SUPPLEMENTAL MATERIALS I
Selected NRCM Course Syllabi
NRCM Supplemental Materials I Selected Course Syllabi Page 1 of 69
NRM-140
Conservation and Management of Natural Resources
Spring 2007
Instructor:
Peter Bates
341 Stillwell
227-3914
bates@email.wcu.edu
Office hours:
11:00 to 12:00 Monday
3:30 to 4:45 Tuesday
or by appointment
Meeting place and times:
Lecture: Tuesday and Thursday 11:00 to 12:15 in ST 143
Course Overview:
The conservation and management of natural resources is a wide-ranging and complex
discipline. This course will provide students with a basic introduction to conserving and
sustaining some of our more important natural resources. This will be accomplished through
textbook readings, class lectures, and other supplemental information. We will use case studies
and various in-class activities to apply a subset of these issues in more detail, and to hone
students’ critical thinking skills.
As a liberal studies course in the physical sciences, it is expected that students will increase
their proficiency and gain experience in a number of areas, including the following:
 critical thinking, reading and writing
 applying scholarly information and methods to understand complex issues
 defining and solving problems involving the character of dynamic systems
 reading and using published information
 oral communication
 integrating concepts from diverse academic disciplines
 working collaboratively with others
Restating some of the points listed above, it is hoped that students will improve their ability to
(1) develop arguments based on logic as opposed to emotion, (2) understand the use scientific
study to appreciate the tentative character of scientific conclusions; and that repeated
experimental testing is needed in order to confirm assertions or reject hypotheses, (3) support
positions with arguments that are rational and defensible, and (4) clearly express their point of
view in both oral and written formats.
Required Text:
Chiras, Daniel, John Reganold, and Oliver Owen. 2005. Natural Resource Conservation:
Management for a Sustainable Future. Pearson Prentice Hall.
NRCM Supplemental Materials I Selected Course Syllabi Page 2 of 69
Evaluation:
Midterm exams (Feb. 22 and Apr. 12)
Final Exam (Tuesday, May 1: 12:00-2:30)
Class assignments and quizzes
Citizenship and class participation
Case studies
20%
15%
30%
5%
30%
100%
For all practical purposes, the following final percentages will guarantee the
corresponding grades: > 93=A, > 90=A-, > 87=B+, >83=B, > 80=B-, etc.
Exams will concentrate on material covered since the previous exam, though students will be
responsible for major concepts presented earlier. The final exam will be comprehensive.
Exams will consist primarily of short answer and essay questions that are designed to evaluate
your understanding of the material presented. In many cases you will be asjedto assimilate and
apply the material covered during class – not just regurgitate random facts. Make-up exams will
only be given under extreme circumstances for documented absences accepted by the
instructor. Students will be responsible for materials covered during lectures and labs and for
assigned readings.
Case studies are designed to let students apply specific concepts of natural resources
conservation and management to real world situations. Students will work in groups to collect,
synthesize, and interpret scientific data in order to develop specific resource management
strategies. Students will prepare both written and oral summaries of their work.
Class assignments and quizzes will be assigned at various points during the semester.
These assignments will come in a wide variety of forms, and in most cases they will be unannounced. Students who are not present for in-class assignments will be given a 0 for those
assignments. Students who are not present when take-home assignments are made are
responsible for getting those assignments and completing them on time.
General class guidelines:
 Attendance: This is important. Poor attendance will guarantee a low or failing grade in the
class. Remember, students who are not present for in-class assignments will receive a 0 for
those assignments. There are no exceptions.
 Classroom environment: It is expected that students will be respectful and courteous to
others at all times. This behavior includes listening when others are talking, respecting the
opinions of others, and avoiding language and physical gestures that might be viewed as
offensive.
 Late work policy: Late assignments will not be accepted. If you will miss class on a day that
an assignment is due, either turn the assignment in early, arrange for another student to turn
it in for you, or email it to me (by the due date and time) as an appropriate MS Office
attachment (i.e., a Word document).
 Cell phones: Keep them turned off.
 Writing format: All written assignments prepared outside of class must be generated on a
NRCM Supplemental Materials I Selected Course Syllabi Page 3 of 69
word processor with 1-inch margins, double spaced, and a 12-point font that is easy to read.
 Writing assistance: There will be a lot of writing in this class. I encourage you to utilize the
resources available at the Writing Center. For more information, see their website at:
http://www.wcu.edu/WritingCenter/
 Academic dishonesty: It is your responsibility as a student at this university to understand
the policies and consequences associated with academic integrity and dishonesty. These
are spelled out in the Student Handbook, available online at
http://www.wcu.edu/univcenter/handbook/index.html
 Students with disabilities: Western Carolina University is committed to providing equal
educational opportunities for students with documented disabilities. Students who require
disability services or reasonable accommodations must identify themselves as having a
disability and provide current diagnostic documentation to Disability Services. All information
is confidential. Please contact Kimberly Marcus for more information. Phone: (828) 2277234; E-mail: kmarcus@email.wcu.edu.
NRCM Supplemental Materials I Selected Course Syllabi Page 4 of 69
Tentative Course Outline
Week of
Jan 8
Topic
Reading in text
Introductions: People and the course
Jan 15
History of natural resource conservation and
management
Jan 22
Populations, economics, and ethics
Jan 29
Wetlands and riparian areas
Feb 5
The water cycle
Water pollution
Feb 12
Feb 19
Feb 26
Ch. 1
Ch 2, 4
Ch. 9
Ch. 10, 11
Case Study #1
Water pollution (cont.)
Soil Resource
Ch. 6
Mar 5
SPRING BREAK
Mar 12
Soil erosion
Ch 7
Mar 19
Forest ecology and forest resources
Mar 26
Forest resources (cont.)
Apr 2
Case study #2
Apr 9
Forest resources and wildlife
Apr 16
Global and large-scale threats
Climate change
Air pollution
Apr 23
Course wrap up and review
Ch. 14
Ch. 16
Ch. 18, 19
NRCM Supplemental Materials I Selected Course Syllabi Page 5 of 69
NATURAL RESOURCE MANAGEMENT
Fall 2007
Stillwell 254 [Lectures]
9:30-10:45am T-Th
Instructor:
Joni Bugden-Storie
Stillwell 343, jbugden@email.wcu.edu, 227-3819
Office Hours: Scheduled: Tuesday & Thursday 11am to Noon or whenever door is open
I. Rationale/Purpose
Students will develop a basic understanding of natural resources, and will investigate relationships
between those resources and society while exploring issues related to their management.
II. Course Aims and Objectives:
 The aim of this course is to introduce students to topics related to natural resource conservation
and management. Understanding the natural resources through history, economics, water, forest,
ecology, wildlife, etc. By the end of this course, the student will::
 Demonstrate the ability to locate, analyze, synthesize, and evaluate natural resource
information.
 Demonstrate the ability to interpret and use numerical, written, oral and visual data;
 Demonstrate the ability to read with comprehension, and to write and speak clearly,
coherently, and effectively as well as to adapt modes of communication appropriate to an
audience.
III. Course Materials
Course readings:
 Required texts: Natural Resource Conservation by Chiras and Reganold, (9th edition). Available
in the bookstore as a rental.
NRCM Supplemental Materials I Selected Course Syllabi Page 6 of 69
IV. Faculty Expectations of Students/Course Policies
 Statement on Accommodations for students with disabilities:
Western Carolina University is committed to providing equal educational opportunities for
students with documented disabilities. Students who require disability services or reasonable
accommodations must identify themselves as having a disability and provide current diagnostic
documentation to Disability Services. All information is confidential. Please contact Carol Mellen
for more information. Phone: (828) 227-7127; E-mail:mellen@email.wcu.edu.

Statement on Academic Integrity (including plagiarism):
Academic Honesty Policy
Western Carolina University, as a community of scholarship, is also a community of honor.
Faculty, staff, administrators, and students work together to achieve the highest standards of
honesty and integrity. Academic dishonesty is a serious offense at Western Carolina University
because it threatens the quality of scholarship and defrauds those who depend on knowledge
and integrity.
Academic dishonesty includes:
a. Cheating—Intentionally using or attempting to use unauthorized materials, information, or
study aids in any academic exercise.
b. Fabrication—Intentional falsification of information or citation in an academic exercise.
c. Plagiarism—Intentionally or knowingly representing the words or ideas of someone else as
one’s own in an academic exercise.
d. Facilitation of Academic Dishonesty—Intentionally or knowingly helping or attempting to
help someone else to commit an act of academic dishonesty, such as knowingly allowing another
to copy information during an examination or other academic exercise.
The procedures for cases involving allegations of academic dishonesty are:
1. Instructors have the right to determine the appropriate sanction or sanctions for academic
dishonesty within their courses up to and including a final grade of “F” in the course. Within 5
calendar days of the event the instructor will inform his/her department head, and the Associate
Dean of the Graduate School when the student is a graduate student, in writing of the academic
dishonesty charge and sanction.
http://www.wcu.edu/UnivCatalog/Catalog/acadreg/acadreg.htm#AHP


Attendance Policy: As with many of your courses, the content in this course is cumulative so
constant lateness or absence will significantly impact your knowledge and subsequently, your
grade. Please inform me (the instructor) if there are extenuating circumstances that cause you to
be absent from class.
Guidelines for classroom behavior: no use of cell phones during class time. You will need a
calculator (not a cell phone) periodically through the term including for some quizzes.
V. Grading Procedures:
Percentage of
Grade
Exercises/Assignments
Group Project
Quizzes
Attendance
Purpose
To develop skills and apply theoretical knowledge
30%
on the subject of environmental geography
To interpret course information, to communicate
10%
that knowledge in an oral presentation + written
report
To retain theory and show a more in-depth
60%
understanding of environmental geography
To value your participation in the class and show
5%
NRCM Supplemental Materials I Selected Course Syllabi Page 7 of 69
how important it can be to your final grade
100%
Exercises
Although most exercises will be conducted in the classroom, occasionally we will meet elsewhere (see
syllabus) to complete assignments.
Group Project
There will be a sign-up sheet passed around in class after the first week of classes on various topics
related to natural resources (e.g., economics, world population, water, coastal environments, forest,
ecology, soils, wildlife). Presentations will occur through out the term so you can choose topics that both
interest you and be timed to adapt to other class work. In the past presentations, students have
designed Jeopardy-style games, conducted water tasting tests, taken the class outside to study campus
trees, built models to show water erosion on different soils, etc. Group size is 3 individuals. In addition to
giving a presentation, your group will also hand in a report on the same day. The report is the group’s
opportunity to show how information was (a) organized, (b) synthesized, (c) incorporated from various
sources, (d) and presented professionally.
Quizzes
There will be three quizzes through out the term plus your final exam – each worth 15%.
Letter grades will be assigned according to the following:
Percentage Grade Letter grade
93-100
A
90-92
A86-89
B+
83-85
B
80-82
B76-79
C+
73-75
C
70-72
C63-69
D+
56-62
D
50-55
D50 and below
F
VIII. Tentative Course Schedule
May change to accommodate guest lectures & student needs.
Date
Topic
1 Tues, Aug 21
Introduction, Syllabus
2 Thurs, Aug 23
History of Conservation
Reading Assignment
Chapter 1
Hand out Assignment #1
3 Tues, Aug 28
4 Thurs, Aug 30
Economics & Ethics
Chapter 2
In-class Writing Exercise (Science Essay)
Assignment #1 Due
5 Tues, Sept 4
World Populations
6 Thurs, Sept 6
Quiz #1 (15%)
7 Tues, Sept 11
Student Presentations: Economics & Ethics
8 Thurs, Sept 13 Water Resources (Film)
9 Tues, Sept 18
Water Resources
Chapter 10
10 Thurs, Sept 20 Water Resources
11 Tues, Sept 25
Student Presentations: Water Resources
Hand out Assignment #2
NRCM Supplemental Materials I Selected Course Syllabi Page 8 of 69
12 Thurs, Sept 27 Forest Management
13 Tues, Oct 2
Chapter 14
Forest Management
Assignment #2 Due
14 Thurs, Oct 4
15 Tues, Oct 9
Thurs, Oct 11
Student Presentations: Forest Management
Quiz #2 (15%)
FALL BREAK-NO CLASSES
16 Tues, Oct 16
Ecology
Chapter 3
17 Thurs, Oct 18
Ecology
18 Tues, Oct 23
ADVISING DAY-NO CLASSES
19 Thurs, Oct 25
Student Presentations: Ecology
Hand out Assignment #3
20 Tues, Oct 30
Wildlife
21 Thurs, Nov 1
Wildlife
Chapter 16
22 Tues, Nov 6
23 Thurs, Nov 8
Student Presentations: Wildlife
Quiz #3 (15%)
24 Tues, Nov 13
Soils
25 Thurs, Nov 15
Soils
Chapter 6
26 Tues, Nov 20
Thurs, Nov 22
Student Presentations: Soils
THANKSGIVING
27 Tues, Nov 27
Extinction
28 Thurs, Nov 29
Extinction
Chapter 15
29 Tues, Dec 4
30 Thurs, Dec 6
Student Presentations: Extinctions
Review for Final
Final Semester Examinations
Saturday-Friday
December 8-14
Final Exam 15%
Wednesday 12-2:30 pm
December 12
NRCM Supplemental Materials I Selected Course Syllabi Page 9 of 69
Natural Resource Management 140
Fall 2007
Stillwell 254
MWF 9:05–9:55
Instructor:
Office:
Office Hours:
Dr. Ron Davis
Stillwell 344
Monday 10:30-11:30 MWF
NOTE: I have an open door policy and am generally in my office when not teaching. Please feel free to
stop by my office any time if you have questions.
I. Purpose
Students will develop a basic understanding of natural resource conservation, and will investigate
relationships between those resources and society and issues related to their management.
II. Course Objectives:
In addition to increased knowledge of natural resource management concepts students will be able to
apply critical thinking skills to the understanding of ecologic, economic, and ethical aspects of natural
resource management and conservation.
This course is a Liberal Studies course. The learning goals of the Liberal Studies Program are for
students to:

Demonstrate the ability to locate, analyze, synthesize, and evaluate
information;

Demonstrate the ability to interpret and use numerical, written, oral and
visual data;

Demonstrate the ability to read with comprehension, and to write and speak
clearly, coherently, and effectively as well as to adapt modes of communication
appropriate to an audience;

Demonstrate the ability to critically analyze arguments; demonstrate the
ability to recognize behaviors and define choices that affect lifelong wellbeing;

Demonstrate an understanding of
o
Past human experiences and ability to relate them to the present:
o
Different contemporary cultures and their interrelationships;
o
Issues involving social institutions, interpersonal and group dynamics,
human development and behavior, and cultural diversity; scientific
concepts and methods as well as contemporary issues in science and
technology;
o
Cultural heritage through its expressions of wisdom, literature and art
and their roles in the process of self and social understanding.
This course partially satisfies the C5 science requirement of the WCU liberal studies program and
contains a laboratory component. In the physical sciences, students will
NRCM Supplemental Materials I Selected Course Syllabi Page 10 of 69

Be directed toward the definition and solution of problems involving the
character of matter, energy, motion, or mechanical/dynamic systems;

Use scientific study to appreciate the tentative character of scientific
conclusions: repeated experimental testing is needed in order to confirm
assertions, and revision (even rejection) of hypotheses is allowed.
III. Course Materials

Required text(s): Chiras, D, D. and J.P. Reganold. 2005. Natural Resource
Conservation: Management for a sustainable future, 9th Edition. Prentice-Hall,
Inc.

Other readings will be provided as needed.
IV. Expectations of Students/Course Policies (Amendments will be announced in class)

Attend and be engaged in class. Attendance is not mandatory but some activities will be completed in class and so
excessive absences will impact your grade.

Complete assignments on time. Late work will be penalized 20% of the total points possible for each day late. After 5
days the assignment will receive a grade of zero.

Exams, in class-exercises and quizzes are not available for make up. If you MUST miss an exam make arrangements
ahead of time to take it early.

Be COURTEOUS to other students AND the instructor. This includes but IS NOT LIMITED TO getting to class on
time, avoid excessive talking, keeping cell phone
or student learning.

OFF etc. Put simply, avoid things that interfere with my teaching
Academic Integrity: You are encouraged to share ideas, discuss questions, and
work together with your classmates in such a way as to further your individual
and collective understanding and proficiency of the concepts and skills
presented in this course. However, I expect each of you to submit original,
independent work and adhere to the policies set forth in the University Catalog
and Student Handbook. Academic dishonesty of any kind is not acceptable. Be
sure to cite all work and ideas that are not your own and reference all
citations. See the University Writing Center website for information regarding
plagiarism. Failure to comply with the University policy on academic integrity can result in a zero for the
specific assignment, a failing grade for the course, University disciplinary action or any combination thereof.
What you should expect from me:

I am readily available to answer questions and help with assignments. I have
office hours but feel free to stop by at any time or call/email to set up an
appointment. NOTE: Talk to me as soon as you are having problems or
questions. If you wait until the day before something is due or the end of the
semester to ask for help there will be little I can do for you.

I will strive to get your graded work back to you in a timely fashion. Handing
assignments in ON TIME and in a presentable fashion will help with this
tremendously.

Expectations (i.e. such as what you need to ‘‘know’’ for a test or quiz) are
clear. Grading and course policies are implemented fairly.
NRCM Supplemental Materials I Selected Course Syllabi Page 11 of 69
Class Environment: It is likely some issues we cover in this class will be controversial. I encourage
respectful disagreement and debate. Keep an open mind and resist the urge to immediately dismiss a
view with which you disagree. This class is a forum where we can have open discussion and where
everyone has the opportunity to participate and feels comfortable participating. Everyone should be
polite and tolerant of divergent viewpoints. Please listen and do not talk when others are talking. Be
respectful of your fellow students and me.
Writing Assistance: The Writing Center which is located on the first floor of Hunter Library assists
students with papers and written assignments. See their website for additional information at
www.wcu.edu/WritingCenter
Individuals with Disabilities Statement: Western Carolina University is committed to providing equal
educational opportunities for students with documented disabilities. Students who require disability
services or reasonable accommodations must identify themselves as having a disability and provide
current diagnostic documentation to Disability Services. All information is confidential. Please contact
Kimberly Marcus for more information. Phone: (828) 227-7234; Email:kmarcus@email.wcu.edu.
V. Grading Procedures: With the exception of some in class exercises used for discussions, all work
will be graded and returned to you. Assignments will be designed to provide a variety of approaches to
learning.
Percentage of Grade
Hourly Exams (3)
Class Project
Quizzes & Assignments
Final Examination
Grading Scale:

45
20
20
15
Grades will be assigned according to the scale shown below.
Percentage Grade
Letter grade
93-100
90 - 92
87 - 89
83 - 86
80 - 82
77 - 79
73 - 76
70 - 72
67-69
63-66
60-62
Below 60
A
AB+
B
BC+
C
CD+
D
DF
NOTE: I do not disclose/discuss grade information by email or phone so if you
need to discuss your grade please see me in person.
NRCM Supplemental Materials I Selected Course Syllabi Page 12 of 69
VI. Tentative Course Schedule
Week/Topic
August 20–24
Reading
PART I: Introduction to
NRM
August 27–31
Chapter 1–4
Sept 3–7
Chapter 1-4
Sept 10–14
Chapter 1-4
Sept 17–21
September 3: Labor
Day––no class
PART II—The Physical
Environment
Chapter 6-7 Soils and
Agriculture
Sept 24–28
Chapter 9-11 Water
Resources
Oct 1–5
Chapter 9-11 Water
Resources
Oct. 8–12.
Chapter 18 Air Polution
FALL BREAK October
11-15.
FALL BREAK October
11-15.
TEST 2 Friday Oct 19
Oct. 15–19
Oct. 22–26
Comments/Notes
PART III: The Living
Environment
Chapters 12-16
Oct. 29–Nov 2
Chapters 12-16
Nov 5–9
Chapters 12-16
Nov 12–16
Chapters 12-16
Test 3 12-16
November 16
NRCM Supplemental Materials I Selected Course Syllabi Page 13 of 69
Nov. 19–23
Part IV: Problems and
Solutions
Nov. 21–25 Thanksgiving
Holiday.
Nov. 26–30
Chapter 21, 22 and
supplemental
Last week of regular
classes
Dec. 3–7
Dec. 10–14
Final Exam: Tuesday Dec.
11 at 8:30 am
FINALS WEEK
NRCM Supplemental Materials I Selected Course Syllabi Page 14 of 69
NRM 140 – Natural Resource Conservation and Management
Spring 2007
Professor: Dr. Laura E. DeWald
Contact Information:
Office: 240 Stillwell
Phone: 227-2478
E-mail: ldewald@wcu.edu
Office Hours: T 11:00-1: pm, Th 11:00 - 12:00 or by appointment.
Course Description
The conservation and management of natural resources is a complex task. In this course, students will
develop a basic understanding of natural resource conservation and management, and we will
investigate relationships role society plays in this process. We will examine ecologic, economic,
government and governance, legal, ethical, and cultural aspects of natural resource conservation and
management through a mixture of discussions, group activities, case studies, readings, and research.
Learning Outcomes
Using in-class work, homework assignments and examinations, students will
practice:
critical thinking, reading and writing, and oral communication;
applying scholarly information and methods to understand complex issues;
reading and using published information, and integrating concepts;
teamwork involved with solving natural resource problems
Students will gain knowledge about strategies that may facilitate a more
sustainable relationship between humanity and the (rest of the) natural world
Students will have increased understanding of how natural resource issues are
related to each other as well as to other complex social issues and forces
Students will gain an understanding of the motivation and history involved in
natural resources conservation and management
This course is a Liberal Studies course. The learning goals of the Liberal Studies Program
are for students to demonstrate:
o the ability to locate, analyze, synthesize, and evaluate information;
o the ability to interpret and use numerical, written, oral and visual data;
o the ability to read with comprehension, and to write and speak clearly,
coherently, and effectively as well as to adapt modes of communication
appropriate to an audience;
o the ability to critically analyze arguments; demonstrate the ability to
recognize behaviors and define choices that affect lifelong well-being;
o an understanding of:

Past human experiences and ability to relate them to the present:

Different contemporary cultures and their interrelationships;

Issues involving social institutions, interpersonal and group dynamics,
human development and behavior, and cultural diversity; scientific concepts
and methods as well as contemporary issues in science and technology;

Cultural heritage through its expressions of wisdom, literature and art
and their roles in the process of self and social understanding.
This course partially satisfies the C5 science requirement of the WCU liberal
studies program and contains a laboratory component. In the physical sciences,
students will
 Be directed toward the definition and solution of problems involving the
character of matter, energy, motion, or mechanical/dynamic systems;
 Use scientific study to appreciate the tentative character of scientific
conclusions: repeated experimental testing is needed in order to confirm
assertions, and revision (even rejection) of hypotheses is allowed.
Laboratory work will be central to theoretical discussions as an experience in the
character of scientific work, and will provide an opportunity to experience the
environment in which scientific study is conducted.
Expectations
I will:
present useful information in an understandable format
NRCM Supplemental Materials I Selected Course Syllabi Page 15 of 69
create assignments that help you synthesize information
return assignments in a timely fashion
be fair to all students
I expect you to:
attend and come to class prepared to be actively involved in what is going on each day
work to your potential
live up to the academic honesty policy in the student handbook
take an active role in your education: asking questions, studying, completing assignments, and
taking responsibility for your performance
Required Text
Chiras, D.D. and J.P. Reganold. 2005. Natural Resource Conservation: Management for
a sustainable future, 9th Edition. Prentice-Hall, Inc.
Assessment of Learning Outcomes
Attendance - In this class as in most, your performance (i.e., your grade) is
positively related to attendance. The learning outcomes listed above can not be
achieved unless you are in class. Although attendance is not mandatory, graded
in-class assignments are turned in nearly every class period so absences will
significantly lower your grade.
Writing Assignments - There will be a number of writing assignments based on
readings, current events, discussions, etc. These assignments will help you
achieve each of the learning outcomes listed above. This is a writing-intensive
course and those of you who seek assistance from the Writing Center will end up
with higher grades than those who do not
In-Class Work - Natural resource conservation and management challenges can not be
solved if we only work as individuals. Therefore, there will be a number of inclass group assignments related to the course material to help achieve learning
outcomes related to team-work. This in-class work counts toward your participation
grade and, therefore, can not be made up!
Being a Responsible Citizen - You will volunteer for a minimum of four hours or
attend a public meeting of your choosing but your choice must be related to
natural resources conservation and management. Your grade is based on a two-page
summary of your experience. You must obtain prior approval from your instructor
before you do this assignment.
Research Paper - You will write a five-page research paper on an exotic species or
an endangered species. A grading rubric will be handed out in class.
Exams - Exams will assess your understanding and ability to apply your knowledge
to natural resource conservation and management challenges. Students who have
additional exams on the same date as an exam in this course may take the NRM140
exam early by prior arrangement. Students who miss exams will receive a zero (0)
for the exam.
Final grade
Writing Assignments: 4 @ 20 points each
In-Class Assignments
Responsible Citizen Assignment
Research Paper
Exams: 3 @ 50 points each
Total
80 points
100 points
20 points
50 points
150 points
400 points
A = 93-100%, A- = 90-92%, B+ = 87-89&, B = 83-86%, B- = 80-82%, C+ = 77-79%,
C = 73-76%, C- = 70-72%, D+ = 67-69%, D = 63-66%, D- = 60-62%, F = below 60%.
Late Work Policy
I do not accept late assignments because it is unfair to your classmates who turn in assignments on
time. If you will not be able to attend class on a day an assignment is due, you can submit the
NRCM Supplemental Materials I Selected Course Syllabi Page 16 of 69
assignment early or submit it by class time on the date it is due as an MS Word attachment via
email. All writing assignments must be typed, double-spaced, and in 12pt font. Please proof read
your work.
Class Environment
It is likely some issues we cover in this class will be controversial. I encourage respectful
disagreement and debate. Listening to different opinions is one of the best ways to learn. Keep an
open mind and resist the urge to immediately dismiss a view with which you disagree. This class
is a forum where we can have open discussion and where everyone has the opportunity to
participate and feels comfortable participating. Everyone should be polite and tolerant of
divergent viewpoints. Please listen and do not talk when others are talking. Be respectful of your
fellow students and me.
Writing Assistance
The Writing Center which is located on the first floor of Hunter Library assists students with
papers and written assignments. See their website for additional information at
www.wcu.edu/WritingCenter I strongly encourage you to take a rough draft of each writing
assignment to the Writing Center so they can help you improve your work!! A 10% bonus will be
awarded to students who visit the writing center and revise their writing assignment prior to the
due-date.
Academic Integrity
You are encouraged to share ideas, discuss questions, and work together with your classmates in
such a way as to further your individual and collective understanding and proficiency of the
concepts and skills presented in this course. However, I expect each of you to submit original,
independent work and adhere to the policies set forth in the University Catalog and Student
Handbook. Academic dishonesty of any kind is not acceptable. Be sure to cite all work and ideas
that are not your own and reference all citations. See the University Writing Center website for
information regarding plagiarism. Failure to comply with University policies may result in a zero
for the assignment, failure of the course, disciplinary action at the University level, or any
combination of the three.
Accommodations for Students with Disabilities
Western Carolina University is committed to providing equal educational
opportunities for students with documented disabilities. Students who require
disability services or reasonable accommodations must identify themselves as
having a disability and provide current diagnostic documentation to Disability
Services. All information is confidential. Please contact Kimberly Marcus for
more information. Phone: (828) 227-7234; E-mail: kmarcus@email.wcu.edu.
Cell Phone Policy
Cell phones must be turned completely OFF during class. If it rings, I get to answer your
phone for you!
NRCM Supplemental Materials I Selected Course Syllabi Page 17 of 69
Tentative Schedule
Day
T
Th
T
Th
T
Th
T
Th
T
Th
T
Th
T
Th
T
Th
T-Th
T
Th
T
Th
T
Th
T
Th
T
Th
T
Th
T
Th
T
Month
Jan.
Feb.
March
April
May
Date
9
11
16
18
23
25
30
1
6
8
13
15
20
22
27
1
6-8
13
15
20
22
27
29
3
5
10
12
17
19
24
26
2
Topic
Sustainability
Species Extinctions
Biodiversity Conservation
Soil Resources
Wildlife Ecology and
Habitat Management
Rangeland Resources
Assignment
Easter Island, Chapter 1
Chapters 2 and 4
Ecological Footprint Due
Chapter 15
Handouts
Writing Assignment #1Due
Chapters 6 and 7
Exam #1
Chapter 16 and Handouts
Writing Assignment #2 DUE
Chapter 13 and Handouts
Videos: New Range Wars
And Western Ranching
Spring Break – No Class
Rangeland Resources
Writing Assignment #3 DUE
Exam #2
Fisheries and
Chapters 10, 12 and Handouts
Water Resources
Forest Resources
Chapter 14 and Handouts
Easter Holiday – No Class
Forest Resources
Research Paper Due 5:00 pm
Videos: Forest Wars and
Ready for Harvest
Reading Day
Forest Resources
Writing Assignment #4 DUE
Final Exam: 12:00-2:30 pm
NRCM Supplemental Materials I Selected Course Syllabi Page 18 of 69
NRM 442
NATURAL RESOURCE POLICY AND ADMINISTRATION
GENERAL COURSE INFORMATION
LECTURE TIMES:
11:15 - 12:05 M, W, F ST 143
INSTRUCTOR:
DR. LAWRENCE KOLENBRANDER
OFFICE:
336 STILLWELL
EMAIL ADDRESS:
OFFICE HOURS:
COURSE TEXT:
lkolenb@email.wcu.edu
TELEPHONE: 227-3817
11:00 - 12:00 T, R; 1:30 - 3:00 F, OR BY APPOINTMENT
Kline Benjamin, First Along The River. A Brief History of the U. S. Environmental
Movement. 3rd edition, ACADIA Books, San Francisco
ADDITIONAL READINGS WILL BE ASSIGNED FROM CLASS HANDOUTS AND MATERIALS
PLACED ON CLOSED RESERVE IN HUNTER LIBRARY. STUDENTS ARE ALSO REQUIRED TO
READ THE ASHEVILLE CITIZEN TIMES NEWSPAPER DAILY FOR POLICY, EDITORIAL, AND
BUDGET ISSUES RELATED TO LOCAL, STATE, AND FEDERAL NATURAL RESOURCE ISSUES.
COURSE OBJECTIVES:
1.
2.
3.
To introduce a model of the policy process that can be used in policy analysis. Students will be able
to identify and describe the various elements of the policy process and will be able to analyze issues
in terms of the policy process.
To explore the historical development of current natural resource policy in the United States.
Students will be able to relate current issues in natural resources policy to their historical context.
To introduce the roles of various Federal and State agencies in the administration of natural resource
policies, and explore current issues affecting natural resources management in the U.S. Students
will be able to identify and describe the historical backgrounds of the various natural resource
management agencies and relate these to current issues faced by these agencies.
COURSE POLICIES AND GRADING:
1.
Attendance in lecture/discussions is required. Repeated absence will affect your performance in
discussions, quizzes, and tests.
2.
The class will have a lecture/discussion format. Reading assignments must be completed prior to
class in order to facilitate discussions.
3.
All cell phones must be turned completely OFF and PUT AWAY during class period.
4.
NO use of tobacco products of any kind during class.
5.
Unannounced and announced quizzes over previous lectures and reading assignments and periodic,
short homework assignments will comprise 20% of your grade. This will include issue assignments
for discussion.
6.
A term paper on a selected topic will be worth 20% of your grade. Possible topics and paper
requirements will be provided early in the term.
7.
A team “issue presentation” will be worth 10% of your final grade. Each team member will receive
NRCM Supplemental Materials I Selected Course Syllabi Page 19 of 69
the same score for the presentation
8.
Two(2) - one hour examinations and the scheduled final examination will comprise 50% of the final
grade. Make up examinations will be allowed only in the case of an excused absence for another
class, documented(Doctor’s statement) illness or extreme extenuating circumstances. MY
DECISIONS WILL BE FINAL.
9.
Grades will be assigned according to the following:
95 to 100 = A
91 to 94 = A88 to 90 = B+
84 to 87 = B
81 to 83 = B-
74 to 77 = C
71 to 73 = C68 to 70 = D+
64 to 67 = D
61 to 63 = D78 to 80 = C+
60 or less
=F
10.
Accommodations for Students with Disabilities:
Western Carolina University is committed to providing equal educational opportunities for
students with documented disabilities. Students who require disability services or reasonable
accommodations must identify themselves as having a disability and provide current diagnostic
documentation to Disability Services. All information is confidential. Please contact Carol Mellen
for more information. Phone: (828) 227-7127; E-mail: mellen@email.wcu.edu.
11.
Some of the topics we discuss in class are likely to be controversial. I encourage respectful
disagreement and debate. Listening to different opinions is one of the best ways to learn and will
be important for you to learn as future resource managers. Resist the urge to immediately
dismiss a view with which you disagree; in fact, actively seek to clarify and understand the
reasoning behind someone else’s opinion. I would like this class to be one where we can explore
issues and that everyone feels comfortable participating. Please be polite and tolerant of
different viewpoints; listen and do not talk when others are speaking; and be respectful of your
fellow students and me.
12
Academic Integrity:
“All of us is smarter than one of us”. You are encouraged to share ideas, discuss questions, and
work together with your classmates in ways that will further your individual and collective
understanding of the materials covered in this class. However, I expect each of you to submit
original, independent work and adhere to the policies set forth in the University Catalog and
Student Handbook. Academic dishonesty includes: a. Cheating = Intentionally using or
attempting to use unauthorized materials, information, or study aids in any academic exercise. b.
Fabrication = Intentional falsification of information or citation in an academic exercise. c.
Plagiarism = Intentionally or knowingly representing the words or ideas of someone else as
one’s own in an academic exercise. d. Facilitation of Academic Dishonesty = Intentionally or
knowingly helping or attempting to help someone else to commit an act of academic dishonesty,
such as knowingly allowing another to copy information during an examination or other academic
exercise.
Academic dishonesty of any kind is not acceptable. Be sure to cite all work and ideas that are
not your own and reference all citations. See the student handbook for information regarding
plagiarism and the procedures that will be followed in the event of academic dishonesty. Failure
to comply with University policies may result in a zero for the assignment, failure of the course,
disciplinary action at the University level, or any combination of the three.
NRCM Supplemental Materials I Selected Course Syllabi Page 20 of 69
13.
Writing well is hard work but is one of the marks of a real professional. The University Writing
Center exists to help you with your writing. They can help with almost any aspect of writing, from
information gathering to final referencing and everything in between. However, it will take
planning on your part to use their services effectively. Start any writing project early and take
advantage of their help
NRCM Supplemental Materials I Selected Course Syllabi Page 21 of 69
NRM 442
Natural Resources Policy & Administration
DATE
TOPIC
Aug. 20
Course Introduction
"
22
Studying the Policy Process - An
Overview
"
24
The Policy Process: Problem
Perception, Definition, Aggregation,
Organization
"
27
The Policy Process: Representation
“
29
The Policy Process: Agenda Setting.
“
31
The Policy Process: Formulation,
Components: Environment, Econ.,
Values & Issue Assignment - (U.S.
Navy & OLF)
Sept. 3
NO CLASS - LABOR DAY HOLIDAY
“
5
The Policy Process: Formulation
Components: Symbols, Institutions
"
7
Kolenbrander Gone - No Class - Issue
assignment.
“ 10
Kolenbrander Gone - No Class - Issue
assignment.
“
12
The Policy Process: Formulation
Components: Crisis, Technology,
History, plus term paper discussion
"
14
Issue Assignment Due & Issue
Assignment Discussion
"
17
The Policy Process: Policy
Formulators: Actors: Intro.,
Individuals,
"
19
The Policy Process: Actors: Experts,
“Formers”
READING
Jones Handout
Forestry Prof’s Congress
NRCM Supplemental Materials I Selected Course Syllabi Page 22 of 69
"
21
The Policy Process: Actors: Zealots,
“Folks”
"
24
The Policy Process: Actors: Media
"
26
EXAMINATION 1
TERM PAPER TOPICS DUE
"
28
The Policy Process: Activities
Oct. 1
The Policy Process: Activities
“
3
Hunter Library - Legislative Histories
“
5
The Policy Process: Budgeting & Issue
Assignment - (NC Hog Waste)
“
8
The Policy Process: Implementation
"
10
The Policy Process: Evaluation
“
12
NO CLASS - FALL BREAK
"
15
NO CLASS - FALL BREAK
"
17
Policy Case Studies
“
19
Issue Assignment Due & Discussion
“
22
Historical perspectives
OUTLINES & REFERENCES DUE
Kline - Introduction and
Chapter 1, PP 1-12
"
24
1400's -1700's
Kline, Chap. 2, pp. 13 22
"
26
1700's - 1800's
Kline, Chap. 3, pp. 23 36
"
29
1860's - 1900's
Kline, Chap. 4, pp. 37 50
"
31
1900's - 1930's
Kline, Chap. 5, pp. 51 69
1940's - 1969's
Kline, Chap. 6, pp. 70 83
Nov. 2
Handouts.
NRCM Supplemental Materials I Selected Course Syllabi Page 23 of 69
“
5
1970's
Kline, Chap. 7, pp. 84 100
“
7
1980's
Kline, Chap. 8, pp. 101 115
“
9
Early 1990's
Kline, Chap. 9, pp. 116132
Kline, Chap.10, pp 133159
"
12
Late 1990's + Conclusion
"
14
EXAMINATION TWO
"
16
Spotted Owl Video Tape
"
19
Forestry Issues
TERM PAPERS DUE
"
21/23
NO CLASS - THANKSGIVING BREAK
"
26
Range Management Issues
The War for the West
"
28
Future Issues
RPA Handouts
“ 30
Team Issue presentations
Dec. 3
Team Issue presentations
“
5
Team Issue presentations
“
7
Team Issue presentations
Handouts
NRCM Supplemental Materials I Selected Course Syllabi Page 24 of 69
NRM150 – Careers in Natural Resources
INSTRUCTORS:
Joni Bugden-Storie
Pete Bates
Ron Davis
Larry Kolenbrander
343 Stillwell
227-3819
jbugden@email.wcu.edu
342 Stillwell
227-3914
bates@email.wcu.edu
344 Stillwell
227-2726
rdavis@email.wcu.edu
336 Stillwell
227-3817
lkolenb@email.wcu.edu
COURSE OBJECTIVES:
1. To introduce students to the people, curriculum and resources of the Natural Resource Conservation and
Management program at WCU
2. To expose the student to a variety of career opportunities within the NRCM field
3. To answer student questions regarding the NRCM program
4. Ultimately, to help students determine whether or not they want to major in NRCM
EVALUATION:
Daily Class Participation
100%
Note that class attendance is EXTREMELY important. Students will receive a 0 for each class assignment that they
miss. In addition, students will be allowed only 1 absence during the term. After that, their final grade will be
reduced by 1 full letter grade for each additional absence. Be aware that missing class will have a major impact on
your grade.
GENERAL:
We expect students to act professionally in both their assignments and their conduct.
Western Carolina University is committed to providing equal educational opportunities for students with
documented disabilities. Students who require disability services or reasonable accommodations must
identify themselves as having a disability and provide current diagnostic documentation to Disability
Services. All information is confidential. Please contact Carol Mellen for more information. Phone: (828)
227-7127; E-mail:mellen@email.wcu.edu.
Western Carolina University, as a community of scholarship, is also a community of honor. Faculty, staff,
administrators, and students work together to achieve the highest standards of honesty and integrity.
Academic dishonesty is a serious offense at Western Carolina University because it threatens the quality
of scholarship and defrauds those who depend on knowledge and integrity.
TENTATIVE COURSE OUTLINE:
DATE
TOPIC/ACTIVITY
st
Aug 21
Course Overview / Resume Builder
Aug 28th
Student and Faculty Introductions / Pizza Party
th
Sept 11
Landscape Analysis
Sept 15th (Saturday)
Trail Clean Up & BBQ/Picnic
th
Oct 30
Forest Resources
th
Nov 14
Water Resources
Class meets on Tuesdays – 4:00 pm to 6:50 pm in Stillwell 143
Addition Events:
 The NRCM Club organizes camping trips and events through out the year.
NRCM Supplemental Materials I Selected Course Syllabi Page 25 of 69
NRM-210
METHODS IN NATURAL RESOURCES MANAGEMENT
Instructor:
Lawrence Kolenbrander
Office hours: 11:00 to 12:00 T, R
336 Stillwell
1:30 to 3:00 F
or by appointment
Phone and voice mail: 227-3817
Email: lkolenb@email.wcu.edu
Class meeting times:
Lecture:
T, R 9:30 to 10:45 Stillwell 143
Lab:
210-30 = W, 2:25 to 5:15, St 155
210-31 = M, 2:25 to 5:15, St 155
Course Objectives and role in the NRM curriculum:
This course is the first required course in the NRM curriculum, and serves as the
prerequisite for all upper level NRM courses. The purpose of this course is to instruct students
in some of the basic skills that are required to be successful in the NRM major. This course will
cover material from each of the 3 NRM concentration areas, which include Soil and Water
Conservation, Forest Resources, and Landscape Analysis. The following topic areas will be
covered:
 Natural resources management principles, definitions, and concepts
 Measurement of key environmental properties
The operation of commonly used equipment and computer software
 Data collection, analysis, summarization, and reporting
 Descriptive statistics and simple statistical analyses
 Research and technical writing
Oral communication
Required Text:
There is no required text for this course; however material will be drawn from a number of other
sources. It is required that each student purchase a yellow, rite-in-the-rain field notebook for
this class. These are available from the WCU bookstore.
Evaluation:
Exam #1 (around September 18)
Exam #2 (around October 18)
Exam #3 (around November 15)
Final Exam (Wednesday, Dec. 12, 12:00-2:30)
Daily assignments
Lab exercises
10%
10%
10%
15%
15%
40%
100%
Grades will be assigned according to the following:
NRCM Supplemental Materials I Selected Course Syllabi Page 26 of 69
96 to 100 = A
91 to 94 = A88 to 90 = B+
84 to 87 = B
81 to 83 = B78 to 80 = C+
74 to 77 = C
71 to 73 = C68 to 70 = D+
64 to 67 = D
61 to 63 = D60 or less = F
Exams will concentrate on material covered since the previous exam, though students will be
responsible for major concepts presented earlier. The final exam will be comprehensive.
Exams will consist primarily of definitions, short answer, and essay questions that are designed
to evaluate your understanding of the material presented. This will require that students be able
to apply the material covered to natural resource management situations. Make-up exams will
only be given under extreme circumstances for documented absences accepted by the
instructor.
Daily assignments will be short, in-class assignments that will be used to evaluate students’
understanding of course materials as it is being presented. These assignments might be in the
form of a short quiz at the beginning of class, an open- or closed-note writing assignment during
class, or a small group assignment. The purpose of these assignments is to encourage
students to keep up with the material as it is being presented. Students will be able to drop the
2 lowest daily assignment grades. Students will not be able to make up daily assignment for
any reason.
Lab exercises are intended to illustrate and reinforce some of the concepts discussed in class
and to provide students with practical applications of natural resources management procedures
and techniques. Labs will be conducted both inside and outside. In some cases it will be
necessary for students to drive short distances off campus. Note that while much of the lab
work will be done in teams, each individual must submit their own original lab report (unless
specifically instructed otherwise). In addition, it is required that each individual do their own
separate data analysis and presentation for each lab.
Reports for each lab exercise will be due at the beginning of the next lab period. Lab
reports will be accepted within 24 hours of their due date & time, but will be assessed a 25%
penalty. Reports will not be accepted after that time. Organization and legibility count
significantly in the grading of lab reports. All lab reports must be computer generated.
The following guidelines will be used for evaluating lab reports:
1.
Completeness

Answer all questions that are asked.
Discuss and present data in quantitative terms whenever possible.
 Avoid the use of vague terms such as "moderate", "good", etc.
without some quantitative indication of what these terms mean.
Analyze data in order to support arguments.

Be sure that statements or arguments are documented with
sound reasoning and/or cited authorities (include bibliography at
end of paper for the latter using any standard format).
2.
Organization and writing style

Easy to follow.

Data are presented in useful form (graphs and tables when
NRCM Supplemental Materials I Selected Course Syllabi Page 27 of 69
possible)
Terms are used appropriately.
16. Originality
4.
Correctness of arguments – Though there will be a very minimal penalty (if any) for wellreasoned, but incorrect arguments.
Attendance Policy:
Students are responsible for all material presented during lecture and lab periods.
Students who miss lecture must arrange to get lecture notes from other students.
Attendance will not be taken during lecture, though students who miss a daily assignment
will receive a 0 for that assignment.
Attendance during labs is required. Absences can cause severe disruptions since most
labs cannot be made up, and many labs will require working in teams. Students who
miss lab will be assigned a 0 for that lab exercise.
Accommodations for Students with Disabilities:
Western Carolina University is committed to providing equal educational opportunities for
students with documented disabilities. Students who require disability services or
reasonable accommodations must identify themselves as having a disability and provide
current diagnostic documentation to Disability Services. All information is confidential.
Please contact Carol Mellen for more information. Phone: (828) 227-7127; E-mail:
mellen@email.wcu.edu.
Writing assistance
The Writing Center, located on the first floor of Hunter Library, assists students with
papers and written assignments. See their website for further information.
(Http://www.wcu.edu/WritingCenter)
Academic integrity
You are encouraged to share ideas, discuss questions, and work together with your
classmates in such a way as to further your individual and collective understanding and
proficiency of the concepts and skills presented in this course. However, I expect each of
you to submit original, independent work and adhere to the policies set forth in the
University Catalog and Student Handbook. Academic dishonesty includes: a. Cheating
= Intentionally using or attempting to use unauthorized materials, information, or study
aids in any academic exercise. b. Fabrication = Intentional falsification of information or
citation in an academic exercise. c. Plagiarism = Intentionally or knowingly representing
the words or ideas of someone else as one’s own in an academic exercise. d.
Facilitation of Academic Dishonesty = Intentionally or knowingly helping or attempting
to help someone else to commit an act of academic dishonesty, such as knowingly
allowing another to copy information during an examination or other academic exercise.
Academic dishonesty of any kind is not acceptable. Be sure to cite all work and ideas
that are not your own. Also be sure to reference all citations. See the University Writing
Center website for information regarding plagiarism. Failure to comply with University
policies may result in a zero for the assignment, failure of the course, disciplinary action
at the University level, or any combination of the three.
(http://www.wcu.edu/WritingCenter/isource/hyssplagiarizing.html)
NRCM Supplemental Materials I Selected Course Syllabi Page 28 of 69
General:
I expect students to reflect a certain degree of professionalism in both their assignments
and their conduct. In addition to detracting from the overall grade, assignments that are
deemed unprofessional can also be penalized up to 25% of the value of the assignment.
Professional student conduct will include being prepared for class -- i.e., reading
assigned materials and reviewing recent notes before each class, and acting
professionally during class periods and lab exercises. All assignments must be neat,
clearly legible, and well organized.
The use of ALL tobacco products is prohibited in ALL classrooms at ALL times.
NRCM Supplemental Materials I Selected Course Syllabi Page 29 of 69
Week of
Topic
Aug. 20
Aug. 27
Introduction to natural resources management
Soil and Water Conservation Module
Topography and landforms
Basic soil properties
Soil formation
Soil surveys and soil interpretations
Watershed science
The hydrologic cycle
Stream characteristics
Water quality measurements
EXAM 1
Forest Resources Module
Basic forest ecology
Tree and stand characteristics
Measuring standing trees
Basic forest surveying
Introduction to forest inventory – fixed area plots
Sept. 3
Sept. 10
Sept. 17
Sept. 24
Oct. 1
Oct. 8
Oct. 15
Oct.22
Oct. 29
Nov. 5
Nov. 12
Nov. 19
Nov. 26
Dec.3
EXAM 2 (Oct 23 – No Class = Advising Day)
Landscape Analysis Module
Basic landscape ecology
Air photo interpretation
Introduction to GIS and GPS
GIS and remote sensing
Landscape characterization
EXAM 3 (Nov. 23 – No Class = Thanksgiving)
Final Project
Watershed characterization, analysis and synthesis
Watershed characterization (cont.)
NRCM Supplemental Materials I Selected Course Syllabi Page 30 of 69
NRM 320
SOIL CONSERVATION
GENERAL COURSE INFORMATION
Lecture Times:
10:00 - 10:50 M & W, 143 Stillwell
Lab Time:
1:30 - 3:25 W, 152 Stillwell
Instructor:
Dr. Lawrence Kolenbrander
Office:
Telephone:
E-Mail:
336 Stillwell
227-3817
lkolenb@email.wcu.edu
Office Hours:
T - 1:30 - 2:45
R - 1;30 - 2:45
F - 10:00 - 12:00
Course Text:
Troeh, Frederick R., J. Arthur Hobbs, and Roy L. Donahue, 2003, Soil and Water
Conservation for Productivity and Environmental Protection, Fourth Edition,
Prentice Hall. 672 pp.
Additional readings may be assigned from materials on closed reserve in the
library and/or from class handouts.
Course Objectives:
1.
2.
To introduce the student to contemporary problems and techniques in the management and
conservation of soil resources.
To develop a problem identification/problem solving approach for soil conservation.
Course Policies and Grading:
1.
2.
3.
4.
5.
6.
7.
Class attendance in lectures and labs is required. Absences will certainly be reflected in
your final grade.
Unannounced quizzes over previous lectures and labs or reading assignments and
periodic daily assignments will comprise10% of the final grade.
Two (2) - one hour examinations and the scheduled final examination will comprise 50% of
the final grade.
Lab exercises will be worth 40% of the final grade.
I generally do not allow make up exams except in the case of documented illness or
extreme extenuating circumstances and I must be notified prior to the absence. Students
with scheduling conflicts may take exams early by prior arrangement. My Decisions Will
be Final.
Lab exercises will be due the following week at the beginning of the lab period. I will
accept lab exercises up to 24 hours late with a 25% penalty. I will not accept lab exercises
more than 24 hours late.
I use the plus/minus grading system and grades will be assigned according to
approximately the following percentages:
94+ = A
70 - 73 = C90 - 93 = A67 - 69 = D+
87 - 89 = B+
64 - 66 = D
84 - 86 = B
60 - 63 = D80 - 83 = B59 or less = F
77 - 79 = C+
74 - 76 = C
Academic integrity
NRCM Supplemental Materials I Selected Course Syllabi Page 31 of 69
You are encouraged to share ideas, discuss questions, and work together with your classmates in such a
way as to further your individual and collective understanding and proficiency of the concepts and skills
presented in this course. However, I expect each of you to submit original, independent work and adhere to
the policies set forth in the University Catalog and Student Handbook. Academic dishonesty of any kind is
not acceptable. Be sure to cite all work and ideas that are not your own. Also be sure to reference all
citations. See the University Writing Center website for information regarding plagiarism. Failure to comply
with University policies may result in a zero for the assignment, failure of the course, disciplinary action at
the University level, or any combination of the three.
(http://www.wcu.edu/WritingCenter/isource/hyssplagiarizing.html)
Students with disabilities
Western Carolina University is committed to providing equal educational opportunities for students with
documented disabilities. Students who require disability services or reasonable accommodations must
identify themselves as having a disability and provide current diagnostic documentation to Disability
Services. All information is confidential. Please contact Kimberly Marcus for more information. Phone: (828)
227-7234; E-mail: kmarcus@email.wcu.edu
NRM 340
Lecture Topics and Projected Schedule:
Week #
General Topic
Reading
1
Current and Historical Perspectives on Soil Erosion &
Productivity
T, H, & D Chap. 1
2
Magnitude and Significance of Soil Erosion
T, H, & D Chap. 2
3
Mechanics of Soil Erosion - Water
T, H, & D Chap. 4
4
No Class Jan. 29 & 31 - Kolenbrander gone Assignment
5
Mechanics of Soil Erosion - Wind
T, H, & D Chap. 5
6
Predicting Soil Loss
T, H, & D Chap. 6
7
Cropping Systems
T, H, & D Chap. 8
NRCM Supplemental Materials I Selected Course Syllabi Page 32 of 69
8
Tillage Practices for Conservation
T, H, & D Chap. 9
No Class March 5 - 9 Spring Break
9
Conservation Structures
T, H, & D Chap. 10
10
Vegetating Disturbed Areas
T, H, & D Chap. 11
11
Water Conservation
T, H, & D Chap. 13
12
Stream Classification & Description
Rosgen paper
13
Stream “Restoration”
Rosgen Materials
14
Streambank Protection Methods
Handouts
15
Soil & Water Conservation Agencies in the U.S.
T, H, & D Chap. 19
NRM 320
Laboratory Topics and Exercises:
Week #
General Topic
Reading
1
Soil Survey Exercise
T, H, & D Chap. 7
2
Soil Interpretation Exercise
National Soils Handbook
3
NRCS Land Capability Classification
National Soils Handbook
4
No formal Lab - Kolenbrander gone
Assignment:
NRCM Supplemental Materials I Selected Course Syllabi Page 33 of 69
Universal Soil Loss equation application
and use
Handouts plus On-Line
6
Water Erosion Prediction Program (WEPP)
Handouts
7
WCU Drainage Ditch Measurements
8
Conservation Implements field trip
9
NRCS Runoff Curve Method of Runoff
Prediction
10
NC State Erosion & Sedimentation
Pollution Control Planning
11
No Formal Lab - Prepare for field trip March 30, 31, & April 1
12
Rosgen Classification Exercise
13
Stream Structures Review
14
Streambank Stabilization Methods
15
NRCS Farm Conservation Planning
Exercise
NC State Sediment Manual
Rosgen Paper
NRCM Supplemental Materials I Selected Course Syllabi Page 34 of 69
Syllabus
Course Information
Course title:
Introduction to Remote Sensing
Course
number:
GEOG324
Course
discipline:
Geography
Course
description:
The first half of this course will focus on air photo interpretation and the second half will introduce
digital remote sensing techniques. Final: Wednesday December 13th, 2006 (3:00-5:30 pm)
Course date:
Wednesday, August 23, 2006 through Friday, December 8, 2006
Location:
ST 244 (lecture) ST 354 (lab)
Meeting
day(s):
MWF (lecture) M (lab)
Meeting
time(s):
1:25 - 2:15 pm (lecture) 2:30 -4:20pm (lab)
Instructor Information
Name:
Dr. Joni Bugden-Storie
Email:
use WebCT or jbugden@wcu.edu
Office
location:
ST 343
Office hours:
MWF 10-11:30 am or by Appointment or when my door is open
Phone:
828-227-3819
Biography:
Ph.D. in Geography (Environmental Studies) with a concentration in Geomatics and Natural Resource
Management.
Course Goals
Course goals: The goal of this course is to introduce students to remote sensing analysis including airphoto
interpretation and digital remote sensing. The first half of the course will focus on visual interpretation
of aerial photographs while the second half of the course will incorporate digital and statistical
analysis.
Textbooks
Required
reading:
Remote Sensing and Image Interpretation, Lillesand & Kiefer, Wiley, 5th Edition, 0-471-15227-7
Evaluation and Grading
Final Grades:
A=93+%, A-=90-92, B+=86-89, B=83-85, B-=80-82, C+=76-79, C=73-75, C-=70-72, D+=63-69,
D=56-62, D-=50-55
Evaluation:
Student Poster Presentation with 3 page paper using Air Photos (30%) - Student Presentation with 6
page paper using Digital Remote Sensing (50%) - Final (20%)
Policies
Introduction:
Students with Disabilities: http://www.wcu.edu/studentd/disabled/ Western Carolina University is
committed to providing equal educational opportunities for students with documented disabilities.
Students who require disability services or reasonable accommodations must identify themselves as
having a disability and provide current diagnostic documentation to Disability Services. All information
is confidential. Please contact Kimberly Marcus for more information. Phone: (828) 227-7234 ; E-mail:
kmarcus@email.wcu.edu. .................................................... Academic Tutoring Center: The
Catamount Academic Tutoring Center, located in 135 Killian Annex, offers FREE learning resources,
academic skill workshops, and small-group tutoring for most 100 and 200-level courses. Tutoring
sessions are facilitated by trained peer leaders in a relaxed, informal setting. Visit the CAT Center
website at www.wcu.edu/catcenter to schedule tutoring appointments and find information about
workshop offerings in areas such as Time Management, Note Taking, Reading Comprehension, and
Exam Preparation.
Additional
information:
In your Undergraduate Catalog, review the Academic Regulations including class attendance policy and
academic honesty policy. (http://www.wcu.edu/UnivCatalog/Catalog/acadreg/acadreg.htm).
Lab Materials and Policies
NRCM Supplemental Materials I Selected Course Syllabi Page 35 of 69
Materials:
During the course of the year, you may need the following items: Ruler (fine scale); pencils and
markers; calculator; digital storage (USB, cds)
Policies:
Show respect for all individuals and property (respect the five senses). Do not mark or damage air
photos. Leave images and stereoscopes in the lab (unless permission is given to remove them). Use of
ancillary data (reference) material for your interpretations is encouraged.
NRCM Supplemental Materials I Selected Course Syllabi Page 36 of 69
Natural Resource Management 330: Introduction to Wildlife Ecology and Management
Fall 2006
Stillwell 152
Tues & Thurs 8:00–9:15
Instructor:
Dr. Ron Davis
Office:
Stillwell 344
Office Hours:
MWF 10:30-11:30 am. NOTE: I have an open door policy and am generally in
my office when not teaching. Please feel free to stop by my office any time if you have questions.
I. Purpose
To provide an introduction to the major ecological concepts involved in the management of natural
resources for wildlife management.
II. Course Objectives:
Students will be able to apply critical thinking skills to the understanding of ecologic, economic, and
ethical aspects of wildlife management and conservation.
III. Course Materials

Required text(s): Wildlife Ecology and Management 5th Ed. 2003. Bolen and Robinson.
Prentice Hall.

Other readings will be provided as needed.
IV. Expectations of Students/Course Policies (Amendments will be announced in class)

Attend and be engaged in class. Attendance is not mandatory but some activities will be completed in class and so
excessive absences will impact your grade.

Complete assignments on time. Late work will be penalized 20% of the total points possible for each day late. After 5
days the assignment will receive a grade of zero.

Exams, in class-exercises and quizzes are not available for make up. If you MUST miss an exam make arrangements
ahead of time to take it early.

Be COURTEOUS to other students AND the instructor. This includes but IS NOT LIMITED TO getting to class on
time, avoid excessive talking, keeping cell phone
or student learning.

OFF etc. Put simply, avoid things that interfere with my teaching
Academic Integrity: You are encouraged to share ideas, discuss questions, and
work together with your classmates in such a way as to further your individual
and collective understanding and proficiency of the concepts and skills
presented in this course. However, I expect each of you to submit original,
independent work and adhere to the policies set forth in the University Catalog
and Student Handbook. Academic dishonesty of any kind is not acceptable. Be
sure to cite all work and ideas that are not your own and reference all
NRCM Supplemental Materials I Selected Course Syllabi Page 37 of 69
citations. See the University Writing Center website for information regarding
plagiarism. Failure to comply with the University policy on academic integrity can result in a zero for the
specific assignment, a failing grade for the course, University disciplinary action or any combination thereof.
What you should expect from me:

I am readily available to answer questions and help with assignments. I have
office hours but feel free to stop by at any time or call/email to set up an
appointment. NOTE: Talk to me as soon as you are having problems or
questions. If you wait until the day before something is due or the end of the
semester to ask for help there will be little I can do for you.

I will strive to get your graded work back to you in a timely fashion. Handing
assignments in on time and in a presentable fashion will help with this
tremendously.

Expectations (i.e. such as what you need to ‘‘know’’ for a test or quiz) are
clear. Grading and course policies are implemented fairly.
Class Environment: It is likely some issues we cover in this class will be controversial. I encourage
respectful disagreement and debate. Keep an open mind and resist the urge to immediately dismiss a
view with which you disagree. This class is a forum where we can have open discussion and where
everyone has the opportunity to participate and feels comfortable participating. Everyone should be
polite and tolerant of divergent viewpoints. Please listen and do not talk when others are talking. Be
respectful of your fellow students and me.
Writing Assistance: The Writing Center which is located on the first floor of Hunter Library assists
students with papers and written assignments. See their website for additional information at
www.wcu.edu/WritingCenter
Individuals with Disabilities Statement: Western Carolina University is committed to providing equal
educational opportunities for students with documented disabilities. Students who require disability
services or reasonable accommodations must identify themselves as having a disability and provide
current diagnostic documentation to Disability Services. All information is confidential. Please contact
Kimberly Marcus for more information. Phone: (828) 227-7234; Email:kmarcus@email.wcu.edu.
V. Grading Procedures: With the exception of some in class exercises used for discussions, all work
will be graded and returned to you. Assignments will be designed to provide a variety of approaches to
learning.
Percentage of Grade
Hourly Exams (3)
Class Project*
Assignments
60
20
20
* There is no lab for this class at this time however since hands on experience is ESSENTIAL, I have
arranged ‘volunteer’ opportunities in the area and will require you to participate in 2 of these (up to an 8
hour day). NOTE: This is flexible depending on your schedule as long as you are getting some varied
experiences you can do this all in 1 day. A list of times/places and a sign up will be provided ASAP.
Class release time will likely be provided. Since I’m making you “volunteer” I’ll give you a day off from
class.
NRCM Supplemental Materials I Selected Course Syllabi Page 38 of 69
Grading Scale: Grades will be assigned according to the scale shown below.
Percentage GradeLetter grade
93-100
90 – 92
87 – 89
83 – 86
80 – 82
77 – 79
73 – 76
70 – 72
67–69
63–66
60–62
Below 60

A
AB+
B
BC+
C
CD+
D
DF
NOTE: I do not disclose/discuss grade information by email or phone so if you
need to discuss your grade please see me in person.
VI. Tentative Course Schedule
WEEK
TOPIC/READING
NOTES
Population Ecology
August 20–24
August 27–31
Sept 3–7
Sept 10–14
Sept 17–21
Chapter 1 and 4
Chapter 5
Chapter 9: Predators and Predation
Chapter 10: Hunting and Trapping
Chapter 8: Diseases
Test 1: Population Ecology
Wildlife Habitat
Sept 24–28
Oct 1–5
Oct. 8–12.
Oct. 15–19
Chapter 6: Animal Behavior
Chapter 7: Food and Cover
Evaluation of Habitat: Supplemental
Fall break 10/11
Evaluation of Habitat: Supplemental
TEST 2: Wildife Habitat
Managing Resources for Wildlife
NRCM Supplemental Materials I Selected Course Syllabi Page 39 of 69
Oct. 22–26
Oct. 29–Nov 2
Nov 5–9
Nov 12–16
Nov. 19–23
Nov. 26–30
Dec. 3–7
Dec. 10–14
Chapter 11-12 Water and Soils
Chapter 13 Farmlands and Rangelands
Chapter 15: Forests
Chapter 16: Parks, Refuges
Chapter 20 & 22: Economics and Policy
Thanksgiving Break 11/21-25
Chapter 21: Conservation Biology
Project Presentations
Final Exam: Thurs 12/13
12:00
NRCM Supplemental Materials I Selected Course Syllabi Page 40 of 69
Introduction to GIS
NRM 344
Spring 2007
Stillwell 354
Tues and Thurs 9:30-10:45
Lab Tuesdays: 12:20-3:10
Instructor:
Dr. Ron Davis
Office:
Stillwell 344
Phone:
x2726
Office Hours:
MWF 10:30-11:30
NOTE: I have an open door policy and am frequently in my office when not teaching. Please feel free to
stop by my office.
***Given the amount of information, complexity of the software this course has proven frustrating to
some. The best advice I can give is 1) Don’t let the work get ahead of you, 2) ASK for help when you
need it, 3) In lab pay attention to what you’re doing and why—don’t just rush through the exercises to get
them done, and 4) Don’t skip lectures. ***
I. Purpose
Students will develop basic understanding and skills required for applied GIS analyses in the study and
management of natural resources or other fields.
II. Course Objectives:
Students will develop and apply skills in basic data management and spatial analyses using both raster
and vector data sources in GIS. Specific Learning objectives will be provided at several points throughout
the semester.
III. Course Materials

Required text(s): Bettinger and Wing 2004 Geographic Information Systems: Applications in Forestry and Natural
Resource Management.

Other readings will be provided as needed.
IV. Expectations of Students/Course Policies (Amendments will be announced in class)

Attend and be engaged in class.

Complete assignments on time. Late work will be penalized 20% of the total points possible for each day late. After 5
days the assignment will receive a grade of zero.

All written assignments completed outside of class MUST be typed using a standard font (times new roman, 12 pt).

Exams are not available for make up. If you MUST miss an exam make arrangements ahead of time to take it early.
NRCM Supplemental Materials I Selected Course Syllabi Page 41 of 69

Be COURTEOUS to other students AND the instructor. This includes but IS NOT LIMITED TO getting to class on
time, avoid excessive talking, keeping cell phone

OFF and not browsing the web during lectures etc.
Put simply, avoid things that interfere with my teaching or student learning.
Academic Integrity: You are encouraged to share ideas, discuss questions, and work together with your
classmates in such a way as to further your individual and collective understanding and proficiency of the
concepts and skills presented in this course. However, I expect each of you to submit original,
independent work and adhere to the policies set forth in the University Catalog and Student Handbook.
Academic dishonesty of any kind is not acceptable. Be sure to cite all work and ideas that are not your
own and reference all citations. See the University Writing Center website for information regarding
plagiarism. Failure to comply with the University policy on academic integrity can result in a zero for the
specific assignment, a failing grade for the course, University disciplinary action or any combination
thereof.
What you should expect from me:

I am readily available to answer questions and help with assignments. I have
office hours but feel free to stop by at any time or call/email to set up an
appointment. NOTE: Talk to me as soon as you are having problems or
questions. If you wait until the day before something is due or the end of the
semester to ask for help there will be little I can do for you.

I will strive to get your graded work back to you in a timely fashion. Handing
assignments in on time and in a presentable fashion will help with this
tremendously.

Expectations (i.e. such as what you need to ‘‘know’’ for a test or quiz) are
clear. Grading and course policies are implemented fairly.
Use of the GIS Lab: Priority use of the GIS lab is for those students enrolled in the GIS or Remote
Sensing courses. Occasionally, other classes will use the lab though it will be open regularly for you
to work on class projects. Specific hours will be posted. NOTE: Use of the lab for other class
work, email, internet etc. is fine UNLESS it interferes with someone else’s access for GIS or Remote
Sensing related work.
Individuals with Disabilities Statement: Western Carolina University is committed to providing equal
educational opportunities for students with documented disabilities. Students who require disability
services or reasonable accommodations must identify themselves as having a disability and provide
current diagnostic documentation to Disability Services. All information is confidential. Please contact
Kimberly Marcus for more information. Phone: (828) 227-7234; Email:kmarcus@email.wcu.edu.
V. Grading Procedures: With the exception of some in class exercises used for discussions, all work
will be graded and returned to you. Assignments will be designed to provide a variety of approaches to
learning.
Percentage of
Grade
Midterm
Lab Exercises
Projects (including GIS DAY)
20
20
Final Examination
20
40
NRCM Supplemental Materials I Selected Course Syllabi Page 42 of 69
Approximate point values––The proportions listed above will apply to whatever the final point total
ends up to be, but the approximate breakdown (w/revised lab schedule) is as follows.

Assignments will be graded on a percentage (0-100) and then weighted according
to the scale above.

For example, if your average score on labs is 85% then at the end of the course
your lab grade will be 0.85*45 or 38.5% (of 30 possible)

The same will be applied to all assignments, quizzes etc.
Grading Scale: Grades will be assigned according to the scale shown below.
Percentage GradeLetter grade
93-100
90 – 92
87 – 89
83 – 86
80 – 82
77 – 79
73 – 76
70 – 72
67–69
63–66
60–62
Below 60
A
AB+
B
BC+
C
CD+
D
DF
** PLEASE NOTE: I do not disclose/discuss grade information by email or phone so if you need to
discuss your grade please see me in person.
Tentative Course Schedule
NRCM Supplemental Materials I Selected Course Syllabi Page 43 of 69
WEEK
TOPIC/READING
NOTES
INTRODUCTION
August 20–24
August 27–31
What is GIS? Spatial Questions (Ch No Lab This Week
The nature of GIS data (Ch 2)
Exercise 1
Extracting Information
Sept 3–7
Sept 10–14
Sept 17–21
Chapter 5, 4
Exercise 2
Chapters 6-7
Exercise 3
Chapters 6-7
Exercise 4 (PROJECT 1 Assigned)
Integrating Data Layers
Sept 24–28
Oct 1–5
Oct. 8–12.
Oct. 15–19
Chapters 8-12
Project 1 Due 9/27
Chapters 8-12
Exercise 5
Chapters 8-12
Exercise 6 (No Class 10/11)
Chapters 8-12
MIDTERM 10/18
Raster Analysis
Oct. 22–26
Oct. 29–Nov 2
Nov 5–9
Nov 12–16
Chapter 13
Exercise 7
Integrating Raster and Vector Data
PROJECT 2 Assigned
Integrating Raster and Vector Data
GIS DAY NOVEMBER 14!!!!!!!
No Class 11/15
Advanced Topics
Nov. 19–23
Nov. 26–30
Dec. 3–7
Dec. 10–14
Project 2 Due 11/20 (PROJECT 3 Assigned)
Supplemental
Supplemental
Project 3 Presentations
Final Exam Wed Dec 12. 12:00-2:30
NRCM Supplemental Materials I Selected Course Syllabi Page 44 of 69
NRM-351: FOREST ECOLOGY
Instructor:
Laura E. DeWald
240 Stillwell, 227-2478
Spring 2007
Office hours: T: 11:00 am – 1:00 pm, TH: 11:00 – Noon, or by appt.
ldewald@wcu.edu
Learning Outcomes:
By the end of the semester students will:
1.
understand basic components and processes in forest ecosystems;
2.
be able to apply forest ecology principles to other forest management disciplines;
3.
evaluate forest management decisions in light of ecological principles;
4.
practice written and oral communication as it relates to forest ecology;
5.
have practiced:
critical thinking, reading and writing
applying scholarly information and methods to understand complex issues
reading and using published information
oral communication
integrating concepts
teamwork involved with solving forest ecological problems
Role of this course within NRM curriculum:
Prerequisite knowledge: Students are expected to have a basic science background (CHEM
132, BIOL 140, 141, 304), and it is expected that students have a sound understanding of forest
measurement techniques (NRM-340, 352) and the mathematical skills to summarize and
evaluate timber inventory data (MATH-130, 170). The information covered in this course will be
critical to courses in Silviculture (NRM-451), Forest Management (NRM-452), and Integrated
Resource Management (NRM-440).
Required Text:
Barnes, J.P., D.R. Zak, S.W. Denton, and S.H. Spurr 1998. Forest Ecology 4th edition.
John Wiley & Sons, New York. 774 pages.
Evaluation:
Exams: 3 @ 100 points each
Research Paper
Class participation
Lab Reports
Total
300 points
100 points
100 points
100 points
600 points
The following final averages correspond to the following final grades:
A = 93-100%, A- = 90-92%, B+ = 87-89%, B = 83=86%, B- = 80-82%, C+ = 77-79%, C = 7376%, C- = 70-72%, D+ = 67-69%, D = 63-66%, D- = 60-62%, F = <60%
NRCM Supplemental Materials I Selected Course Syllabi Page 45 of 69
Exams will concentrate on material covered since the last exam, though students will be
responsible for major concepts presented earlier. Exams will be take-home and essay question
format. In most cases, questions are designed to evaluate the students' ability to assimilate and
apply the material presented. Make-up exams will only be given under extreme circumstances
for documented absences accepted by the instructor.
Research Paper: Each student will investigate some aspect of forest ecology, and relate its
significance to forest management in the southern Appalachians. The final product will consist
of a paper (7 to10 double-spaced pages, 1-inch margins, 12-point font), and a presentation to
the class. A visit to the writing center to help you edit your paper is STRONGLY advised!
Laboratory Exercises are intended to illustrate and reinforce concepts discussed in class.
There will be several types of lab and class exercises.
Traditional labs will revolve around the collection and analysis of ecological data. Note that
while much of the lab work will be done in teams, each individual must submit their
own original lab report. Late reports will be accepted until 48 hours after they are due, but
will be assessed a 25% penalty. Reports will not be accepted after that time. Writing quality
counts significantly in the grading of lab reports and it is STRONGLY suggested you visit the
writing center prior to turning your reports in. A rubric for lab report grades will be handed
out in class but generally should have the following characteristics:
o Lab reports must be complete
 Answer all questions that are asked.
 Discuss and present data in quantitative terms whenever possible.
 Avoid the use of vague terms such as "moderate", "good", etc.
 Analyze and present data to support arguments.
 Document all statements or arguments with sound reasoning and/or cited
authorities (include references at end of paper for the latter). It is required
that at least 2 sources other than the text book be cited for each “formal”
lab report.
o Reports must be well-written and organized.
 Easy to follow.
 Data presented in useful form (graphs and tables when possible)
 Terms are used appropriately.
o Correctness of arguments
Other labs will be organized as discussion/ problem solving exercises. During these labs,
students will be expected to read certain material before the lab period. Students will then
discuss how that information should influence decision-making.
Class Participation: exercises will be randomly assigned during the semester. These will be
designed to evaluate how well students are keeping up with readings and other materials
covered. These may or may not be announced, and will be worth as much as a regular lab.
Students who are not present or who do not complete these assignments will receive a 0.
NRCM Supplemental Materials I Selected Course Syllabi Page 46 of 69
Attendance Policy: Students are responsible for all material presented during lecture and lab
periods and as per WCU policy, it is NOT the instructor’s responsibility to get materials, etc. to a
student who has missed class. Attendance during labs is required. Absences can cause severe
disruptions since many labs will require working in teams. Students who miss lab will be
assigned a 0 for that lab exercise.
General: I expect students to reflect a certain degree of professionalism in both their
assignments and their conduct. Professional student conduct will include being prepared for
class -- i.e., reading assigned materials and reviewing recent notes before each class, and
acting appropriately during lab exercises.
I will:
present useful information in an understandable format
create assignments that help you synthesize information
return assignments in a timely fashion
be fair to all students
I expect you to:
attend and come to class prepared to be actively involved in what is going on each day
work to your potential
live up to the academic honesty policy in the student handbook
take an active role in your education: asking questions, studying, completing
assignments, and taking responsibility for your performance
KEEP YOUR CELL PHONE TURNED OFF DURING CLASS
Academic Integrity: You are encouraged to share ideas, discuss questions, and work together with your
classmates in such a way as to further your individual and collective understanding and proficiency of the
concepts and skills presented in this course. However, I expect each of you to submit original,
independent work and adhere to the policies set forth in the University Catalog and Student Handbook.
Academic dishonesty of any kind is not acceptable. Be sure to cite all work and ideas that are not your
own and reference all citations. See the University Writing Center website for information regarding
plagiarism. Failure to comply with University policies may result in a zero for the assignment, failure of
the course, disciplinary action at the University level, or any combination of the three.
Students with Disabilities: Western Carolina University makes every effort to provide appropriate
accommodations for students with documented disabilities in compliance with the Americans with
Disabilities Act. To receive academic accommodations, students must be registered with the office of
Student Support Services. The letter received from Student Support Services should be presented as
documentation to the instructor as early in the semester as possible.
Accommodations for Students with Disabilities:
Western Carolina University is committed to providing equal educational opportunities for
students with documented disabilities. Students who require disability services or reasonable
accommodations must identify themselves as having a disability and provide current diagnostic
documentation to Disability Services. All information is confidential. Please contact Kimberly
Marcus for more information. Phone: (828) 227-7234; E-mail: kmarcus@email.wcu.edu.
NRCM Supplemental Materials I Selected Course Syllabi Page 47 of 69
Tentative Schedule
Date
Jan. 9
Jan. 11
Jan. 16 & 18
Jan. 23 & 25
Jan. 30 & Feb. 1
Feb. 6
Feb. 6 & 8
Feb. 13 & 15
Feb. 20 & 22
Feb. 27
March 1
March 6 & 8
March 13 & 15
March 20
March 20 & 22
March 27
March 29
April 3
April 5
April 10 & 12
April 17
April 19
April 24
April 26
May 3
Lecture/Lab Topic
Introduction
Adaptation – Genetics
Lab: Adaptation
Adaptation – Light
Lab: Transpiration Study Set-Up
and Phenology Experiment
Adaptation – Water
Lab: Transpiration Study: water
potential
Adaptation – Temperature
Lab: Transpiration Study:
Conclusion
Exam #1 due
Adaptation – Nutrients
Lab: Site Quality
Soils
Lab: Site Quality
Site Evaluation
Lab: Site Quality
No Class: Time Credit for Exam
#1
Populations and Communities
Lab: Plant Communities
No Class: Spring Break
Biodiversity
Lab: Plant Communities
Exam #2 due
Disturbance – Succession
Lab: Plant Communities
Disturbance – Fire
No Class: Time Credit for Exam
#2
Disturbance – Insects and
Diseases
No Class: Easter Holiday
Ecological/Sustainable Forestry
Lab: Plant Communities
Restoration and Forest Health
No Class: Presentation
Preparation
No Class: Reading Day
Student Presentations
Noon - 2:30 Final Exam
Assignment*
Barnes et al. Chapter 6
Barnes et al. Chapters
4 and 5
Barnes et al. Chapter 8
Barnes et al. Chapter 7
Barnes et al. Chapters
7 and 9
Study Hard
Barnes et al. Chapter 11
Barnes et al. Chapter 11
Barnes et al. Chapters
10 and 13
Take a Break! 
Barnes et al. Chapters
14 and 15
Relax and Have Fun
Barnes et al. Chapter 20
Study Hard
Barnes et al. Chapter 17
Barnes et al. Chapter 12
Take a Break 
Barnes et al. Chapter 16
Take a Break! 
Barnes et al. Chapter 21
Handouts
Presentation Preparation
Presentation Preparation
Presentation Preparation
Study Hard
NRCM Supplemental Materials I Selected Course Syllabi Page 48 of 69
NRM-352
FOREST RESOURCE MEASUREMENTS
Fall 2007
Instructor:
Pete Bates
341 Stillwell
phone and voicemail: 227-3914
email: bates@email.wcu.edu
Office hours: Tuesday 12:00 to 1:00
Friday 11:00 to 12:00
or by appointment
Course Objectives:
To become familiar with the basic principles of forest measurements and apply them to:
1. Forest land areas, including map and compass skills, basic surveying methods, and boundary
traverses.
2. Individual tree measurements, including analysis of tree products, units of measure, and
measurement techniques.
3. Determination of timber volumes in forest tracts – basic timber cruising methods
Role of this course within NRM curriculum: It is expected that students have had some
experience with forest measurement equipment and techniques and possess the mathematical
and computer skills to summarize and evaluate timber inventory data (NRM-210 and MATH
146).
Required Text and Supplementary Materials:
Avery, T.E., and H.E. Burkhart. 2002. Forest measurements. 5th ed. McGraw-Hill, Inc., New
York. 456 pages.
Materials and Supplies: Each student will need the following items:
 Calculator capable of doing basic statistical functions (mean, standard deviation, etc). You
should bring your calculator to each class and lab session.
 Ruler or straight edge calibrated in 10ths of an inch
 Protractor
 Biltmore stick
 NC Forester’s Field Handbook
 Waterproof field notebook
Evaluation:
Weekly quizzes
Exams (3) – Sept. 24, Oct. 31, and Nov. 19
Lab exercises
Class inventory project (Nov. 16 and 17)
Final Exam (Monday, Dec. 10, 8:30-11:00)
30%
15%
25%
10%
20%
100%
For all practical purposes, the following final percentages will guarantee the corresponding
grades: > 93=A, > 90=A-, > 87=B+, > 83=B, >80=B-, etc.
NRCM Supplemental Materials I Selected Course Syllabi Page 49 of 69
Weekly quizzes are used to encourage students to keep up with the material. They will
concentrate on material covered in the readings and during recent lectures, and lab periods.
Quizzes will start promptly at the beginning of class every Wednesday, and will last
approximately 10 minutes. I will drop the three lowest quiz scores. There will be no make-up
quizzes given for any reason.
Exams will generally concentrate on material covered since the previous exam, though students
will be responsible for major concepts presented earlier. Midterm exams will be closed book.
The final exam will be comprehensive (students will be able to use some notes during the
final). Make-up exams will only be given under extreme circumstances.
Exams and quizzes will consist of both word questions and problems, and will be designed to
test your understanding of the material, and your ability to apply it.
Each student will need to bring a calculator, engineer’s rule, and protractor to all quizzes
and exams. Students will not be allowed to share equipment during quizzes and exams.
Lab exercises are intended to illustrate and reinforce the concepts discussed in class. Labs
will be conducted both inside and outside. In some cases it will be necessary for students to
drive short distances off campus. Note that while much of the lab work will be done in teams, as
a rule, each individual must submit their own original lab report. Teams can submit group field
forms and data sheets when directed. DO NOT SUBMIT GROUP DATA SUMMARY FORMS
UNLESS DIRECTED TO.
Reports for each lab exercise will have a due date corresponding to a lecture period. Lab
reports will be due at the beginning of that lecture. Late reports will be accepted until the
beginning of the next lecture period, but will be assessed a 25% penalty. Reports will not be
accepted after that time. Organization and legibility count significantly in the grading of lab
reports. Lab reports must be computer generated.
Class inventory project: Near the end of the semester the class will design and conduct a
complete stand inventory. This will take place outside of normal class hours on Friday and
Saturday, November 16 and 17. Participation in this exercise is mandatory; see me ASAP
if you have a conflict.
Attendance Policy: Students are responsible for all material presented during class and lab
periods. Attendance will not be taken during class periods. Students who miss class must
arrange to get notes, etc. from other students. Students will receive a 0 on any assignments
that they fail to complete due to absence.
Attendance during labs is required. Absences can cause severe disruptions since many
labs will require working in teams. Students who miss lab will be assigned a 0 for that lab
exercise. Make-up labs for pre-arranged, excused absences will be designed on a case-bycase basis.
Academic dishonesty: It is your responsibility as a student at this university to understand the
policies and consequences associated with academic integrity and dishonesty. These are
spelled out in the Student Handbook, available online at
http://www.wcu.edu/univcenter/handbook/index.html
NRCM Supplemental Materials I Selected Course Syllabi Page 50 of 69
Accommodations for Students with Disabilities: Western Carolina University is committed
to providing equal educational opportunities for students with documented disabilities. Students
who require disability services or reasonable accommodations must identify themselves as
having a disability and provide current diagnostic documentation to Disability Services. All
information is confidential. Please contact Kimberly Marcus for more information. Phone: (828)
227-7234; E-mail: kmarcus@email.wcu.edu
General: I expect students to reflect a certain degree of professionalism in both their
assignments and their conduct. In addition to detracting from the overall grade, assignments or
conduct that are deemed unprofessional can also result in penalties of up to 25% of the value of
the assignment. Professional student conduct will include being prepared for class (i.e., reading
assigned materials and reviewing recent notes before each class, and acting professionally
during lab exercises). All assignments must be neat, clearly legible, and well organized.
NRCM Supplemental Materials I Selected Course Syllabi Page 51 of 69
TENTATIVE COURSE OUTLINE - NRM-352
Fall 2007
Week of
Aug. 20
Aug. 27
Sept. 3
Sept. 10
Sept. 17
Sept. 24
Oct. 1
Oct. 8
Oct. 15
Oct. 22
Oct. 29
Topic
Introduction and scope of course
Land measurements
Distance
Direction
Boundary traverse
Area determination
Land surveying
Measuring standing trees
Diameter
Height
Form
Units of measure
Tree contents
Taper, volume, weight tables
Tree grading and Specialty wood
products
Statistical review
Sampling and estimation
Common sampling designs
Timber inventories
Summaries of cruise data
Fixed area sampling
line-plot cruising
Nov. 5
(cont.)
Nov. 12
Point sampling
Nov. 19
(cont.)
Nov. 26
(cont.)
Dec. 3
Reading
1.1 to 1.6
2.1 to 2.2
4.1 to 4.5
4.6 to 4.9
4.10 to 4.13
4.16 to 4.23
7.1 to 7.6
7.7 to 7.11
7.12 to 7.14
5.1 to 5.12
8.1 to 8.3
6.17 to 6.30
2.5 to 2.17
3.1 to 3.3
3.4 to 3.11
9.1 to 9.11
10.1
10.6 to 10.11
11.1 to 11.27
Review and wrap-up
NRCM Supplemental Materials I Selected Course Syllabi Page 52 of 69
NRM-420
SOIL GENESIS AND CLASSIFICATION
SPRING 2007
Instructor:
Peter Bates
341 Stillwell
227-3914
bates@email.wcu.edu
Office hours:
11:00 to 12:00 Monday
3:30 to 4:45 Tuesday
or by appointment
Meeting schedule:
Lecture: Tuesday and Thursday from 8:00 – 9:15 in ST152
Lab: Tuesday from 1:25- 3:15 in ST152
There will also be 1 weekend field trip tentatively scheduled for Friday, March 30 through
Sunday, April 1. Participation in this field trip is mandatory. Please see me ASAP if you have a
conflict with these dates.
Course objectives:
The overall goal of this course is to provide students with a basic understanding of soil
formation, and how soils occur on the landscape. This will include exploration of the following:
1.
The basic factors and processes that control the formation and key properties of soils.
2.
The recognition and description of soil morphological features, and the use of those
features in the classification of soils using Soil Taxonomy and other major soil
classification systems.
3.
The spatial relationships and patterns of soils as they occur on the ground, and how we
use these relationships to map soils and interpret their uses.
Required text:
Soil Genesis and Classification, 5th edition. S.W. Buol, R.J. Southard, R.C. Graham, and P.A.
McDaniel.
Evaluation:
3 midterm exams
Final Exam (Tuesday May 4, 12:00-2:30)
Lab exercises
Student project
Field trip report
30%
25%
25%
10%
10%
100%
For all practical purposes, the following final averages will guarantee the corresponding
grades: > 93=A, > 90=A-, > 87=B+, > 83=B, > 80=B-, etc.
Exams will concentrate on material covered since the previous exam, though students will be
responsible for major concepts presented earlier. The final exam will be comprehensive.
Exams will consist primarily of short answer and essay questions that are designed to evaluate
NRCM Supplemental Materials I Selected Course Syllabi Page 53 of 69
your understanding of the material presented. Note that memorization and regurgitation of
material discussed in class will generally not be enough to score highly on exams. In many
cases you will need to assimilate and apply the material. Make-up exams will only be given
under extreme circumstances for documented absences accepted by the instructor. Students
will be responsible for materials covered during lectures and labs and for assigned readings.
Lab exercises are intended to illustrate and reinforce some of the concepts discussed in class.
Labs will be conducted both inside and outside. In some cases it will be necessary for students
to drive short distances off campus. Note that while much of the lab work will be done in teams,
each individual must submit their own original lab report. Teams should submit group field
forms and data sheets only when directed.
Reports for each lab exercise will have a due date corresponding to a lecture period. Lab
reports will be due at the beginning of that lecture. Late reports will be accepted until the
beginning of the next lecture period, but will be assessed a 25% penalty. Reports will not be
accepted after that time. Organization and legibility count significantly in the grading of lab
reports. All lab reports must be computer generated.
The following guidelines will be used for evaluating lab reports:
1.
Completeness
 Answer all questions that are asked.
 Discuss and present data in quantitative terms whenever possible.
 Avoid the use of vague terms such as "moderate", "good", etc. without some quantitative
indication of what these terms mean.
 Analyze data in order to support arguments.
 Be sure that statements or arguments are documented with sound reasoning and/or cited
authorities (include bibliography at end of paper for the latter using any standard format).
2.
Organization and writing style
 Easy to follow.
 Data are presented in useful form (graphs and tables when possible)
 Terms are used appropriately.
3.
Originality
4.
Correctness of arguments – Though there will be a very minimal penalty (if any) for wellreasoned, but incorrect arguments.
The student project will consist of an individual research project or case study that considers
an application of soil genesis and classification in western NC. We will discuss this project in
more detail later in the semester.
NRCM Supplemental Materials I Selected Course Syllabi Page 54 of 69
Field trip report: There is a required class field trip tentatively scheduled for the end of March.
Each student will be required to submit a report summarizing some component of the trip. More
details will be provided later in the semester.
Attendance policy: Students are responsible for all material presented during lecture and lab
periods. Attendance will not be taken during lecture. Students who miss lecture must arrange
to get lecture notes from other students (any handouts, etc, will be provided by the instructor).
Attendance during labs is required. Absences can cause severe disruptions since many labs
will require working in teams. Students who miss lab will be assigned a 0 for that lab exercise.
Make-up labs for excused absences will be designed on a case-by-case basis.
Academic dishonesty: It is your responsibility as a student at this university to understand the
policies and consequences associated with academic integrity and dishonesty. These are
spelled out in the Student Handbook, available online at
http://www.wcu.edu/univcenter/handbook/index.html
Students with disabilities: Western Carolina University is committed to providing equal
educational opportunities for students with documented disabilities. Students who require
disability services or reasonable accommodations must identify themselves as having a
disability and provide current diagnostic documentation to Disability Services. All information is
confidential. Please contact Kimberly Marcus for more information. Phone: (828) 227-7234; Email: kmarcus@email.wcu.edu.
NRCM Supplemental Materials I Selected Course Syllabi Page 55 of 69
Tentative Course Outline
Week of
Jan 8
Topic
Introduction
Soil Morphology and composition
Reading in text
Ch. 1
Ch. 2
Jan 15
Cont.
Jan 22
Cont.
Jan 29
Soil classification systems
Ch 6
Feb 5
Soil Taxonomy
Ch. 7
Feb 12
Soil formation – biogeochemical processes
Ch. 3
Feb 19
Soils and landscapes
Ch. 4
Feb 26
Soil formation - time
Ch. 5
Mar 5
SPRING BREAK
Mar 12
The soil orders: Entisols, Inceptisols, and
Molisols
Ch. 11, 14, 15
Mar 19
The soil orders: Ultisols, Histosols, and
Spodosols
Ch. 18, 13, 17
Mar 26
The soil orders: Oxisols, Alfisols, Aridisols
Ch. 16, 8, 10
Apr 2
The soil orders: Andisols, Gelisols, and
Vertisols
Ch. 9, 12,19
Apr 9
Soils surveys
Ch. 20
Apr 16
Soil interpretations
Ch. 21
Apr 23
Wrap and review
NRCM Supplemental Materials I Selected Course Syllabi Page 56 of 69
NRM 440 & 440L
INTEGRATED RESOURCE MANAGEMENT
GENERAL COURSE INFORMATION
Lecture Times:
11:00 - 11:50 T & Th
St 152
Lab Times:
3:30 - 5:20 T & Th
Instructor:
Dr. Lawrence Kolenbrander
Office:
336 Stillwell
Email Address:
LKOLENB@WCU.EDU
Office Hours:
M - 1:30 to 3:00
T - 1:00 to 2:00
R - 1:00 to 2:00
F - 10:00 to 12:00
ST 143
There is NO course text for this class. Each student is required to purchase a
xerox package of supplemental readings from the WCU Bookstore. Readings
will be assigned from materials on closed reserve in Hunter Library, from class
handouts and from the supplemental readings package.
Course Objectives:
1.
To introduce the student to basic concepts and techniques of integrated resource
management.
2.
To simulate the "real World" environment of the processes and problems in integrated
resource management; including but not limited to:
a.
Problem and issue identification,
b.
Goal & Objective setting,
c.
Natural Resource Inventory,
d.
Planning and Decision - making,
e.
Team Management,
f.
Alternatives Analysis, and
g.
Project Presentation.
Course Policies and Grading:
1.
2.
3.
4.
Attendance in lectures is required. Frequent absence will affect your personal
performance as well as the performance of your team.
Short assignments, and unannounced quizzes over previous lectures or reading
assignments will be worth 10% of the final grade.
One take home examination will comprise 40% of the final grade.
One major group project will comprise the remaining 50% of the final grade.
NRCM Supplemental Materials I Selected Course Syllabi Page 57 of 69
Academic integrity
You are encouraged to share ideas, discuss questions, and work together with your classmates in such a
way as to further your individual and collective understanding and proficiency of the concepts and skills
presented in this course. However, I expect each of you to submit original, independent work and adhere to
the policies set forth in the University Catalog and Student Handbook. Academic dishonesty of any kind is
not acceptable. Be sure to cite all work and ideas that are not your own. Also be sure to reference all
citations. See the University Writing Center website for information regarding plagiarism. Failure to comply
with University policies may result in a zero for the assignment, failure of the course, disciplinary action at
the University level, or any combination of the three.
(http://www.wcu.edu/WritingCenter/isource/hyssplagiarizing.html)
Students with disabilities:
Western Carolina University is committed to providing equal educational opportunities for students with
documented disabilities. Students who require disability services or reasonable accommodations must
identify themselves as having a disability and provide current diagnostic documentation to Disability
Services. All information is confidential. Please contact Kimberly Marcus for more information. Phone: (828)
227-7234; E-mail: kmarcus@email.wcu.edu
NRM 440 LABORATORY
General Lab Information:
Two lab sessions per week have been scheduled. We will not have a formal lab during each
scheduled session. During about the first part of the semester, the Tuesday lab periods will be used as
formal lab periods. We will work on specific exercises during these times. The remainder of the
Tuesday lab periods will be used for weekly progress reports where each team will meet with Dr.
Kolenbrander. The 4 hours of lab were scheduled to provide you with 4 hours which you can use for
project planning and management. It also guarantees you that I will be available for help with questions
and problems during these hours.
Project Grading: 50% of the final course grade.
The major emphasis of this class will be the completion of an assigned team project. The teams will be
formed by Dr. Kolenbrander and will be supplied with a detailed project description. Each team will
develop a management plan and draft environmental impact statement for their project proposal. The
teams will present their proposal and EIS at a public hearing and will submit a final written report
including the management plan and EIS.
Project grading policies and procedures will be determined during the initial part of the class meetings.
NRM 440
INTEGRATED RESOURCES MANAGEMENT
LECTURE SCHEDULE
DATE
TOPIC
JAN. 9
Course Introduction
" 11
IRM Planning Process
" 16
IRM Planning Process
" 18
Intro. to EIS's
READING
TVA Reading
N.E.P.A. + Region 10 Guidelines
NRCM Supplemental Materials I Selected Course Syllabi Page 58 of 69
" 23
Presentation & Discussion of EIS's
“ 25
Comprehensive, Strategic, & Project
Planning
“ 30
No Class - Kolenbrander gone
Feb 1
A Procedure for evaluating Environmental
Impact
" 6
Population Projections
" 8
Population Projections
" 13
Population Projections
" 15
Economic Analysis
" 20
Economic Analysis
“ 22
Additional Legal Requirements
“ 27
Additional Legal Requirements
Mar. 1
Additional Legal Requirements
Mar.5 - 9
Spring Break
Strategic Plan Reading
Leopold Reading
Legal Readings
“ 13
Additional Legal Requirements
NFMA Readings
" 15
Public Involvement
P. I. Readings
" 20
Public Involvement
P. I. Readings
" 22
Public Meetings
Meetings Reading
“ 27
A. V. Presentations
Presentations Reading
“ 29
Apr. 3
Project Presentations
" 5
Easter Holiday
" 10
TAKE HOME EXAM
" 12
" 17
" 19
" 24
Reading Day
“ 26
April 27
Project Reports Due - 5:00 pm
NRCM Supplemental Materials I Selected Course Syllabi Page 59 of 69
NRM 440 Lab
General Schedule
Date
Jan. 9
Topic
Nominal Group Process - Barriers to Successful Team Projects
“ 11
No Meeting
“ 16
Team Assignments & Project Descriptions
“ 18
Team Meetings
“
23
Project Discussions with teams/Dr. Kolenbrander
“
25
Team Meetings - Kolenbrander??
“
30
Team meetings - Kolenbrander out of town
Feb. 1
Team Meetings
“ 6
Project Discussions with teams/Dr. Kolenbrander
“ 8
Team Meetings
“ 13
Project Discussions with teams/Dr. Kolenbrander
“ 15
Team Meetings
“ 20
Project Discussions with teams/Dr. Kolenbrander
“ 22
Team Meetings
“
Project Discussions with teams/Dr. Kolenbrander
27
NRCM Supplemental Materials I Selected Course Syllabi Page 60 of 69
Mar. 1
Team Meetings
Mar. 2
Detailed Project Outlines Due - 5:00 pm
Mar. 6 - 9
Spring Break
“ 13
Project Discussions with teams/Dr. Kolenbrander
“ 15
Team meetings
Mar. 20
Project Discussions with teams/Dr. Kolenbrander
“
22
Team meetings
“
27
Project Discussions with teams/Dr. Kolenbrander
“ 29
Apr. 3
“ 10, 17, 24
Apr. 27(Fri.)
Team Meetings
Project Presentations/ Public Meetings
Meet with Dr. Kolenbrander as needed
FINAL PROJECT REPORTS DUE - 5:00 PM
NRCM Supplemental Materials I Selected Course Syllabi Page 61 of 69
NRM-451
FOUNDATIONS OF SILVICULTURE
Fall 2007
Instructor:
Pete Bates
341 Stillwell
phone and voicemail: 227-3914
email: bates@email.wcu.edu
Office hours: Tuesday 12:00 to 1:00
Friday 11:00 to 12:00
or by appointment
Course Objectives:
1.
To introduce students to basic silviculture terminology and treatments.
2.
To discuss the principles of forest reproduction, intermediate stand treatments, and
silvicultural systems.
3.
To relate silviculture to other forest management disciplines.
4.
To illustrate the application of silvicultural principles within the context of sustainable
forest management in the southern Appalachians.
Role of this course within NRM curriculum:
It is expected that students enter this course with a proficient knowledge of tree identification, a
general understanding of ecological principles, and the ability to collect and summarize basic
forest stand data (BIOL-254, NRM-210).
Required Text:
Smith, D.M., B.C. Larson, M.J. Kelty, and P.M.S. Ashton. 1997. The practice of silviculture:
Applied forest ecology. 9th ed. John Wiley & Sons, Inc. New York. 537 pages.
Supplementary Materials (online or on reserve in Hunter Library):
Daniel, T.W., J.A. Helms, and F.S. Baker. 1979. Principles of silviculture, 2nd ed. McGraw-Hill
Book Co., New York.
Kimmins, J.P. 1987. Forest ecology. Macmillan Publishing Co., New York.
USDA Forest Service. 1983. Silvicultural systems for the major forest types of the United
States. USDA Handbook 445.
USDA Forest Service. 1990. Silvics of North America. USDA Handbook 654. Volume 1:
Conifers and Volume 2: Hardwoods (available online at
http://www.na.fs.fed.us/spfo/pubs/silvics_manual/table_of_contents.htm).
Others may be added during the semester.
Evaluation:
Exam #1 (around Sept. 19)
Exam #2 (around Oct. 17)
Exam #3 (around Nov. 14)
Final Exam (Wednesday December 12, 8:30-11:00)
Term project
Lab exercises
10%
15%
10%
20%
15%
30%
100%
For all practical purposes, the following final percentages will guarantee the
corresponding grades: > 93=A, > 90=A-, > 87=B+, >83=B, > 80=B-, etc.
NRCM Supplemental Materials I Selected Course Syllabi Page 62 of 69
Exams will concentrate on material covered since the previous exam, though students will be
responsible for major concepts presented earlier. The final exam will be comprehensive.
Exams will consist primarily of short answer and essay questions that are designed to evaluate
your understanding of the material presented. Note that memorization and regurgitation of
material discussed in class will generally not be enough to score highly on exams. In many
cases you will need to assimilate and apply the material. Make-up exams will only be given
under extreme circumstances for documented absences accepted by the instructor. Students
will be responsible for materials covered during lectures and labs and for assigned readings.
Lab exercises are intended to illustrate and reinforce some of the concepts discussed in class.
Labs will be conducted both inside and outside. In some cases it will be necessary for students
to drive short distances off campus. Note that while much of the lab work will be done in teams,
each individual must submit their own original lab report. Teams can submit group field forms
and data sheets when directed. DO NOT SUBMIT GROUP DATA SUMMARY FORMS
UNLESS DIRECTED TO.
Reports for each lab exercise will have a due date corresponding to a lecture period. Lab
reports will be due at the beginning of that lecture. Late reports will be accepted until the
beginning of the next lecture period, but will be assessed a 25% penalty. Reports will not be
accepted after that time. Organization and legibility count significantly in the grading of lab
reports. All lab reports must be computer generated.
The following guidelines will be used for evaluating lab reports:
1.
Completeness
 Answer all questions that are asked.
 Discuss and present data in quantitative terms whenever possible.
 Avoid the use of vague terms such as "moderate", "good", etc. without some quantitative
indication of what these terms mean.
 Analyze data in order to support arguments.
 Be sure that statements or arguments are documented with sound reasoning and/or cited
authorities (include bibliography at end of paper for the latter using any standard format).
2.
Organization and writing style
 Easy to follow.
 Data are presented in useful form (graphs and tables when possible)
 Terms are used appropriately.
4.
Originality
4.
Correctness of arguments – Though there will be a very minimal penalty (if any) for wellreasoned, but incorrect arguments.
The term project will consist of an individual research project or case study that considers an
application of silviculture in western NC. We will discuss this project in more detail later in the
semester.
NRCM Supplemental Materials I Selected Course Syllabi Page 63 of 69
Attendance Policy: Students are responsible for all material presented during lecture and
lab periods. Attendance will not be taken during lecture. Students who miss lecture must
arrange to get lecture notes from other students (any handouts, etc, will be provided by the
instructor).
Attendance during labs is required. Absences can cause severe disruptions since
many labs will require working in teams. Students who miss lab will be assigned a 0 for that
lab exercise. Make-up labs for excused absences will be designed on a case-by-case
basis.
Academic dishonesty: It is your responsibility as a student at this university to understand
the policies and consequences associated with academic integrity and dishonesty. These
are spelled out in the Student Handbook, available online at
http://www.wcu.edu/univcenter/handbook/index.html
Accommodations for Students with Disabilities: Western Carolina University is
committed to providing equal educational opportunities for students with documented
disabilities. Students who require disability services or reasonable accommodations must
identify themselves as having a disability and provide current diagnostic documentation to
Disability Services. All information is confidential. Please contact Kimberly Marcus for more
information. Phone: (828) 227-7234; E-mail: kmarcus@email.wcu.edu
General: I expect students to reflect a certain degree of professionalism in both their
assignments and their conduct. In addition to detracting from the overall grade,
assignments that are deemed unprofessional can also be penalized up to 25% of the value
of the assignment. Professional student conduct will include being prepared for class -- i.e.,
reading assigned materials and reviewing recent notes before each class, and acting
professionally during class periods and lab exercises. All assignments must be neat, clearly
legible, and well organized.
NRCM Supplemental Materials I Selected Course Syllabi Page 64 of 69
TENTATIVE COURSE OUTLINE -- NRM 451
Week of
Reading 1
Topic
Aug. 20
Course introduction
Sm ch. 1
K 149-163, 166-174
Aug. 27
Silviculture overview
I. The site
Solar radiation
Temperature
Sept. 3
Sept. 10
K 175-191, 201-204
D 171-175, 183-205
Soil, water, and nutrients
K 221-235, 245-263, 275-276, 283-286
Site quality
Site classification
Sm 263-269, D 235-255
Sm ch. 9
Sept. 17
II. Stand dynamics/development
Tolerance and competition
Succession
Sm ch. 2
D 235-255
K 163-164, 416-422, 424-428
Sm ch. 7
Sept. 24
III. Forest regeneration
Natural regeneration
Seed
Vegetative
Artificial regeneration
Direct seeding
Species selection/tree improvement
Nursery operations
Tree planting
Oct. 1
Oct. 8
Oct. 15
Sm ch. 8
V. Intermediate stand treatments
Release
Sm ch. 3
Sm ch. 6
VI. Silvicultural systems
Plantations
Oct. 29
Sm ch. 10 & 12
IV. Site preparation
Mechanical
Chemical
Fire
Thinning
Improvement cutting
Oct. 22
Sm 320-327
Sm ch. 13
Sm ch. 4 & 5
Sm ch. 11
Sm ch. 12
Nov. 5
Double cohort/pure stands
Pure uneven-aged stands
Sm ch. 14
Sm ch. 15
Nov. 12
Mixed species stands
Sm ch. 16
Nov. 19
Silviculture and pests
Sm ch. 19
Nov. 26
Silviculture and wildlife
Sm ch. 20
Dec. 3
1Sm=Smith,
Wrap-up and Review
K=Kimmins, D=Daniel et al.
NRCM Supplemental Materials I Selected Course Syllabi Page 65 of 69
NRM-452
FOREST MANAGEMENT
Spring 2006
Instructor:
Peter Bates
235-A Stillwell
227-7367 or 227-3914
bates@email.wcu.edu
Office hours:
1:00 to 2:00 Wednesday
8:00 to 9:00 Friday
or by appointment
Class meeting times:
Lecture:
Lab:
T,R 9:30 to 10:45, Stillwell 247
R 12:30 to 2:20, Stillwell 327
Note: In many cases we will be working problems through during class, thus it is required that
each student bring a calculator to each class period.
Course Objectives:
1.
2.
3.
To introduce students to forest planning concepts.
To acquaint students with the principles and techniques of regulating forest growing stock
within the context of sustained yield management.
To become familiar with how to carry out and interpret an economic analysis of simple
forestry projects.
Role of this course within NRM curriculum:
Prerequisite knowledge: This is the final course in the Forest Resources concentration.
Students are expected to have a working knowledge of Forest Measurements (NRM-352),
Forest Ecology (NRM-351), and Silvilculture (NRM-451). In addition students are expected to
have completed the bulk of their General Education, Core, and Program requirements so that
they have basic writing, math, and computer skills.
Required Text:
Davis, L.S., K.N. Johnson, P.S. Bettinger, and T.E. Howard. 2001. Forest Management 4th ed.
McGraw-Hill, Inc., New York. 804 pages.
NRCM Supplemental Materials I Selected Course Syllabi Page 66 of 69
Evaluation:
Exam #1 (Feb. 9)
Exam #2 (Mar. 16)
Exam #3 (Apr. 20)
Final Exam (Tuesday, May 2, 8:30-11:00)
Weekly quizzes
Term project
Lab
10%
10%
10%
20%
25%
10%
15%
100%
For all practical purposes, the following final percentages will guarantee the
corresponding grades: > 93=A, > 88=A-, > 85=B+, > 81=B, and > 78=B-, etc.
Exams will concentrate on material covered since the last exam, though students will be
responsible for major concepts presented earlier. The final exam will be comprehensive.
Make-up exams will only be given under extreme circumstances for documented absences
accepted by the instructor.
Students will be responsible for materials covered during lectures and labs and for readings assigned in
Davis and Johnson. Additional reading assignments may be assigned during the semester.
Quizzes will be used to encourage students to keep up on the material. They will concentrate
on material covered during the preceding 3 or 4 lectures and 1 or 2 lab periods. Quizzes will be
given at the beginning of class every Tuesday, and will last approximately 10 minutes. I will
drop the 3 lowest quiz grades for each student. There will be no make-up quizzes given for any
reason.
Lab exercises are intended to illustrate and reinforce some of the concepts discussed in class.
Most labs will be conducted inside. Note that while some of the lab work will be done in teams,
each individual must submit their own original lab report.
Reports for each lab exercise will have a due date corresponding to a lecture period. Lab
reports will be due at the beginning of that lecture. Late reports will be accepted until 48 hours
after the due date, but will be assessed a 25% penalty. Reports will not be accepted after that
time.
Students are required to use computers whenever possible in the completion of lab
exercises and the preparation of lab reports. Many labs will require numerous calculations that
can be completed quickly and easily using spreadsheet programs. When creating
spreadsheets, be sure that they are neat and well organized with columns and other data
labeled so that I can follow what is going on. Also, save enough columns and provide enough
formulas etc., so that I can determine where you might have gone wrong if you come up with the
wrong answer. Each student must generate his or her own spreadsheets. Little is learned by
submitting a spreadsheet largely created by someone else. Organization and legibility count
significantly in the grading of lab reports. All written answers must be typed on a word
processor.
Term project: Each student will be part of a team that will prepare a forest management plan
during the semester. A description of the parcel and all relevant information will be provided
NRCM Supplemental Materials I Selected Course Syllabi Page 67 of 69
when the project is formally assigned. In order that students might receive appropriate
feedback, the project written report is due at 5:00 PM on Friday, April 21.
Attendance Policy: Students are responsible for all material presented during lecture and lab
periods. Attendance will not be taken during lecture. Students who miss lecture must arrange
to get lecture notes from other students.
General: I expect students to reflect a certain degree of professionalism in both their
assignments and their conduct. Assignments that are deemed unprofessional may not be
accepted. In addition to detracting from the overall grade, assignments that are deemed
unprofessional can also be penalized up to 25% of the value of the assignment. Professional
student conduct will include being prepared for class -- i.e., reading assigned materials and
reviewing recent notes before each class, and acting appropriately during lab exercises.
NRCM Supplemental Materials I Selected Course Syllabi Page 68 of 69
FOREST MANAGEMENT - TENTATIVE COURSE OUTLINE
Week of
Topic
Reading (all in
Davis)
1/9
Introduction
History and overview of Forest Management
Chapters 1&2
1/16
I. Timber management planning
Forest regulation
Chapter 10
"
1/23
Allowable cut
Normal forest model
Yield table summation method
Von Mantel method
"
"
"
"
1/30
Area control
"
2/6
Volume control
Modified barnes/Tabular check
"
2/13
Management plans
Chapter 3
2/27
II. Forest Economics
Introduction
The market economy
Financial analysis of projects
Chapter 7
3/6
SPRING BREAK
3/13
3/20
Interest and the time value of money
Compounding/discounting
“
"
3/27
Cash flow tables
Measures of project worth
"
4/3
Net present value
Soil expectation value/Soil rent
"
2/20
4/10
4/17
4/24
Treatment of loans
Treatment of uncertainty
Dealing with inflation
Economics and project design
Operations research/Linear programming
Social economics
"
“
Chapter 6
NRCM Supplemental Materials I Selected Course Syllabi Page 69 of 69
SUPPLEMENTAL MATERIALS II
NRCM FACULTY CV’S
Peter Bates .................................................................................................... Page2
Joni Bugden-Storie ........................................................................................ Page 13
Ron Davis ...................................................................................................... Page 20
Laura DeWald ............................................................................................... Page 27
Larry Kolenbrander ....................................................................................... Page 42
NRCM Supplemental Materials II Faculty CV’s Page 1 of 44
PETER CALDWELL BATES
Associate Professor and Director
Natural Resource Conservation and Management Program
Department of Geosciences and Natural Resources
Western Carolina University
Cullowhee, North Carolina 28723
828.227.3914
bates@email.wcu.edu
EDUCATION
Ph.D. Forestry (minor Soil Science), 1990
University of Minnesota
Dissertation Title: Quaking aspen regeneration in northern Minnesota: Effects of
harvest season and site conditions.
M.S. Soil Science, 1981
Montana State University
Thesis Title: Compaction by logging equipment of six soils in northwestern Montana
as affected by soil water content, equipment type and number of passes.
B.S. (with honors) Forestry, 1977
University of Montana
PROFESSIONAL APPOINTMENTS
August 2000 – present. Associate Professor of Natural Resource Conservation and
Management (Program Director beginning Fall 2006), Department of
Geosciences and Natural Resources, Western Carolina University, Cullowhee,
North Carolina.
July 2006 – present. Adjunct Associate Professor, Department of Forestry and Natural
Resources, Clemson University, Clemson, South Carolina.
August 1993 – July 2000. Assistant Professor of Natural Resources Management,
Department of Geosciences and Natural Resources Management, Western
Carolina University, Cullowhee, North Carolina.
September 1990 to August 1993. Post-doctoral Associate, Department of Soil Science,
University of Minnesota.
January 1987 to September 1990. Graduate Research Assistant, Department of Forest
Resources, University of Minnesota.
May 1981 to January 1987. Soil Scientist, Minnesota Agricultural Experiment Station,
Beltrami County Soil Survey, Bemidji.
NRCM Supplemental Materials II Faculty CV’s Page 2 of 44
September 1978 to May 1981. Graduate Research Assistant, Plant and Soil Science
Department, Montana State University, Bozeman.
June 1978 to September 1978. Biological Technician, USDA Forest Service, Flathead
National Forest, Kalispell, MT.
June 1977 to December 1977. Range Technician, USDI Bureau of Land Management,
Dillon, MT.
TEACHING EXPERIENCE
1993-present Western Carolina University
NRM-140 Natural Resource Conservation and Management
NRM-150 Introduction to Natural Resources Management
NRM-210 Methods in Natural Resources Management
NRM-342 Microcomputer Applications in Natural Resources Management
NRM-344 Introduction to Geographic Information Systems
NRM-351 Forest Ecology
NRM-352 Forest Resource Measurements
NRM-451 Foundations of Silviculture
NRM-452 Forest Management
NRM-483 Applications in Forest Management
NRM-493 Applications in Silviculture
BIOL-593 Topics in Biology
ES-150 Introduction to Environmental Science (part of instruction team)
1991-1992 University of Minnesota
FR 5140 Silviculture in North American Forest Types
FR 5126 Silviculture: Soil-Site Relationships.
1997 (summer) NC Teaching Fellows Summer Enrichment Program: Man and the
Environment
2000 and 2001 (summer) Summer Ventures in Science and Math: Forest Ecology
GRADUATE COMMITTEE MEMBERSHIP – Western Carolina University (1Director)
1
D. Shannon Rabby, MS Biology, MS Biology 2005
Small mammal community dynamics across a chronosequence of southern Appalachian
mesic hardwood forests
Lisa Mazzarelli, MS Biology. 2002
Ground-nesting bird response to land use history in mesic forests of the southern Blue
Ridge Mountains
Grace E.W. Bockoven, MS Biology. 1999
Peregrine falcon (Falco peregrinus) restoration in the southern Appalachians
NRCM Supplemental Materials II Faculty CV’s Page 3 of 44
Diana Ohongo, MS Chemistry. 1997
Highly oriented pyrolytic graphite as a platform for atomic absorption spectrometry for the
determination of lead, copper, and aluminum
OFFICES HELD
Board of Directors, Southern Forestry Foundation. 2002-present
Chair, Nantahala Chapter of the Society of American Foresters. Fall 1996 - Fall 1998.
President, Xi Sigma Pi, University of Minnesota, 1988-1990.
PROFESSIONAL AND HONORARY SOCIETIES
Xi Sigma Pi
Phi Kappa Phi
Society of American Foresters
North Carolina Registered Forester #1292
HONORS/AWARDS
Boise Cascade Corporation Graduate Fellowship, 1989-1990.
USDA Soil Conservation Service Letter of Commendation, 1987.
USDA Soil Conservation Service Certificate of Appreciation, 1987.
USDA Forest Service Certificate of Merit (plus cash award), 1978.
PUBLICATIONS (*peer-reviewed)
Blinn, C. R., and P. C. Bates. 1988. How to market timber effectively. pp. 3-13 In
Proceedings: Woodland owners and users conference. Extension Forest Resources,
Department of Forest Resources, University of Minnesota, St. Paul. 71 p.
Bates, P. C., C. R. Blinn, and A. A. Alm. 1988. Factors affecting the regeneration of quaking
aspen: A literature review. Minnesota Agricultural Experiment Station Bulletin 587-1988.
University of Minnesota. 13 p.
*
Bates, P. C., C. R. Blinn, A. A. Alm, and D. A. Perala. 1989. Aspen stand development
following harvest in the Lake States region. Northern Journal of Applied Forestry 6:178183.
Blinn, C. R., J. A. Flack, and P. C. Bates. 1989. Developing telecommunication linkages for
microcomputer-aided instruction. Compiler 7:30-44.
NRCM Supplemental Materials II Faculty CV’s Page 4 of 44
Blinn, C. R., and P. C. Bates. 1990. Integration of harvesting and silvicultural practices: An
eastern perspective. p. 203-207 In Forestry on the Frontier. Proceedings 1989 Annual
Conference. SAF Publication 82-02.
Bates, P. C., C. R. Blinn, and A. A. Alm. 1990. A survey of the harvesting histories of some
poorly regenerated aspen stands in northern Minnesota. pp. 221-230 In R. D. Adams
(ed.) Aspen symposium '89, proceedings. USDA Forest Service General Technical
Report NC-140, 348 p.
Bates, P. C., C. R. Blinn, and A. A. Alm. 1991. Regenerating quaking aspen: Management
recommendations. Minnesota Extension Service, University of Minnesota NR-FO-5637S. 8 p.
*
Blinn, C. R., and P. C. Bates. 1991. An evaluation of multipoint telecommunication
instruction for microcomputers. Compiler 9:28-36.
Bates, P. C., C. R. Blinn, A. A. Alm, and T. E. Engel. 1992. Successfully regenerating
quaking aspen improves deer habitat. Whitetales (winter 1992) pg 43-46.
*
Bates, P. C., P. C. Robert, and C. R. Blinn. 1992. Overlaying soil and timber inventories to
assess aspen productivity in northern Minnesota. Soil Science Society of America
Journal 56:295-301.
*
Grigal, D. F., and P. C. Bates. 1992. Forest soils: A technical paper for a generic
environmental impact statement on timber harvesting and forest management in
Minnesota. Prepared for the Minnesota Environmental Quality Board. Jaakko Poyry
Consulting, Inc., Tarrytown, NY. 155 p.
*
Bates, P. C., C. R. Blinn, and A. A. Alm. 1993. Harvesting impacts on quaking aspen
regeneration in northern Minnesota. Canadian Journal of Forest Research 23:24032412.
*
Berguson, W.E., D.F. Grigal, and P.C. Bates. 1994. Relative stocking index: a proposed
index of site quality. Canadian Journal of Forest Research. 24:1330-1336.
*
Bell, J.C., D.F.Grigal, P.C. Bates, and C.A. Butler. 1996. Spatial patterns in carbon storage
in a Lake States' landscape. pp. 198-202 In J. Hom, R. Birdsey, and K. O'Brian (eds.)
Proceedings, 1995 meeting of the northern global change program; 1995 March 14-16;
Pittsburgh, PA. USDA Forest Service General Technical Report NE-214, Northeastern
Forest Experiment Station. 238 p.
*
Grigal, D.F. and P.C. Bates. 1997. Assessing the impacts of forest harvesting: The
Minnesota experience. Biomass and Bioenergy 13:213-222.
NRCM Supplemental Materials II Faculty CV’s Page 5 of 44
*
Bates, P.C., E.I. Sucoff, and C.R. Blinn. 1998. Short-term flooding effects on root suckering
of quaking aspen. Northern Journal of Applied Forestry. 15(4):169-173.
Bell, J.C., D.F. Grigal, and P.C. Bates. 2000. A soil-terrain model for estimating spatial
patterns of soil organic carbon. Chapter 12 in: Terrain Analysis: Principles and
Applications. John P. Wilson and John C. Gallant, Editors. John Wiley and Sons, New
York. 512 p.
*
The Land Trust for the Little Tennessee. 2003. The upper Little Tennessee River basin: a
conservation assessment and strategy. 166 p. (contributing author).
Childers, C., P.C. Bates, and T Straka. 2003. Southern Appalachian hardwoods:
Sustainable and profitable. Forest Landowner 62(6):16-20.
Bates, P.C, and P. Carlson. 2004. The application of sustainable forest management in a
western North Carolina watershed. In: Moore, Susan and Robert Bardon, eds.
Enhancing the Southern Appalachian Forest Resource Symposium Proceedings, [CDROM] (2004). Available at: http://www.ncsu.edu/feop/symposium/proceedings_2003
PROFESSIONAL PRESENTATIONS AND ABSTRACTS
Blinn, C. R., and P. C. Bates. Microcomputer teletraining for natural resource professionals.
(Poster). Society of American Foresters National Convention. October 16-19, 1988.
Rochester, New York.
Bates, P. C., E. I. Sucoff, and C. R. Blinn. Low oxygen effects on quaking aspen root
suckering. (Poster). North American Forest Biology Workshop. August 17-20, 1992.
Sault Ste. Marie, Ontario.
Bell, J. C., P. C. Bates, and D. F. Grigal. Spatial patterns of carbon storage in Lake States'
forests. (Poster). American Society of Agronomy Annual Meetings. November 1-6,
1992. Minneapolis, Minnesota.
Bates, P. C., and P. C. Robert. Soil-landscape units for forest management. (Poster).
American Society of Agronomy Annual Meetings. November 1-6, 1992. Minneapolis,
Minnesota.
Bates, P.C., J.C. Bell, and D.F. Grigal. Spatial distribution of carbon storage in the Cedar
Creek Natural History Area, Minnesota. (Paper). American Society of Agronomy Annual
Meetings. November 7-12, 1993. Cincinnati, Ohio.
Bates, P.C., D.F.Grigal, and P.C. Robert. Forest productivity assessment of soil map units
using the relative stocking index. (Poster). American Society of Agronomy Annual
Meetings. November 13-18, 1994. Seattle, Washington.
NRCM Supplemental Materials II Faculty CV’s Page 6 of 44
Bates, P.C. Forest productivity assessment using topographic parameters in the southern
Appalachians. (Poster). American Society of Agronomy Annual Meetings. October 29 November 3, 1995. St. Louis, Missouri.
Bates, P.C., D. A. Fulmer, and D. K. Wise. First-year survival of planted black cherry in
southern Appalachian clearcuts. (Poster). Society of American Foresters National
Convention. September 10-15, 1999. Portland, Oregon.
Bates, P.C, M. Forbis, and J. Abrams. Prescribed fire effects on oak regeneration in the
southern Appalachians: First year results. (Poster). Society of American Foresters
National Convention. September 13-17, 2001. Denver, Colorado. (Note: poster was
accepted but the convention was canceled due to the events of September 11)
Bates, P.C., S. Pearson, L. Mazzarelli, and D. Tinker. Forest use history impacts on breeding
bird populations in the Little Tennessee River watershed. (Paper). Little Tennessee
Sustainable Forestry Project First Annual Research Symposium, Cullowhee, North
Carolina. February 7, 2003.
Childers, C., P.C. Bates, and T. Straka. Financial analysis of the Little Ellijay forest. (Paper).
Little Tennessee Sustainable Forestry Project First Annual Research Symposium,
Cullowhee, North Carolina. February 7, 2003.
Yonce, M., D. Tinker, P. Bates, and W. Allen. The Little Tennessee land protection
prioritization model. (Paper). Little Tennessee Sustainable Forestry Project First
Annual Research Symposium, Cullowhee, North Carolina. February 7, 2003.
Bates, P.C., S. Rabby, J. Slagle, and D. Evans. Vegetative competition effects on planted
black cherry seedlings in southern Appalachian clearcuts. (Poster) Society of
American Foresters National Convention. Fort Worth, Texas. October 19-23, 2005.
Bates, P.C., S. Rabby, J. Slagle, and D. Evans. Vegetative competition effects on planted
black cherry seedlings in southern Appalachian clearcuts. (Poster) Society of
American Foresters National Convention. Fort Worth, Texas. October 19-23, 2005.
Bates, P.C, and R.L. Lamb. Western Carolina Forest Sustainability Initiative. (Paper) North
Carolina Division of the Society of American Foresters. Balsam, North Carolina. June
7, 2007.
Bates, P.C, J.Hagan, J. Miller, and T. Martin. Developing forest sustainability indicators for a
southern Appalachian watershed. (Poster) Society of American Foresters National
Convention. Portland, Oregon. October 23-26, 2007.
NRCM Supplemental Materials II Faculty CV’s Page 7 of 44
STUDENT-SUPERVISED ABSTRACTS AND PRESENTATIONS
Yonce, M., D. Fulmer, E. Piela, B. Killian, and A. Cornelison. Rough-grouse population levels
in a maturing mixed hardwood forest in the southern Appalachians. (Poster) Society of
American Foresters National Convention, Portland, Oregon. September 11-15, 1999.
Abrams, Jamie, Jonathan Creason, and Matt Cave. Response of planted black cherry to
natural competition in a western North Carolina clearcut. (Poster). Society of American
Foresters National Convention, Denver, Colorado. September 13-17, 2001. (Note: the
convention was canceled due to the events of September 11)
Cave, Matt, Michael Forbis, and Jonathan Creason. Growth and grade response to thinning
in a mixed oak stand in western North Carolina. (Poster). Society of American Foresters
National Convention, Denver, Colorado. September 13-17, 2001. (Note: the convention
was canceled due to the events of September 11)
Rabby, S., W. Linker, and P. Bates. Prescribed fire to promote oak regeneration. Presented
at the Little Tennessee Sustainable Forestry Project First Annual Research Symposium,
Cullowhee, North Carolina. February 7, 2003.
Arcano, R. and P. Bates. Hardwood regeneration following patch clearcutting. Presented at
the Little Tennessee Sustainable Forestry Project First Annual Research Symposium,
Cullowhee, North Carolina. February 7, 2003.
Ramsey, P., H. Kunzig, and J. Stokes. Residual stand response to hardwood thinning:
Results after 2 growing seasons. Presented at the Little Tennessee Sustainable
Forestry Project Second Annual Research Symposium, Cullowhee, North Carolina. April
23, 2004.
Price, R. and M. Owens. Regeneration response to prescribed fire in a mixed hardwood
stand. Presented at the Little Tennessee Sustainable Forestry Project Second Annual
Research Symposium, Cullowhee, North Carolina. April 23, 2004.
Farmer, S., J. Peeler, and K. Walker. Regeneration and competition dynamics following
patch clearcutting in a northern hardwood stand. (Paper) Presented at the Little
Tennessee Sustainable Forestry Project Second Annual Research Symposium,
Cullowhee, North Carolina. April 23, 2004.
Woodby, J., H. Kunzig, R. Davis, S. Rabby, J. Stewart, and P. Bates Oak regeneration
response to prescribed fire in the southern Appalachians. (Poster) Society of American
Foresters National Convention. Fort Worth, Texas. October 19-23, 2005.
Rabby, D.S. Small mammal assemblages across a chronosequence of southern
Appalachian rich cove stands. (Poster) Society of American Foresters National
Convention. Fort Worth, Texas. October 19-23, 2005.
NRCM Supplemental Materials II Faculty CV’s Page 8 of 44
VanDenabeele, W, E. Beck, B. Elliott, and P.C. Bates. Deer effects on forest regeneration in
western North Carolina. (Poster) Society of American Foresters National Convention.
Portland, Oregon. October 23-26, 2007.
Austin, J, M. Phillippi, J. Mozeley, and K. Griffin. Evaluating crop tree release treatments in
southern Appalachian coppice stands. (Poster) Society of American Foresters National
Convention. Portland, Oregon. October 23-26, 2007.
PROFESSIONAL CONSULTING AND OTHER WORK EXPERIENCE:
1986-1987. Wetlands classification and delineation in northwestern Minnesota. Clients:
Various landowners working with the Minnesota Department of Natural Resources
Waterbank Program.
1992-1993. Preparation of a technical paper evaluating the effects of timber harvesting and
management on forest soils in Minnesota. Client: Jaakko Poyry Consulting, Inc.,
Tarrytown, New York.
1993. Guidelines for the application of wood and bark ash on forest soils in northern
Minnesota. Client: Potlatch Corporation.
1994 (summer). Visiting Professor, Department of Soil Science, University of Minnesota, St.
Paul. Conducted research related to forest soil science.
1995 and 1996 (summer). Forest land classification using digital elevation models in the
central Appalachians. Co-investigator: Dr. JC Bell, Department of Soil, Water and
Climate, University of Minnesota. Client: WestVaco Corporation
1998 - present. Consulting forester serving private landowners in western North Carolina
PROFESSIONAL SERVICE ACTIVITIES
Papers and presentations
The Little Tennessee sustainable forestry project. Presentation to the Town and College
Club, Sylva, North Carolina. August 26, 2002.
Conservation forestry in the Little Tennessee basin. Presentation to the southern
Appalachian forest conservation project group, Rugby, Tennessee. October 1, 2002.
Forest management: what is it and how do we do it? Presentation to the Landtrust Alliance,
Franklin, North Carolina. April 11, 2003.
NRCM Supplemental Materials II Faculty CV’s Page 9 of 44
Report on sustainable forest management activities at the Balsam Mountain Preserve.
Presentation to the Balsam Mountain Trust Board of Trustees Land Management
Committee, Balsam, North Carolina. May 19, 2003.
Bates, P.C. 2003. Forestry interns learn valuable lessons during Game of Logging training
in the southern Appalachians. Game of Logging Newsletter Summer, 2003.
Report on sustainable forest management activities at the Balsam Mountain Preserve.
Presentation to the Balsam Mountain Trust Board of Trustees Land Management
Committee, Balsam, North Carolina. November 13, 2003.
GIS for the sciences: The Little Tennessee sustainable forestry project, Presentation to the
WCU community, Western Carolina University. February 26, 2004.
Development of a strategic forest management plan for the Waynesville watershed.
Recorded as Attachment C to the Conservation Easement to the Waynesville
Watershed, Haywood County, North Carolina. 2004.
Other
Natural Resources Program Advisory Committee member. Haywood Community College.
2002 to present.
Organized and coordinated the Little Tennessee Sustainable Forestry Project First Annual
Research Symposium, Cullowhee, North Carolina. February 7, 2003.
Participated in a workshop to address forest practitioners’ research needs. Conducted by the
National Commission on the Science for Sustainable Forestry. Arlington, Virginia. April
22-23, 2003.
Organized and coordinated the Little Tennessee Sustainable Forestry Project Second Annual
Research Symposium, Cullowhee, North Carolina. April 23, 2004.
FUNDED PROPOSALS
1987. Robert, P. C., P. C. Bates and C. R. Blinn. The relationship between soil map units
and timber inventory data in Beltrami County, Minnesota. Source: Beltrami County Land
Department. Amount funded: $5000.
1990. Bates, P. C., and P. C. Robert. Aspen productivity on different soil types in Beltrami
County, Minnesota. Source: Beltrami County Land Department. Amount funded:
$5200.
NRCM Supplemental Materials II Faculty CV’s Page 10 of 44
1991. Bell, J. C., E. S. Verry, D. F. Grigal, and P. C. Bates. Spatial patterns and temporal
trends in carbon storage in Lake States' forests. Source: USDA Forest Service Global
Change Research Program. Amount funded: $140,000.
1995. Bates, P.C. Forest productivity assessment using digital elevation data in the
southern Appalachians. Source: Western Carolina University Faculty Research Grant.
Amount funded: $2450.
2001. Boner, R.R. and D. Ludington. Southern Appalachian Forest Conservation Initiative.
A collaborative proposal submitted by The Conservation Fund in partnership with
Western Carolina University, Duke University, and the Land Trust of the Little
Tennessee. Source: Doris Duke Charitable Foundation. Amount requested: $3.5
million. Amount funded: $3.5 million.
2003. Bates, P.C. Enhancement of sustainable forest management on private lands in
western North Carolina. Source: Land Trust for the Little Tennessee. Amount
requested: $10,000. Amount funded: $10,000.
2003. Bates, P.C. River cane mapping in the Little Tennessee River basin. Source: Eastern
Band of the Cherokee Indians. Amount requested: $3000. Amount funded: $3000.
2004. Bates, P.C. Development of a strategic forest management plan for the Waynesville
watershed. Source: Town of Waynesville. Amount requested: $7000. Amount
funded: $7000.
2004. Bates, P.C. Establishment of a sustainable forest management demonstration area
within the Balsam Mountain Preserve. Source: Balsam Mountain Trust. Amount
requested: $3600. Amount Funded: $3600.
2004. Boner, R.R. Southern Appalachian Wildlife Conservation Initiative. A collaborative
proposal submitted by The Conservation Fund in partnership with Western Carolina
University and the Land Trust of the Little Tennessee. Source: Doris Duke Charitable
Foundation. Amount requested: $1.5 million. Amount funded: $1.5 million.
2005. Bates, P.C. Timber stand assessment in the proposed Balsam Gap Property
Conservation Easement along the Blue Ridge Parkway. Source: The Conservation
Fund. Amount requested: $5000. Amount funded: $5000.
2005. Bates. P.C. Forest stewardship support for western North Carolina Landowners.
Source: Duke University Nicholas School of the Environment and Earth Sciences.
Amount Requested: $14,500. Amount Funded: $14,500.
2005. Bates, P.C. Development of a timber inventory and preliminary forest management
plan for the Fisher Creek watershed. Source: Town of Sylva. Amount requested:
$3000. Amount funded: $3000.
NRCM Supplemental Materials II Faculty CV’s Page 11 of 44
2005. Bates. P.C. Continued development of sustainable forest management opportunities in
the Balsam Mountain Preserve. Source: Balsam Mountain Trust. Amount requested
$12,700. Amount Funded $12,700.
2006. Bates, P.C., J. Brown, N. Christensen, M. Lord, T. Martin, and J. Miller. Development
of a detailed forest management plan for the Waynesville watershed. Source: Town of
Waynesville. Amount requested: $50,000. Amount Funded: $50,000.
2006. Bates, P.C., The western Carolina community forestry project. A collaborative
proposal submitted by the Land Trust for the Little Tennessee in partnership with
Western Carolina University. Source: National Forest Foundation and Home Depot
Foundation. Amount requested: $35,000 Amount funded: $35,000.
2007. Bates, P.C., R. Davis, and R. Lamb. Designing a sustainable forest management plan
for the Balsam Mountain Preserve. Source: National Forest Foundation and Home
Depot Foundation. Amount requested: $38,400 Amount funded: $38,400.
NRCM Supplemental Materials II Faculty CV’s Page 12 of 44
Joni Bugden-Storie
128 Birch Springs
Road,
Waynesville, NC 28786
jbugden@wcu.edu
828-227-3819
EDUCATION:
Ph.D. (2002): UNIVERSITY OF WATERLOO, Waterloo, Ontario. Faculty of Environmental Studies, Department
of Geography. Specialization in Geomatics.
Thesis Title:
Masters (1996):
A Knowledge-Based Model for SAR-Crop Interactions: A Case Study in Norwich
Township, Ontario. Advisor: Dr. Philip Howarth
UNIVERSITY OF WATERLOO, Waterloo, Ontario. Faculty of Environmental Studies,
Department of Geography. Specialization in Spatial Data Analysis and Resource
Management.
Thesis Title:
Identification of Agro-Ecosystem Indicators using Integrated Remote Sensing Data
Advisor: Dr. Philip Howarth
BA cum laude (1994):CARLETON UNIVERSITY, Ottawa, Ontario. Department of Geography. Concentration
in Geographic Information Processing (G.I.P.).
Thesis Title:
Using GIS to Plan Canoe Routes in Algonquin Provincial Park
Advisor: Danny Patterson
TEACHING EXPERIENCE:
Assistant
Western Carolina University (North Carolina)
Professor
Environmental Geography (Geog150), Introduction to Remote Sensing (Geog324), Natural
(2005 – Present)
Resources Conservation and Management (NRM140), Weather and Climate (Geog300)
Adjunct Assistant
Professor
(2004/05)
UNIVERSITY OF WATERLOO (Ontario)
[Winter 2005] Geography and Our Planetary Environment (GEOG 102), Energy Balance
Climatology (GEOG 409), Remote Sensing Project (GEOG 471)
[Fall 2004] Geography and Our Planetary Environment (GEOG 102), Advanced
Environmental Research Methods (ENVS 278), Physical Climatology (GEOG 309)
Lecturer
WILFRID LAURIER UNIVERISTY (Ontario)
Cartography II (GG351)
Teaching Assistant
UNIVERSITY OF WATERLOO (Ontario)
Environmental Remote Sensing (GEOG-376)
Lecturer
UNIVERSITY OF BUENOS AIRES (Buenos Aires, Argentina)
Introduction to Synthetic Aperture Radar (SAR): 3-Day Seminar
Lecturer
NATIONAL UNIVERSITY OF SAN JUAN (San Juan, Argentina)
Introduction to Synthetic Aperture Radar (SAR): 2-Day Workshop
Lecturer
YORK COLLEGE OF INFORMATION TECHNOLOGY (Ontario)
Research Statistics (STATS210)
Lecturer
YORK COLLEGE OF INFORMATION TECHNOLOGY (Ontario)
Statistics Level I (STATS100)
Teaching Assistant
UNIVERSITY OF WATERLOO (Ontario)
Advanced Remote Sensing (GEOG-471 and GEOG-603)
(2002)
(2001)
(April 2000)
(August 1999)
(Feb. 1997)
(Dec. 1996)
(May ‘97 to Aug. ‘98)
NRCM Supplemental Materials II Faculty CV’s Page 13 of 44
Teaching Assistant
UNIVERSITY OF WATERLOO (Ontario)
Introduction to Environmental Research Methods (ES-178)
Teaching Assistant
UNIVERSITY OF WATERLOO (Ontario)
Advanced Environmental Research Methods (ES-278)
(Jan. ‘95 to Dec. ‘97)
(Sept. to Dec. ’94)
Joni Bugden-Storie
2
page
PROJECT/WORK EXPERIENCE:
Visiting Fellowship
Agriculture & Agri-Food Canada (Eastern Cereal and Oilseed Research Centre)
(Oct. ‘02-Aug.’04)
Retrieval of biophysical crop and field descriptors and the delineation of
homogenous field sub-units for crop management using polarimetric SAR
data.
Research Assistant
University of Waterloo – Oxford County Radar Experiment
Funded by the Application Development and Research Opportunity (ADRO) program,
CSA,
NASA, RADARSAT International Inc., and the Centre for Research in Earth & Space
Technology (CRESTech).
Coordinator/
Author
Agri Food Laboratories – Using IKONOS Data to Generate Products for
(1994 to 2002)
Agricultural Retailers in Middlesex County
(March-Oct. 2000)
[$20,000]
Coordinator/
Author
Applications
Cordinator
Canada Space Agency – Application Development and Research Opportunity (ADRO-2) -
(March-Oct. 2000)
(April-Oct.2000)
Principal Investigator
(1998 to 2001)
Internship
(Dec. ‘98 to Feb. ’99)
Co-Investigator
Agri Food Laboratories – RADARSAT-1 Data for Commercial Agricultural
[$20,000]
RADARSAT Data for Commercial Agricultural Applications
[$16,000]
Universities of San Juan-Waterloo GlobeSAR-2 Project -
Land-use/Land-cover Mapping of the Tulum Valley using RADARSAT-1 Data.
[$34,000]
Insitut InterAmerican de Cooperation Pour L’Agriculture -
Research, Education and Technology Transfer for Agriculture in Argentina.
[$4,500 US]
Universities Mayor San Simon-Waterloo GlobeSAR Project -
and Proposal Author
Data.
Agricultural Crop Identification and Monitoring in Bolivia using RADARSAT-1
Coordinator
Agreco – Crop Monitoring using CASI Data
(Nov. ‘98 to March ‘99) [$17,000]
(May to Aug. ‘98)
NRCM Supplemental Materials II Faculty CV’s Page 14 of 44
Coordinator
Agrisat – Detection of Soil Moisture using RADARSAT-1 Data
Funded by the RADARSAT User Development Program (RUDP); Canadian Space
Agency.
Coordinator
Agreco - Crop Monitoring using CASI & RADARSAT Data
Funded through the RADARSAT User Development Program (RUDP).
Participant
University of Waterloo – Lake St. Clair Wetlands Project
Funded through Application Development and Research Opportunity (ADRO) program.
Environmental
Coordinator
Aqua-Terre Environmental Consulting – Lake Lisgar Rehabilitation Project
Liaison person between Joint Services Coalition and the Town of Tillsonburg, Parks and
Recreation, Long Point Conservation Authority and local media.
(Feb. ‘98 to Mar. ‘99)
(Feb. to Oct. ‘97)
(Jan. to Aug. ‘96)
(May to Aug. ‘94)
NRCM Supplemental Materials II Faculty CV’s Page 15 of 44
Joni Bugden-Storie
3
page
RESEARCH PUBLICATIONS:
THESES:
Bugden, J.L., 2002, A Knowledge-Based Model for SAR-Crop Interactions:A Case Study in Norwich Township,
Ontario. Unpublished, Doctor of Philosophy in Environmental Studies Thesis, University of Waterloo, 256
p.p.
Bugden, J.L., 1996, Identification of Agro-ecosystem Indicators using Integrated Remote Sensing Data.
Unpublished, Master of Environmental Studies Thesis, University of Waterloo, 123 p.p.
Bugden, J.L., 1994, Using GIS to Plan Canoe Routes in Algonquin Provincial Park. Unpublished, Honours
Bachelor of Arts Thesis, Carleton University, 63 p.p.
JOURNAL PUBLICATIONS:
Bugden, J.L., Pattey, E. and McNairn, H., 2006, Object-based classification of multi-polarization SAR using crop
and soil homogeneous zones, Canada Journal for Remote Sensing, submitted August 2006.
Smith, A.M., Eddy, P.R., Bugden-Storie, J., Pattey, E., McNairn, H., Nolin, M., Perron, I., Hinther, M., Miller, J.
and Haboudane D., 2006, Multi-polarized radar for delineating within-field variability in corn and wheat,
Canadian Journal of Remote Sensing. Accepted September 2006.
Bugden, J.L., J.Andrey and P.J. Howarth, 2004. A SAR process model for land-cover mapping, Canadian Journal
of Remote Sensing, Vol. 30, No. 2, pp.195-204.
CONFERENCE PAPERS:
Lapen, D.R., G.C Topp, J.L. Bugden and E. Pattey, 2004. A New TDR Probe for Evaluating Airborne SAR data for
Soil Water Content Estimates, Canada-China Agriculture Symposium, October 2004.
Bugden, J.L., K. Hochheim, E. Pattey, and H. McNairn, 2003. Canopy Volumetric Moisture Content and
Polarimetric SAR, Canadian Remote Sensing Symposium Proceedings, Montreal, PQ, October, 2003.
Perron, I., M.C. Nolin, E. Pattey, J.L. Bugden et A. Smith, 2003. Comparaison de L’utilisation de la Conductivité
Électrique apparente (CEa) des Sols et des données Polarimétriques RSO pour Délimiter des Unités
D’aménagement Agricoles, Canadien Remote Sensing Symposium Proceedings, Montreal, PQ, Octobre,
2003.
Smith, A.M., P. Eddy, J.L. Bugden, E. Pattey, H. McNairn, M. Nolin, J. Miller and D. Haboudane, 2003.
Delineating within-field management zones using multi-temporal, multi-polarized airborne SAR imagery.
Canadian Remote Sensing Symposium Proceedings, Montreal, PQ, October, 2003.
Bugden, J.L., H. McNairn and E. Pattey, 2003. End-User Diagnostic of Polarimetric SAR Data Quality, ASAR
Workshop Proceedings, Montreal, PQ, June 2003.
Bugden, J.L. and P.J. Howarth, 2001. A primer for the use of radar data in land-cover applications, Third
International Conference on Geospatial Information in Agriculture and Forestry, 5-7 November, Denver, Co.
Bugden, J.L., G. Salinas de Salmuni and P.J. Howarth, 1999. RADARSAT vineyard identification in Tulum Valley,
San Juan, Argentina, Canadian Remote Sensing Symposium, Volume 2, June 21-24, 1999. Ottawa, pp. 375382.
Salinas de Salmuni, G., G. Ibañez, J.L. Bugden, M.I. Lund, J. Mareca, and J. Maraz, 1999. Land use and land
cover of the irrigated zones in the Provinces of San Juan and Mendoza in Argentina, GlobeSAR-2 University
Symposium, May 1999, Buenos Aires, Argentina, CD-ROM.
Bugden, J.L. and P.J. Howarth, 1998. RADARSAT parameters for crop classification in Norwich Township,
southwestern Ontario, Symposium Radarsat ADRO, Montreal, Quebec. October 12-15, CD-ROM, 10 p.p.
Bugden, J.L. and P.J. Howarth, 1997. Identification of agro-ecosystem indicators using optical and SAR remote
sensing data, Geomatics in the Era of RADARSAT, May 25-30, Ottawa, CD-ROM, 7 p.p.
Bugden, J.L. and P.J. Howarth, 1996. The detection of agro-ecosystem indicators using SAR and optical remote
NRCM Supplemental Materials II Faculty CV’s Page 16 of 44
sensing data in Oxford County, Canadian Association of Geographers - Ontario Chapter, October 25-26,
Trent University, Peterborough, p.p. 61-70.
Bugden, J.L. and P.J. Howarth, 1996. The detection of agro-ecosystem indicators of agricultural sustainability
using remote sensing data in Oxford County, southern Ontario, 18th Canadian Symposium of Remote
Sensing, March 25-29, Vancouver, p.p. 176-179.
Joni Bugden-Storie
4
page
CONFERENCE PRESENTATIONS/ABSTRACT AND REPORTS:
Nergart, T., J.L. Bugden and C.D. Storie, 2007, Extracting Existing and Potential River Cane Sites using Remote
Sensing Data, Poster, American Association of Geography, April 17-22, 2007, San Francisco, CA.
Bugden, J.L., G. Salmuni and L. Dutra, 2007, Polarimetric SAR Feature Extraction for Agricultural Land-Cover
Mapping in Latin America: Developing Spatial Products for Environmental Decision Systems. American
Association of Geography, April 17-22, 2007, San Francisco, CA.
Storie, C.D., J.L. Bugden and A. Griffin, 2007, Prototype River Cane Geographic Information System. American
Association of Geography, April 17-22, 2007, San Francisco, CA.
Bugden, J.L., Storie, C. and Griffith, A., 2006, Prototype River Cane Geographic Information System, a Report
and database DVD for the Revitalization of Traditional Cherokee Artisan Resources, September 2006.
Bugden-Storie, J.L., Pattey, E. and McNairn, H., 2006, Crop and Soil Mapping using object-based classification of
multi-polarization SAR, American Association of Geographers Annual Meeting, Chicago, IL., March 7-10,
2006.
Bugden, J.L., E. Pattey and H. McNairn, 2003. eCognition Segmentation of Crop Management Sub-units using
Polarimetric SAR Data, 2003 Annual Meetings of American Society of Agronomy, Crop Science Society of
America and Soil Science Society of America, 2-6 November 2003, Denver, CO.
Perron, I., M.C. Nolin, E. Pattey, J. Bugden and A. Smith, 2003. Using Soil Electric Conductivity and Polarimetric
SAR Data for Delineating Within-Field Soil Management Units, 2003 Annual Meetings of American Society of
Agronomy, Crop Science Society of America and Soil Science Society of America, 2-6 November 2003,
Denver, CO.
Smith, A., P. Eddy, E. Pattey, J. Bugden, H. McNairn, M. Nolin, J. Miller and D. Haboudane, 2003. Mapping
Within-Field Spatial Variability and Delineating Management Zones using SAR, 2003 Annual Meetings of
American Society of Agronomy, Crop Science Society of America and Soil Science Society of America, 2-6
November 2003, Denver, CO.
Bugden, J.L., J. Andrey and P.J. Howarth, 2001. Understanding RADARSAT-Crop interactions with Statistics and
Multitemporal Profiles, 23rd Canadian Symposium on Remote Sensing, August 21-24, Sainte Foy, Quebec.
Bugden, J.L., J. Andrey and P.J. Howarth, 2000. Agricultural Feature Extraction and Statistical Analysis using
RADARSAT Data, 22nd Canadian Symposium on Remote Sensing, Victoria, British Columbia, August, 2000.
Bugden, J.L., and P.J. Howarth, 2000. RADARSAT-Crop Backscatter Interactions in Norwich Township,
Southwestern Ontario, International Conference on Geospatial Information in Agriculture and Forestry,
Orlando, Florida, January 2000.
Bugden, J., M. Bunch, and P. Howarth, 1999. Chimo Soil Moisture Project. Report prepared for Agrisat upon
completion of contract.
Bugden, J.L. and P.J. Howarth, 1998. RADARSAT Parameters for Crop Classification: Preliminary Results,
Canadian Association of Geographers Annual Meeting, University of Ottawa, Ontario. June, p. 94.
Bugden, J.L. and P.J. Howarth, 1998. The detection of agriculture biomass using optical and SAR remote
NRCM Supplemental Materials II Faculty CV’s Page 17 of 44
sensing data, Canadian Remote Sensing Symposium, Calgary, Alberta, May 11-13, 1998.
Howarth, P.J., J.L. Bugden, V. Kalnins, and J. Piwowar, 1997. Analysis of RADARSAT images with different
incidence angles and modes recorded over an agricultural test site, southern Ontario, Canada, Geomatics in
the Era of RADARSAT, May 25-30, Ottawa. CD-ROM.
Howarth, P.J., J. Bugden, C. Derksen, M. Jollineau, V. Kalnins, J. Shang and M. Wulder, 1997. Soil Moisture Field
Data, Report prepared Agreco Crop Monitoring using casi & RADARSAT Data contract, April 1997, 77 p.p.
Bugden, J., C. Derksen, M. Jollineau, J. Piwowar and J. Shang, 1997. Early Emergence Field Data, Report
prepared Agreco Crop Monitoring using casi & RADARSAT Data contract, May 1997, 77 p.p.
Bugden, J., P. Howarth, M. Jollineau and J. Shang, 1997. Vegetation One Field Data, Report prepared Agreco
Crop Monitoring using casi & RADARSAT Data contract, July 1997, 61 p.p.
WORKSHOPS:
Participant, Geography Faculty Development Alliance workshop, funded by the National Science Foundation,
University of Colorado at Boulder, July 2006.
NRCM Supplemental Materials II Faculty CV’s Page 18 of 44
Joni Bugden-Storie
5
page
PRINCIPAL INVESTIGATOR:
2006-2008
Polarimetric SAR Feature Extraction for Land-Cover Mapping in Latin America:
Developing Spatial Products for Environmental Decision Systems
Prototype River Cane Geographic Information System for
2005-2006
$40,000
$35,808
the Revitalization of Traditional Cherokee Artisan
Resources
1998-2001
1998-1999
Land-use/Land-cover Mapping of the Tulum Valley (Argentina) using RADARSAT-1
Data
Co-PI: Agricultural Crop Identification and Monitoring in Bolivia using RADARSAT-1
Data
$34,000
$17,000
COMMUNITY SERVICE:
2006
2006
2001
2000
2000
1999-2000
1999-2000
1996
1996
1995 & 1996
1994 1998-99
Great Smoky Mountain National Park – Student involvement in bird-banding demonstration
Cullowhee Valley School Earth Day Event (Clean Air/Clean Water science projects & games)
Graduate Student Representative Faculty of Environmental Studies Dean Nomination
Committee
Initiate and Organize “Laurier-Waterloo Graduate Student Brown Bag Sessions”
Director Board of Directors: Graduate Student Association
Graduate Student Representative Senate Research Council
Department of Geography Representative Graduate Student Association
Participant in Manulife Ride for Life: Heart Foundation Charity
Chair D2 Session at CAG-ONT Trent University, Peterborough Ontario October 1996
Graduate Student Orientation Volunteer Faculty of Environmental Studies
Council Member Minota Hagey Residence Council
AWARDS:
2001
2000
1999
1998
1996
1996
1995
1994
1994
Student Poster Award, 23rd Canadian Symposium on Remote Sensing [$100]
Ontario Graduate Scholarship [$12,000]
Ontario Graduate Scholarship in Science and Technology [$15,000]
Inter-American Institute for Cooperation in Agriculture Internship [$4,500 US]
Institute for Space & Terrestrial Science Poster Competition [$75]
University of Waterloo Scholarship [$2,000]
University of Waterloo Incentive Scholarship [$1,000]
University of Waterloo Scholarship [$1,250]
Carleton University Dean’s List: Undergraduate Academic Achievement Award
PROFESSIONAL AFFILIATIONS:
 American Association of Geographers
 Canadian Remote Sensing Society
 Canadian Aeronautics and Space Institute
NRCM Supplemental Materials II Faculty CV’s Page 19 of 44
Ronald W. Davis
Department of Geosciences and Natural Resource Management
Western Carolina University
Cullowhee, NC 28723
Office: 344 Stillwell
Phone: (828) 227–2726
Email: rdavis@wcu.edu
EDUCATION
Ph.D., Natural Resources and Environmental Sciences, University of
Illinois, December 2005.
Dissertation: A GIS-Based Habitat Model Predicting Nutritional
Condition of Free-Ranging Elk in the Pacific Northwest.
Master of Arts, Physical Geography, Indiana State University, December, 1999.
Thesis: Black-Tailed Deer Habitat Changes in a Portion of the Mount St. Helens
Blast Zone.
Bachelor of Science, Life Sciences and Science Education, Indiana
State University, May, 1991.
ACADEMIC EXPERIENCE
Western Carolina University August 2006-present. Assistant Professor,
Department of Geosciences and Natural Resource Management. Teaching:
Geographic Information Systems I, II, Landscape Ecology, Natural
Resource Management. Research: Wildlife habitat evaluation and
modeling.
University of Illinois/U.S. Army Civil Engineering Research
Laboratory. July 2005-present. Red Cockaded Woodpecker habitat based
population modeling. Duties: 1) Develop and evaluate data sets that
will be used in Geographic Information System analysis, including an
on-site evaluation of data collection; (2) assist in developing the
population model for the Red Cockaded Woodpecker demographic
analysis; and (3) serve as a member of the research team responsible
for project development and reporting.
SEROS (Science Education and Research Opportunities for Students---a
501c3 organization) April 2004-June 2005, Acting Director:
Coordinator and co-author for research and science education
initiatives and funding proposals.
University of Illinois Fall 1999-Summer 2004, Graduate Research
Assistant:
Developed and implemented field sampling methods to measure understory forage conditions and
forest overstory and environmental characteristics at three study sites in Oregon and Washington.
Recruited and co-supervised field technicians and student interns participating in elk research during
NRCM Supplemental Materials II Faculty CV’s Page 20 of 44
summer 2000 and summer-fall 2001 and 2002. Cooperated extensively with state and federal agencies
including the U.S. Forest Service, Washington Department of Natural Resources, Washington
Department of Fish and Wildlife, as well as private companies to compile digital data layers and forest
management information used in field sampling and habitat modeling.
National Council for Air and Stream Improvement, La Grande Oregon,
Summer 2003, GIS Consultant/Contract Employee: Developed a GIS-based
habitat evaluation model for elk as part of the re-licensing effort
for the Baker Lake Reservoir in the Mt. Baker-Snoqualmie National
Forest. Cooperated directly with U.S. Forest Service personnel and
an environmental consulting firm (EDAW) to compile GIS layers and
design a model to meet habitat mitigation needs.
Washington Department of Fish and Wildlife Ecology, Summer 2000.
Volunteer Wildlife Technician: Tracked and recorded movements of
radio-collared deer in and around Vancouver, Washington.
Indiana State University-NASA K-12 Technology Transfer Project 1995
to 1999, Education Consultant: Co-author developer of educational and
evaluation materials, and narrator of educational CD-ROMs designed to
introduce remote sensing and GIS technologies to high school and
middle school science students, and allow students to apply these
technologies to the study of specific environmental problems
including wetland restoration and the recovery of wildlife habitats
following the 1980 eruption of Mount St. Helens, Washington.
ADDITIONAL TEACHING EXPERIENCE
Ivy Tech State College, Indianapolis, Indiana Spring 2005, Science
Department Adjunct Faculty: Instructor for a 3-hour undergraduate
lecture course in World Regional Geography.
University of Illinois, Urbana, IL Spring 2004. Natural Resources
and Environmental Sciences Graduate Instructor: Developed and taught
a 3-hour undergraduate course entitled ‘‘Wildlife Habitat Ecology and
Management’’
Vigo County School Corporation, Terre Haute, IN 1992 to 1999, Science
Teacher: Taught lecture/laboratory components of biology and
physical sciences courses. Supervised numerous undergraduate science
education students participating in field teaching experiences and
student teaching.
Danville High School, Danville, IL 1991-1992, Science Teacher.
Taught lab and lecture components at two levels of high school
biology.
PUBLICATIONS
Extine, J. L., L E. DeWald, and Ronald W. Davis. 2007. Ability of
NRCM Supplemental Materials II Faculty CV’s Page 21 of 44
Golf Courses to Provide Landscape Connectivity in Western North
Carolina. Abstract. Sixth Annual Southern Forestry and Natural
Resources GIS Conference.
Davis, R. W., L. C. Bender, and R. E. Warner, In Review. Predicting understory forage
conditions for elk in Washington and Oregon from Landsat ETM imagery.
Submitted toRangeland Ecology and Management.
Davis, R. W., L. C. Bender, and R. E. Warner, In prep. A GIS-based habitat model
relating landscape-scale habitat conditions to wild elk condition at three sites in
Western Oregon and Washington.
Davis, R. W., L. C. Bender, L. Chapa, P. Mausel, and R. E. Warner. In
prep. A remote sensing based habitat model relating forest
succession and deer population trends in the Mt. St. Helens
blast zone.
Davis R. W., and J. O. Whitaker Jr. 2002. Population studies on a
maternity colony of little brown myotis. Proceedings of the
Indiana Academy of Sciences 111(2) 215-220.
OTHER PROFESSIONAL CONTRIBUTIONS
Davis, R. W. Applying a Landscape-Scale Habitat Model Predicting Wild Elk
Productivity in Western Washington and Oregon. Ph.D. Dissertation. University
of Illinois, Urbana-Champaign.
Davis, R. W., J. G. Cook, R. C. Cook, L. C. Bender, and L. L. Irwin 2003. Baker lake relicensing: elk forage mapping study. Final Report, National Council for Air and
Stream Improvement, La Grande, Oregon. 22 pp.
Mausel, P., D. Skelton, N. Dias, R. Davis, R. Howe, R. Antes. 2000. “Exploring Wetlands
with Satellite Remote Sensing. CD ROM. Stennis Space Center, MS. (Reviewed
and awarded “Seal of Approval” by NASA, Washington, D.C.)
Mausel, P., D. Skelton, N. Dias, R. Davis, R. Howe, R. Antes. 2000. “Exploring Satellite
Data: A Hands-on Experience. CD ROM. Stennis Space Center, MS. (Reviewed
and approved by NASA, Washington, D.C.)
Howe, R., P. Mausel, R. Davis, N. Dias, S. DeSilva, and Dennis Skelton. In Prep.
“Exploring Volcanoes with Satellite Remote Sensing. CD ROM. Stennis Space
Center, MS.
Davis R. 1999. Black tailed deer habitat changes in a portion of the Mount St. Helens
blast zone. M.A. Thesis. Indiana State University. Terre Haute, Indiana.
NRCM Supplemental Materials II Faculty CV’s Page 22 of 44
PROFESSIONAL PRESENTATIONS
Davis, R. W. 2006. Assessing forage values of plants used by the
Nooksack elk herd in northern Washington. Invited Speaker.
U.S. Forest Service, Regional Botany Meeting. Portland, Oregon.
Davis, R. W. October 2002. Population studies on a maternity colony
of little brown myotis in west-central Indiana. Indiana Academy
of Sciences Fall Meeting, Butler University, Indianapolis,
Indiana.
Davis, R. W., Spring 2001 A Nutrition-based Habitat Evaluation for
Elk in the Pacific Northwest. Natural Resources and
Environmental Sciences Departmental Seminar, University of
Illinois, Urbana Illinois.
Davis, R. W. November 2001. Habitat Modeling and GIS. Invited
Speaker, Indiana State University Geography Awareness Week,
Terre Haute, Indiana.
Davis, R. W., Skelton, D. L., Dias, N. W. and Mausel P. W. April
1999. Remote Sensing of Wetlands: K-12 Applications. National
Association of Science Teachers, Boston, Massachusetts.
Davis, R. W., Skelton, D. L., Dias, N. W. and Mausel P. W.
1998. Remote Sensing of Wetlands: K-12 Applications.
Association of Science Teachers, Las Vegas, Nevada.
April
National
Davis, R. W., Skelton, D. L., Dias, N. W. and Mausel P. W. April
1997. Remote Sensing of Wetlands: K-12 Applications. National
Association of Science Teachers, New Orleans, Louisiana.
GRANTS/FUNDING
Bates, P., Davis R. W. and R. Lamb. 2006. Proposal to design a
sustainable forest management plan for the Balsam Mountain
Preserve. Balsam Mountain Trust, Balsam, NC. ($38,400 funded
Fall 2006).
Davis R., and D. L. Skelton. 2005. Science Standards Research for
ISU-NASA ‘‘Measuring Vegetation Health’’ Project. Indiana State
University, Terre Haute, IN. ($2500.00 funded Fall 2005).
Skelton, D., and R. Davis. 2004. Science Standards Research for ISUNASA ‘‘Measuring Vegetation Health’’ Project. Indiana State
University, Terre Haute, IN. ($1500.00 funded August 2004).
Cook, J. G., R. Cook, L. Irwin, L. C. Bender, and R. W.
Davis. 2003. Development of a GIS-based
NRCM Supplemental Materials II Faculty CV’s Page 23 of 44
forage biomass predictor for the upper South
Fork Nooksack basin and Baker Dam area,
northern Washington. Project Proposal: Puget
Sound Energy, Seattle WA. ($35,000 funded
Spring 2003).
TECHNICAL SKILLS
Experienced in applied geographic information systems (GIS),
including raster and vector based modeling. Working knowledge of
ArcView 3.3 and ArcGIS 9.0.
Experienced in the concepts and applications of environmental remote
sensing in laboratory and field settings, particularly in western
forested habitats. Working knowledge of the ERDAS Imagine analysis
software program.
Knowledge of applied statistical methods including basic multivariate
statistics, and a working knowledge of SAS, Systat and CART
(Classification and Regression Tree) analytical software packages.
Experienced in field study design and data collection methods
including the use of global positioning systems (GPS) technology,
basic forest mensuration methods and the collection and analysis of
hemispherical photos for canopy analysis.
PROFESSIONAL ASSOCIATIONS
National Chapter of The Wildlife Society.
NC Chapter of The Wildlife Society
Society for the Study of Amphibians and Reptiles
AWARDS AND HONORS
Jonathan Baldwin Turner Graduate Research Fellowship, College of
Agricultural Consumer and Environmental Sciences, University of
Illinois, 1999-2002
Graduate Fellows Recognition of Academic Excellence, Gamma Sigma
NRCM Supplemental Materials II Faculty CV’s Page 24 of 44
Delta and College of Agricultural Consumer and Environmental
Sciences, University of Illinois 1999, 2000 and 2001.
Gamma Sigma Delta:
Honor Society of Agriculture, Induction Fall 2002
Phi Kappa Phi: Academic Honor Society, Induction Fall 2003
REFERENCES
Dr. Richard E. Warner, Associate Vice Chancellor for Research,
University of Illinois
350 National Soybean Research Center, 1101 W. Peabody Drive, Urbana,
Illinois 61801.
Phone: (217) 333-6444, Email: dickw@uiuc.edu
Dr. Peter Bates, Director, Natural Resource Management Program.
Department of Geosciences and Natural Resource Management. 341
Stillwell. Western Carolina University. Cullowhee, North Carolina
28723. Phone (828) 227-3818. Email: bates@wcu.edu
Dr. Paul W. Mausel, Professor of Geography, Dept. of Geography,
Geology, and Anthropology Indiana State University, Terre Haute,
Indiana 47809.
Phone (812) 237-7929 (ISU), (812) 877-2185 (home), Email:
gemause@isugw.indstate.edu
Dr. Phil C. Mankin, Research Coordinator, Illinois-Indiana Sea Grant
and Illinois Water Resources Center 386 National Soybean Research
Center, 1101 W. Peabody Drive, Urbana, Illinois 61801.
Phone: (217) 244-6916, Email: pmankin@uiuc.edu
Dr. John G. Cook, Wildlife Research Biologist, National Council for
Air and Stream Improvement, Forestry and Range Sciences Lab, 1401
Gekeler Lane, La Grande, Oregon 97850.
Phone (541) 962-6536, Email: cookjg@eou.edu
NRCM Supplemental Materials II Faculty CV’s Page 25 of 44
LAURA E. DeWALD
Environmental Science Program, 231 Natural Sciences, WCU, Cullowhee, NC
828-227-2478
ldewald@wcu.edu
EDUCATION
Ph.D., 1986, Forestry (genetics/tree physiology), Virginia Polytechnic Institute & State
University, Blacksburg, VA Dissertation: Changes in Loblolly Pine Seedling Root
Growth Potential Over Time, During Cold Storage, and Among Half-sib Families
M.S., 1982, Forest Resources (genetics), Pennsylvania State University, University
Park, PA
Thesis: Juvenile Performance in a Range-Wide Provenance Study of Alnus
glutinosa
(L.) Gaertn.
PROFESSIONAL EXPERIENCE
August 2007 - present: Director, Environmental Science Program, and Associate
Professor: Biology Dept., Geoscience/Natural Resource Dept., and Environmental
Science Program. Graduate Faculty, Biology Dept., Western Carolina University,
Cullowhee, NC
August 2006 - August 2007: Director, Environmental Science Program, and Assistant
Professor: Biology Dept., Geoscience/Natural Resource Dept., and Environmental
Science Program. Graduate Faculty, Biology Dept., Western Carolina University,
Cullowhee, NC
August 2004 - 2006: Assistant Professor: Biology Dept., Geoscience/Natural
Resource
Dept., and Environmental Science Program. Graduate Faculty, Biology Dept.,
Western Carolina University, Cullowhee, NC
July 2003 - July 2004: Associate Dean, School of Forestry, Northern Arizona
University, Flagstaff, AZ. Administrative (70%), teaching and research
appointment.
Program Director, AZ Bureau Forestry and USDA McIntire-Stennis Funds.
August 1998 - June 2003: Associate Professor of Genetics and Conservation Biology,
School of Forestry, Northern Arizona University, Flagstaff, AZ. Teaching (65%),
research (25%), service (10%) appointment.
August 1994 - July 1998: Assistant Professor of Genetics and Conservation Biology,
School of Forestry, Northern Arizona University, Flagstaff, AZ. Teaching (65%),
research (25%), service (10%) appointment.
September 1992 - July 1994: Forest Resources Technology Faculty, Green River
Community College, Auburn, WA. Teaching appointment. Department Chair Sept.
1993 - July 1994.
July 1989 - August 1992: Forest Biology Faculty at Warren Wilson College,
Asheville,
NC. Forest Supervisor of 650-acre school forest and student forest
technicians.
Supervisor of undergraduate student research projects.
November 1987 - June 1989: Post-Doctoral Research Associate, Department of
Forestry, University of Florida, Gainesville, FL. Designed and implemented a
study
examining the role of ten levels of nitrogen on seedling carbon allocation in
fast- and
slow-growing half-sib families of slash pine.
July 1986 - November 1987: Post-Doctoral Research Associate, Forest Resources
Department, University of Minnesota, St. Paul, MN. Designed and implemented
studies on effects of soil aluminum on nutrition, water relations and growth of
red and
white spruce, and northern red oak seedlings.
September 1982 - June 1986: Research Assistant, Department of Forestry, Virginia
Polytechnic Institute and State University, Blacksburg, VA. Responsible for
dissertation research, provided support for other projects: Appomattox Court
NRCM Supplemental Materials II Faculty CV’s Page 26 of 44
House
National Historical Park Forest Management Plan, Fraser fir genetics and
physiology
studies.
September 1980 - May 1982: Research Assistant, School of Forest Resources,
Pennsylvania State University, University Park, PA. Responsible for graduate
research, research support for other School projects.
May - August 1979 and 1980: Forest Technician. USDA Forest Service, McCall Ranger
District, Payette National Forest, Idaho.
TEACHING PHILOSOPHY
My personal goal as an instructor is to get students to take responsibility for their
education by having them be active learners in the classroom. Because the courses I
teach are science-related, I also want my students to learn to think like scientists and,
therefore, I use an inquiry-based approach in my classrooms in addition to a learnercentered structure, and I use outcomes-based assessment. My goal is to facilitate the
learning and discovery process because I feel this is the most effective way to help
students develop a passion for learning.
I feel strongly that students need to practice, practice, practice, when it comes to skills
such as critical reading and writing, critical thinking, analysis, oral communication,
and teamwork. I consider these skills to be “life skills” because they are independent
of course content; students must have these skills to be successful in whatever path
life takes them. Therefore, the in-class activities, homework assignments,
examinations and writing assignments I use in my courses address one or more of
these “life skills”.
In addition to the content and life skills, I value “out of the classroom” educational
experiences for students. I encourage students to attend public meetings and
seminars, do research, and to do community service. I feel it is important for students
to become proficient at presenting their work, therefore, I try to provide plenty of
practice in classroom settings, but also encourage students to present their research
at scientific meetings and conferences
NRCM Supplemental Materials II Faculty CV’s Page 27 of 44
COURSES TAUGHT
Westerm Carolina University (2004 – 2007)
ES101:
Careers and Issues in Environmental Science
ES150:
Introduction and Approaches to Environmental Science
ES495:
Senior Seminar in Environmental Problems
BIOL103:
Environmental Biology
BIOL 254:
Dendrology
BIOL 305:
Genetics and Evolution
BIOL493/593:
Principles of Conservation Biology
BIOL 593/NRM493: Principles of Restoration Ecology
NRM 140:
Conservation and Management of Natural Resources
NRM 351:
Forest Ecology
Northern Arizona University (2002 – 2004 only)
FOR101W:
Web-based Introduction to Forestry
FOR 240:
Introduction to Conservation Biology
FOR 313/314:
Forest Ecology
FOR 381:
Forest Ecosystem Management
FOR 611:
Forest Ecological Genetics
FOR 625:
Forest Conservation Biology
FOR 693:
Teaching Practicum (beginning Spring 1998)
PUBLICATIONS
Peer Reviewed Journals
McRae, B.H., P. Beier, L.Y. Huynh, L. DeWald, and P. Keim. 2005. Habitat barriers
limit gene flow and illuminate historical events in a wide ranging carnivore,
the American puma. Molecular Ecology 14:1965-1977.
Steed, J.E. and L.E. DeWald. 2003. Transplanting Sedges (Carex spp.) in
southwestern
riparian meadows. Restoration Ecology 11(2):247-256
Steed, J.E., L.E. DeWald, and T.E. Kolb. 2002. Physiological and growth responses
of
riparian sedge transplants to groundwater depth. International Journal of Plant
Science 163:925-936.
Fischer, D.G., T.E. Kolb and L.E. DeWald. 2002. Changes in whole-tree water
relations
during ontogeny of Pinus flexilis and Pinus ponderosa in a high-elevation
meadow.
Tree Physiology 22(10):675-685.
Chen, Z., T.E. Kolb, K.M. Clancy, V.D. Hipkins and L.E. DeWald. 2001. Allozyme
variation in interior Douglas-fir: association with growth and resistance to
western
spruce budworm herbivory. Canadian Journal of Forest Research 31:1691-1700.
Kolb, T.E., P.J. Daugherty and L.E. DeWald. 2001. Paving the way from school to
work:
Core graduate education at Northern Arizona University. Journal of Forestry
99:11-15.
Naumburg, E., L.E. DeWald, and T.E. Kolb. 2001. Shade responses of five grasses
native to southwestern U.S. Pinus ponderosa forests.
Canadian Journal of
Botany
79:1001-1009.
Namburg, E. and L.E. DeWald. 1999. Relationships between Pinus ponderosa forest
structure, light characteristics, and understory graminoid species presence and
abundance. Forest Ecology and Management 124:205-215
DeWald, L.E. and A.E. Springer. 1999. Riparian restoration improves a rare Bebb
willow community (Arizona). Ecological Restoration - Research Notes. Dec. 1999
Zimmerman, J.A.C., L.E. DeWald and P.G. Rowlands. 1999. Vegetation diversity in an
interconnected ephemeral riparian system of north-central Arizona, USA.
Biological
Conservation. 90:217-228.
DeWald, L.E. and M.F. Mahalovich. 1997. The role of forest genetics in managing
NRCM Supplemental Materials II Faculty CV’s Page 28 of 44
ecosystems. Journal of Forestry 95:12-16
DeWald, L.E., T. White and M.L. Duryea. 1992. Performance of four slash pine
families
grown in different nitrogen regimes. Tree Physiology 11:255-269.
DeWald, L.E., E.I. Sucoff, and T. Ohno. 1990. Response of northern red oak
seedlings
soil solution aluminum. Canadian Journal of Forest Research 20:331-336.
DeWald, L.E. and P.P. Feret. 1988. Changes in loblolly pine seedlings during cold
storage. Forest Science 34:41-54.
DeWald, L.E. and P.P. Feret. 1987. Changes in loblolly pine seedling root growth
potential from September to April. Canadian Journal of Forest Research 17:635-643.
DeWald, L.E. and K.C. Steiner. 1986. Phenology, height increment and cold tolerance of
Alnus glutinosa populations in a common environment. Silvae Genetica 35:205-211.
Books and Book Chapters
DeWald, L.E. 2003. Conserving genetic diversity during restoration thinning. Pages
226227 In: Peter Friederici (editor) Ecological Restoration of Southwestern
Ponderosa
Pine Forests Island Press.
Shamoun, S.F. and L.E. DeWald. 2003. Management strategies for dwarf mistletoes:
Biological, chemical and genetic approaches. Chapter 7 In: Geils, B.W., J.C.
Tovar
and B. Moody (eds.) Mistletoes of North American Conifers. USDA Forest Service,
Gen. Tech. Report RMRS-GTR-98, Ogden, UT. 123 pages.
IN REVIEW
Steed, J.E. and L.E. DeWald. 2007. Relationships between environmental factors and
herbaceous vegetation patterns in southwest U.S. riparian meadows. Wetlands
Journal (in review).
CONFERENCE PRESENTATIONS (last 8 years only)
DeWald, L.E. 2007. (Invited). Ponderosa pine ecosystem restoration. Pisgah Chapter
Meeting, Society of American Foresters, Asheville, NC 3/12/07
DeWald, L.E. 2006 (Invited). Using genetics to compare population structure and
movement of puma. Natural Science Seminar Series, Warren Wilson College,
Asheville, NC 11/27/06
DeWald, L.E. 2006 (Invited). Using genetics to compare population structure and
movement of puma. Paul Burton Seminar Series, Western Carolina University,
Cullowhee, NC 11/10/06
Zhang, H., L.E. DeWald, and S.E. Smith. 2006. Genetic variation in two native
grasses
in the ponderosa pine forests of northern Arizona: Implications for
restoration.
Annual Meeting of the American Bryological and Lichenological Society, American
Fern Society, American Society of Plant Taxonomists, Botanical Society of
America.
Cal. State, Univ., Chico. July 28-Aug. 2
Bell, S., K. Mathews, and L.E. DeWald. 2006. Restoring culture through biology: A
look
at environmental and genetic factors of Arundinaria gigantea. Poster
presentation.
NCUR/Lancy Undergraduate Research Presentations. Western Carolina University,
Cullowhee, NC. August 2006.
DeWald, L.E. 2006. (Invited). Using biotechnology to improve productivity of
northern
red oak: converting ideas into action. The Millennial Initiative: i7 Futures
Forum:
Molecular Biotechnology Symposium. Western Carolina University, April 5, 2006.
DeWald, L.E., D. McGinty, C. Carter and A. Dewanti. 2006. Rubrics: are they worth
the
NRCM Supplemental Materials II Faculty CV’s Page 29 of 44
time it takes to develop them? 2nd Annual Scholarship of Teaching and Learning
Faire. Western Carolina University, Cullowhee, NC, February 23, 2006.
Zhang, H., L.E. DeWald, and S.E. Smith. 2005. From trees to grasses: Understanding
community genetics with geography and climate. 8th Biennial Conference of
Research
on the Colorado Plateau: Integrating Science and Management. Nov. 7-10, 2005,
Flagstaff, AZ
DeWald, L.E., J.J. Jacobs, D. McGinty, and P. Sanger. 2005. (Invited). Assessing
Student Learning. Seminar for New Faculty, Coulter Faculty Center for
Excellence in
Teaching and Learning. Western Carolina University, Cullowhee, NC, August 12,
2005.
Zhang, H. and L.E. DeWald. 2005. Genetic differentiation of ponderosa pine and a
dominant grass in northern Arizona: Implications for restoration. Western
Forest
Genetics Association Annual Meeting, Oregon State University, Corvallis, OR
July
19-21, 2005.
McRae, B.H., P. Beier, L.E. DeWald and P. Keim. 2005. Gene flow among mountain
lion populations in the American southwest. 8th Mountain Lion Workshop Cougars:
The controversy of politics, conflict and conservation. Leavenworth, WA, May
1620, 2005
DeWald, L.E. 2005. (Invited). Use of biotechnological tools in natural resource
management decision-making. The Millennial Initiative: i7 Futures Forum. Western
Carolina University, April 13, 2005.
DeWald, L.E., J.J. Jacobs, D. McGinty, and P. Sanger. 2005. Our favorite ideas for
assessing student learning. Scholarship of Teaching and Learning Faire. Western
Carolina University, Cullowhee, NC Feb. 23, 2005.
DeWald, L.E. 2005. (Invited) Science and policy issues associated with using
native
seed for re-vegetation. Biology Department Seminar Series, Western Carolina
University, Cullowhee, NC, Jan. 28, 2005.
Zhang, H. and L.E. DeWald. 2004. Genetic diversity among native grass species in
Arizona.Poster Presentation. North Amer. Forest Biology Workshop. Houghton, MI,
July12-15, 2004
DeWald, L.E. 2004. Conservation of genetic variation in Sky-island populations of
Douglas-fir. Madrean Archipelago Conference: Connecting Mountain Islands and
Desert Seas. Poster Presentation. May 11-15, 2004, Tucson, Arizona.
DeWald, L.E. and E. Soller. 2004. (Invited) Using native seed for re-vegetation.
Western Carolina University, Cullowhee, NC April 22, 2004
Leao, K. and L.E. DeWald. 2004. (Invited) The role of student services in
recruitment
and retention in the NAU School of Forestry. 5th Biennial Conference on
University
Education in Natural Resources. Flagstaff, AZ, March 14-17, 2004
DeWald, L.E. 2004. (Invited) Active learning in a web-based introductory course.
5th
Biennial Conference on University Education in Natural Resources. Flagstaff,
AZ,
March 14-17, 2004
DeWald, L.E. 2004. (Invited) Old versus new standards/guidelines for Society of
American Foresters professional program accreditation. 5th Biennial Conference
on
University Education in Natural Resources. Flagstaff, AZ, March 14-17, 2004
DeWald, L.E., and J.Steed. 2003. (Invited) Relationships between environmental
factors and riparian vegetation: Implications for successful restoration. 2nd SW
Training Workshop and Symposium. New Mexico Riparian Council, Socorro, NM.
11/17-19/03.
DeWald, L.E. 2003. (Invited) Maintaining genetic diversity in fuels reduction
programs.
Society of American Foresters National Convention, Buffalo, NY 10/26-30/03.
Reisor, R., P. Fule, C. Sieg, and L.DeWald. 2003. Dalmation toadflax (Linaria
NRCM Supplemental Materials II Faculty CV’s Page 30 of 44
dalmatica) growth and reproduction increase after wildlife. 7th Biennial
Conference
of Research on the Colorado Plateau. Flagstaff, AZ 11/3-6/03.
McRae, B., L. Huynh, P. Beier, L. DeWald, and P. Keim. 2003. Landscape
connectivity
and gene flow among puma populations on the Colorado Plateau. 7th Biennial
Conference of Research on the Colorado Plateau. Flagstaff, AZ 11/3-6/03.
DeWald, L.E. and E. Soller. 2003. Acquisition of native grass seed: challenges and
opportunities. 7th Biennial Conference of Research on the Colorado Plateau.
Flagstaff,
AZ 11/3-6/03.
Crisp, D., L.E. DeWald, and C. Sieg. 2003. Effect of pile burning and litter
removal on
bull thistle (Cirsium vulgare [Savi] Tenore) persistence in northern Arizona.
7th
Biennial Conference of Research on the Colorado Plateau. Flagstaff, AZ 11/36/03.
Bucso, J., and L. DeWald. 2003. Evaluating propagule type for re-establishing
native
grasses in southwestern ponderosa pine ecosystem restoration. 7th Biennial
Conference of Research on the Colorado Plateau. Flagstaff, AZ 11/3-6/03.
DeWald, L.E. 2003. Effect of ecological restoration on ponderosa pine population
genetics. NAU Environmental Research on the Coconino National Forest and
Adjacent Lands, Merriam-Powell Center for Environmental Research Symposium,
NAU Flagstaff, AZ
DeWald, L.E. and D. Anderson. 2003. Clover Springs project - presentation to
Arizona
Department of Water Resources, Water Protection Fund Commission. February,
2003.
Busco, J. and L.E. DeWald. 2003. Evaluating propagule type for re-establishing
native
grasses. Poster Presentation. SW Fire Initiative Conference, NAU Ecological
Restoration Institute. 4/29/03 NAU Flagstaff AZ
Soller, E. and L.E. DeWald. 2003. Genetic considerations of native grass seed in
restoration. Oral presentation. SW Fire Initiative Conference, NAU Ecological
Restoration Institute. 4/29/03 NAU Flagstaff AZ
Springer, A.E., R.M.Mullen, T.E. Kolb, M.A. Amentt and L.E. DeWald. 2003. Effects
of
fire and thinning in semiarid pine forests on shallow perched aquifers. NGWA
Southwest FOCUS Conference: Water Supply and Emerging Contaminants, 2/2021/03, Phoenix, AZ
J.E. Steed, J.W. Long, A.L. Medina and L.E. DeWald. 2002. Application of riparian
Restoration techniques to montane streams in Arizona. Society for Ecological
Restoration, Tucson AZ Aug. 2002.
Machina, L.M., M.M. Moore and L.E. DeWald. 2002. Lupinus argentus and
Blepharoneuron tricholepis growth and reproductive potential in ponderosa pine
restoration treatments. ESA, Tucson, AZ 2002.
DeWald, L.E. 2002. (Invited) Issues related to forest genetics in ecosystem
restoration.
Soc. Range Mgt. Symposium: Ecological Restoration in the Southwest Ponderosa
Pine Forests Flagstaff, Aug. 2002.
DeWald, L.E. and J.E. Steed. 2002. (Invited) Re-vegetation guidelines for sedges
(Carex
spp.) in southwestern riparian meadows. AZ Riparian Council, Wickenburg, AZ
April
2002.
Anderson, D., S. Welch, D. Fleishman, W. Odem, L. DeWald and J. Kennedy. 2002.
Wetland revitalization and channel stabilization at Clover Springs, Mogollon
Rim,
Arizona. Poster presentation, ‘‘Spring-fed wetlands: important scientific and
cultural
resources of the intermountain region’’ symposium. Las Vegas, NV May 2002.
Machina, L.M., M.M. Moore and L.E. DeWald. 2001. Reproductive and phonological
characteristics of silvery lupine and pine dropseed in ponderosa pine
NRCM Supplemental Materials II Faculty CV’s Page 31 of 44
restoration
treatments. Restoring the Rockies: Central Rockies Chapter of SER Conference,
Keystone, CO April 2001.
Machina, L.M., M.M. Moore, and L.E. DeWald. 2001. Reproductive and phonological
characteristics of silvery lupine and pine dropseed in ponderosa pine
restoration
treatments. Putting the pieces together: NAU Ecological Restoration Institute
ecological restoration conference poster presentation Flagstaff, AZ
Springer, A., M. Amentt. L. DeWald, T. Kolb, and D. Fischer. 2001. How does upland
forest management affect groundwater recharge? Same old question, new methods.
14th Annual Symposium Arizona Hydrological Society, 9/12-15/01. Tucson, AZ
Fischer, D.G., T.E. Kolb and L.E. DeWald. 2001. Environmental and ontogenetic
controls over transpiration of Pinus flexilis and P. ponderosa in Northern
Arizona.
Ecological Society of America, Madison WI, August 2001.
Steed, J.E., L.E. DeWald and T.E. Kolb. 2001. Physiological response of three
riparian
sedges to different ground water depths. Ecol. Soc. America, Madison WI, August
2001.
Amentt, M.A., A.E. Springer, T.E. Kolb, and L.E. DeWald. 2000. Restoration of a
perched aquifer system through manipulation of transpiration at the watershed
scale.
2000 annual meeting of the Geological Society of America. 11/13-16/00. Reno NV
DeWald, L.E. 2000. (Invited) Genetic concerns in ecological restoration.
Arizona Native Plant Society Annual Meeting Prescott, AZ October 9-10
Springer, A., M. Amentt, L. DeWald, T. Kolb, and D. Fischer. 2000. Restoring
riparian
areas through landscape restoration: influence of upland grazing, tree
thinning, and
fire on riparian ecosystems. Society for Ecological Restoration, International
Symposium, Liverpool England, 9/4-7/00
DeWald, L.E. and J.E. Steed. 2000. (Invited) Evaluation of Carex species for use
in
riparian restoration. Information Transfer Forum on Riparian and Stream
Restoration
in Arizona. Arizona Water Protection Fund Commission/Arizona Dept. Water
Resources. Phoenix, AZ March 22-23, 2000.
Amentt, M., A. Springer, D. Fischer, L. DeWald, E. Smith and S. Silbert. 2000.
Watershed scale management at Hart Prairie, Arizona. Information Transfer Forum
on Riparian and Stream Restoration in Arizona. Arizona Water Protection Fund
Commission/Arizona Dept. Water Resources. Phoenix, AZ March 22-23, 2000
DeWald, L.E. 2000. (Invited) Application of ecological genetics to management of
Douglas-fir on the Navajo Reservation. Graduate Seminar series, Dept. Botany
and Range Sciences, Brigham Young University, Provo, UT March 30, 2000
Chen, Z., T.E. Kolb, K.M. Clancy, L.E. DeWald and V.D. Hipkins. 2000. Allozyme
variation is associated with Douglas-fir phenotypic resistance to western
spruce
budworm defoliation. Ecol. Soc. of Amer. (poster presentation). Spokane, WA
August 2000
Guerra-De la Cruz, V., J.D. Bailey and L.E. DeWald. 2000. Douglas-fir stand
structure
in southwestern United States and Mexico. Center of Bio-Cultural Diversity
Studies
1st Annual Conference: Exploring Diversity through innovative research and
education in borderland environments. June 14-17, 2000 Chihuahua City, Mexico
DeWald, L.E., A.E. Springer, D.G. Fischer, M.A. Amentt, S.S. Silbert, E.B. Smith.
2000.
Balancing cultural, aesthetic, wildlife, and recreational concerns with
effective
ecological restoration of a rare, high-elevation Bebb willow riparian
community.
Steps Toward Stewardship: Ponderosa pine ecosystems restoration and
conservation
conference. April 25-27, 2000. Flagstaff, AZ
NRCM Supplemental Materials II Faculty CV’s Page 32 of 44
Kolb, T.E., L.E. DeWald, P.J. Daugherty. 2000. Core education for forestry
graduate
students at Northern Arizona University. Third Biennial Conference on
University
Education in Natural Resources. Columbia, Missouri March 25-28, 2000
Springer, A.E., L.E. DeWald. 2000. Hoxworth Springs Riparian restoration project.
Poster presentation. Information Transfer Forum on Riparian and Stream
Restoration
in Arizona. Arizona Water Protection Fund Commission/Arizona Dept. Water
Resources. Phoenix, AZ March 22-23, 2000
Springer, A.E. and L.E. DeWald. 2000. Riparian habitat restoration along a
perennial
reach of a Verde River tributary. Poster Presentation Information Transfer
Forum on
Riparian and Stream Restoration in Arizona. Arizona Water Protection Fund
Commission/Arizona Dept. Water Resources. Phoenix, AZ March 22-23, 2000
Springer, A.E., L.E. DeWald, S.M. Church, and T.N. 1999. Godwin. Separating
riparian
community and hydrological responses caused by climatic variability from those
due
to ecological restoration. International Conference of the Society for
Ecological
Restoration - September 23-25, 1999 San Francisco CA
DeWald, L.E. 1999. (Invited) Genetic concerns in ecological restoration. Arizona
Native
Plant Society Annual Meeting. Prescott, AZ Oct. 9-10, 1999.
Nowicki, B.M., L.E. DeWald and L.P. Moser. 1999. Evidence for genetic resistance
in
Douglas-fir to dwarf mistletoe. Western Forest Genetics Association Annual
Meeting
Flagstaff, AZ July 27-29, 1999
DeWald, L.E. 1999. Genetic concerns in ecological restoration. Western Forest
Genetics
Association Annual Meeting Flagstaff, AZ July 27-29, 1999
Sayers, R.C., L.E. DeWald and A.E. Springer. 1999. Plant Community Changes
following cattle and elk exclusion at Hoxworth Springs. Ungulate Grazing in
Riparian
Areas. 13th Meeting Arizona Riparian Council, Flagstaff, AZ April 30-May 1,
1999
Springer, A.E., T. Godwin, and L.E. DeWald. 1999. Quantifying the difference
between
restoration method and climate in riparian restoration. Ungulate Grazing in
Riparian
Areas. 13th Meeting Arizona Riparian Council, Flagstaff, AZ April 30-May 1,
1999
GRANT---PRINCIPAL
INVESTIGATOR
1. Effects of hemlock woolly adelgid (Adelges tsugae) and an insecticide treatment
2.
3.
4.
on food availability for the black-throated green warbler (Dendroica virens) in
Great Smoky Mountains National Park. Co-PI with J.F. Falcone (Biology Dept.
Graduate Student), 2007 Network Research Grant Program, Appalachian Highlands
Science Learning Center Seed Grants, USDI Great Smoky Mountains National Park.
May-August 2007. $2000
Sciences: Seeking clear indicators for effective new changes in educating
students. Co-PI with Kim Elliott (Director, Office for Rural Education, College
of Education and Allied Professions), North Carolina State NC QUEST continuation project. 2007-2008, $125,000
LI-COR Purchase. Collaborator with Beverly Collins (Dept. Biology, WCU). LI-COR
Environmental Education Fund (LEEF), LI-COR Biosciences, Lincoln NE. 2007
$25,000
Sciences: Seeking clear indicators for effective new changes in educating
students. Collaboration with Kim Eilliott (Director, Office of Rural Education,
NRCM Supplemental Materials II Faculty CV’s Page 33 of 44
College of Education and Allied Professions). North Carolina State NC QUEST.
2006-2007, $250,000
5. Production and distribution of native medicinal plants in western North
Carolina. Institute for the Economy and Future, Western Carolina University.
2006. $3000
6. Northern red oak genomic investigations. Co-PI with Wesley Bonds (WCU
Chemistry), UNC Genomics Training Support Grants. 2005-2008, $100,000
7. Ravenna grass removal and riparian rehabilitation in Llewelyn Gulch, Glen
Canyon National Recreational Area. Partners in Parks and National Park Service.
2004-2005, $16,000
8. DeWald, L.E. and K. Leao. Native American Student Recruitment Program.
Undergraduate Student Recruitment and Retention Grant. NAU, 2004-2005. $2500
9. Investigating genetic diversity of ponderosa pine. T & E Inc. 2004-2005, $2408.
10. Genetic structure within and among four grasses native to ponderosa pine
ecosystems. USDA McIntire-Stennis/AZ Bureau Forestry. 2002-2006, $76,900
11. Genetic structure within and among four grasses native to ponderosa pine
ecosystems. Northern Arizona University Intramural Grants Program. 2002-2003,
$11,700
12. Evaluating grass seed, seedlings and wildlings for ponderosa pine ecosystem restoration. USDA
SW Fire Initiative and NAU Ecological Restoration Institute. 2001-2003, $86,120
13. Managing fragmented Douglas-fir (Pseudotsuga spp.) ecosystems in the
southwestern United States and Mexico. Co-PI with Dr. John Bailey (NAU
Forestry), SDA/FAS/ICD/RSED/SCP. 1999-2002, $27,094.
14. Evaluation of Carex species for use in riparian restoration. AZ Dept. Water
Resources Water Protection Fund. 1999-2002, $47,907.
15. Watershed restoration of a high-elevation riparian community. Co-PI with Dr. Abe
Springer (NAU Geology), AZ Dept. Water Resources Water Protection Fund. 19992002, $286,275
16. Verde River headwaters riparian restoration demonstration project. Co-PI with Drs.
Diana Anderson (NAU Environmental Science), Dr. Abe Springer (NAU Geology),
and Wilbert Odem (NAU Civil Engineering), AZ Dept. Water Resources Water
Protection Fund. 1999-2002, $148,429.
17. Trees from the world’s continents at Northern Arizona University. AZ Urban
and Community Forestry, Community Challenge Grant. AZ State Land Dept.,
Forestry Division. 1999-2000, $10,000.
18. Genetic Variation in Douglas-fir Resistance Mechanisms to Western Spruce
Budworm Herbivory. Co-PI with Dr. Tom Kolb (NAU Forestry), USDA Forest Service.
1998-2001, $78,000.
19. Evaluating Genetic Diversity of Two Grass Species in a Ponderosa Pine
Restoration Project. Northern Arizona University. Intramural Grants Program.
1998-1999, $12,075.
20. Is Douglas-fir Seedling Vigor an Inherited Mechanism for Spruce Budworm
Resistance? Northern Arizona University. Intramural Grants Program. 1997-1998,
$7925.
21. Evaluation of a Cougar-Based Reserve Design for Conserving Biodiversity on
the Colorado Plateau. Co-PI with Dr. Paul Beier (NAU Forestry) USDA McIntireStennis/AZ Bureau of Forestry. 1997-2001, $62,000.
22. Response of a Bebb willow-mixed gramminoid community to riparian habitat
restoration. USDA McIntire-Stennis/AZ Bureau Forestry. 1996-1998, $28,000
23. Response of Bebb willow to riparian restoration. Co-PI with Abe Springer
(NAU Geology). AZ Dept. Water Resources Water Protection Fund. 1996-1998,
$33,752
24. Hoxworth Springs riparian Restoration. Co-PI with Abe Springer (NAU
Geology), AZ Dept. Water Resources Water Protection Fund. 1996-1999, $31,545
NRCM Supplemental Materials II Faculty CV’s Page 34 of 44
25.
Influence of light regime on grass species composition in southwestern
ponderosa pine forests. USDA McIntire-Stennis/AZ Bureau Forestry. 1995-1997,
$27,000
26. Incorporating gene resource conservation into ponderosa pine ecosystem
restoration efforts. Northern Arizona University, Intramural Grants Program.
1995-1996. $13,233
27. Genetic variation among populations of Douglas-fir on the Navajo Reservation
and implications for regeneration management. USDA McIntire-Stennis/AZ Bureau
Forestry. 1995-1999, $56,000
28. Critical riparian habitat restoration along a perennial reach of a Verde river tributary. Co-PI with
Abe Springer (NAU Geology). AZ Dept. Water Resources Water Protection Fund. 1995-1999,
$102,535.
29. Morphological and genetic variation among and within Arizona bugbane
populations.
1995, $83,000
Northern Arizona University, Intramural Grants Program. 1994-
ACADEMIC HONORS AND AWARDS
Appointed to Michigan Technological University’s Presidential Council of Alumnae
(outstanding female alumni who advise the President of the University), 2005present
Invited facilitator and participant, Wakonse Arizona: workshop providing
inspiration and
support for college teaching. May, 20-23, 2004.
Outstanding Professor of the Year: 2002-2003 College of Ecosystem Science and
Management
Nominated for Teaching Scholar Award, Northern Arizona University, 1998
Nominated for American Association of State Colleges of Agriculture and
Renewable
Resources
Outstanding Teacher Award: 1998
Highly Effective Annual Performance Evaluations - NAU (scale of 1-5 where 4.0 =
highly effective and 5.0 = meritorious): 1996 = 4.32, 1997 & 1998 = 4.08, 1999
&
2000 = 4.50
Highly Meritorious Annual Performance Evaluations - NAU (scale of 1-4 where 3.0 =
meritorious, 4.0 =
highly meritorious): 2001-2002 = 4.0, 2002-2004 = 4.0.
PROFESSIONAL ORGANIZATIONS
Society of American Foresters
SERVICE - Academic
Western Carolina University
1. University-Level
Microgrants committee, Coulter Faculty Center for Excellence in Teaching and
Learning (2005-2007), Chair 2006-2007
2. College of Arts and Sciences
Science Education Faculty search committee (2007)
3. Service to Biology Department
Community Ecologist Search Committee (2005)
Terrestrial Zoologist Search Committee (2005)
4. Geoscience/Natural Resources Department
GIS/Landscape Ecologist Search Committee (2006)
Faculty Affairs Committee (2006-2007)
Faculty Mentoring Committee (2006-2007)
5. Service to Environmental Science Program, Western Carolina University
Environmental Science Program Committee (2004-2007)
Representative at Open Houses and Majors Fairs (2004-2007)
Northern Arizona University
1. University-Level
NASA Steering Committee (3 years, Chair in 2003)
NRCM Supplemental Materials II Faculty CV’s Page 35 of 44
University Curriculum Committee (1 year)
Advisory Committee for Graduate Certificate in Conservation Ecology (3 years)
NAU Commission on the Status of Women
(2-year Presidential appointment, Faculty co-chair)
NAU Intramural Grant Program Review Committee (4 years)
University Program Review Committee (3 years)
Women in Science, Engineering, and Technology Committee (1 year)
‘‘UPTEAM’’ Mentor for Multicultural Student Center (2 years)
Academic Advisor for Environmental Management Emphasis
Environmental Science Department (5 years)
Incoming Freshman/Transfer Student ‘‘Previews’’ Advisor (3 years)
Summer Sessions Advisory Committee (1 year)
Distance Education Assessment Specialist Search Committee (1 year)
Committee on Faculty Effort and Expectations (1 year)
2. College of Ecosystem Science and Management
Environmental Management Curriculum Development committee (2 years)
Promotion and Tenure Committee (1 year, Chair)
3. School of Forestry
Writing Across the Curriculum Committee (1 year)
Curriculum Review Committee (2 years)
Scholarship Committee (2 years, Chair)
Manager, School of Forestry’s Arboretum (2 years)
Professional Forestry Program/Curriculum Review Committee (2 years)
Silviculture Faculty Search Committee (1 year)
Research Specialist Search Committee (1 year)
Recruitment, Retention and Placement Specialist Search Committee (1 year)
Forest Measurements Curriculum Revision Committee (1 year)
Organized Forestry Seminar Series in 1995, 1996, and 1997
MacIntire-Stennis/AZ Bureau of Forestry Grant Proposal Evaluation Committee
(3 years, Chair)
Faculty Status (promotion/tenure) Committee (2 years, Chair)
Representative to a Consortium (Virginia Tech., NAU, Univ. Montana, Univ.
Idaho,
USFS, BLM, NPS) on Long-Distance Education (2003-2004)
Dean Search Committee (2003)
Strategic Planning Committee (1 year, Chair)
Forest Management Search Committee (1 year, Chair)
Assisted School of Forestry’s Graduate Program Review by USDA/CSREES
April 4-8, 2004
SERVICE - Reviewer
a) Research Proposals: US Civilian Research and Development Foundation (CRDF),
National Science Foundation
b) Research Programs: USFS Rocky Mountain Research Station
c) Journal Articles:
American Journal of Botany, Western North American
Naturalist,
Annals of Botany, Theoretical and Applied Genetics, Canadian Journal of Botany,
Canadian Journal of Forest Research, Applied Vegetation Science, Restoration
Ecology
d) Technical Reports: USFS General Technical Reports
e) Book Reviews:
1) ‘‘Forest Ecology’’, J.P. Kimmins, Prentice Hall Biology Inc.,
2) ‘‘Schoolyard Habitat Handbook’’, AZ Game and Fish Heritage Fund
3) ‘‘Beyond Ponderosa’’, Flagstaff Community Tree Board
NRCM Supplemental Materials II Faculty CV’s Page 36 of 44
SERVICE - Community
Society of American Foresters:
a) Member since 1980. Active involvement in State Societies and Local Chapters in
Michigan, Pennsylvania, Virginia, North Carolina, Minnesota, Florida, Washington
and Arizona.
b) Southwest Section: Chair (2002), Chair-Elect (2001) and Past-Chair (2003)
c) D1 working group: (Tree Improvement/Forest Genetics): Secretary (2001 & 2002),
Chair-elect (2003), Chair (2004-2006)
d) National Committee on Professional Forestry Curriculum Accreditation (20032006)
e) Northern Arizona University’s representative to the National Office (1996-2004)
f) NC Division - Science and Technology Chair (2007 present)
g) Nantahala Chapter Chair (2007-present)
Western Forest Genetics Association: Treasurer (2004-2005)
Conference Planning and Organization:
TREE-mendous NC Forestry -Society of American Foresters NC Division Summer
Meeting. June 6-8, 2007 Waynesville, NC
Developed and Facilitated: Inquiry-based science instruction: A professional
development workshop for Alleghany County elementary and middle-school
teachers. Sparta, NC. July 10-14, September 1 and October 12, 2006
Organized (Co-Chair) and Host: Natural Resource Education for a Culturally Diverse
Audience.
5th Biennial Conference on University Education in Natural
Resources,
Flagstaff, AZ, March 14-17, 2004.
Moderator, Steps toward stewardship: ponderosa pine ecosystems restoration and
conservation conference. April 25-27, 2000.
Organized and conducted D1 working group technical sessions for the 2001, 2002 and
2003 SAF National Conventions
Organized and hosted July 1999 Western Forest Genetics Association Annual Meeting
in
Flagstaff, AZ
Organized/facilitated Arizona Riparian Council Annual meeting fieldtrip: April 30May
1, 1999.
Planning and technical assistance for the 2nd Southwestern Rare and Endangered
Plant
Conference, Flagstaff, AZ February 1996.
Organized and conducted joint working group (D1 and D4) technical session, SAF
National Convention, Albuquerque, NM, Nov.12, 1996
Other Professional Service Activities:
Western Carolina University “Public School Projects for Math and
Science”
Collaborative work with a public school teacher to enhance science education (20062007)
Member of the USDA Forest Service East Clear Creek Ecosystem Collaborative
Assessment and Planning Team, Coconino National Forest 1995-1999
Forest regeneration/restoration advisor for the Hopi Tribe, Arizona
Instructor for NSF-funded Summer Science Program for youth at NAU 1996 and 1997
Watershed prioritization development team, USDA Forest Service and Society of Ecological
Restoration in collaboration with the Sonoran Institute and USGS
Biological Resources Division, University of Arizona 1997
Experts Conservation Panel for The Nature Conservancy’s Bioregional planning for the Arizona –
New Mexico Mountains ecoregion 1997 and 1999
NRCM Supplemental Materials II Faculty CV’s Page 37 of 44
Tutor for Literacy Volunteers of Coconino County 1996-1998
Technical advisor/editor for 1996 National Geographic article (190[3]:80-97)
Elder Hostel Lecturer, Grand Canyon National Park: 1996
NRCM Supplemental Materials II Faculty CV’s Page 38 of 44
Curriculum Vitae
LAWRENCE G. KOLENBRANDER
1203 North Country Club Drive
Cullowhee, North Carolina 28723-7210
Home Telephone: (828) 293-3294
EDUCATION
Ph.D. Conferred: August, 1981 Major: Natural Resource Planning and Admin. Colorado State University, Fort Collins, CO 80526
Dissertation Title: A Method of Evaluating Landform Classification Systems for Renewable Resource Assessment and Planning.
M.S. Conferred: August, 1975 Major: Regional Resource Planning Colorado State University, Fort Collins, CO 80526
Thesis Title: Environmental Carrying Capacity, A Case Study of the Grand County Area, Colorado.
B.S. Conferred: June 1973 Grand Valley State University, Allendale, MI 49401Major: Environmental Science, Regional Planning
PROFESSIONAL EXPERIENCE
Associate Professor, Geosciences and Natural Resources Management Department
August, 2005 to present. Responsibilities include full time instruction in the NRM department; including professional development
and service components.
Associate Professor and Department Head, Geosciences and Natural Resources Management Department.
August 1997 to August, 2005. Responsibilities included the administration of the Geology, Geography, and Natural
Resources Management programs, including nine full time faculty and 5 part time faculty.
Associate Professor and Coordinator, Natural Resources Management Program Western Carolina University.
Associate Professor August, 1985 to July 1997. Responsibilities included the development and implementation of a new B.S.
degree program in Natural Resources Management in the College of Arts and Sciences; including teaching, recruiting, student
advising, and general program administration.
Owner/Project Manager, Natural Resource Consultants, Loveland, CO
Jan. 1982 to Aug. 1985. Responsibilities included general firm administration, project proposal development and bidding, project
management, subcontractor coordination and management, and report preparation. Representative projects include subdivision
environmental assessments, impact assessment of construction proposals, and multi-agency conference planning and
coordination.
Research Associate, Dept. of Forest & Wood Sciences, Colorado State Univ. Fort Collins, CO
Feb. 1979 to Aug. 1981 Responsible for the development, funding, and execution of a Cooperative Aid Research Agreement
with the U.S. Forest Service. This project was the basis for dissertation research and involved evaluating existing Landform
Classification Systems for use in a Component Land Classification System being developed for federal interagency use in natural
resource assessment and planning.
Conference Coordinator, Dept. of Forest & Wood Sciences, Colorado State Univ. Fort Collins CO
NRCM Supplemental Materials II Faculty CV’s Page 39 of 44
Fall, 1978 & Spring, 1979 Responsible for the planning, coordination, and operation of a planning conference conducted by the
CSU Department of Forest and Wood Sciences for the Colorado State Forest Service and held in January, 1979. Duties included
the preparation of conference proceedings for post-conference publication.
Student Consultant, Colorado State Univ., Fort Collins, CO
Spring, 1979. As part of a "Graduate Seminar for Managers of Resource Affairs" the participants reviewed state and national
policies on Natural Heritage Preservation Programs and made recommendations for the development and implementation of the
Colorado Natural Areas Program. Responsibilities included the review and recommendation of classification and inventory
procedures for the CNAP.
Partner and Project Manager, Environmental Consultants Inc., Fort Collins, CO
June, 1976 - Dec, 1978 Responsibilities included general firm administration and project management for contracted work.
Project manager for the environmental assessment portions of a 201 Wastewater Treatment Facilities Plan for the Upper Fraser
Valley, Grand County, Colorado. Other projects included a Planning and Policy Formulation study for the Grand County Dept. of
Development and Planning, as well as several subdivision development environmental assessments.
Graduate Research Assistant, Dept. of Recreation Resources, Colorado State Univ., Fort Collins, CO
1974 & 1975 Responsible for the Soils and Hydrologic components of a U.S. Environmental Protection Agency study of the
application of the Carrying Capacity Concept to county level planning. Masters Degree Research Project
Student Consultant, Dept. of Recreation Resources, Colorado State Univ., Fort Collins, CO
Spring term, 1974. Responsible for the Hydrologic and Geologic components of a community sponsored Environmental
Resource Analysis for the community of Indian Hills, Colorado.
TEACHING EXPERIENCE
22 years - full time - WCU NRM Program, including:
NRM 140 - Natural Resources Conservation and Management
NRM 150 - Career Opportunities in Natural Resources
NRCM Supplemental Materials II Faculty CV’s Page 40 of 44
NRM 320 - Soil Conservation
NRM 340 - Intro. to Natural Resource Measurements
NRM 342 - Computer Applications in Natural Resources
NRM 344 - Introduction to Geographic Information Systems
NRM 346 - Computer Applications in NRM
NRM 440 - Integrated Resources Management
NRM 460 - Watershed Management
NRM 470 - Land Suitability Classification
Group director and instructor for the Earth Sciences and Stream Hydrology section of the North Carolina Summer
Ventures in Science and Mathematics at Western Carolina University. This is a four week, intensive(7 hours per day, 6 days
per week) program in science and mathematics for high school juniors and seniors. Student teams are required to design and
implement a research project on some aspect of stream hydrology and/or stream water quality. They are to collect the data,
perform statistical analysis, and present an oral and written report of their findings. Instruction and student project management
occurs as part of a 4 member team consisting of a college science and a mathematics professor and a high school science and
mathematics teacher. 1990 to Present
2 years - part time - Natural Resource Planning classes, Colorado State U
2 years - part time - Soil Science. Lab Instructor., Colorado State U.
2 years - part time - Environmental Science. Lab Instructor., Grand Valley
State U.
3 years - part time - Intro. Geology Lab. Instr., Grand Valley State U.
.
Grants Awarded:
Jerry R. Miller, Lawrence G. Kolenbrander, Mark L. Lord, Steven S. Yurkovich. Assessment of Changing Land Use Practices
on Basin Sediment Yields and Provinance in Western North Carolina Using Multivariate Fingerprinting Techniques. Water
Resources Research Institute Project No. 70181. February, 2000. $39,903
Awarded three WCU Instructional Improvement Grants with Dr. Gary White, to purchase current satellite imagery coverage of the
Cullowhee Creek Watershed Area. This award enhances instruction in remote sensing and resource management courses.
Awarded 1991, 1994, & 1998
Applied for and awarded $1500.00 Grant from USDA - Forest Service. Cooperative Education Program to Promote Natural
Resource Research/Administration. Renewed 1991 thru 1995
10 WCU Faculty Development Grants to attend workshops and short courses. Grants approximately $500 each awarded in 1986,
1987, 1988, 1989, 1992, 1994, 1996, 1997, 1999, & 2001.
National Science Foundation, Instrumentation and Laboratory Equipment grant to implement a "Geographic Information Systems
Laboratory for Undergraduate Instruction. $78,000 Awarded June, 1988
PROFESSIONAL ASSOCIATIONS
American Water Resources Association
North Carolina Water Resources Association
Xi Sigma Pi - Honorary Forestry Society
Selected Participant, “Stressed Stream Analysis”. NSF Sponsored three week Faculty Enhancement Workshop, SUNY,
Brockport. May/June, 1997 and 3 day follow-up session in May, 1998
Short Course participant in a 3 day workshop entitled Innovative Stream Repair - The Application of Bio-engineering
techniques in stream bank stabilization. NC Sea Grant program, NC State University, Raleigh, NC Oct. 31 - Nov. 2, 1995
Attended "North Carolina Surface Water Classifications Workshop" Review of current legal requirements pertaining to
surface waters. Asheville, NC Sept. 15, 1992
NRCM Supplemental Materials II Faculty CV’s Page 41 of 44
Attended "Geographic Information Systems in Higher Education" Conference. University of South Carolina Columbia, SC
June 5 - 7, 1992
Planned, Co-sponsored, and Co-directed a two day workshop entitled "Geographic Information Systems in Archeology".
Attended by representatives from state and federal agencies and private consultants. March 10 & 11, 1992
Selected participant at the ”New Techniques in Water Resources Measurement and Analysis” NSF sponsored College
Faculty Enhancement Workshop, U S Geological Survey National Training Center, Denver, CO July 17 - 28, 1989
Invited participant in WCU Teaching Effectiveness Seminar, May 15 - 19, 1989
Geographic Information Systems Technology in Land and Resource Management: A Short Course for Managers. Colorado
State University, July 25 - 29, 1988.
GeoBased Systems Inc. Six days of training in Geographic Information Systems. Jan., and June, 1988 San Diego State
University, Three day Training Session on Flood Control Hydrology. June, 1987
National Park Service, Blue Ridge Parkway, Geographic Information Systems Training Workshop, Invited Participant,
Feb.,1987
North Carolina Geographic Information Systems Conference, January, 1987 University of Colorado, Colorado Big Thompson
Flood Symposium, July,1986
University and Regional Service
Panel discussion moderator for “GIS in Education in North Carolina”. NC State GIS Conference. Feb, 1999
Member of the North Carolina State Geographic Information Systems Conference coordinating committee. Responsible for
planning and implementation of biennial North Carolina Geographic Information Systems Conference March, 1997 to
present.
Member of the Geographic Information Systems research proposal review team for The Universities Council on Water
Resources. Aug., 1989 to Sept. 1998. This review team provides peer review for funding of water resources research
proposals submitted to the United States Geologic Survey.
Member of the Board of Directors of the Western North Carolina Geographic Information Systems Users Group. Dec., 1988
to 1991.
WCU representative on the Southern Appalachian Consortium conference planning committee. Oct., 1987 to 1989.
WCU representative on the Executive Board of the Southern Appalachians Research and Resource Management
Consortium (SARRMC). August, 1987 to August, 1995. SARRMC was an organization of 8 Universities, and 4 Federal
Natural Resource Agencies that coordinated natural resource research in 6 southern states.
Co-Director, Integrated Regional Resources Management Program. Aug., 1985 to July 1987, Director, IRRM Program, July,
1987 to Aug., 1989 The IRRM Program is a cooperative effort between the Tennessee Valley Authority and Western
Carolina University providing a 5 week summer Institute for resource managers from third world, developing nations.
Member of Curriculum Advisory Committee, Haywood Community College, Fish & Wildlife and Forestry Associates Degree
Programs. Aug., 1986 to Present
Research Director; WCU Poorhouse Mountain Research & Demonstration Area. May, 1986 to Present. This research area
is used for Forestry, Watershed, and Wildlife research by the faculty and students in the Natural Resources Management
Program at WCU
Invited reviewer: A Wildlife Management Primer, by Dr. Gene Wood, Belle W. Baruch Forest Science Institute. May, 1986
Member of Department Head’s Committee, College of Arts & Sciences, Western Carolina University, Aug. 1985 to present
NRCM Supplemental Materials II Faculty CV’s Page 42 of 44
Invited reviewer: "Glossary of Selected Landform Terms" as part of "An Ecological Land Classification System for the United
States." Resources Evaluation Techniques Program, Rocky Mountain Forest & Range Experiment Station, U.S. Forest
Service, Fort Collins, CO 1982
Planning Committee Chairman, Immanuel Christian Reformed Church, Fort
Collins Colorado, 1979 to 1984. Responsible for the planning and
Implementation of a Community Day Care Center. Center currently serves over 75 children with a staff of 6 and an annual
budget of over $100,000.
Special Skills
Cartography, Environmental Impact Statement analysis and preparation, Delphi/Delbecq public involvement techniques, Geologic
and soil hazard analysis, soil mapping, air photo interpretation, photography and media presentations, public hearing
management, geomorphologic mapping, land use and land classification, computerized linear and goal programming analysis,
Geographic Information Systems.
Publications:
Kolenbrander, Lawrence G., 2006. Water Quality Impacts of Stream Fencing in North Carolina. USDA-CSREES National
Water Conference. Savannah, GA. January, 2006.
Jerry R. Miller, Mark Lord, Steve Yurkovich, Gail Mackin, and Larry Kolenbrander. 2005, “Historical Trends in Sedimentation
Rates and Sediment Provinance, Fairfield Lake, Western North Carolina.” Journal of the American Water
Resources Association, Oct. 2005, PP1053-1075
Miller, J. R., Kolenbrander, L., Lord, M., Yurkovich, S. and Mackin, G. 2003 “Assessment of changing land-use practices on
basin sediment yields and provenance in western North Carolina using multivariate finger printing techniques”.
Water Resources Research Institute of the University of North Carolina, Report No. 345
Lord, Mark L, Miller, Jerry R., Yurkovich, Steve P., Kolenbrander, Larry G., and Mackin, Gail, 2001, Assessment of changing
land use practices on basin sediment yields and provenance in western North Carolina using multivariate finger
printing techniques: Geological Society of America Abstracts with programs, v.33, no.6.
Kolenbrander, L. G., 1998. “Applying Stressed Stream Analysis in the Summer Ventures Program and the Water Resources
Curriculum at Western Carolina University.” pp. 65 -94, In: Haynes, James M., (ed.), August, 1998. New
Curricula Developed by the Faculty Participants in the CAASA/NSF 1997 Stressed Stream Analysis Program.
Center for Applied Aquatic Science and Aquiculture, Department of Biological Sciences, SUNY, Brockport,
Brockport, NY. 395 pp.
Kolenbrander, L. G., 1992. “Indirect Measurement of Stream Discharge - The Slope-Area Method.” American Water
Resources Association Conference and Symposium Poster Session - Teaching Water Resources in an
Interdisciplinary Environment. November, 1992
Kolenbrander, Lawrence G., ed., 1984, Special Management Areas, Processes and Strategies. Proceedings of the Special
Management Areas Conference, April 24 and 25, 1984. The Nature Conservancy, Western Regional Office, San
Francisco, CA.
Kolenbrander, Lawrence G. and D. L. Lynch, 1981 A Method of Evaluating Landform Classification Systems for Renewable
Resource Assessment and Planning. Landform Classification Final Report, 16-925-CA, U. S. Forest Service,
Rocky Mountain Forest & Range Experiment Station, Fort Collins, CO.
Kolenbrander, Lawrence G., 1981, A Method of Evaluating Landform Classification Systems for Renewable Resource
Assessment and Planning. Ph.D. Dissertation, Colorado State University, Fort Collins, CO.
Dyer, A.A. and L. G. Kolenbrander, eds. 1979, Suggested Planning Approaches and Procedures for State Forest Resource
Planning Program for Colorado. Colorado State Forest Service, SFRPP Planning Document No. 2, Fort Collins,
CO.
Colorado Natural Areas Program, 1979, A Report by the Graduate Seminar for Managers of Resource Affairs. College of
Forestry and Natural Resources, Colorado State University, Fort Collins, Colorado
NRCM Supplemental Materials II Faculty CV’s Page 43 of 44
Environmental Assessment, Population, and Economic Projection sections in: Upper Fraser Valley 201 Wastewater
Treatment Facilities Plan. Western Technical Services, Granby, CO.
Lynch, D. L. and L. G. Kolenbrander, 1976, A Response Unit Basis for Planning and Policy Formulation in the Three Lakes
Area, Grand County, Colorado. Grand County Dept. of Development and Planning, Hot Sulfur Springs, CO.
Soils and Hydrology sections in: Brown, P. J. and A. A. Dyer, et al, 1976, Environmental Carrying Capacity Study of the
Grand County Area, Colorado. Colorado State University, Fort Collins, CO
Geology and Hydrology sections in: McLaughlin, W. J., and F. B. Bevis, 1975, Indian Hills Environmental Resource
Analysis, A Citizen's Tool for Planning. Indian Hills, Colorado, 293 p.
Presentations:
Jerry R. Miller, Mark L. Lord, Steve P. Yurkovich, Larry G. Kolenbrander, and Gail Mackin, 2002. “Can geochemical
fingerprinting be used to determine the relative contributions of sediment through time from different source areas?
A pilot study in the Southern Appalachians, North Carolina.” The Water Resources Research Institute of the
University of North Carolina Annual Conference, Raleigh, NC, April 19, 2002
Lawrence G. Kolenbrander and Lee Sherrill. “The Effect of Riparian Buffers on Stream Temperatures.” Invited presentation
- Riparian Restoration and Preservation Workshop. Nov. 8 & 9, 2001. Little Tennessee Land Trust, Franklin, NC
Lawrence G. Kolenbrander and Steven P. Yurkovich. Soils portion of “Geology and Soils of Western North Carolina” .
Continuing education course offered by Southwestern Community College. October, 1998 and 1999
“Watershed Management, the basis for water quality protection and control.” Envirothon training session for county Soil &
Water Conservation Districts. Waynesville, NC. March, 1997
“Demonstration of assessment and monitoring techniques to determine the relationship between stream fencing and water
quality improvement.” Upper Hiawassee Water Quality Field Project Tour. October 9, 1991
“Preliminary results comparing water quality conditions prior to and following stream fencing to control cattle access.” Upper
Hiawassee River Water Quality Project presentation. Murphy, NC Oct. 8, 1991
“Stream Fencing to improve water quality in beef cattle production” Western North Carolina Area Beef Cattle Field Day.
Sponsored by the North Carolina Cattlemen’s Association. Ridgefield Farms, Brasstown, NC. June , 1991.
“Accuracy in Geographic Information Systems, What is it, Who needs it and How much is enough.” Invited presentation at
the third North Carolina Geographic Information Systems Conference. Raleigh, NC January 1991.
NRCM Supplemental Materials II Faculty CV’s Page 44 of 44