Course Form
I. Summary of Proposed Changes
Dept / Program
Forest Management
Prefix and Course # FORS544
Course Title
Advanced Wildland Prescribed Fire Practicum/Service Learning
Short Title (max. 26 characters incl. spaces)
Summarize the change(s) proposed
Adv. Wildland Rx Fire Practicum (SERV)
New Course – has been offered experimentally for 2
years (2010-2011).
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Requestor:
Carl Seielstad
Phone/ email :
x6200/ carl@nstg
.umt.edu
Program Chair/Director:
LLoyd Queen
Other affected programs
Dean:
Date
James Burchfield
Are other departments/programs affected by this
Please obtain signature(s) from the
modification because of
Chair/Director of any such department/
(a) required courses incl. prerequisites or corequisites,
program (above) before submission
(b) perceived overlap in content areas
(c) cross-listing of coursework. No
III: To Add a New Course Syllabus and assessment information is required (paste syllabus into
section V or attach). Course should have internal coherence and clear focus.
Common Course Numbering Review (Department Chair Must Initial):
YES
NO
Does an equivalent course exist elsewhere in the MUS? Check all relevant disciplines if
XXX
course is interdisciplinary. (http://mus.edu/transfer/CCN/ccn_default.asp)
If YES: Do the proposed abbreviation, number, title and credits align with existing course(s)? Please indicate
equivalent course/campus. 
If NO: Course may be unique, but is subject to common course review. Be sure to include learning outcomes
on syllabus or paste below. The course number may be changed at the system level.
See attached syllabus
Exact entry to appear in the next catalog (Specify course abbreviation, level, number, title, credits,
repeatability (if applicable), frequency of offering, prerequisites, and a brief description.) 
G FORS544 Advanced Prescribed Fire Practicum 3 cr. Offered wintersession. Co-convened with FORS495.
Prereq. Consent of Instructor. An intensive field course providing students with technical training, practical
applications, and theoretical foundations in ecological burning for restoration purposes. Students will practice
leadership skills by supervising and training fire personnel in application of prescribed fire. Class typically
held in southeastern United States. Credit is not allowed for both FORS495 Wildland Prescribed Fire
Practicum and FORS544 Prescribed Fire Practicum.
Justification: How does the course fit with the existing curriculum? Why is it needed?
The course is an applied management elective in the proposed minor in Fire Science and Management. It has
been offered experimentally for the past 2 years and is a working example of experiential/dynamic learning.
It is one of the few classes in CFC that directly supports new CFC and UM Strategic Initiatives of developing
field laboratories and promoting dynamic learning environments. Course evaluations from students have
been spectacular.
Are there curricular adjustments to accommodate teaching this course?
No
Complete for UG courses (UG courses should be assigned a 400 number).
Describe graduate increment - see procedure 301.30
http://umt.edu/facultysenate/committees/grad_council/procedures/default.aspx
Complete for Co-convented courses
Companion course number, title, and description (include syllabus of companion course in section V)
See procedure 301.20 http://umt.edu/facultysenate/committees/grad_council/procedures/default.aspx.
U FORS495 Prescribed Fire Practicum 3 cr. Offered wintersession. Co-convened with FORS544. Prereq.
Consent of Instructor. An intensive field course providing students with technical training, practical
applications, and theoretical foundations in ecological burning for restoration purposes. Class is typically held
in southeastern United States.
New fees and changes to existing fees are only approved once each biennium by the
YES
NO
Board of Regents. The coordination of fee submission is administered by
Administration and Finance. Fees may be requested only for courses meeting specific
XXX
conditions according to Policy 940.12.1 http://mus.edu/borpol/bor900/940-12-1.pdf .
Please indicate whether this course will be considered for a fee.
If YES, what is the proposed amount of the fee?
Justification:
IV. To Delete or Change an Existing Course – check X all that apply
Deletion
Title
Course Number Change
From:
Level U, UG, G
Co-convened
To:
Description Change
Change in Credits
From:
To:
Prerequisites
1. Current course information at it appears in catalog
(http://www.umt.edu/catalog) 
From:
To:
Repeatability
Cross Listing
(primary
program initiates
form)
Is there a fee associated with the
course?
2. Full and exact entry (as proposed) 
3. If cross-listed course: secondary program & course
number
4. If co-convened course: companion course number, title, and description
(include syllabus of companion course in section V) See procedure 301.20
http://umt.edu/facultysenate/committees/grad_council/procedures/default.aspx.
5. Is this a course with MUS Common Course Numbering?
http://mus.edu/transfer/CCN/ccn_default.asp
If yes, please explain below whether this change will eliminate the course’s common course
status.
6. Graduate increment if level of course is changed to UG.
Reference procedure 301.30:
http://umt.edu/facultysenate/committees/
grad_council/procedures/default.aspx
(syllabus required in section V)
7. Other programs affected by the change
8. Justification for proposed change
YES NO
Have you reviewed the graduate
increment guidelines? Please check (X)
space provided.
V. Syllabus/Assessment Information
Required for new courses and course change from U to UG. Paste syllabus in field below or attach and send
digital copy with form.
COURSE SYLLABUS
Adv. Prescribed Fire Practicum (SERV)–
XXXXX – G FORS 544– 01
Co-convened with U FORS495
3 credits (credit/no credit)
Moody Forest Natural Area, GA
Wintersession 2012
Carl Seielstad, Associate Professor, Fire Science
UM College of Forestry and ConservationDepartment of Forest Management
CHCB439, 243.6200,
carl.seielstad@firecenter.umt.edu
Office Hours: xxx; xxx; or by appointment
Course Overview
The Prescribed Fire Practicum, or Rx Practicum, is a three-credit class designed to provide students
with technical training, practical applications, and theoretical foundations in ecological burning in
the southeastern United States. It is taught annually in southern Georgia for credit/no credit during
the first three weeks of January. Students travel together from Missoula shortly after the New Year
and return the weekend preceding start of Spring Semester. In the class, students review literature
documenting longleaf pine ecosystem form and function, evaluate burn plans, and engage in
prescribed burning for specific ecological objectives. Fire will be used to meet restoration goals in
longleaf pine woodlands. Following burning, students will assess fire effects and evaluate the
effectiveness of treatments. In the process, they will be expected to take initiative, make decisions,
and be accountable for results. Students will be required to: (1) provide daily photo and text
documentation of their actions, (2) monitor fire behavior, weather and effects, (3) map burn units,
(4) implement prescribed fire, (5) fill leadership roles, (6) participate actively in field trips with
ecologists, fire managers, and landowners,(7) contribute substantially to after-action reviews, and
(8) provide a written synthesis of their experiences upon return to the UM campus, with
recommendations for improving the class for future students.
The class is co-convened with G FORS544. Graduate students in FORS 544 are expected to provide
leadership in directing firefighters and teaching new skills. They will complete two additional
assignments: a research paper (8-10) pages addressing a topic related to longleaf pine fire ecology
and management, and a teaching seminar delivered to the class on a topic related to implementing or
monitoring prescribed fire. Additionally, there will be higher performance expectations for graduate
students. Completion and write-up of a well-scoped, pre-approved research project conducted in the
prescribed fire environment can be substituted for the above two assignments.
Service Learning is a method of teaching and learning in which students, faculty and community
partners work together to enhance student learning by applying academic knowledge in a
community-based setting. Student work addresses the needs of the community, as identified through
collaboration with community or tribal partners, while meeting instructional objectives through
faculty-structured service work and critical reflection meant to prepare students to be civically
responsible members of the community. At its best, service learning enhances and deepens
students’ understanding of an academic discipline by facilitating the integration of theory and
practice, while providing them with experience that develops life skills and engages them in critical
reflection about individual, institutional, and social ethics.
The experiential learning opportunities provided by the Prescribed Fire Practicum help develop fire
managers who are capable, creative problem-solvers. The class adopts a hybrid professional practice
and field education learning model to create an environment where disciplinary skills are applied
and practiced under consistent mentoring. Students are required to reflect on what and how they are
learning, and their responsibility moves well beyond a course grade. This approach builds
knowledge, skills and confidence among students in the relatively forgiving winter burning
conditions typical of the southeastern U.S.
Course Goals:

Promote academic and professional development of students and increase their competiveness.

Achieve meaningful ecological restoration objectives for land management partners.

Build relationships with innovative land managers and organizations.

Support CFC’s fire management curriculum and its experiential learning goals.

Bridge fire training and education.

Create research opportunities for students, faculty, and collaborators.
Learning Outcomes
Upon completion of this class, students should be able to:

Describe the fire ecology of longleaf pine ecosystems.

Explain restoration strategies in longleaf pine habitats.

Interpret burn plans to meet restoration objectives.

Know how to staff, organize, and implement a simple prescribed fire.

Discuss how weather, fuels, and topography interact to control fire behavior.

Present multiple strategies and tactics for managing prescribed fire and monitoring its effects.

Adapt to unexpected changes in the fire environment.

Recognize safety considerations associated with prescribed fire implementation.

Manage people and resources more effectively. FORS544

Exhibit improved leadership skills. FORS544

Teach other firefighters basic skills in prescribed fire implementation and monitoring. FORS544
Readings
The following readings have been selected to provide a broad cross-section of the science, history,
culture, and practical considerations of burning in longleaf pine ecosystems. They will be made
available through on-line resources by the instructor. There is no required textbook.
-
Ferguson, S.A., Ruthford, J.E., McKay, S.J., Wright, D., Wright, C., and Ottmar, R. 2002. Measuring
moisture dynamics to predict fire severity in longleaf pine forests. International Journal of Wildland
Fire, 11: 267-279.
-
Lavoie, M., Starr, G., Mack, M.C., Martin, T.A., and Gholz, H.L. 2010. Effects of a prescribed fire
on understory vegetation, carbon pools, and soil nutrients ina longleaf pine-slash pine forest in
Florida. Natural Areas Journal, 30(1): 82-94.
-
Varner, M.V. III, Hiers, J.K., Ottmar, R.D., Gordon, D.R., Putz, F.E., and Wade, D.D. 2007.
Overstory tree mortality resulting from reintroducing fire to long-unburned longleaf pine forests: the
importance of duff moisture. Canadian Journal of Forest Research, 37: 1349-1358.
-
Varner, J.M. III, Gordon, D.R., Putz, F.E., and Hiers, J.K., 2005. Restoring fire to long-unburned
Pinus palustris ecosystems: novel fire effects and consequences for long-unburned ecosystems,
Restoration Ecology, 13(3): 536-544.
-
A Guide for Prescribed Fire in Southern Forests, USDA Forest Service Technical Publication R8-TP
11, 58 pp.
-
The Fire Forest: Longleaf Pine-Wiregrass Ecosystem, Edited by James R. Wilson, Georgia Wildlife
Press of the Georgia Wildlife Federation, Natural Georgia Series Vol. 8(2): 1-84.
-
A Management Plan for Moody Forest Natural Area, Georgia, The Nature Conservancy, 50 pp.
-
Managing the Forest and the Trees: A Private Landowner’s Guide to Conservation Management of
Longleaf Pine, Edited by Laurence S. Earley, published by The Nature Conservancy, in collaboration
with The Longleaf Alliance, and Southern Group of State Foresters by Theo Davis Sons Inc.,
Zebulon, N.C., 37 pp.
Course Polices
Professionalism: In this class, students represent the State of Montana and its University System to
natural resource professionals. They must do so professionally. This means communicating clearly,
directly, and respectfully with classmates, instructors, and land managers. It means maintaining a
professional appearance and demeanor. It means being adaptable to changing conditions, long days
(up to 16 hours), and unpredictable living conditions. It means carrying your weight. Violation of
this policy will result in failure of the class.
Academic Honesty: Students must practice academic honesty. Academic misconduct is subject to
an academic penalty and/or a disciplinary sanction by the University. This is a zero tolerance policy
that will result in failure and possible expulsion if not followed. All students need to be familiar
with the Student Conduct Code. The Code is available for review online at:
http://life.umt.edu/vpsa/student_conduct.php
Make-up/Extra Credit: There will be no make-up assignments and no opportunities for extra credit.
Course Pre-requisites

Students have current red cards

Students are enrolled in the Spring Semester following the class.

Students are able and willing to provide food for themselves for the
duration of the class (~$9/day ($150 total); kitchen facilities are provided).
(Housing, transportation, and necessary fire gear will be provided by The National Center for
Landscape Fire Analysis and The Nature Conservancy-Georgia/Alabama).
Participation in this class is by instructor permission only. Selection is based in large part on the
need to put together an effective group that will produce meaningful restoration outcomes for
natural resource partners. This means that motivation, work ethic, and professionalism are
primary considerations. Additionally, I attempt to mix good fire experience with lessexperienced, but ambitious firefighters, while providing for geographic diversity and a mix of
students by class status. Students interested in participating are required to deliver a document
in person to me with the following information by end-of-day November 1.
Name:
Contact Info: e.g., phone and email.
Major:
Class Status: freshman, sophomore, junior, senior, graduate student
Redcard: yes/no; location
Fire experience: list what, where, when
Statement of Interest: (Why do you want to take this class? What do you hope to get out of it?
What are your long-term goals in fire, if known? What are you planning on doing next summer?)
Contact info for one reference:
Assignments
Attendance at 3 pre-trip Meetings: The class will meet twice in December and once in early January
for 2-hours each to develop understanding of longleaf pine ecology through lecture and discussion,
and to address logistics.
Written Journal: Students will keep a daily log of activities and observations, appended with time
and location, including wx and fire behavior observations and maps.
Photo/Video Journal: Students are required to produce comprehensive photo/video documentation
of activities, to be shared with the group.
After-Action Review (Group Assignment): Upon returning to Missoula, the class will complete a
comprehensive written after-action review for our natural resource partners, reviewing the trip and
identifying strengths and weaknesses of the experience. This assignment will be instructor-led.
Synthesis Paper: Students will produce a 4-5 page paper synthesizing and reflecting upon their
experiences with respect to what was learned and how the course advanced academic and
professional goals. Strengths and weakness of the experience should be identified, with
recommendations for improvements, where necessary. The synthesis paper will be due at the end of
the second week of classes in spring semester.
Exit Interview: Each student will conduct an exit interview with the course instructor.
Research Paper (FORS544): Graduate students are required to write an 8-10 page, well-cited
research paper on a topic related to longleaf pine ecology. The purpose of this assignment is to
begin to build a knowledge library for future students, instructors, and natural resource partners.
Teaching Seminar (FORS544): Graduate students will prepare and deliver a teaching-field seminar
to the class (seminar approved and prepared prior to the class). Example topics include fuels
sampling, fire behavior and weather monitoring, field GIS, photo plot documentation, lighting
patterns, field ecology).
Grading
The class is offered as credit/no credit. Satisfactory performance in each of the performance areas
(journaling, monitoring, mapping, after-action reviews, synthesis paper, etc.) plus active
participation in all activities is required for credit.
Tips for success

READ! There are 275 pages of assigned readings that cover the ecology, history, and management
of longleaf pine forests. All of the readings apply directly to what you will be doing in the field and
need to be completed ahead of time.

Take good notes and pictures during the activities you are participating in (not after).

Volunteer for everything, take initiative, and work harder than everyone else.

Communicate clearly, directly, and respectfully with classmates, the instructor, and management
partners.

Be professional and adaptable.
SYLLABUS FOR CO-CONVENED FORS495
Prescribed Fire Practicum (SERV) –
XXXXX – U FORS 495– 01
Co-convened with G FORS544
3 credits (credit/no credit)
Moody Forest Natural Area, GA
Wintersession 2012
Carl Seielstad, Associate Professor, Fire Science
UM College of Forestry and ConservationDepartment of Forest Management
CHCB439, 243.6200,
carl.seielstad@firecenter.umt.edu
Office Hours: xxx; xxx; or by appointment
Course Overview
The Prescribed Fire Practicum, or Rx Practicum, is a three-credit class designed to provide students
with technical training, practical applications, and theoretical foundations in ecological burning in
the southeastern United States. It is taught annually in southern Georgia for credit/no credit during
the first three weeks of January. Students travel together from Missoula shortly after the New Year
and return the weekend preceding start of Spring Semester. In the class, students review literature
documenting longleaf pine ecosystem form and function, evaluate burn plans, and engage in
prescribed burning for specific ecological objectives. Fire will be used to meet restoration goals in
longleaf pine woodlands. Following burning, students will assess fire effects and evaluate the
effectiveness of treatments. In the process, they will be expected to take initiative, make decisions,
and be accountable for results. Students will be required to: (1) provide daily photo and text
documentation of their actions, (2) monitor fire behavior, weather and effects, (3) map burn units,
(4) implement prescribed fire, (5) fill leadership roles, (6) participate actively in field trips with
ecologists, fire managers, and landowners,(7) contribute substantially to after-action reviews, and
(8) provide a written synthesis of their experiences upon return to the UM campus, with
recommendations for improving the class for future students.
The class is co-convened with G FORS544. Graduate students in FORS 544 are expected to provide
leadership in directing firefighters and teaching new skills. They will complete two additional
assignments: a research paper (8-10) pages addressing a topic related to longleaf pine fire ecology
and management, and a teaching seminar delivered to the class on a topic related to implementing or
monitoring prescribed fire. Additionally, there will be higher performance expectations for graduate
students. Completion and write-up of a well-scoped, pre-approved research project conducted in the
prescribed fire environment can be substituted for the above two assignments.
Service Learning is a method of teaching and learning in which students, faculty and community
partners work together to enhance student learning by applying academic knowledge in a
community-based setting. Student work addresses the needs of the community, as identified through
collaboration with community or tribal partners, while meeting instructional objectives through
faculty-structured service work and critical reflection meant to prepare students to be civically
responsible members of the community. At its best, service learning enhances and deepens
students’ understanding of an academic discipline by facilitating the integration of theory and
practice, while providing them with experience that develops life skills and engages them in critical
reflection about individual, institutional, and social ethics.
The experiential learning opportunities provided by the Prescribed Fire Practicum help develop fire
managers who are capable, creative problem-solvers. The class adopts a hybrid professional practice
and field education learning model to create an environment where disciplinary skills are applied
and practiced under consistent mentoring. Students are required to reflect on what and how they are
learning, and their responsibility moves well beyond a course grade. This approach builds
knowledge, skills and confidence among students in the relatively forgiving winter burning
conditions typical of the southeastern U.S.
Course Goals:

Promote academic and professional development of students and increase their competiveness.

Achieve meaningful ecological restoration objectives for land management partners.

Build relationships with innovative land managers and organizations.

Support CFC’s fire management curriculum and its experiential learning goals.

Bridge fire training and education.

Create research opportunities for students, faculty, and collaborators.
Learning Outcomes
Upon completion of this class, students should be able to:

Describe the fire ecology of longleaf pine ecosystems.

Explain restoration strategies in longleaf pine habitats.

Interpret burn plans to meet restoration objectives.

Know how to staff, organize, and implement a simple prescribed fire.

Discuss how weather, fuels, and topography interact to control fire behavior.

Present multiple strategies and tactics for managing prescribed fire and monitoring its effects.

Adapt to unexpected changes in the fire environment.

Recognize safety considerations associated with prescribed fire implementation.

Manage people and resources more effectively. FORS544

Exhibit improved leadership skills. FORS544

Teach other firefighters basic skills in prescribed fire implementation and monitoring. FORS544
Readings
The following readings have been selected to provide a broad cross-section of the science, history,
culture, and practical considerations of burning in longleaf pine ecosystems. They will be made
available through on-line resources by the instructor. There is no required textbook.
-
Ferguson, S.A., Ruthford, J.E., McKay, S.J., Wright, D., Wright, C., and Ottmar, R. 2002. Measuring
moisture dynamics to predict fire severity in longleaf pine forests. International Journal of Wildland
Fire, 11: 267-279.
-
Lavoie, M., Starr, G., Mack, M.C., Martin, T.A., and Gholz, H.L. 2010. Effects of a prescribed fire
on understory vegetation, carbon pools, and soil nutrients ina longleaf pine-slash pine forest in
Florida. Natural Areas Journal, 30(1): 82-94.
-
Varner, M.V. III, Hiers, J.K., Ottmar, R.D., Gordon, D.R., Putz, F.E., and Wade, D.D. 2007.
Overstory tree mortality resulting from reintroducing fire to long-unburned longleaf pine forests: the
importance of duff moisture. Canadian Journal of Forest Research, 37: 1349-1358.
-
Varner, J.M. III, Gordon, D.R., Putz, F.E., and Hiers, J.K., 2005. Restoring fire to long-unburned
Pinus palustris ecosystems: novel fire effects and consequences for long-unburned ecosystems,
Restoration Ecology, 13(3): 536-544.
-
A Guide for Prescribed Fire in Southern Forests, USDA Forest Service Technical Publication R8-TP
11, 58 pp.
-
The Fire Forest: Longleaf Pine-Wiregrass Ecosystem, Edited by James R. Wilson, Georgia Wildlife
Press of the Georgia Wildlife Federation, Natural Georgia Series Vol. 8(2): 1-84.
-
A Management Plan for Moody Forest Natural Area, Georgia, The Nature Conservancy, 50 pp.
-
Managing the Forest and the Trees: A Private Landowner’s Guide to Conservation Management of
Longleaf Pine, Edited by Laurence S. Earley, published by The Nature Conservancy, in collaboration
with The Longleaf Alliance, and Southern Group of State Foresters by Theo Davis Sons Inc.,
Zebulon, N.C., 37 pp.
Course Polices
Professionalism: In this class, students represent the State of Montana and its University System to
natural resource professionals. They must do so professionally. This means communicating clearly,
directly, and respectfully with classmates, instructors, and land managers. It means maintaining a
professional appearance and demeanor. It means being adaptable to changing conditions, long days
(up to 16 hours), and unpredictable living conditions. It means carrying your weight. Violation of
this policy will result in failure of the class.
Academic Honesty: Students must practice academic honesty. Academic misconduct is subject to
an academic penalty and/or a disciplinary sanction by the University. This is a zero tolerance policy
that will result in failure and possible expulsion if not followed. All students need to be familiar
with the Student Conduct Code. The Code is available for review online at:
http://life.umt.edu/vpsa/student_conduct.php
Make-up/Extra Credit: There will be no make-up assignments and no opportunities for extra credit.
Course Pre-requisites

Students have current red cards

Students are enrolled in the Spring Semester following the class.

Students are able and willing to provide food for themselves for the
duration of the class (~$9/day ($150 total); kitchen facilities are provided).
(Housing, transportation, and necessary fire gear will be provided by The National Center for
Landscape Fire Analysis and The Nature Conservancy-Georgia/Alabama).
Participation in this class is by instructor permission only. Selection is based in large part on the
need to put together an effective group that will produce meaningful restoration outcomes for
natural resource partners. This means that motivation, work ethic, and professionalism are
primary considerations. Additionally, I attempt to mix good fire experience with lessexperienced, but ambitious firefighters, while providing for geographic diversity and a mix of
students by class status. Students interested in participating are required to deliver a document
in person to me with the following information by end-of-day November 1.
Name:
Contact Info: e.g., phone and email.
Major:
Class Status: freshman, sophomore, junior, senior, graduate student
Redcard: yes/no; location
Fire experience: list what, where, when
Statement of Interest: (Why do you want to take this class? What do you hope to get out of it?
What are your long-term goals in fire, if known? What are you planning on doing next summer?)
Contact info for one reference:
Assignments
Attendance at 3 pre-trip Meetings: The class will meet twice in December and once in early January
for 2-hours each to develop understanding of longleaf pine ecology through lecture and discussion,
and to address logistics.
Written Journal: Students will keep a daily log of activities and observations, appended with time
and location, including wx and fire behavior observations and maps.
Photo/Video Journal: Students are required to produce comprehensive photo/video documentation
of activities, to be shared with the group.
After-Action Review (Group Assignment): Upon returning to Missoula, the class will complete a
comprehensive written after-action review for our natural resource partners, reviewing the trip and
identifying strengths and weaknesses of the experience. This assignment will be instructor-led.
Synthesis Paper: Students will produce a 4-5 page paper synthesizing and reflecting upon their
experiences with respect to what was learned and how the course advanced academic and
professional goals. Strengths and weakness of the experience should be identified, with
recommendations for improvements, where necessary. The synthesis paper will be due at the end of
the second week of classes in spring semester.
Exit Interview: Each student will conduct an exit interview with the course instructor.
Research Paper (FORS544): Graduate students are required to write an 8-10 page, well-cited
research paper on a topic related to longleaf pine ecology. The purpose of this assignment is to
begin to build a knowledge library for future students, instructors, and natural resource partners.
Teaching Seminar (FORS544): Graduate students will prepare and deliver a teaching-field seminar
to the class (seminar approved and prepared prior to the class). Example topics include fuels
sampling, fire behavior and weather monitoring, field GIS, photo plot documentation, lighting
patterns, field ecology).
Grading
The class is offered as credit/no credit. Satisfactory performance in each of the performance areas
(journaling, monitoring, mapping, after-action reviews, synthesis paper, etc.) plus active
participation in all activities is required for credit.
Tips for success

READ! There are 275 pages of assigned readings that cover the ecology, history, and management
of longleaf pine forests. All of the readings apply directly to what you will be doing in the field and
need to be completed ahead of time.

Take good notes and pictures during the activities you are participating in (not after).

Volunteer for everything, take initiative, and work harder than everyone else.

Communicate clearly, directly, and respectfully with classmates, the instructor, and management
partners.

Be professional and adaptable.
VI Department Summary (Required if several forms are submitted) In a separate document list course
number, title, and proposed change for all proposals.
VII Copies and Electronic Submission. After approval, submit original, one copy, summary of
proposals and electronic file to the Faculty Senate Office, UH 221, camie.foos@mso.umt.edu.
Revised 5-4-11