College of the Redwoods
CURRICULUM PROPOSAL
--Attach the Course Data Form—
1. Division: Math, Science, and Engineering
2.
Course Discipline and Number: FOR 5
3.
Course Title: Applied Forest Ecology
4.
New
When will this course first be offered? Spring 05
Change to existing course (Indicate changes on "Summary of Curriculum Changes" form)
Delete existing course
When should this course become inactive? Select
Provide explanation and justification for addition/change/deletion:
This course will replace FOR 51 in the Forestry/Natural Resouce curriculum. The
change is necessary for 2 main reasons: 1) forest ecology will articulate to HSU
where silviculture would not because it is an upper division course at the CSU's
and 2) forest techinicians typically don't do silviculute prescriptions but they do
need to understand the basics of forest ecology.
5.
Is this course part of an Academic Program?
If yes, specify program code:
No
Yes
Required course
Restricted elective
6.
List any special materials, equipment, tools, etc. that students must purchase:
field clothes, compass, field notebook.
Submitted by: T.
R. Baker_Tel. Ext.4348
Date: 9/19/03
Submitting Division/Center Review Richard Prystowsky
Vice-President, Academic Affairs:
Approved by Curriculum Committee: No
Course Data Form
Draft: June 2003
Date: 11/05/03
Date:
Yes
Date: 11/14/03
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May 29, 2016
SUMMARY OF CURRICULUM CHANGES
FOR AN EXISTING COURSE
FEATURES
OLD
NEW
Catalog Description
Grading Standard
Select
Letter Grade Only
Units
3
Lecture Hours
2
Lab Hours
3
Prerequisites
Corequisites
Recommended
Preparation
FOR 1, FOR 51
Maximum Class Size
27
RepeatabilityMaximum Enrollments
Other
If any of the listed features have been modified in the new proposal, indicate the "old" (current) information and
proposed changes.
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College of the Redwoods
Course Data Form
DATE: 9/19/03
DISCIPLINE AND NUMBER: FOR 5
FORMER DISCIPLINE AND NUMBER (If previously offered): FOR 99 (spring '04)
COURSE TITLE: Applied Forest Ecology
TOTAL UNITS: 3
[Lecture Units: 2
Lab Units: 1]
TOTAL CONTACT HOURS: 90 [Lecture Hours: 36
Lab Hours: 54]
Is this course repeatable for additional credit units: No
Yes
How many total enrollments?
Is this an honors course: No
Yes
If yes, explain how the course is enriched beyond the standard version of the regular course.
CATALOG DESCRIPTION:
The catalog description should clearly state the scope of the course, its level, and what kinds of student goals the course is designed to fulfill.
An introduction to the basic theories of forest ecology and management strategies. While
generally broad based, the course will focus on topics such as disturbance, competition
and regeneration ecology more closely because of their direct relationship to
management activities. Laboratory exercises will provide collaborative and experiential
learning opportunites as linkages between the field and theory are examined.
PREREQUISITES:
No
Yes
Course:
Rationale for Prerequisite? List representative skills without which the student would be highly unlikely to succeed.
COREQUISITES:
No
Yes
Rationale for Corequisite?
Course:
RECOMMENDED PREPARATION:
No
Yes
Course: FOR 1, FOR 51
Rationale for Recommended Preparation? List those skills without which the student might be at a disadvantage .
-tree identification, technical terms in forestry, overview of forested systems
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COURSE OBJECTIVES – EXPECTED STUDENT LEARNING OUTCOMES:
The course objectives should integrate with the assignments, course content, and methods of evaluation. State the objectives of
the course - that is, what students will have learned upon successfully completing this course. Objectives should use active verbs
for observable behaviors. They must establish that critical thinking is an integral part of the course. Formulate some of them in
terms of specific measurable student accomplishments, e.g., specific knowledge and/or skills that the student will have attained as
a result of her/his having completed this course. Please see last page for Verbs For Stating Behavioral Objectives examples.
Upon successful completion of this course, the students will be able to:
- complete an evaluation of various forest ecosystems based on comprehension of how
biotic and abiotic factors are integrated in the field.
- analyze community elements and evaluate appropriate field applications.
- provide synthesis of field and theoretical knowledge in written reports
COURSE CONTENT/OUTLINE:
The course content is not a syllabus; rather, it should represent only those topics that all instructors of the course must cover.
Include a complete listing of the topics taught in this course. Arrange by major headings with subtopics. The course content
should integrate with the assignments, course objectives, and methods of evaluation .
LECTURE CONTENT:
Ecosystem overview
Climate
Forest soils
Hydrologic cycles
Disturbance regimes
Fire ecology
Regeneration ecology
Resource competition
Succession models
Wildlife component
Silvicultural systems
LAB CONTENT:
Ecosystem evaluations
Weather and climate data
Soil morphology
Streamflow monitoring
Windfall gaps
Fire mosaics
Regeneration ecology
Stand development
Succession patterns
Wildlife habitat
Wildlife observations
Harvesting impacts
Site preparation strategies
Silvicultural applications
METHODS of EVALUATION:
These methods of evaluation should integrate with the course content, course objectives, and assignments. The evaluation must
clearly show that critical thinking skills are required. Statements in this section should clearly show the basis for grading. For
example, “term paper shows topic coverage, basis of comparison, and critical analysis.”
Mid-term exams(3) will test knowledge base, comprehension and ability to resolve
various scenarios (critical thinking) (30 %).
Laboratory exercises will demonstrate application and evaluation of forest communities
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(35%).
Group project with written/oral reports will demonstrate subject comprehension, critical
analysis and synthesis (15%).
Final exam will test overall knowledge base and comprehension, analysis of scenarios
and synthesis of strategies(20%)
GRADING STANDARD:
Letter Grade Only
CR/NC Only
Grade-CR/NC Option
EXAMPLES OF APPROPRIATE TEXTS OR OTHER READINGS (including Author, Title, and Date):
This course will use an appropriate college-level text such as
Author Barnes,
et al.
Applied Forest Ecology
Title
Author
Title
Date
Author
Title
Date
Author
Title
Date
Date
1998
Other Appropriate Readings:
various peer-reviewed journal articles as appopriate
PROPOSED TRANSFERABILTY:
UC
PROPOSED GENERAL EDUCATION:
Course Data Form
Final DRAFT July 2003
CSU
CR
UC
BOTH
CSU
NONE
NONE
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May 29, 2016
Proposed Intersegmental General Education Transfer Curriculum (IGETC) Applicability
AREA
1A – English Composition
1B – Critical Thinking-English Composition
1C – Oral Communication (CSU requirement only)
2A – Math
3A – Arts
3B – Humanities
4A – Anthropology and Archaeology
4B – Economics
4E – Geography
4F – History
4G – Interdisciplinary, Social & Behavioral Sciences
4H – Political Science, Government & Legal Institutions
4I – Psychology
4J – Sociology & Criminology
5A – Physical Science
5B – Biological Science
6A – Languages Other Than English
Proposed California State Univeristy General Education Breadth (CSU GE) Applicability
AREA
A1 – Oral Communication
A2 – Written Communication
A3 – Critical Thinking
B1 – Physical Science
B2 – Life Science
B3 – Laboratory Activity
B4 – Mathematics/Quantitative Reasoning
C1 – Arts (Art, Dance, Music, Theater)
C2 – Humanities (Literature, Philosophy, Foreign Language)
D0 – Sociology and Criminology
D1 – Anthropology and Archeology
D2 – Economics
D3 – Ethnic Studies
D5 – Geography
D6 – History
D7 – Interdisciplinary Social or Behavioral Science
D8 – Political Science, Government and Legal Institutions
D9 – Psychology
E1 – Lifelong Understanding
E2 – Self-Development
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FOR VPAA USE ONLY
PROGRAM AND COURSE NUMBER
TECHNICAL INFORMATION
1. Department: Choose One:
16. CoRequisite Course:
2. Subject:
17. CoRequisite Noncourse:
Course No:
3. Credit Type: Choose One:
4. Min/Maximum Units:
18. Maximum Class Size:
to
variable units
19. Repeat/Retake: Choose One:
5. Course Level: Choose One:
20. Count Retakes for Credit:
yes
no
6. Academic Level: UG Undergraduate
21. Only Pass/No Pass:
yes
no
7. Grade Scheme: UG Undergraduate
22. Allow Pass/No Pass:
yes
no
8. Short Title:
23. VATEA Funded Course:
yes
no
9. Long Title:
24. Accounting Method: Choose One:
10. National ID
11. Local ID
25. Disability Status: Choose One:
(CIP):
26. Billing Method: T-Term
(TOPS):
12. Course Types:
 Level One Basic Skills: Choose One:
27. Billing Period: R-Reporting Term
28. Billing Credits:

Level Two Work Experience: Choose One:

Level Three:
29. Purpose: Choose One:
Placeholder for GE OR
30. Articulation No.
(CAN):
Choose One:
31. Articulation Seq.

(CAN):
Level Four: If GE : Choose One:
32. Transfer Status: Choose One:
13. Instructional Method: Choose One:
33. Equates to another course?
14. Inst Ld (TLUs):
Contact Hours:
15. Prerequisite:
Particular Comments for Printed Catalog.
.
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course number.
VERBS FOR STATING BEHAVIORAL OBJECTIVES
Knowledge—Remembering previously learned materials
cite, label, name, reproduce, define, list, quote, pronounce, identify, match, recite, state
Comprehension—ability to grasp the meaning of material
alter, discover, manage, relate, change, explain, rephrase, substitute, convert, give
examples, represent, summarize, depict, give main idea, restate, translate, describe,
illustrate, reword, vary, interpret, parraphrase
Application—ability to use learned material in new and concrete situations
apply, discover, manage, relate, classify, employ, predict, show, compute, evidence,
prepare, solve, demonstrate, manifest, present, utilize, direct
Analysis—ability to break down material into its component parts of that its organizational
structure may be understood.
ascertain, diagnose, distinguish, outline, analyze, diagram, divide, point out, associate,
differentiate, examine, reduce, conclude, discriminate, find, separate, designate, dissect, infer,
determine
Synthesis—ability to put parts together to form a new whole
combine, devise, originate, revise, compile, expand, plan, rewrite, compose, extend, pose,
synthesie, conseive, generalice, propose, theorize, create, integrate, project, write, design,
invent, rearrange, develop, modify
Evaluation—ability to judge the value of mateiral for a given purpose
appraise, conclude, critique, judge, assess, contrast, deduce, weigh, compare, criticize,
evaluate
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