College of the Redwoods
CURRICULUM PROPOSAL
--Attach the Course Data Form—
1. Division: Math, Science, and Engineering
2.
Course Discipline and Number: FOR 60
3.
Course Title: Forest Protection and Ecology
4.
New
When will this course first be offered? Select
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:
Name change to better reflect course content and to aid in articulation with CSU.
Catalog description changed to better reflect course content
5.
Is this course part of an Academic Program?
No
Yes
If yes, specify program code: FOR/NR one- and two-year Certificates of Achievement
FOR/NR A.S. Transfer Program degree
Required course
Restricted elective
6.
List any special materials, equipment, tools, etc. that students must purchase:
Submitted by: Tim
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:
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
Select
none
FOR 1 and FOR 51
Forest Protection and
Ecology
Forest Health and Protection
Units
Lecture Hours
Lab Hours
Prerequisites
Corequisites
Recommended
Preparation
Maximum Class Size
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: 10/7/03
DISCIPLINE AND NUMBER: FOR 60
FORMER DISCIPLINE AND NUMBER (If previously offered): FOR 60
COURSE TITLE: Forest Health and Protection
TOTAL UNITS: 3
[Lecture Units: 2.5
Lab Units: 0.5]
TOTAL CONTACT HOURS: 72 [Lecture Hours: 45
Lab Hours: 27]
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 examination of the elements of forest health including forest pest management
concepts. This includes learning how to identify forest pests and pest complexes in the
coastal region, the impacts of pests on forest systems and the important pest
management strategies. Emphasis will be on prevention strategies common in Integrated
Pest Management as well as host-resistance and cultural controls and direct chemical
methods.
PREREQUISITES:
No
Yes
Course: FOR 1 and FOR 51
Rationale for Prerequisite? List representative skills without which the student would be highly unlikely to succeed .
tree identification skills, forestry terms, overview of forest management.
COREQUISITES:
No
Yes
Rationale for Corequisite?
Course:
RECOMMENDED PREPARATION:
No
Yes
Course:
Rationale for Recommended Preparation? List those skills without which the student might be at a disadvantage.
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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:
1. Identify key forest pest species of Northwestern California and have an appreciation of
the numerous forest pests and the conditions under which they thrive.
2. Recognize the difference between endemic and epidemic populations of pests that
attack forest trees, and how natural controls function.
3. Recognize that pest situations often are not simple and that pest complexes impact
ecosystems.
4. Detect many of the important pests of the region.
5. Control pests on timber species while being aware of the effects control methods
could have on the environment.
6. Integrate knowledge of the physiology of hosts, biology of each pest (including life
cycles), various options of prevention and control to develop possible management
options.
7. Develop knowledge of tools, techniques, and organizations utilized in forest pest
control.
8. Develop an awareness of the agencies involved in forest pest detection, control, and
pesticide regulations.
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:
1. Forest pest management introduction IPM, host identification, pest classifications, etc.
2. Abiotic pests (environmental, mechanical, chemical, etc.)
3. Vascular plant pests (weeds, mistletoes, etc.)
4. Pests of fruits of forest trees
5. Viri
6. Phytopathogens (fungi, bacteria, etc.)
7. Invertebrates (insects, arachnids, etc.)
8. Vertebrate pests
9. Forest nursery pests.
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10. Involvement with managers and landowners (non-industrial, timber industry,
agencies, etc.)
11. Interactions in ecosystems
12. Pest complexes (includes injuries caused by humans)
13. Pest management options (including no intervention)
14. Pest management options rules and regulations
LAB CONTENT:
1) Insect pest identification (multiple labs)
2) Fungal pathogen identification (multiple labs)
3) Symptoms of pathogenic infections (multiple labs)
4) Evaluation of forest stands for insects and diseases (multiple labs)
5) Identification of abiotic stress symptoms (multiple labs)
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.”
Students will identify the key Northern California forest pests (insects, fungi, bacteria, viri,
vertebrates, etc.) and also adverse environmental factors and utilize these to determine
how these entities interact to develop complexes which affect forest health. By
examining specific forest sites, predictions will be made as to the location and spread of
pests to other areas. Students will recognize the problems and in turn recognize the
spectrum of opportunities for successful watershed, wildlife habitat, fisheries habitat,
timber production, miscellaneous products esthetics, and recreation management
associated with forests.
Students will use textbooks, handouts, written and oral guidelines, photographic study
materials, and forest pest sample collection to examine, identify, classify, as well as
determine the possible impacts of a spectrum of management options. The collection
will be arranged into a logical order and be used for future comparisons and
identification. The distinction will be made between major groups of pests and incidental
organisms.
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
Title
Date
Author
Title
Date
Author
Title
Date
Author
Title
Date
Other Appropriate Readings:
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PROPOSED TRANSFERABILTY:
UC
PROPOSED GENERAL EDUCATION:
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CSU
CR
UC
BOTH
CSU
NONE
NONE
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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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