will be continued until it becomesclear the need has ended. In a recent discussionamong the Andrews Forest community aboutthe value of the short course, the consensuswas overwhelming continue involvementand development.
In summary, the Andrews Forest program isenthusiastically committed to remain an activepartner with NCSR. We feel this to be a positiveand productive collaboration, and will continueto play the roles described above.
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Serge! A.Polozov, Ph.D.Associate DirectorEnvironmental Management ProgramConcordia UniversityPortland, Oregon
Sergei Polozov has expressed enthusiasticinterest in the Center. In continuingcollaboration, Polozov has incorporatedNCSR in his work with Concordia Universityregarding sustainable development initiativesin Smolensk, Russia.
Northwest Center for SustainableResources A Model for theInternational Community
The Northwest Center for Sustainable Resources(NCSR), created in 1995 as a collaborativepartnership of diverse institutions, has manyfunctions. Among them are being a model forother regional American institutions, and devel-oping approaches to sustainability in the fieldof education, industry, and policy. At the sametime, NCSR can be considered an importantmodel for implementation not only withinother regions of the United States, but inother countries as well.
The partnership between NCSR and ConcordiaUniversity (CU) was formed in 1995, and CUwas among educational institutions involvedin development of the Center from the verybeginning. Representing education at theuniversity level, CU is a part of the chain,educating specialists at the next level after highschool and community college. The integrity ofeducational strategies at the different levels istherefore a critical point concerning efficiencyof the preparation of graduates for practicalwork in general and in the field of sustainableresources in particular.
Implementation of any model in another countryalways faces cultural, economic, political, andgeographical differences. Identification of
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"...The outlines of a global
approach to the biodiversity crisis
[are now becoming apparent]...
Saving species will require a dense
network of protected areas...
and international equity [must
be addressed] ...Yet without some
sort of overarching commitment
that can guide and sustain
individual efforts, they will fall
short...This collective will to
act must transcend politics and
economics. It must engage our
reasons for being on Earth and
our most deeply cherished hopes
for the future. Fostering this
determination to act wisely is
humanity's greatest challenge."
Peter H. Raven, Director,Missouri Botanical Garden, St. LouisGreatest Environmental Crisis:Mindless Destruction of SpeciesScience Watch, Corvallis Gazette-rimes,Sunday, January 4, 1998
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similarities between countries considered is thecritical issue, leading to selection of a particularmodel for components which can be introducedto another society. During the past three years,CU has worked closely with Russia in the fieldof Sustainable Development. In this effort,NCSR was among active participants of thatwork from the beginning of the first strategicdiscussions between government officials,industries, businesses, research, and educatorsfrom the American Northwest and the Smolenskregion of Russia. At the second step of thatwork, oriented on creation of a Regional Modelof Sustainable Development, information aboutNCSR was delivered to a broad audience ofspecialists from public and private Russianinstitutions representing the Smolensk districtas a model area in Russia. NCSR's activitiesattracted the deep interest of different specialists,but first and foremost of educators atdifferent levels.
The economic situation in Russia makes it verydifficult if not impossible to financially supportany educational initiative, even at the regionallevel, by the government. At the same time, theinfrastructure of private business has not yetbeen developed for its broad involvement in thefacilitation of progressive social initiatives. As aresult, the most critical innovations ineducation have been implemented by enthusiasts,who are not only without any financial support,but who are very often without coordinationand strategic management. Under theseconditions, examples like a regional centersuch as NCSR, which is a working consortiumof interested and interrelated parties, withfinancial support via grants, is a very promisingstrategy, immediately attracting attention ofeducators and managers in education it istrue for representatives at the university levelas well as for grade school teachers, includingelementary schools. Also, the model is importantfor representatives of non-formal educationalgroups, who expressed the highest interest.
The Russian educational system, beingtraditionally one of the strongest in the fieldof academic standards, has always had avery diverse infrastructure in the field ofextracurricular activities mainly becauseof free public education, which was supportedby the government. Even today, privateeducational institutions are not numerous,and the private system is still new for people,and does not form its niche within the fieldof education. At the same time, difficultiesinherent to the transition period have destroyedmany traditional components of public education.Among those components are many extracur-ricular activities and structures such as sport,art, science, etc., and clubs and groups. At thevery beginning of the educational chain, thatlevel is very important for the formation ofthe whole foundation for upper educationalinstitutions. For specialists who are workinghard for the development of strategies fororganization of regional structures involvingeducational, financial, business, and govern-mental institutions for educational purposes,NCSR's example has been considered apotential model for that undertaking.
Curriculum development is another areaattracting attention of representatives fromdifferent educational, social, economic, andgovernment institutions. First of all, academicaspects of curriculum improvement in itselfis very important. With new trends in Russianeducation today, educators have significantand new responsibilities in introducing intothe teaching-learning process current materialswhich reflect specific local needs, problems,and phenomena It was very difficult or evenimpossible to do that earlier, under theconditions of a unified curricula introducedfrom the top of governmental pyramid. At thesame time, without flexible curricula whichadequately reflected local specifics of differentregions, it was impossible to speak not onlyabout sustainable strategies, but even about
proportional development of the job market,and preparation of professional workers for anyfield in the economy and in society in general.
Environmental education, ecological education,and special professional education togetherrepresent yet another model of NCSR's strategyof collaboration between different regionalinstitutions. Under conditions of economictransition, conservation and rational use ofnatural resources are not among first priorities.More than that, consumption of naturalresources becomes the easiest way of generatingprofit, and for attracting the most aggressiveand irresponsible businesses and industriesto unlimited and inappropriate use of nature.When government, even with strong environ-mental laws, cannot control those processes,public involvement is more important thanever. Environmental education, in a broadunderstanding, includes ecological culture andinformation about environmental conditionswhich are important conditions for stimulatingpublic activities and local control.
Democracy, in a traditional sense, means first ofall active public opinion. Without that, no onefreedom, coming from the top of the politicalpyramid, will work. Russia today is offering allkinds of freedom for citizens, yet public opinionis not really active because of political stressover the last few years, coupled with difficultiesof everyday life, pessimism concerning thegovernment, etc. So traditional mechanismsof democracy, being available, are not working.The model of coordinating efforts of severalinstitutions, oriented on sustainable approachesin different fields, may be a critical factorand this model will result in positive outcomesin society-in-general, reaching far beyond thefield of sustainability in itself.
Local communities are traditionally very impor-tant elements of the whole social infrastructurein the United States. It is very important to
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remember that in Russia, local communitieshistorically were very strong as well, formingeconomic, social, and cultural processes withindifferent geographical regions. The huge size ofthe country with dramatic differences in naturalconditions is another factor making local com-munities a critical element of efficient activities.At the same time, totalitarian communist ideologydid a lot to destroy all possible links withinlocal communities across the whole formerUSSR. It was a special strategy, involving manydifferent tactics, such as the destruction ofRussian Orthodoxy, and the artificial economicinterdependence of different regions. As a result,even the understanding of the phenomenon oflocal or regional community in many areashas been lost. Being totally pessimistic aboutgovernment and official regulations, peoplehad lost their own responsibility for their ownneighborhood.
Today, very positive changes may be foundeverywhere. Local community as a culturaland economic phenomenon is coming backto Russian life. In that situation, building theunion between diverse institutions from differ-ent professional fields around regional problemsof sustainable development looks more andmore as one of the most effective ways ofresurrection of the common sense in economyand of democracy in its original meaning.NCSR's model is a valuable resource with greatpotential for implementation under the specificconditions of today's Russia
Bilateral communication and mutual interestsbetween different parties involved are additionalvalues that should be greatly appreciated whenworking with a project such as NCSR In today'spost-Soviet society, separated by political,national, and religious differences, any fieldcapable of stimulating interactive trends isa critical thing to support. Sustainability isexactly that kind of thing. In any nation orsocial, or religious group there are people
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appreciating common sense and caring aboutthe future for their children (unfortunately, theyare not necessarily among decision-makersresponsible for policy in the society, but that isanother problem, and it is a much broader topicfor discussion). Above all, sustainable develop-ment has a much better chance to facilitateproductive communication between real orpotential opponents than any other issue. Thatis one more reason that NCSR's model is a veryattractive example for very different societieswho are struggling today with diverse problemsin all major spheres of social and economic life.
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NCSRFinal ObservationsSusie Kelly
Partnering can make a differenceFrom our partners' roles as advisors to theCenter, to partner community colleges, toCenter consultants, to presenters at facultyinstitutes our experience has shown thatmany minds rather than just a few can combineto catalyze and accelerate change, increaseoverall impact, and expand and proliferate newprograms. Partnering can be as simple as aninvitation over the phone, at a meeting, or byother means. And though it's generally notdifficult to forge a partnership, it takes sincereeffort to make it work to its fullest extent. Ifyou find meaningful and mutually beneficialways for partners to interact, many people arewilling, and enthusiastic about, working withcommunity colleges.
Similar Issues Face Community CollegesEverywhereIssues facing community colleges in say,California, can be similar, if not practically thesame, as many of those faced in a communitycollege in say, Alabama. Two-year technicalprograms experience many of the same problemsand hurdles as all educational institutions, yetthey can have some unique problems of theirown "unique challenges" may include:
dealing with issues of under-preparedstudents, particularly in the "hard sciences"and mathematics
difficulties in increasing programrequirements (particularly in math andscience) when issues exist of remediation,bridging, and limitations of two-yearprograms to be completed in two years
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challenges posed by non-traditional students,including students who are entering collegelater in life, and who have families and, perhaps,jobs
problems of decreasing funding for programs,yet increasing standards and rates of reformin classrooms
difficulties in "keeping up with new technology",for reasons of high cost for equipment, accessto trained teaching personnel, and even simplyfinding ways to "fit new courses" into programsalready burgeoning with course requirements
Emphasizing 4-Year College andUniversity Transfer options for studentsNCSR partners recommend that 2-yearprogramsemphasize transferability of courses to 4-yearinstitutions. The Center has responded to thisrecommendation in its curriculum revisionefforts, and encourages others to follow thismodel. To accomplish this, it is largely up toindividual instructors in technical programs toinstill in their students that they take as manytransfer courses as possible, and to upgradetheir programs and professional developmentso they are able to offer transfer level courses;also, they must be successful in forging articu-lation/transfer agreements with universities andcolleges. An Associate degree program whichallows for maximum transfer of technical andcore credits will be the most beneficial forstudents in the long run.
Assuring Programs are Work-BasedNCSR has strived to assure that communitycollege technical programs are, indeed, work-based. Programs in our consortium already hadlocal advisory committees and councils to provideguidance, and NCSR helped augment this activity
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by requiring each lead program to conduct aDACUM (see pp. 101 125 DACUM charts ).
Recommendations of the Center's advisorycommittees have included ideas about industryand agency contribution to programs. Also,program developers have been encouraged toseek recognition by their respective professionalsocieties those such as the Society ofAmerican Foresters and the North AmericanWildlife Technology Association (Appendix D);these organizations have done a great deal ofthe legwork in linking educational standardswith work-based competencies, and by achiev-ing recognition, community college programscan gain greater credibility in the workplace.Finally, NCSR partners agree that job-basedstudent internships are imperative to anoutstanding educational program.
Needs to Keep Programs "At theCutting Edge"Especially in our role as a National ScienceFoundation Center of Excellence, and from theurging of our partners, we feel the importanceof keeping natural resource programs "at thecutting edge" cannot be understated. Newscientific information must be incorporatedin curriculum change. The 1990s has seenextraordinary change in environmental laws,employment opportunities for graduates,technology use, and management philosophies.These changes point towards continuingdemands on educators to keep abreast ofnew ideas, and for them to actively participatein evolving with industries and agencies whohire their students.
9 6
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A.
Appendices1111.4**1°
NCSR Project Partners
Advanced Technology Environmental Education Center
Allegany College of Maryland
American Fisheries Society
American Society of Range Management
Applied Geotechnology, Inc.
Battelle Pacific Northwest Laboratory
Blackfeet Community College
Blue Mountain Community College
Bonneville Power Administration, Fish and Wildlife Division
California Department of Fish and Game
California Polytechnic State University
California State University Chico
CalTrans
Cascade Center for Ecosystem Management
Center for Holistic Resource Management
Central Oregon Community College
Central Cascades Adaptive Management Area
Chemeketa Community College
Clatsop Community College, Marine and EnvironmentalResearch/Training Station
Concordia University
Confederated Tribes of the Grand Ronde
Confederated Tribes of the Siletz
Confederated Tribes of Warm Springs
Council of Eastern Forest Technology Schools
Deschutes National Forest
E&S Environmental Chemistry, Inc.
87
Ecological Planning and Toxicology, Inc.
Ecosystem Workforce Project
Environmental Systems Research Institute (ESRI)
Everett Community College
Evergreen State College
Feather River College
Gadsden State Community College
Global Rivers' Environmental Education Network
Governor's Watershed Enhancement Board
Grays Harbor College
Hawaii Community College
Hawaii State Department of Labor and Industrial Relations
Haywood Community College
Heritage College
Humboldt State University, Zoology
Humboldt State University, Department of NaturalResources
International Resources Unlimited, Inc.
Itasca Community College
Jefferson High School
Linn-Benton Community College
Local Indians For Education
Maidu Tribal Council
Marion County Dept. of Public Works
Mt:Hood Community College
NatUral Resources Conservation Service
North American Wildlife Technology Association
BEST COPY AVAOLABLE
97
North Cascades Institute
Northwest Indian College
North Salem High School
Northwest Environmental Business Council
Olympic National Forest
Oregon Bureau of Labor's Apprenticeship and TrainingDivision
Oregon Community College Association
Oregon Department of Education
Oregon Department of Environmental Quality
Oregon Department of Fish and Wildlife
Oregon Department of Parks and Recreation
Oregon Economic Development Department
Oregon Indian Coalition on Post Secondary Education
Oregon Institute of Technology
Oregon State University, Andrews Forest Ecosystem Group
OSU, College of Forestry
OSU, Extension Service
OSU, Forestry Education Program
OSU, Native Americans in Marine Sciences Program
OSU, Science and Math Investigative Learning Experience
OSU, Western Center for Community College Development
Oregon's Dislocated Workers Project
Pacific Educational Resources
Pacific Farms
Pacific Meridian Resources, Inc.
Partnership for Environmental Technology Education
Peninsula College
Plumas National Forest
Plumas Unified School District
Portland State University, Center for Science Education
PSU, Pacific Northwest Environmental Studies Project
Prince Albert Model Forest Association
REA Science and Testing, Inc.
Red Bluff Union High School
Rogue Community College
Rogue Institute for Ecology and Economy
Salem-Keizer School District
Salix Applied Earth Care
Scientific Ecology Group, Inc.
Shasta College
Shasta Union High School
Sierra Pacific Industries
Siuslaw National Forest
Society of American Foresters
Soil and Water Conservation Society
Southwestern Oregon Community College
The Makah Tribe
The Quinault Indian Nation
The Wildlife Society
U.S. Bureau of Land Management, Eugene District
U.S. Bureau of Land Management, Salem District
U.S. Bureau of Land Management, State Office
U.S. Environmental Protection Agency
U.S. Fish and Wildlife Service
U.S. Forest Service
Umatilla Education Service District
Umpqua Community College
University of California Cooperative Extension
University of Oregon, Labor Education Research Center
University of San Francisco, Environmental Sciences
University of Washington
Washington Department of Fisheries & Wildlife
Washington Office of Environmental Education
Washington State Board of Education Programs forCommunity and Technical Colleges
Watershed Research and Training Center
Western Agriculture Services
Western Forestry Technology Instructors Forum
Western Oregon University, School of Education
Western Washington University, Huxley College ofEnvironmental Science
Weyerhaeuser Company
Willamette Industries
Willamette National Forest
World Resources Institute
88 9 8
ElEcosystem Management Resources and Examples
Wynn W. CudmoreNCSR Principal Investigator
An "open letter" entitled "NCSR and EcosystemManagement" was prepared in 1996 that reviewedthe literature on ecosystem management andsummarized cunent thinking. Since that documentwas produced, a number of articles have beenpublished that further define the concept anddesclibe attempts to implement it. The followingarticles are representative of some of these refine-ments. Educators interested in incorporatingecosystem management into curricula shouldfind these to be valuable resources.
1. Grumbine, R.E. 1994. What is ecosystemmanagement? Conservation Biolov 8(1):27-38.
This is the original summary article onEM cited in the `NCSR and EcosystemManagement" open letter.
2. Nielsen, L.A. and D.J. Decker. 1995.Educating natural resource professionalsfor ecosystem management. RenewableResources Journal. Spring 1995:12-17.
This article addresses some of the issuesconcerning the preparation of naturalresource workers in a world whereecosystem management is implemented.It confirms the need for the efforts of NCSR.
89
3. Seastedt, T. 1996. Ecosystem science andsociety. BioScience 46(5):370-372.
4. Several authors. 1996.Ecological Applications 6(3)
This issue contains a series of articlesfrom a number of authors who describetheir insight on ecosystem management.Authors include representatives of the woodproducts industry, universities and federalagencies. One of these articles is co-authoredby a member of our National VisitingCommittee Wayne Swank, of the CoweetaHydrologic Labointory in North Carolina.
5. Kohm, K.A. and J.F. Franklin (eds.) 1997.Creating a forestry for the 21st century:The science of ecosystem management.Island Press, Washington, D.C. 475 pp.
This newly-released publication addressesecosystem management as it applies toforestry. It represents the first attempt toplace ecosystem management in an"operational context" i.e. from "theory"to "practice". NCSR provides a copy of thisbook to its partners and participants in theEcosystem Institute.
99
6. Christensen, N.L. 1996. The scientific basisfor ecosystem management: an assessmentby the Ecological Society of America.Ecological Applications 6:665-691.
This document is available via e-mail.You can order a copy at [email protected].
7. LaRoe, E.T., et al. 1995. Our livingresources: A report to the nation on thedistribution, abundance and health of U.S.plants, animals and ecosystems.U.S.D.I. National BioloOcal Service,Wash., D.C. 530 pp.
This report is the first comprehensivepublication to come out of the biologicalscience branch of the Department of theInterior the National Biological Service.It is a large collection of short articles thataddresses most biological resource issuesin the United States. GIS- generated mapsand data summaries are found throughoutthe document. I have found it to be avaluable resource and a good starting pointfor researching any biological resourceissue. It is available from the -
Superintendent of Documents, U.S.Government Printing Office, Washington,D.C. 20402 - Stock # 024-010-00708-7
8. Baker, J.P. et al. 1995. Ecosystem manage-ment research in, the Pacific Northwestfive year research strategy.U.S. Environmental Protection Agency,Corvallis, OR.251 pp.
This report outlines EPA's view of ecosystemmanagement and describes this agency'splan for implementation in the PacificNorthwest. The document number isEPA/600/R-95/069 and it is available from:
Western Ecology DivisionNational Health and Environmental EffectsResearch LaboratoryU.S. Environmental Protection Agency200 SW 35th Street, Corvallis, OR 97333
90
9. Logan, R.S. and R.A. Fletcher. 1996. ForestEcosystem Stewardship. Montana StateUniversity Extension Service #EB141. 49 pp.
This document describes current thinking onforest ecosystem management to a personwithout an extensive background in forestryor ecosystem science. Jargon is kept to aminimum, yet the most important ecosystemprinciples are introduced, defined andexamples are given. The use of "ecosystemscience" as a basis for natural resourcemanagement is a dominant theme. There isa good balance between principles/theory andpractical, and "how to" information thatcould be applied by a timber owner Thedocument represents a good approximationof the level of understanding of EM forstudents in natural resources technicianprograms.
10. Oliver, C. 1996. Forest EcosystemManagement: A Graphic Overview.Boise Cascade Corporation, LaGrande,Oregon. 52 pp.
This document is a bit more technical thanLogan and Fletcher (1996) and addressesecosystem management on industrialforests. It contains a wealth of informationand flashy graphics to illustrate majorpoints. All main elements of ecosystemmanagement are addressed in thedocument maintaining biodiversity,ecological processes, and site productivitywhile managing on larger scales of timeand space and meeting human needs.Expectedly, there is a clear emphasis onthe latter and the message of meeting thesocial and economic needs of humansreceives priority.
100
11. Yaffee, S.L., A.F. Phillips, I.C. Frentz, P.W.Hardy, S.M. Maleki and B.E. Thorpe. 1996.Ecosystem management in the UnitedStates: An assessment of current experience.Island Press, Washington, D.C. 352 pp.
This publication is a collaborative effort ofthe University of Michigan and theWilderness Society. Using the definitionproposed by Grumbine (1994), the authorsexamine in detail 105 ecosystem manage-ment projects throughout the U.S. Generalcharacteristics, goals, challenges andexpected outcomes are described forecosystem management projects.
12.Bennett, M. 1996. Ecosystem managementopportunities and implications for woocllandowners. EC 1469, Oregon state UniversityExtension Service, 11 pp.
This short Extension Service bulletin isdesigned to explain ecosystem managementto private woodland owners. Variousdefinitions of ecosystem management aregiven and the characteristics and rationalefor implementation of EM are succinctlyexplained.
13.Moote, M.A., Burke, S., Cortner, H.J. andM.J. Wallace. 1994.Principles of Ecosystem Management.Water Resources Research Center,Univ. of Arizona. 14 pp.
14. U.S. Department of Interior, Bureau of LandManagement. 1993.Grazing Administration Regulations,Proposed Rule.Federal ReOster 58(155): 43208-43231.August 13, 1993
91
`t,"
1 0 1
13 NCSR Center Framework
Northwest Center forSustainable ResourcesWynn CudmorePrincipal Investigator
Art McKeeCo-Principal Investigator
Susie KellyDirector
Jon YoderSecondary Education Coordinator
Lauren EllianoStaff Assistant
ConsultantsJim SchrieverIndustry
Neal MaineSecondary Education
Bob TomNative American Thibes
Christina BerryMarketing
Lead Community CollegesCentral Oregon Community College
Chemeketa Community College
Feather River College
Grays Harbor College
Shasta College
92
Partners4-Year Colleges & Universities
Agencies/Industries
Secondary Education
Research Groups
Community Colleges
Native American Tribes
Professional Societies
Test Community CollegesAllegany College
Blue Mountain Community College
Everett Community College
Mount Hood Community College
Shasta College
Southwest Oregon Community College
Advisory Committee andNational Visiting Committee
Information Clearinghouse
Chemeketa's Information lechnology Department
Evaluation
OSU's Western Center for Community CollegeDevelopment
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D-1. Professional Societies/North American Wildlife TechnologyAssociation (NAWTA)
Excerpts for NCSR Interim Report
Purpose:The purpose of this organization is to promote,enhance, and advance the status of the WildlifeTechnician by the following objectives:
1. Provide a description of the Wildlife Technicianwhich will be beneficial to employers, students,educational institutions, and professionalwildlife biologists.
2. Provide accreditation standards forpostsecondary education institutionstraining Wildlife Technicians and a meansof reviewing and updating these standards.
3. Provide a forum for continued exchange ofideas, educational material, and recognitionfor two-year and three-year wildlife technologyprograms in North America
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North American Wildlife TechnologyAssociation Program RecognitionStandards (Revised 1993):
Standard I: Program ObjectivesTo be recognized by the NAWTA, educationalprograms in wildlife technology shall be offeredas two-year or three-year, terminal, associatedegrees or their equivalent. They shall consistof classroom, indoor laboratory, and field expe-riences necessary to develop field competence.
The program shall have clearly defined,publicly stated objectives expressed as terms ofthe educational results it is seeking to achieve.These objectives express (1) the specificknowledge, skills, and attitudes sought to beimparted to the student, (2) consistency withthe objectives of The Wildlife Society, (3)responsiveness to the needs of the constituen-cies which the program seeks to serve, and (4)sensitivity to the role of wildlife technology inmeeting the increasing diverse needs of societyand the profession of wildlife science andmanagement.
Standard II: Curriculum1. Minimum requirements for recognition by
the NAWTA are 1000 contact hours with atleast 400 of the 1000 hours dedicated aslaboratory instruction.
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Recognizing that Canada's economicfuture depends on the skills andknowl-edge of Canadians and on the effective-ness with which these can be applied tonew opportunities,'effective training iskey .both to the economy and the qualityof life for Canadian workers. To this end,standards for technologists have beendeveloPed for a range of occupations,..including forestry.
The f011owing are a few highlights of the1994 document, National Standard/Forest Resource Technologies,National Standards for Applied Scienceand Engineering Technologists, BritishColumbia Institute of Technology..
General competencies for ForeatResource Technologists include:
Communicate effectively in Public and,working environments
Prepare and present effective writtenand oral reports
ApPly Scientific 'and mathematicalprincipals to the analysis and solutionof project-related problems
Apply bnsiness management principlesto the solution of prOject-related problems
Use computer software
Apply printiples of sustainable develop-ment in the planning, design, and imple-mentation of reneWable resource projects
Conduct resource surveys and inventoriessuch as those related to soils, wildlife,hydrology; silViculture; pestology, and
Apply statistical methods to the analysisand solutiOn of resource managementproblems
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2. Wildlife Technology curriculum shouldinclude instruction in subject areas including:Wildlife Biology and Management;Biological and Ecological Science;Communications Skills; Forest Sciences orRange Science; Surveying, Mapping andInventory Skills; Fisheries and AquaticScience; Law Enforcement Administrationand Policy.
3. Broad content descriptions are included foreach subject area listed. Wildlife Biologyand Management, for example, includes thefollowing topics: identification of vertebrateand plant species; collection of data on age,sex, and reproductive status; field noterecord techniques; population dynamics;design and implementation of managementplans; animal damage control; preservationof biological specimens.
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BESTCOPYAVAILABLE
02. Professional Societies/Society of American Foresters
Excerpts for NCSR Interim Report
Standards and Procedures forRecognizing Educational Programs inForest Technology
Part I: StandardsThe Society of American Foresters (SAF) wasfounded in 1900. It is the national organizationthat represents all segments of the forestryprofession including public and privatepractitioners, researchers, administrators,educators, forest technicians, and students.The Society's Mission is to advance the science,technology, education, and practice of profes-sional forestry; to enhance the competencyof its members; to establish professionalexcellence; and to use the knowledge, skills,and conservation ethic of the profession toensure the continued health and use of forestecosystems and the present and future avail-ability of forest resources to benefit society.
The SAF first established guidelines for recog-nizing educational progams in forest technologyin 1971. The objectives of the SAF recognitionprogram are to:
1. Seek continued advancement in the qualityof technical forestry education.
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2. Give students, employers, SAF members, andthe general public assurance that graduatesof SAF- recognized programs have beeninstructed in the basic knowledge and skills,as well as environmental ethics and values.
3. Provide prospective students, employers,SAF members, and the general publicassurance that a quality educationalenvironment is available at SAF-recognizedprograms.
4. Establish, maintain and improve standards toguide and measure achievement for programs.
Although rigid adherence to the standardsdescribed here is not mandatory, programsare expected to meet the minimum criteria.Well-planned experimentation and developmentare encouraged. Innovative or non-traditionalapproaches and programs, when identified anddocumented, will be evaluated against theintent of the minimums established.
The word shall as used in these standardsis defined to mean a required or mandatorycriterion. The word should is defmed to meana recommended criterion.
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Standard 1: Program ObjectivesTo be recognized by SAE educational programsin forest technology shall be offered as two-year,associate degrees or their equivalent in contacthours and content. They shall consist of class-room, indoor laboratory and field laboratoryexperiences necessary to develop fieldcompetence. Correspondence and prefores-try programs do not qualify.
The program shall have clearly defined,publicly stated objectives expressed in termsof the educational results it is seeking toachieve. These objectives should express (1)the specific lmowledge, skills, and attitudessought to be imparted to the student, (2)consistency with the objectives of the parentinstitution, (3) responsiveness to the needs ofthe constituencies which the program seeks toserve, and (4) sensitivity to the role of foresttechnology in meeting the increasingly diverseneeds of society and the profession of forestry
Standard II: Curriculum1. The program shall provide for a minimum
total of 800 contact hours of instruction inforestry and related technical developmentcourses, of which a minimum of 530 hoursis devoted to indoor and field laboratoryinstruction. (A contact hour is a clock or aclassroom hour allocated for lectures andscheduled indoor and field laboratories.)
2. The forest technology curriculum shallinclude instruction in these technical subjectareas:
a. Dendrologyb. Forest Ecologyc. Silvicultured. Protectione. Measurementsf. Land Surveyingg. Aerial Photo Interpretation
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h. Woods Safetyi. Harvesting Techniquesj. Multiple Use of Forest Landk. Forest Management Practices1. Principles of Human Resource
(Personnel) Management
Broad content descriptions of these subjectmatter areas follow (Depth of instructionshould reflect regional priorities and practices):
Dendrology:Field identification of reFfionally importantspecies by leaves, twigs, bark and fruit charac-teristics; knowledge of family, genus, andspecies of each specimen; knowledge ofspecies association and succession; knowledgeof the major commercial species of trees inNorth America and their uses; understandingof the use of dichotomous keys
Forest Ecology:Plant succession; site; soils; silvics; environmentalprotection; weather and climate influences;relations of trees to other organisms; biodiversity;ecosystems
SiMculture:Met,hods of regeneration; site preparation;planting practices; intermediate treatments;nursery practice; seed orchards; pesticide useand application; prescribed burning; precom-mercial thinning, commercial thinning, andharvest cutting
Protection:Fire management; regional problems and controlof insects, diseases, and animal damage; threatsto forest health
Measurements:Forest measuring equipment; log scaling practices;forest product measurement; sampling statistics;cruising and inventory techniques; log rules andvolume tables; log and tree grading; growthmeasurement; computer applications and usage
Land Surveying:Hand compass; surveying equipment and proce-dures; pacing and chaining; map reading; deedand title search; land descriptions; computermapping; global positioning systems (GPS);geographic information systems (GIS)
Aerial Photo Interpretation:Set up for stereo viewing; scale; heightmeasurement; type mapping; road location;bearings and distances; area determination;identification and interpretation
Woods Safety:
Basic first aid; identification of hazards; handand power tool safety; pesticide herbicide safety
Harvesting Techniques:
Harvesting Systems; cost analysis; loggingplans; wood identification; wood products;road layout and construction; best managementpractices (BMPs)
Multiple Use of Forest Land:
Wildlife; fish habitat; recreation; wilderness;watershed; timber; range; minerals; publicconflicts and public participation
Forest Management Practices:Timber appraisal; contracts; forest managementprinciples; principles of ecosystem (landscape)based management; regional forest managementregulations; sustainable forest managementconcepts/certification; record keeping andbasic accounting
Principles of Human Resource(Personnel) Management:
Human behavior groups, individuals; motivation;leadership; team building and dynamics; planning;decision-making; rating and evaluation; control-ling the work force; conflict resolution
3. In order to advance the basic attainmentof the students, the cuniculum shall alsoinclude general education requirements. Thecurriculum shall provide instruction in oral
and written communication, mathematics,natural and physical sciences, socialsciences, and business and computer skills.
4. Course syllabi or outlines shall be maintainedwhich clearly state instructional objectives,activities, and resources to be utilized duringinstruction. Such documents shall bereviewed at least every three years andrevised when appropriate, and dated.
5. Technically accurate, up-to-date instructionalmaterials, textbooks, and computer andelectronic related resources shall be utilizedby students to support instruction.
6. Instruction in safety shall be provided asneeded in advance of indoor and fieldlaboratories.
7. A forestry-related work experience ofreasonable duration, such as on-the-jobtraining or comprehensive field projects,shall be required prior to graduation.The experience should simulate workingconditions of typical employing organizations,i.e., full-day schedules with appropriateassignments.
Standard Ill: Faculty1. The forest technology faculty shall consist at
minimum of two full-time (minimum 9-monthcontract per year) instructors. The foresttechnology faculty member deemed to be thehead of the forest technology programresponsible for administrative and academicsupervision and direction shall hold abachelor's or higher degree in forestry. Allpersonnel teaching or assisting in forestryor forestry-related subject matter shall bequalified on the basis of formal training orextensive practical experience.
1 0 7
2. During the academic year, the teaching ratiobetween full-time-equivalent students taughtby the forest technician faculty and full-time-equivalent teachers on the forest technicianfaculty should not exceed 20 to 1. A full-time-equivalent student is calculated as one whoseschedule equals 30 semester- or 45 quarter-hours per academic year.
3. The number of students per faculty orqualified staff member should not exceed 25in indoor and field laboratories, and shouldnot exceed 12 in laboratories where haz-ardous equipment, such as logging orsawmilling equipment, is used.
4. Faculty members shall participate incontinuing professional development throughor participation in various professional,scientific, technical or scholarly endeavorssuch as professional or public service,research, consulting, continuing education,and publication.
Standard IV: Students1. The program, within the guidelines of the
institution, shall formulate student recruitment,admission, retention, and graduation policieswhich contribute to the realization of theprogram's objectives and which meet orexceed the minimum standards of the parentinstitution for equivalent programs.
2. The program or institution shall provideopportunity for academic and careerguidance and counseling to the student.
3. The program or institution shall provideopportunity and encouragement for studentparticipation in activities that will developtechnical skills, leadership, and culturalawareness.
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Standard V: Program1. Where the forest technology program is
offered at an institution having a baccalaureateprogram in forestry, the technology facultyshall be separate and distinct from that of thebaccalaureate faculty. The purpose of thisseparation is to give the technology facultyvisibility and control of the program's content.
2. A technical advisory body shall be inoperation and function under writtenguidelines which specify the length of amember's term, responsibilities, and theoperational procedures. The advisory bodyshould meet at least once a year.Consideration should be Oven to includingmembers from representative professionalassociations such as SAF or the CanadianInstitute of Forestry forestry baccalaureateprograms, forest industries, public forestryagencies, and the interested public.
3. General cooperative working relationsshould exist and be maintained with regionalindustries, organizations, and agencies.
4. The program should have adequate technical,secretarial, clerical, and custodial support.
Standard VI: Parent Institution andSupporting Areas1. Students shall have ready access to library
facilities having current forestry literature,including: forestry journals; forestry-relatedjournals, such as soils, recreation, range,wildlife, surveying; research publications;current forestry and related books. Studentsshould have access to computerized librarylistings and retrievals, to the Internet, and tothe World-Wide Web.
2. The instructional program shall have aseparate, identifiable budget that considersthe program's needs. Included are: staff
compensation; facility operation andmaintenance; equipment and materialpurchase and replacement; consumablesupplies; travel and per diem; transportationfor field tiips; in-service education; professionalimprovement. In cases where the foresttechnology program's budget is part of anoverall division or department budget,the budget administrator shall providedocumentation concerning how thebudget/financial process operates; how theneeds of the forest technology program areevaluated and accommodated; and budgetfigures. The forest technology programshall document recent equipment/suppliespurchases, professional development, andany other expenditures that can be identified.
3. The institution or the program shall assistin placing students and conduct periodicfollow-up surveys of graduates. A file shouldbe maintained at the program level regardingstudent placement and subsequent employmentand educational status.
Standard VII: Physical Resources andFacilities1. An outdoor laboratory or school forest shall
be available and utilized. It should be readilyaccessible and within reasonable commutingtime. Such forests may be privately owned,or under public control, for which instructionaluse agreements have been contracted.
2. The classroom, shops and laboratory facilitiesshall be adequate for the number of studentsin each class section. The training equipmentshall be consistent with that found in con-temporary forestry organizations employingforest technology graduates.
3. Modem audio-visual aids, computer graphics,instructional materials, computers andtraining equipment shall be available andused in the instructional program.
99
4. Transportation shall be arranged by theprogram and available to students forscheduled, off-campus class activities.
5. Classroom, shop and laboratory facilities,and equipment should be arranged foreffective teaching, class control, safety,and economy.
For further information contact the:Department of Science and Education5400 Grosvenor Lane, Bethesda, MD 20814(301) 897-8720 ext. 119e-mail: [email protected]: (301) 897 3690www.safnet.org
Adopted: November 1982
Standards Revised: October 1997 (Replaces all past versions)Procedures & Guidelines Revised: October 1997(Replaces all past versions)
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At
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1:11 NCSR DACUM Charts
DACUM is an abbreviation for Developing ACurriculUM, an occupational analysis per-formed by expert workers in the occupation.
The DACUM produces an occupational skillprofile which can be used for instructionalprogram planning, curriculum development,training materials development, and otheremployment-related activities.
In the case of community college curriculumdevelopment, the DACUM process would beas follows: program designers would identifya panel of about 8-12 "expert workers" fromtheir program's field, including techniciansand managers. The DACUM Panel would beconvened for a day (or more), and a trainedDACUM Facilitator would ask the "DACUMpanel of experts" What skills and competen-cies do workers in your fieki need to besuccessful when entering the work force?
The basic assumption of the DACUM process isthat expert workers are better able than anyoneelse to describe their occupation.
101
The product of the DACUM panel is a chartwhich succinctly illustrates skills and compe-tencies technicians need to enter the workforce.The chart is used by curriculum developers todesign curriculum which includes those neces-sary elements defmed by the expert workers.
NCSR has produced DACUM charts for eachLead program.
1 I
Resource Ecologist Technician:A scientifically trained, muld-disciplined individual who applies a variety of skills which facilitate sound management practices in Agriculture,Natural Resources and Ornamental Horticulture.
DACUM Results
A. Demonstrate CommunicationAl
Apply interpersonalskills
ProcessesA2
Be a creativeproblem solver
A3
Perform effectivewriting skills
A4
Be able to implementconflict resolutiontechniques
A5
Be able to teach ortrain coworkers
A6
Be able to address agroup confidentlyand persuasively
A7 I
Participate in politicalprocesses
A8 I
Be able to performand model leadershipskills
_A9J
Be able to performpublic speaking skills
A101
Be able toeducate/enlightenpublic
A111
Cultivate partnerships;network
A121
Recognizesteps/procedures toreach goals
A131
Be able to teachrealistic, obtainablegoals
A141
Be able to interpret
A151
Be able to demonstrateappropriateassertiveness
A161
Be able to sharesuccessful orunsuccessful treatmentsor processes
A171
Be able to presentinformation
A181
Be able to contactresource agencies
A191
Be able to workwith experts inspecial fields
A201
Be able to work withdiverse populations
A2I1
Demonstrate effectiveinterview skills
A221
Be able to followdirections
A231
Be able to marketproduct knowledge
B. Demonstrate Professional DemeanorB3 B4 B5 116
B1 B2
Understandcustoms/practices ofdifferent cultures
Be willing to workwith diversity
Be able to interpretrules/regulationspertaining topersonnel
Be able to keep upwith technology
Be able to interpretand followEnvironmentalLaws/Regulations
Be flexible
B7 1
Be able to marketproduct knowledge
B8 1
Be able to develop aprofessional resume
B9 1
Be able to performemployee evaluations
Buil
Be able todemonstrate effectiveinterview skills
B111
Be able to do aself-evaluation
BI21
Be able to modelleadership skills
DACUM Project: Resource Ecologist Technician Sponsored by: Shasta College (NSF/NCSR)
Data Facilitator: Ron Wheaclon Data Recorder: Francis Duchi
Panel Members: Cathy Bartels, Farm Credit Services
Sandra Dupret, Thnity County Resource Conversation District
Bill Eider, Eiler Ranches
Jeanean Falletti, Turtle Bay Park and Museum
Robert Frazier, USFS
Stan Gorden, Shasta College
BEST COPY =LADLE
Date: January 12, 1996
Thomas Jordan, Shasta County Opportunity Ctr.
Cindi Jubasz, U.S. Bureau of Reclamation
Vanza Rising-Smith, California Dept. of Transportation
Shelly Stoltenberg, Fall River Feed Store
Roxanne Turkovich, Carter House Natural Science Museum
Linda Weaver, California Dept. of Fish and Game/Adopt-a-Watershed
102 112
B. Demonstrate Professional813
Be aware of careeropportunities andlimitations
DemeanorB14
Be a self-starter;be productive
815
Be able to recognizeyour limitations
816
Be able to inspireothers
B17
Be able to followthrough oncommitments
B18
Be able to followdirections
13191
Be able to workunassisted
13201
Demonstrate a goodwork ethic
13211
Be able to work withlittle or no supervision
B221
Be able to recognizethe ability of disabledpopulations
B231
Read periodicals andprofessional journals
13241
Be involved inprofessionalorganizations andsupport groups
sz.15
Develop partnerships
.B261
Perform effectivewriting skills
8271
Dress appropriatelywith safety and utilityin mind
13281
Be able to recognizethe limitations ofothers
C. Demonstrate EffertiveCI
Business and Financial ProcessesC3 ea C5 C6
C2
Be able to do effectiveplanning
Demonstrateorganizational skills
Operate computers Operate officemachines
Be able to evaluatecompetitors
Be able to identifyprospective customers
C7 1
Be able to determine ifyou are able to meetcustomer needs
a 1
Be able to qualifycustomers
cs J
Be able to demonstratetime management
col
Be able to develop andmonitor budgets
,C111
Be able to doforecasting
C121
Be able to develop abusiness plan
C13_1
Be able to read andinterpret a financialplan
C141
Be able to interprettax laws
C151
Be able to performemployee safetytraining
C161
Be able to performeffective personnelmanagement
C171
Be able to apply fora loan
C181
Be able to collect data
co;
Be able to interpretdata
FA
Be able to keep upwith technology
C211
Be able to marketproduct knowledge
C221
Be able to apply basicmath skills
C231
Be able to doaccounting andbookkeeping
D. Evaluate. MonitorDI
Maintain and Improve02
he EcosysteillD3 04 06 06Be able to collaborate;
use, repair andmaintain equipment
Analyze weatherpatterns
Be able to analyze soil Be able to analyzewater cycle
Be able to analyzeplant characteristics
Be able to recognizetoxic situations
11 3
65t COPY AMIABLE
D. Evaluate, Monitor07
Be able to performecological assessment
Maintain and linproveD8
Be able to collect fieldspecimens
the EcosysteinD9
Be able to preventtoxic buildup
DIO
Be able to utilize theinformation fromresource agencies
Dll
Be able to work withexperts in specialfields
012
Be able to collect data
D131
Be able to read andcreate maps
D141
Be able to use GIS
D151
Be able tooperate/understandGPS/GIS
D161
Be able to do basicsurveying
D171
Be able toanalyze/balance lifecycles and energyflows
D191
Be able to analyze airquality
D191
Be able to analyze thechemistry relationshipin plants/soil/environment
0201
Be able to operateCM)
r19211
Be able to readNatural ResourceIndicators
D221
Be able to analyzewildlife/livestock
D231
Be aware of geologicalimpact
D241
Be able to usealternative methods ofpest control
D251
Be aware ofecosystems
D261
Be able to utilizerestoration techniques
D271
Be able to recognizepest/diseases
D281
Be able to prescribetreatments forpest/diseases
D291
Be able to useintegrated pestmanagement skills
D301
Be able to useevapotranspirationdata
E. Perform EffectiveEl
Research ProcessesE2 E3 E4 E5 E6
Be able to explainsuccessful orunsuccessful treatmentsor processes
Be able to work withina timeline
Be able to survive inadverse outdoorenvironment
Be able to do grantand technical reportwriting
Be aware of resources Be able to collect data
E7 1
Be able to interpretdata information
El8
Be able to usecomputers andsoftware
E91
Be able to use a library
E101
Be able to prioritize
Elli
Be able to presentinformation
E121
Be able to contactresource agencies
E131
Be able to delegate
E141
Be able to do basicmath, basic algebra,and statistics
E151
Be able to plan
E16]
Be able to demon-strate organizationalskills
E171
Be able to operateoffice machines
E181
Be able to calibrate,use, operate, andrepair equipment
E191
Be able to collect data
E201
Be able to operate andunderstand GIS/GPS
E211
Be able to analyze andbalance life cycles andenergy flows
E1'2
Be able to analyze thechemistry relationshipin plants/soil/environment
E231
Be able to determinenecessary equipment
E241
Be aware ofecosystems
104
ET C PY !VMUILE
114
E. Perform Effective Research ProcessesE25
Be able to read andcreate maps
E26
Be connected toperiodicals,organizations, andsupport groups
F. Additional Equipment Exposure Beyond Existing Equipment
Horticulture *
APPENDIX
FI-Natural Resources:- relaskop- water quality equipment
densiometeraltimeterpacking equipmenterosion control equipment
- chainsaw
* See Appendix
F2-Agriculture:- soil moisture equipment- chipper/shredder
no-till drill
B3EST COPY AULABLE,
F3-Horticulture:backhoe
- chipper/shredder- erosion control equipment- manual shift vehicle
quad ATV- multimeter- soil testing equipment- survey equipment
115105
Geographic Information System (GIS) Specialist:A scientifically trained, multi-disciplined individual who applies sophisticated computer hardware and software to collect, store, retrieve, processand present geographic information.
DACUM Results
A. Data acquisition and development
DEvaluate sources
M
Contact dataoriginatorfor acquisition
A6
Assessacquisition/costs
A6
Coordinate geodeticcontrol prior tomapping
Al
Determine dataneeds/format
A2
Determinehardware/softwarerequirements/constraints
A7
Capture spatial andattribute data
B. Maintain and up&
DConversion of digitalformats-data abstraction(cut, simplify, stretch,and fit)
te data13
Assess maintenanceand update cost
DIntegrate data fromvarious sources intoconsistent format
B3
Develop a datamaintenanceschedule
Alt T
Verify content andspatial accuracies
B4
Gather data forupdates
Create metadata
13Perform spatial andcontent updates
Let users know thatdata is available
B6
Verify that updatesare error free
BI
Establish the datacustodianships
B7
Let users and datacustodians know thatupdates are completed
C. Paper mapping design and developmentC2
Design layoutC3
Determineappropriate scale
C4
Determine appropriatefonts and colors
C5
Recognizecartographicconventions
C6
Select propermedia/output device
CI
Defme purpose anduse of maps
Acknowledgecontributors
Maintain inventoryof supplies
DACUM Project: GIS Specialist Sponsored by: Grays Harbor College (NSF/NCSR) Date: April 22, 1997
Data Coordinator: Don Samuelson Data FacMtaton Mists Mahan Data Recorder: Fred Wood
Panel Members:
Kyle Bastrop, Grays Harbor Co. Central Services
Michael Bishopp, Pacific Co. Public Works Dept
David Caudill, WA Dept. of Fish and Wildlife
Robin Nelson, Pacific Co. Public Works Dept.
Joan Persinger, Weyerhaeuser Company
Don Saul, WA Dept of Fish and Wildlife
Mark G. Scott, The Willapa Alliance
Mike Stamon, Quinault Dept of Natural Resources
106
BEST COPY PARABLE
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Kim Thylor, Northwest Indian Fisheries Commission
Ma 'Meech, Grays Harbor Regional Planning Commission
Andy Wilson, Rayonier Inc.
Angie Wollen, Grays Harbor College Central Services
D. GIS and remote sensingDI
Communicate withpeers
analysis02
Determineappropriateprojections
D3
Geo-referenceimagery
DClassify remotesensing data
05
Developorthophotography
06
Perform spatialdatabase queries
Perform vector/rasteroverlay analysis
E. Application developmental
Assess client needs
Perform statisticalanalysis
ElDevelop applicationsto simplify and/orstandardizeprocedures
Perform bufferanalysis
E2a
Determineprogramming toolsrequired to developapplications
Perform networkanalysis (dynamicsegmentation)
MITest applicationperformance
CM
Report results
ElDesign application
E4
Exercise qualitycontrol
Support application
P. Document data01
Assess client needs
G. Database designGI
Communicate withother databasemanagers/users
Update and maintainapplication
ElProduce in-housestandardized datadocumentation
G2
Determine coveragesto be managed
ElDisseminatedocumentationwhere appropriate
03
Select databasesoftware according to:performance, usability,cost, manageability',uses, output format,...
F4
Document spatial andcontent changes
04
Assist in definingdeliverables (maps,reports,...)
06
Determine dataconsistencies
06
Defme database tables
G7
Determine key fields
G8
Create data dictionary
117EST CUP Y AVAUSLE
107
11. Information sharingHI
Develop policy forsharing data
I. rlInining and educationit
Assess level of user'sknowledge and needsand train accordingly
data exchange112
Adhere to policiesfor sharing andreceiving data
13Provide informationpresentations forusers
113
Export data intransferable format
13
Develop user guides
H4
Import data intoexisting GIS
ElEstablish and maintainremote training sites
ElVerify accuracy ofimported data
15
Develop trainingapplications andcourse materials
16
Provide post-trainingsupport
0Disseminateinformation througha WEB site
.1. Project management
EiDetermine scope ofproject
Promote GIS uses
J2
Define deliverables
J3
Determine resourceneeds (equipment,personnel, data)
ElConform to policy andstandards
ElDetermine future usesfor completed projectdata/processes
Develop projecttimetables
0Assess project costs
13Budget project
13Allocate internal/external resourceneeds (equipment,personnel, and data)
EDCoordinate multipleprojects and on-going activities
JII
Monitor projectprogress
JI2
Verify that projectgoals were met
ELEI
Maintain projectresources (equipment,personnel, data)
K. Syst em administ rat
alEvaluate user needs
ion/hardware-soft ware
ElSelect system design
int egrat ion
ElDesign/implementdatabase back-upprocedures
E3Troubleshoothardware/softwareproblems
Optimize systemperformance
Schedule multi-taskingof equipment
K7
Maintain systemssecurity
KB
Maintain peripheralcompatability
K9
Maintaincompatibilitybetween systemcomponents
KIO
Maintain networksystem
KI I
Perform filemanagement
KI2
Ensure continuoussoftware upgrades
108
BEST CON [ROUBLE
118
K. System administration/hardware-software integration1311
Procure newtechnologies
K15
Comply with softwarelicensing agreements
Maintain hardwaremaintenanceagreements
APPENDIX
Knowledge Equipment Skills Work BehaviorsForestry Basics/Survey - CD-ROM unit Operating systems AnalyticalFisheries Date recorders - Digital file management Attitude
- Wildlife - Digitizer Networking systems - Communication skillsGeology - GIS software - Research technical support Detail orientated
- Geography - GPS software - Jargon - Diversified tasks - time managementCartography - Modem - Platform shop talk Divine - all knowing
- Urban planning Operating systems/work stations Understand national Independent worker- Census - Plotters documentation standards - Motivated
Remote Sensing - Pninters - OrganizedPhotogrammetry - Scanners Concerns and Future Trends - Positive attitude
- Transportation Storage device - Instantaneous remote sensing Problem solving skillsCompetency in software - Surveying equipment Data overload - Reliable - Punctualnavigation/trouble shooting - Transferable media Interactive distribution of data via - Self-starter
Engineering- Surveying
Internet- Despecialization (making GIS too
generalized)
Team player
- CogoIntegration between GPS and GIS- CADOpen systems
- Computer Science- Information Management- Database Design
- Statistics
11 9109
Kg COPYAMIABLE
Natural Resources Technician:A scientifically trained, multi-disciplined individual who applies a variety of skills which facilitate sound natural resource management.DACUM Results
A. Scientific MullingAl
Develop basic mathskills, i.e., divide,multiply, add andsubtract
Az
Understand basicstatistics
A3
Develop a backgroundin natural andphysical sciences
A4
Ability to usescientific methodsand terminology
A5
Identify flora andfauna species
A6
Identify fish andwildlife, historyrelevance
A7 1
Knowledge of historicrelevance of pastpractices
AiAbility to researchinformation
191
Utilize and understandscientific andmathematical modeling
A101
Integrate principlesof natural resourcemanagement
A111
Knowledge ofprinciples of naturalresource economics
A121
Identify diseases
B. Skills TrainingB1 B2 133 84 B5 136
Ability to use first aidand C.P.R.
Practice safe operationand survival skills
Perform calibrationprocedures
Receive equipmenttraining
Use of basic tradeskills
Possess boat handlingand seamanship skills
B7 1
Receive sensitivitytraining
Btli
Use of material safetydata sheets
[3_19
Maintain speciallicenses (pesticides,CDL)
B101
Gain an understandingof fire behavior
B111
Receive facilitationtraining
B121
Ability to write grants,be aware of propriety
B131
Possess basic mediaskills
B141
Operate electronichand-held datarecorders
B151
Use equipmentmanuals
B161
Ability to speak ontwo-way radio
B171
Operate a computer(computer literacy)
B181
Writing skills(reports, articles)
Bis1
Operate standardoffice equipment
Bail
Develop publicspeaking skills
DACUM Project: Natural Resources lechnician Sponsored by: Grays Harbor College (NSF/NCSR) Date: Januazy 10 & 11, 1996
Data Coordinator: Don Samuelson Data Facilitator: Robert S. Clark
Panel Members: Randy Aho, WA Dept. of Fish and Wildlife
Greg Edwards, Eco Systems
Dan Guy, WA Dept of Fish and Wildlife
Holly Jacobson, Weyerhauser Co.
Dan Longmire, WA Dept of Fish and Wildlife
Norby MacMillan, Columbia Pacific ResourceConservation and Development
Randy McIntosh, WA Dept. of Fish and Wildlife
Data Recorder: Sheila Pebles
Mark Mobbs, Quinault Dept of Natural Resources - Timber Fish and Wildlife
Allen Pleas, NW Indian Fish Commission
ibm Ross, Columbia Pacific Resource Conservation and Development
John lbdd, Weyerhauser Co.
Jim Walls, Columbia Pacific Resource Conservation and Development
Lorna Wargo, WA Dept of Fish and Wildlife
Mike Womer, Scan-Am Fish Farms
Doug Manner, U.S. Fish and Wildlife Service
EaST COPY AMIABLE
110 120
C. Data Collection AnalysisEl
Use common senseEi
Write good field notesEl
Consult withstatistician
C4
Design and conductpilot studies
Create sample designEl
Establish baselineconditions
C7
Prepare for datacollection
cs
Collect accurate/legible data
C9
Monitor quality ofdata collection
CI0
Maintain samplingprotocol
C11
Conduct qualitycontrol (replicatesurveys, etc.)
C12
Create a data trackingcheck list
CI3
Create a data base
CI4
Create a datamanagement system
CI5
Enter data intocomputer accurately
C16
Create a backup file
CI7
Check for errors
C18
Correct errors
CI9
Organize data foraccessibility
C20
Check analysis againsthypothesis
C21
Interpret and applyresults
C22
Determine relevanceof data
C23
Write a report
C24
Report findings
C25
Provide suggestionsfor improvement
I). Field Work
C26
Observe/safeguardconfidentiality andproprietaryinformation
ElIdentify fish and plant,wildlife species
C27
Integrate principles oftimber, fish and watermanagement
121Read and interpretmaps and photos
C28
Archive data
CIPerform surveys(environmental,stream, upslope,in stream)
1:1111
Acquire trespassauthorization
ElAccurately locatesample site
D1
Work independently
07
Operate a computer
D8
Check precision ofinstruments
09
Know equipment(logistics)
D10
Operate equipment
DII
Maintain equipment
D12
Understanding ofpermit process
013
Possess regulatoryprocess familiarity
014
Participate in multi-interest review ofprojects
015
Investigate permitapplications
016
Practice publicrelations with landowners
D17
Develop a qualityassurance plan
018
Conduct water qualitysampling
BEST COPY MA A3LE
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D. Field WorkDI9
Conduct biologicalsampling
D20
Sample fish andwildlife harvests
D2I
Interpret and applyinformation to fieldwork
D22
Implement habitatrestoration projects(fish, wildlife, plants)
D23
Apply bio-engineeringtechniques
D24
Delineate ecologicallysensitive areas (RM2)
D251
Observe need forforest roadmaintenance
D261
Maintenance of forestroads
D271
Calculate tree density
D281
Perform timber cruise
D291
Mark boundaries
D301
Perform post-loggingutilization survey
D311
Propagate plants
D321
Grow and manage fishstocks
D331
Perform remote sitespawning
D341
Work with andunderstand hatcherypractices
D_3_ j6
Maintain water supply
1236i
Perform facilitymaintenance
D371
Use test equipment
D381
Make decisions in thefield
D391
Know when to call aprofessional/specialist
pjjo
Apply prescriptions
E. TeaniworkEl E2 E3 E4 E6 E6
Together EveryoneAccomplishes More(TEAM)
Respect others Communicate Support objectives ofjob, project, etc.
Contribute to teameffectiveness
Work as a teammember
E7 1
Accomplish fair shareof project
_r_i_l8
Work as a teammember
_EU
Develop leadershipskills
sir, I
Encourageinput/involvement
EDI
Have fun!
F. C'oilliminicat ionFl F2 F3 F4 F5 F6
Basic understandingof English language
Ability to use Englishlanguage
Apply listening skills Practice basic manners Practice telephoneprotocol
Practice interpersonalskills
Fri
Create a safeenvironment fordiscussion
es!
Acknowledge limitsof responsibility
.1 9 I
Understand and usechain of command
F101
Use appropriatechannels (methods)of communication
Fill
Develop cleargoals/objectives
FI21
Clarify set goals
112
bEST COPY AVAILABLE
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F. Communication9'13
Apply positivereinforcement whenapplicable
F14
Practice constructivecriticism
F15
Define problemsand offer solutions
FiG
Practice criticalthinking
FI7
Possess a sense ofhumor
F18
Use two-waycommunication
F191
Convey mistakes andproblems
F201
Maintaindocumentation
F211
Ask questions
-F221
Maintain a positiveattitude
,F231
Possess jobappreciation
F241
Interpret scientificdata into lay terms
F251
Ability to speak infront of a group
F261
Ability to be asalesperson
F271
Provide training toothers
G . (Mice ManagemelGI
tG2 G3 G4 05 06
Follow agency orcompanypolicy/procedure
Be aware of and useorganizationalresources
Possess timemanagement/organizational skills
Possess conflictresolution andnegotiation skills
Practice empathy Display keyboardingskills
G7 1
Create and maintain afile system (paper andcomputer)
G8 1
Ability to use/learnword processing,spread sheet, anddata base software
G9 1
Ability to use/learnspecialized software
G10,1
Develop and trackbudgets
H. Career Planning112 113 114 H5 H6
HI
Possess awarenessofjob market
Examine marketopportunities
Possess politicalawareness
Appreciate structureof funding source
Overview of existingagencies
Developentrepreneurial skills
H7 1
Develop job searchskills
H8 1
Continue education
I. Professionalismir 12 13 14 15 16
Maintainprofessionalism(dress, appearance,language, hygiene)
Exhibit commoncourtesy/positivework ethic
Interpersonal skills Maintain team spirit Observe/safeguardconfidentiality andproprietary infomiation
Practice positivesensitivity in regardsto cultural awareness(ethic, gender, racial)
3
1- COPY MAKE
17
J1
1. Professionalism
Possess a knowledgeand understanding oftnbal history andissues
.1. Public Relations
Be honest
18
12
Respect other agencies
Avoid jargon
19
13
Respect social andpolitical position ofothers
Be aware ofown/agencylimitations
Possess and developleadership skills
Be aware ofapplicable laws/rulesthat govern agencies
111
Continue personalgrowth
Communicate policiesand/or procedures tothe public
J6
Be aware of theimpact of actions
Recognize $$$consequence ofactions
18 I
Be aware of peoplerepresented
19 1
Report back tosupervisor contacts
J101
Recognize adeveloping problemto a supervisor
Ill
Know when to call aProfessional/specialist
1121
Be an ambassador
J131
Use conflictmanagement
114 I
Involve public
115 I
Make publicpresentations
114
BST COPY mama.
12.4
Forest Resources TechnologyDACUM Results
A. Demonstrate ProressionalisinA2
Pay attention todetails
A3
Complete paperworkaccurately
A4
Follow directions;perform assigned taskssatisfactorily andon time
As
Meet deadlines
A6
Speak and listeneffectively
Al
Keep accurate recordsdata recordingdata and infomanagement
A7 1
Work effectively withclient
pj6Achieve and maintainhigh level of physicalfitness
A_.91
Be objective; avoidinterjecting personalbias
A.101
Work independentlyA111
Maintainprofessional skillsand knowledge
A121
Participate incontinuing education- workshops- short courses
A131
Stay current withadvancing technology
A141
Maintain assignedequipment
11.1_6_1
Practice/master stressmanagement
A161
Make decisionsA171
Respect managementA181
Demonstrate personalresponsibility
A191
Be personallyaccountable
A_201
Practice good workethic
A211
Be self motivated;a self starter
A221
Be flexible;accept change
A_2_13
Practice good timemanagement
/24j
Practice workplanning
A216
Prioritize tasksA26j
Be an effectivetrainerfmstructor
el27j
Recognize andconsider conflictingissues
A.I. j8
Work effectively withother organizationsand agencies
A.2.19
Exercise initiativewithin organizationalstructure
A301
Promote and supportorganization'smission/goals
311
Participate inprofessionalassociations
A2_21
Develop goalsAW3
Implement goalsA341
Evaluate goalsA361
Apply organizationalskills
A361
Anticipateorganization'sneeds and problems
DACUM Project: Forest Resources lbchnolog Sponsored bp Central Oregon Community College (NSF/NCSR) Date: April 8, 1996 Data Facilitator: Ron WheadonPanel Members: Shiela Holman, Wallowa-Whitman National Forest
JoAnne Hanney, Bureau of Land Management
Andy Corey, Deschutes National Forest
Dave Pitts, Forestry Consultant/Logging Contractor
Mark White, Mason, Bruce & Girard
Jerry Orr, Confederated Tribes of Warm Springs
Brian Wilkinson, Logging Engineering International
NALABLE
Lyle Hlenski, Malheur National Forest
Janice Madden, Deschutes National Forest
Bob Parker, Cmwn Pacific Corporation
Jill Williams, Bureau of Land Management
Lisa Hynearson, Malheur National Forest
John Jackson, Oregon Dept. of Forestry
1255
A. Demonstrate ProfessionalismA39
Market self to public,administrators
A40
Understand andexplain scope ofservices offered byorganization
A41
Understand andexplain scope ofservices offered bysister agencies
A42
Find relevantinformation -references, literature,documents
A37
Visualize finalproduct duringplanning
A38
Assume responsibilityfor administrativeduties *
A431
Analyze andinteipret data
A44-1
Practiceconununication skills *
M61
Apply supervisoryskills *
B. Apply Technical SkillsB1
of' the ProressionB2 sa 84 B5 96
Measure(cruise/scale) timber
Conduct naturalresource surveys *
Conduct physicalland surveys *
Employ orienteeringskills using topographicmaps and aerial photos
Utilize/interpretaerial photos andtopographic maps
Process multispectra1satellite imagery
B71
UtirlZe "toolS" *
}31s
Use field datarecorder *
13.9j
Utilize GlobalPositioning Systemtechnology *
Imo]
Utilize GeographicalInformation Systemtechnology*
BIllUtilize keys and otherreferences to identify *
B121
Employ computerskills in...*
8131
Convert data amongvarious measurementsystems (English,metric, etc.)
B14]
Safely operatemachinery *
B151-
Apply samplingstatistics to data
B161
Design cruise/samplingprojects
B171-
Apply math skills *
13181
Evaluate conditionsthat affect firebehavior andoccurrence
B191
Perform basic firefighting skills
B20 {
Plan/layout timbermarking unit
9211
Perform harvest systemanalysis
B221
Design unit-levelharvest plan
B23.1
Design biomasshandling plan
B24 1
Plant trees
B261
Write long-terrnharvest schedule
B261
Work with contracts- prepare
administer
B271
Run and interpretgrowth and yieldmodels
B281
Perform qualityassurance checks
112 J9
Apply timber theftprevention measures
pato
Manage specialproductsmushrooms,firewood, etc.
sail
Collect and handleseeds of non-treespecies (revegetationprojects)
B32-1
Implement multipleresource managementsystem
BA
Practice safety
* See Appendix
116
BEST COPY MULE
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C. Pra(t ire EITective litftrpersonal Skills
Be a team player Respect diverseviewpoints
Respect culturaldifferences
Defusehostile/dangeroussituations
I). Apply Business Nlanagentent Principles to Natural Resource Nlaitageuwat
Practice businessaspects of theprofession
ElProvide customerservices
Recognize andintegrate economicconsiderations
Writebids/proposals
E. Abide by Policies and RulesEl
Comply withregulations
Explain state andfederal regulations
ElSupport economicdecisions
Be financiallyresponsible withpurchases, etc.
ElBe aware of authorityand limitations
ElConduct cost analysis *
Relate to path of rawmaterials throughmanufacturing toproduct(s)
Be aware ofconflicting policiesand rules
Work effectively withdistraught persons
Manage budget
Administer financialaspects of contracts(e.g. payments)
Communicatzeffectively withcolleagues
ElMarket/advertiseservices
* See Appendix
FS COPY MA c=A3LE
127117
APPENDIX
A38-Administrative duties: B2-Conduct natural resource surveys: B8-Use field data recorder: B14-Safely operate machinery:- travel - stand exam program recorder - chain saw- time - reproduction (seedling) stocking - enter data hand tools- costs, etc. fuel loading download data to computer pumps
range condition/forage all terrain vehicleA44-Conununication skills: botanical B9-Utilize Global Positioning snow mobile- use telephone and radio correctly plant communities and associations System technology: fork lift
communicate effectively with the archeological - operate equipment - bulldozerpublic threatened & endangered (T&E) spp. - download data to computer 4-wheel drive vehiclereport on field work stnam/fish - differentially correct readings - manual shift vehiclewrite technical reports - insects/disease upload to graphics/mapping software - mountain bike
- utilize natural resourcevocabWary/glossary B3-Conduct physical land surveys: B1O-Utilize Geographical B17-Apply math skills:
- utilize taxonomic nomenclature for - unit traverse Information System technology: geometryall classes of plants road location and layout - create data layers right triangle higonomic ftmctions
- write an effective resume property lines - apply models - unit circle- skyline profile - produce maps - algebra
A45-Supervisory skills: - hand compass - formulae- apply personnel management - staff compass Bll-Utilize keys and other
principles pacing references to identify: D4-Conduct cost analysis:- explain hiring policy and procedures string box - plants benefit/cost ratio- promote safe working practices - grasses present net value
supervise and manage people B7-Utilize tools: - plant associations and communities - future net valueconduct performance evaluations - clinometer wildlife - time value of money
- communicate effectively with relaskop insects - sinking fundsubordinates range finder depreciation
give clear instructions tape recorder B12-Employ computer skills in: capitalization- assign tasks camera - word processing
conduct employment interview video - data basesresolve grievances still spreadsheets
- drafting (CADD)Geographical Information Systems(GIS)
- Global Positioning Systems (GPS)
118
ESI COPY AVNLABLE
128
Forest Resources TechnologyDACUM Results
A. Be Competent in ScalingAl
Be able to takebasic measurements
and CruisingA3
Use and care of toolsof the trade *
A4
Ability to real a map
A5
Be aware of thedifferent methodsof cruising
A6
Interpret aerialphotos
A2
Identify plants, treesand wood types
A7 1
Identify grades of logs
A.IIdentify forestdiseases and forestinsects
.1_9 J
Identify high and lowvalue timber
A101
Compute timbervolumes and economicvalues
A111
Write technicalreports
A121
Administer a basiccontract
A131
Comply withregulations
B. Competency in SurveyingB1
and Mappingaz B3 54 135 B6
Be aware of landmeasurementsystems
Operate equipment,use and care for toolsof the trade *
Identify propertylines and corners
Access county landrecords
Read topographicalmaps
Be aware of landmeasurementsystems *
B7]
Identify landownership
B8]
Draft maps(including computergenerated maps)
B9 1
Knowledge of GIS(GeographicInformation System)
B101
Be competent incomputer skills
B111-
Identify correctproperty locations
5I21
Write technical reports
a131
Comply with safepractices
B141
Administer a basiccontract
B151
Comply withregulations
DACUM Project: Forest Resources Thchnology Sponsored by: Chemeketa Community College (NSF/hICSR) Date: October 31, 1996Data Facilitator: Ron Wheadon Data Coordinator: Ara Andrea
Panel Members:
* See Appendix
Dennis Creel, Hampton Tree Fanns
Terry Fennell, Bureau of Land Management
Tom Vanderhoof, Bureau of Land Management
Darrel Foster, Bureau of Land Management
MT COP\ MAME
Mo Jeffries, USDA Forest Service
Dan Johnson, Siuslaw National Forest
Al Miceli/Li, Oregon Dept. of Parks & Recreation
Dean Berg, Silvicultural Engineering
131P
C. 'cake Inventory IiillIcsotircesCI
Recognize plantcommunities
C2
Be aware of ecosystemstructure and function
ca
Be aware of theprinciples of ecology
C4
Use computers anddata recorders
aDesign effectivemeasurement systems
cs
Interpret contracts
C7 1
Recognize soil/physicalqualities of landscape
C8 I
Recognize noxiousweeds
(3 1
Collect data forwatershed analysis
C101
Be aware of basicscience principles *
CII1
Write technicalreports
C12-1
Administer a basiccontract
CI31
Comply withregulations
CI41
Read topographicalmaps
C151
Use and care for toolsof the trade *
I). Be Coinpetent in RoadDI
Engineering and Logging1)2 D3 1)4 D5 DO
Be able to readmaps
Comprehend array ofharvesting systems
Comprehendtransportationsystems
Be aware of thevarious uses ofequipment and costs
Calculate payloadlimits
Design and lay outharvest systems
D7 1
Design a road
D81
Understand basichydrology
12_19
Be aware of yardingand loading timberprocesses
D101
Be aware of fellingand buckingprinciples
D111
Be aware of the usesof rocks and otherroad building materials
D121
Write a basic contract
D131
Administer a basiccontract
D141
Comply withregulations
D151
Read soilconservation maps
D161
Distinguish betweenhow regulations relateand don't relate
D171
Monitor the impacton the environment
1)181
Convert from metricto standardmeasurement
D191
Stay within legal limitsof contract law
1..10
Recognize unstablesoil conditions (roads)
D211
Obliterate roads
12 2_ 2_1
Maintain roads
D'L13
Comprehend basicprinciples of foresteconomics
1)241
Write technicalreports
D251
Use and care for toolsof the trade *
D261
Administer a basiccontract
,D271
Comply withregulations
* See Appendix
raEST COPY MAKABLE
130120
E. Be Competent in Computer SkillsE2
Perform data entryE3
Use word processingand spread sheets
E4
Use data tablesES
Manage filesE6
Be aware of computerterminology
El
Perform adequatekeyboard skills
ET 1
Use data recorders
E18
Use GIS software
F. De 1110 us tra te ProfessionalismFl F2 F3 F4 F5 F6
Exhibit goodattitudes
Be aware of basicsupervisory skills
Be able to work as ateam member
Get along with otherpeople
Demonstrate goodjudgement
Demonstrate goodpublic relations andcustomer service skills
Comply withprofessional andwork ethics
it)Listen forinstructions andinformation
LtdWrite technical reports
G. Be Competent illGI
SilvicultureG2 03 G4 G5 G6
Manage thelandscape
Be aware ofsilviculture systems
Be able to developgoals
Take inventory(stand exam)
Recognize diseasesof trees
Take precisemeasurements onthe stand plot
07 1
Analyze data relatedto goals
08 1
Present information
G9 1
Implement thedecision
0101
Be aware of techniquesof silviculture *
Gni
Be aware of nursery'options
0121
Perform tree planting
GI31
Be aware of youngstand manipulations
GlL11
Recognize importanceof soils
,GI51
Write technicalreports
G161
Administer a basiccontract
0171
Comply withregulations
,Gl8I
Read topographicalmaps
GI91
Use and care for toolsof the trade *
* See Appendix
c_LAgoVil MVO
121 13.1
II. Comply with Sale )ractices
Recognize andevaluate hazardoussituations
Put chains on avehicle
I. Perform Basic Firefighting Skills
Run, maintain, andrepair firefightingequipment
Obtain a CDL
PerformCPR/Survivaltraining
Be competent in ICS
Perform basicoutdoors survivalskills
H5
Comply with OSHAregulations
Be aware of dangeroussituations
APPENDIX
A3-Use and care of tools:- compass
map- rangefinder- laser tools (criterion)
diameter tapescale stick
- biltniore stick- increment borer- data recorder
tape measurerelaskoplogger's tapeprismsclinometer
B2-Use and care of tools:data recorderpocket compass
- staff compass- transit- theodolite- clinometer- tape (cloth and steel)
EDMI (Electronic Distance-Measuring Instruments)
* See Appendix
Bfi-Land measurement systems:- latitudes and departures- metes and bounds- rectangular grid system
townshiprange and sections
CIO-Basic science principles:- Biology (wildlife and fish)- Hydrology- Environmental Science
SoilsGeology
C15-Use and care of tools:- compass- map- rangefmder
laser tools (criterion)diameter tapescale stickbiltmore stick
- increment borer- data recorder- tape measure
relaskop- logger's tape- prisms- clinometer
122
BM COPY WHALE
D25-Use and care of tools:data recorderpocket compass
- staff compass- transit- theodelite- clinometer
tape (cloth and steel)EDMI (Electronic Distance-Measuring Instruments)
G10-Thchniques of silviculture:- tree planting- site prep- mechanics- chemistry
safetyslash burningawareness of Forest Practices Actthinning
spacing- animal contact- state and federal regulations- wildlife considerations
woody debrisstream needsplanting methods
1 32
G19-Use and care of tools:- compass
maprangefinderlaser tools (criterion)diameter tapescale stick
- bikmore stick- increment borer
data recordertape measurerelaskoplogger's tapeprismsdmometer
Fish and Wildlife TechnicianDACUM Results
ESA. Understand Fish and
Perform habitatimprovement
Wildlire and Their Elai
Possess knowledge ofplants *
osyst ems
EiPossess knowledge ofwildlife *
Possess knowledge ofcurrent environmentalissues
Access research Use and implementscientific method
B1
Understand marineresources
B. Skills Training
Restrain wildlife
Know organizationalgoals
B2
Understand and applyfish and wildlifelaws/regulations
BS
Rehabilitate wildlifeB4
Inventory, monitor,and survey wildlife,fish and habitat
B5
Useimplementscientific method
B6
Perform habitatimprovement
CI
Practice wildlifesafety
C. Peri-Orin Fish anti
Usefimplementscientific method
Assist in basicveterinary and drugtechniques
Wildlife Resource Assessmenta
Perform projectinterpretation andfollow-through
asAccess research
C3
Perform map andcompass work
C4
Practice fish culture
Interpret and gatherdata
DIIUse radio telemetry
C5
Access researchC6
Interpret maps
Use GIS and GPS Read aerial photos
DACUM Project: Fish & Wildlife Technician Sponsored by: Feather River College (NSF/NCSR) Date: November 6, 1996Data Coordinator: Jay Wright Data Facilitator: Michael Weiser
Panel Members:
* See Appendix
Dennis Chester, U.S. Forest Service
Clay Clifton, U.S. Forest Service
Charlotte Con ltier, U.S. Forest Service
Jan Dawson, California Dept. of Fish and Game
Ron Decoto, California Dept. of Fish and Game
%ST cO AIMABLE
Syd Kahre, California Dept. of Fish and Game
Pamela McKinnon, U.S. Forest Service
Bill Peters, California Dept of Fish and Game
Gary Rotta, U.S. Forest Service
Tricia York, U.S. Forest Service
IS 3
D. Utilize Contomnieat
CiiPossess basicunderstanding ofsociology
ion Skills
13Write literatetechnical reports
121
Practice people skillsEl
Understand and copewith supervisors
Perform projectinterpretation andfollow-through
Conduct tours
EiiDemonstrate publiccontact skills
E. Maintain Job SafetyEl
Perform first aid andCPR
ELI
Use basicsupervisory skills
ElPossess survival skills
[21
Conduct publicpresentations
ElPractice 2-way radioskills
OilPerform interagencycommunication
ElPractice safetytechniques with allequipment
DillConduct meetings
ElPractice wildlifesafety
Possess interpretiveskills
ElMaintain physicalfitness
Assess dangeroussituations
F. Deinonstrate Professionalism121
Use common sense
Practice fire safety
ElAccept and givecriticism (feedback)
LiPossess timemanagement skills
ElPractice self-motivation
LIPerform projectinterpretation andfollow-through
111Use basic supervisoryskills
F7
Practice teamwork
G. Operate a ComputerEi
Possess basiccomputer skills
ElConduct meetings
ElPerform wordprocessing
Fa
Know organizationalgoals
G3
Operate a relationaldatabase
1E3
Perform individualtasks
DOperate GIS program
Fll
Maintain positiveattitude
ElAccess/send e-mail
G6
Access Internet
G7
Perform statisticalanalysis
08
Gatherfmterpret dataEl
Enter data
124
MST COPY AULASLE
34
I I. Maintain and Operate111
Operate vehicles *
Equipment112
Assess dangeroussituations
Hs
Practice 2-way radioskills
114
Operate watercraft*
115
Demonstrate firearmuse
116
Use pack stock
H7 1
Maintain vehicles
}jai
Operate equipment *
I. Perform Non-Fish/n
Wildlife Skills12 12 14 15 16
Possess basicaccounting skills
Possess basic farmingskills
Possess job interviewand application skills
Practice 2-way radioskills
Apply basicconstruction skills *
Maintain physicalfitness
17 1
Perform basic mathskills *
18 1
Possessbusiness/contractskills
Possess basic scienceskills *
APPENDIX
A2-Knowledge of plants:- Taxonomy- Physiology- Species- Dendrology- Botany- Aquatic- Habitat
A3-Knowledge of wildlife:- Habitat- Behavior- Birds- Mammals- Amphibians/reptiles- Insects- Invertebrates- Fish
Ill-Operate vehicles:- 4-wheel drive pickup- Snowmobile- ATV- Heavy equipment
* See Appendix
BEs
114-Operate watercraft:- Kayak
Jet ski- Canoe- Raft- Electrofishing boat- Motorboat
118-Operate equipment:- Field compass, binoculars, staff
compass and rod, clinometer,densiometer, relaskop, auger,posthole digger, comealong
Hand tools:- McCloud, Polaski, shovel,
axe, hammer, extension ladder
Fencing materials:barbed wire, camera equipment,tape recorders, power horn, solarpathfinder, spotting scope,microscope (dissecting)
CUM DNAWLE
l 3 5125
118-Operate equipment:- Chainsaw- Pigmy meter- Hatch kit- Pack horse gear- Transit- Carpentry tools- Electroshocker- Fish nets- Aerator- Various measuring devices- Electric/manual flow meters- Soil percolation testing
(compaction)- Hip chain- Radio Telemetry equipment- Stereoscope for aerial photos- DBH tape- Water sampling equipment- Transmitter/receiver- Data collector- Trailmaster 110m and 35mm
I5-Apply basic construction skills:PlumbingElectrical
- Fencing- Concrete- Carpentry
I7-Perform basic math skills:- Addition, subtraction,
multiplication, division- Algebra- Geometry
TrigonometryStatistics
I9-Possess basic science skills:- Chemistry- Biology
ZoologyEcologyGeologyHydrology
Special thanks to Lauren Elliano and Sara Sol
for their development support, including DACUM set up and program charts.
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