University of Washington, School of Environmental and Forest Sciences
School of Environmental and Forest Sciences
College of the Environment
Society of American Foresters
Accreditation Review
Bachelor of Science in Environmental Science and Terrestrial Resource
Management: Sustainable Forest Management Option
Bachelor of Science in Environmental Science and Terrestrial Resource
Management: Natural Resource and Environmental Management Option
Master of Forest Resources in Forest Management
Self-Evaluation
March 2016
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University of Washington, School of Environmental and Forest Sciences
Table of Contents
Standard I. Forestry Program Missions, Goals, and Objectives……………………………………………5
Development of the Forestry and Natural Resource Management Programs within the University ............ 5
The University of Washington and Its Growth ............................................................................................. 7
Program Goals for Master of Forest Resources .......................................................................................... 10
Program Goals for Environmental Science and Terrestrial Resource Management ................................... 10
Knowledge sets: .................................................................................................................................. 11
Skill sets: ............................................................................................................................................. 11
Developing comprehensive, integration and meaning: ....................................................................... 11
School of Environmental and Forest Sciences Self-Evaluation.................................................................. 12
Standard II: Curriculum .............................................................................................................................. 13
Curriculum for Master of Forest Resources in Forest Management ........................................................... 13
Overview ............................................................................................................................................. 13
General Education............................................................................................................................... 16
Professional Education ....................................................................................................................... 18
Distance Learning ............................................................................................................................... 19
Student Admission and Evaluation – MFR ................................................................................................ 19
Document A-2: General Education Summary – Restricted Electives (MFR) ............................................ 22
Document B-1: Forest Resources Education Summary – Required Courses (MFR) ................................. 23
Document B-2: Forest Resources Education Summary – Restricted Electives (MFR) .............................. 25
General Education for SFM and NREM Options ....................................................................................... 27
Specific Curriculum for ESRM: Sustainable Forest Management Option ................................................. 29
Summary of SFM Option ........................................................................................................................... 31
Professional Education for ESRM: SFM Option ........................................................................................ 32
Distance Learning ....................................................................................................................................... 33
Document A-1: General Education Summary – Required Courses (ESRM: SFM) ................................... 34
Document A-2: General Education Summary – Restricted Electives (ESRM: SFM) ................................ 35
Document B-1: Forest Resources Education Summary – Required Courses (ESRM: SFM)..................... 36
Document B-2: Forest Resources Education Summary – Restricted Electives (ESRM: SFM) ................. 37
Summary of NREM option ......................................................................................................................... 40
Professional Education for ESRM: Natural Resource and Environmental Management Option ............... 41
Distance Learning ....................................................................................................................................... 42
Document A-1: General Education Summary – Required Courses (ESRM: NREM)................................ 43
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University of Washington, School of Environmental and Forest Sciences
Document A-2: General Education Summary – Restricted Electives (ESRM: NREM) ............................ 44
Document B-1: Forest Resources Education Summary – Required Courses (ESRM: NREM) ................. 45
Document B-2: Forest Resources Education Summary – Restricted Electives (ESRM: NREM) .............. 46
Standard III: Forestry Program Organization and Administration ............................................................. 48
College and School Administration ............................................................................................................ 48
School Staff Resources ............................................................................................................................... 48
School Faculty ............................................................................................................................................ 50
Commitment to Quality Instruction ............................................................................................................ 55
Faculty ........................................................................................................................................................ 55
Planning and Reviewing Academic Programs ............................................................................................ 56
Assessing Educational Outcomes ............................................................................................................... 56
Standard IV: Faculty ................................................................................................................................... 58
Faculty Transformation............................................................................................................................... 58
Faculty Expertise and Effectiveness ........................................................................................................... 59
Related Professional Development and Scholarly Activities ..................................................................... 59
Recruitment and Retention of Diversity ..................................................................................................... 59
Document C-1: Background Summary for Faculty Reporting to the Forest Resources Program Head ..... 61
Document C-2: Background Summary for Faculty Teaching Courses Listed in Forms B-1 and B-2 but
NOT Reporting to the Program Head ......................................................................................................... 64
Document D: Summary for Faculty Reporting to the School of Environmental and Forest Sciences
Program Head ............................................................................................................................................. 65
Standard V: Students .................................................................................................................................. 73
Commitment to Quality Student Advising ................................................................................................. 73
Graduate Advising ...................................................................................................................................... 73
Undergraduate Advising ............................................................................................................................. 74
Regular Services Provided by the Student and Academic Services Office ................................................ 75
Recruitment and Retention ......................................................................................................................... 76
Graduate Students ....................................................................................................................................... 77
Undergraduate Students .............................................................................................................................. 77
Current Enrollment Information ................................................................................................................. 78
Document F: Program Graduate Employment Summary (MFR) ............................................................... 79
Document F: Program Graduate Employment Summary (ESRM: General) .............................................. 80
Document F: Program Graduate Employment Summary (ESRM: NREM) ............................................... 81
Document F: Program Graduate Employment Summary (ESRM: SFM) .................................................. 82
Document G: Student Data Summary (MFR) ............................................................................................ 83
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University of Washington, School of Environmental and Forest Sciences
Document G: Student Data Summary (SFM) ............................................................................................. 84
Document G: Student Data Summary (NREM) ......................................................................................... 85
Standard VI: Parent Institution Support ...................................................................................................... 86
Parent Institution Funding .......................................................................................................................... 86
Financial Support for the School of Environmental and Forest Sciences................................................... 92
Faculty Provided with Professional Development and Continuing Education Opportunities .................... 99
Student Support Programs ........................................................................................................................ 100
Library Facilities and Holdings ................................................................................................................ 103
A Physical Environment that is Safe, Healthful, and Conducive to Learning .......................................... 104
Appendices………………………………………………………………………………………………107
Appendix I. Examples of MFR Capstone Projects……………………………………………………....108
Appendix II. Sample Course Evaluation and Student Comment Form………………………………….110
Appendix III. Undergraduate and Graduate Exit Survey………………………………………………...112
Appendix IV. Table of SEFS Affiliate and Adjunct Faculty 2015-2016………………………………..114
Appendix V. Document E………………………………………………………………………………..116
Alvardo, Ernesto.............................................................................................................. .............................117
Asah, Stanley………………………………………………………………………………………………128
Bullitt, Dorothy…………………………………………………………………………………………….144
Cardoso, Tamre……………………………………………………………………………………………148
DeLuca, Thomas…………………………………………………………………………………………...152
Doty, Sharon……………………………………………………………………………………………….159
Eastin, Ivan………………………………………………………………………………………………...162
Ettl, Greg………………………………………………………………………………………………......166
Franklin, Jerry……………………………………………………………………………………………...183
Fridley, James……………………………………………………………………………………………...188
Ganguly, Indroneil…………………………………………………………………………………………192
Graumlich, Lisa……………………………………………………………………………………………201
Harrison, Robert…………………………………………………………………………………………...204
Kim, Soo-Hyung…………………………………………………………………………………………...207
Lawler, Josh………………………………………………………………………………………………..212
Lunde, Ashley……………………………………………………………………………………………...232
Moskal, L. Monika ………………………………………………………………………………………236
Paun, Dorothy……………………………………………………………………………………………...242
Rabotyagov, Sergey………………………………………………………………………………………..248
Reichard, Sarah…………………………………………………………………………………………….254
Ryan, Clare………………………………………………………………………………………………...267
Skalski, John……………………………………………………………………………………………….278
Stacey, Liam……………………………………………………………………………………………….291
Tobin, Patrick……………………………………………………………………………………………...295
Toth, Sandor……………………………………………………………………………………………….310
Turnblom, Eric……………………………………………………………………………………………..321
Vogt, Daniel………………………………………………………………………………………………..326
Wirsing, Aaron…………………………………………………………………………………………….342
Appendix VI. Syllabi for MFR, SFM, and NREM Curricula……………………………………………351
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University of Washington, School of Environmental and Forest Sciences
Standard 1: Forestry Program Mission, Goals, and Objectives
The ensuing discussion of Standard I applies to the Sustainable Forest Management and Natural
Resource and Environmental Management options of the Environmental Science and Terrestrial
Resource Management B.S. degree major being accredited under the professional forestry and
natural resource management standards, respectively, and the Master of Forest Resources in
Forest Management degree program being accredited under the professional forestry standard.
Development of the Forestry and Natural Resource Management Programs within the
University
The mission of the University of Washington is to create, preserve, and disseminate knowledge;
to develop and protect an intellectual environment conducive to development and free exchange
of ideas and the mastery of academic and professional skills; and to provide academic leadership
in the arts, sciences, and professions through excellence in teaching and research. The
University of Washington offers undergraduate, graduate, and professional education, develops
knowledge through research, and extends knowledge through continuing education and
numerous public services to the citizens of Washington State and the region.
As the leading research and teaching university in the Pacific Northwest, the University of
Washington offers a broad array of programs in the arts and sciences and a number of
professional fields. The University is committed to maintaining basic strengths in all of its
schools and colleges and strives for excellence in all of its programs.
As one of the oldest professional programs in the University, the School of Environmental and
Forest Sciences has long helped the University fulfill its purposes through programs in
undergraduate and graduate education, research and continuing education.
Educational and research programs in the School of Environmental and Forest Sciences have
evolved in response to the development of the University and the changing needs of forestry and
natural resource professionals in the Pacific Northwest. These programs were updated in the
first decade of the 21st century to better meet existing and anticipated demands for professional
knowledge and practicing professionals as well as to better serve the citizens of the State. When
the School of Environmental and Forest Sciences was founded in 1907 (as the School of
Forestry), the forests of the Northwest seemed limitless and long-term management of resources
was only beginning to be recognized by institutions of higher education. The Northwest had
become the center of the lumber industry and Washington led the nation in lumber production by
1910. Forestry education at the University of Washington was initiated in response to the
growing recognition of the need to conserve and protect forests and to provide for future needs.
In 1894, predating the School, the University offered a forestry course in the biological aspects
of forests in the Department of Natural Sciences, and soon followed with a two-quarter course
sequence in the Department of Terrestrial Physics and Geography. By 1897, Professor Edward
S. Meany, later to become University President, had been appointed as “Lecturer in Forestry.”
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University of Washington, School of Environmental and Forest Sciences
In 1901, forestry was listed as a department in the College of Liberal Arts. In 1905, Professor
Meany initiated a course for public school teachers in recognition of the need for public outreach
that has grown steadily over the years.
On September 18, 1907, the School of Forestry opened with eight freshman and two graduate
students. The formal graduate program began when a Master of Science in Forestry degree was
approved for the 1908-1909 academic year. A Doctor of Philosophy for graduate students
studying forestry was approved in 1933, and the first Ph.D. in Forestry was awarded in 1936.
Soon after its formation, the name of the School changed from the School of Forestry to the
College of Forestry and in 1967 to the College of Forest Resources. In 2009, Forest Resources
became part of the College of the Environment and was renamed the School of Forest Resources
and in 2012 the current name was adopted in recognition of our broader educational role within
the University.
During the early years of the School, the purposes of the University and the needs of the region
were met by grouping professional and educational interests into Forest Management, Logging
Engineering, and Forest Products. This breadth of programs continued until the 1960s, and
addressed the management of land and related resources, the operations of producing products
from the forest, and the conversion of timber into a growing variety of products useful to society.
Over the years, the School has reshaped its programs to provide professional leadership,
knowledge, and practical expertise for addressing the changing needs of Washington State and
the Pacific Northwest. Additionally, the School adapted its programs to address problems in the
international realm of forest products, forest conservation, and development. Forests remain as
important to the State and region as they were when the School was founded. Approximately
half of the state’s area, or twenty-two million acres, is classified as forest land, and sixteen
million acres are commercial forests. These lands support a large industry contributing more
than 107,000 direct and indirect jobs and $4.5 billion in wages. The forest products industry is
the second largest manufacturing sector in the State after transportation (primarily aerospace).
Regional population growth, coupled with increasing regional and national concerns over
environmental protection, has made national parks, wilderness, natural areas, and preserves
important parts of forest management in the Pacific Northwest. Currently, forest lands in
general provide a multitude of products and services in addition to wood. Water, fisheries,
wildlife, and recreation opportunities, together with additional amenity and scientific values, are
highly valued by society as a whole. Collectively, these are the most significant values of forests
for many of the state’s residents, and rival timber in their contribution to the economy—making
the uses of forests a central feature of Northwest lifestyles and creating substantial and
protracted political conflict over forest land use and management. The demands for broader
environmental services and protection will continue to intensify in the years ahead as the
population of the Pacific Northwest grows and continues to urbanize, and as more land is
converted from forests to other uses. The need for professional resource managers capable of
addressing these complex problems will continue to increase as we move into the future.
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University of Washington, School of Environmental and Forest Sciences
The University of Washington and Its Growth
The college-age population growth that is occurring at the national and state level is also
occurring in the Puget Sound region. Predicted population increase and enrollment demands
will create a larger and more diverse student body, spread across a University of Washington
that grew from one to three campuses in the 1990s (Seattle, Bothell and Tacoma). Some quick
facts concerning enrollment and graduation numbers across the three campuses are available at
UW Facts.
The expansion of the UW Tacoma (UWT) and UW Bothell (UWB) campuses requires
addressing curricular development with the aim of complementing, rather than competing with,
programs between the three campuses. UWB offers a B.S. degree in Environmental Science
with two optional pathways: a) conservation and restoration ecology and b) Earth system
science. The program is supported by nine full-time faculty. Also offered is a B.A. degree in
Environmental Studies with two optional pathways: a) sustainability and society and b)
conservation science and management. UWT offers both a B.S. in Environmental Science and a
B.A. in Environmental Studies with Minors and certificates in: environmental studies,
geographical information systems, restoration ecology and sustainability. In addition the Biology
Department on the Seattle campus offers a B.S. in Ecology, Evolution and Conservation
Biology.
On the Seattle campus, the demise of the Institute of Environmental Studies in the early 1990s,
and the emergence of the Program on the Environment (PoE) in the late 1990s, broadened the
environmental ties across campus and encouraged more interdisciplinary education within and
between the UW campuses. In 2009, the College of the Environment was created by joining PoE
(offers a B.A. degree in Environmental Studies), the College of Forest Resources, the School of
Aquatic and Fishery Sciences, the School of Oceanography, the School of Marine and
Environmental Affairs, the Department of Atmospheric Sciences and the Department of Earth
and Space Sciences. Also added were the Center for Quantitative Science, the Joint Institute for
the Study of the Atmosphere and Ocean, Friday Harbor Labs, Washington NASA Space Grant,
Climate Impacts Group and Washington Sea Grant. As one of the larger colleges on the Seattle
campus, the College serves as the academic home to the School of Environmental and Forest
Sciences.
Forestry and Natural Resource Curricula in the 1990s and 2000s
Within this setting, the School of Environmental and Forest Sciences fulfills the University’s
mission by educating future natural resources managers and scientists and by conducting
research and outreach in the many biological, physical, economic, and human dimensions of
forestry and terrestrial natural resources. The School is responsible for updating practicing
managers and scientists on the latest issues and technology, and developing practical knowledge
about trees, fish, water, wildlife, recreation, and their relationships. The School also provides
educational and research programs related to urban forest resource issues and opportunities as
well as urban and environmental horticulture problems. The associated research and outreach
activities are managed by the UW Botanic Gardens in concert with the Center for Urban
Horticulture and the Washington Park Arboretum.
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University of Washington, School of Environmental and Forest Sciences
In response to a changing environment, student population, and societal demands, the School has
diversified more in the last 20 years than in any other time in its 109 year history. In the mid1980s, there were four undergraduate curricula: Pulp and Paper Science, Wood Technology,
Logging Engineering, and Forest Resources Management. Over the next decade, the Wood
Technology major was placed on hold due to a lack of students, and the others changed their
names: Pulp and Paper Science to Paper Science and Engineering, Logging Engineering to
Forest Engineering (and later to Forest and Ecological Engineering), and Forest Resource
Management to Forest Management. Three new undergraduate curricula emerged: Wildlife
Science (formerly an undergraduate program but eliminated due to a budget cut in 1981),
Conservation of Wildland Resources, and Urban Horticulture and Forestry. In 1999, Urban
Horticulture and Forestry was revised to Environmental Horticulture and Urban Forestry, and a
new curriculum, Sustainable Resource Science was adopted.
In the 1990s the University was more closely scrutinizing the undergraduate programs within the
School. At that time, state budgetary resources were stretched and our students were taking
longer than average to complete their degrees and class sizes were small. Additionally, other
programs on campus were more flexible and offered many of the same educational opportunities
(although more in an elective sense than through a required set of courses). The greater
flexibility under the Arts and Sciences programs (Biology and PoE, for example) drew some
students interested in natural resources issues but wishing to have greater efficiency and control
of their program of study. The long time-to-degree at the School was reflected in low
Graduation Efficiency Indices for many programs. This index is a measure of the number of
extra credits students acquire in addition to the program’s major requirements (after accounting
for transfer credits). In combination, these factors influenced the School’s faculty to transform
its undergraduate curricula as earlier described.
2000-2016 Degree Programs
Under these pressures from the University, a major curriculum reform was implemented in
2002-04 wherein Paper Science and Engineering was restructured and renamed as Bioresource
Science and Engineering to reflect a growing interest in biofuels and other bio-based products.
Additionally, the other six undergraduate majors were consolidated into a new curriculum -Environmental Science and Terrestrial Resource Management (ESRM) with four transcripted
options: a) Sustainable Forest Management, b) Wildlife Conservation, c) Restoration Ecology
and Environmental Horticulture and d) Landscape Ecology and Conservation. In 2014, a new
option was created in the ESRM degree to meet the Natural Resource and Ecosystem
Management standard. The option is formally named the Natural Resource and Environmental
Management option and replaces the Landscape Ecology and Conservation option.
The School was one of the first in the University to initiate a strategic planning process (starting
in 1996) and continues to rely on it to guide future actions. A School mission was defined and
continues to guide the development of the School’s curricula:
The School of Environmental and Forest Sciences is dedicated to generating and
disseminating knowledge for the stewardship of natural and managed environments
and the sustainable use of their products and services through teaching, research,
and outreach.
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University of Washington, School of Environmental and Forest Sciences
The associated broad program goals for education are to provide students with a premier
educational and training experience in integrated natural resource management, utilization, and
environmental sciences and stewardship. A School retreat resulted in a list of desired outcomes
for all graduates of the School of Environmental and Forest Sciences:
•
•
•
•
•
•
•
•
•
•
Understanding sustainability/scarcity
Ethics/values
Reasoning and communication skills
Creativity/innovation
Fundamental knowledge
System design
Project management
Tradeoffs
Interface linkages in science/policy
Ability to function on interdisciplinary teams
Student Enrollment, Autumn Quarter
School of Environmental and Forest Sciences
700
Number of Students
600
500
400
Undergraduate
300
Graduate
Total SEFS
200
100
0
Year
Figure 1. Autumn quarter enrollment for undergraduate and graduate majors within SEFS.
(1989-2015)
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University of Washington, School of Environmental and Forest Sciences
This self-study document describes three academic programs:
a) Reaccreditation of Master of Forest Resources (MFR) in Forest Management
under Forestry standard
b) Accreditation of existing Sustainable Forest Management (SFM) option
within the B.S. degree program in Environmental Science and Terrestrial
Resource Management (ESRM) major under Forestry standard
c) Accreditation of existing Natural Resource and Environmental Management
(NREM) within the B.S. degree program in Environmental Science and
Terrestrial Resource Management major under Natural Resources and
Ecosystem Management standard
The first two programs, MFR and SFM, seek accreditation under the professional Forestry
standard and the third, NREM, under the Natural Resource and Ecosystem Management
standard. Prior to describing each curriculum in Standard II, we list the program goals for the
three curricula.
Program Goals for Master of Forest Resources
The goals of the Master of Forest Resources in Forest Management (MFR) program are to
educate, train, and prepare graduate professionals in forest land management who can serve
public agencies, non-governmental organizations, and the industrial and non-industrial private
sectors. This is accomplished by screening applicants so that admission is limited to those
individuals who have adequate forestry undergraduate preparation, and by offering a 48-credit
professional Master’s degree.
Specifically, the MFR degree program provides:
• A curriculum that integrates knowledge and skills from technical disciplines with those from
policy and management subjects in ways suitable for professional leadership in the public,
nongovernmental, and private sectors;
• A collaborative and interdisciplinary learning environment that develops team approaches,
skills, and experience needed for complex decision-making; and
• A future manager capable of addressing the complex issues facing society and industry in the
forest resources arena.
Program Goals for Environmental Science and Terrestrial Resource Management
The goals of the undergraduate B.S. degree program in Environmental Science and Terrestrial
Resource Management, including the SFM and NREM options, are to produce graduates who:
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University of Washington, School of Environmental and Forest Sciences
Knowledge sets:





Understand social, ecological, and economic theory, concepts, and processes at a variety
of spatial, temporal, and institutional levels.
Understand biological, physical, and chemical processes.
Understand professional and environmental ethics.
Understand application of ecosystem and social concepts along the urban to wild land
gradient.
Understand the processes of science, design, and management; the process models used
to describe and communicate them; and their role in contemporary environmental issues.
Skill sets:






Effectively work in interdisciplinary teams.
Effectively communicate to a diversity of audiences using written, oral, and graphic
methods.
Effectively access, evaluate, and use information and information tools.
Recognize research methods used by the social, natural, and design sciences.
Effectively apply analytical skills, including basic measurement and monitoring skills,
and use of appropriate technology.
Effectively complete at least one of the following: devise and conduct a scientifically
sound inquiry; design an environmental system or a component of an environmental
system; or devise a management plan, including plans for its implementation.
Developing comprehensive integration and meaning:



Understand interactions among plant, animal, and abiotic features of ecosystems.
Understand business, ecological, and social tradeoffs inherent in natural resource
management and use.
Understand and evaluate policy in context with cultural and historical heritage.
The specific objectives of all three curricula described herein are to:
1. Ensure that all students have essential knowledge and basic skills required for careers in
sustainable forest management and natural resource management.
a. Knowledge of ecological, biometrical, policy, silvicultural, and management skills.
b. Demonstrate the ability to use the techniques, skills, and modern technology necessary
for contemporary forest and natural resource management professions.
c. Understand the design and conduct of surveys and experiments, and be able to
statistically analyze and interpret data.
d. Ability to communicate effectively, both orally and written.
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University of Washington, School of Environmental and Forest Sciences
2. Develop all students’ ability to creatively solve problems and exercise sound professional
judgment in complex land management decision-making.
a. Pose well-defined, solvable problems from complicated and loosely-defined scenarios
similar to those found in forest and natural resource management.
b. Apply biological, economical, managerial, and political principles in open-ended
projects, such as the design and implementation of land management plans.
c. Generate alternative solutions and designs, and use sound professional judgment to
choose between alternatives in open-ended projects.
d. Evaluate and communicate the results of completed tasks in open-ended projects.
3. Provide all students with a broad education that will promote intellectual maturity and allow
contributions to society.
a. Ability to lead interdisciplinary teams.
b. Understanding of professional and ethical responsibilities.
c. Understand the impact of land management decisions and policies in a global and
societal context.
d. Knowledge of contemporary regional, national, and international issues relevant to forest
and natural resource management.
e. Recognize the value of life-long learning as a necessity for continued professional
competency.
Both ESRM options and the MFR degree program are designed to satisfy the Society of
American Foresters’ Accreditation Standards. The School is committed to continue providing
accredited degree programs to its students and to being a leader in forest and natural resource
management in Washington State, the region and the world.
School of Environmental and Forest Sciences Self-Evaluation
As evidenced by the curricular changes undergone by the School since its inception, we are
comfortable with evaluating and revising academic and research programs to meet the needs of
the changing society and environment. The School has an ongoing strategic planning process,
which reviews the programs and research areas offered through the School on an annual basis.
The SEFS Planning Committee facilitates dialogue among the faculty, administration and the
rest of the School community (i.e., staff and students), and helps the School revise programs as
necessary. The culture of deliberate change has allowed our School to transform its programs in
a timely and effective manner in order to attract a growing student body and to remain relevant
to our State’s many constituents.
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University of Washington, School of Environmental and Forest Sciences
Standard II: Curriculum
Unless noted otherwise, the ensuing discussion of Standard II separately addresses the
Sustainable Forest Management and Natural Resource and Environmental Management options
of the Environmental Science and Terrestrial Resource Management B.S. degree major being
accredited under the professional Forestry and Natural Resource and Ecosystem Management
standards, respectively, and the Master of Forest Resources in Forest Management degree
program being accredited under the professional Forestry standard.
Curriculum for Master of Forest Resources in Forest Management
The curriculum for the Master of Forest Resources (MFR) in Forest Management is designed to
satisfy the professional forestry standard. It is expected that students entering the MFR program
have fulfilled the requirements of the Sustainable Forest Management (SFM) option for the
undergraduate B.S. degree in Environmental Science and Terrestrial Resource Management
(ESRM) prior to enrolling in the MFR. For students who complete their undergraduate degree
elsewhere, the expectation is that they have earned a comparable education. All students will be
carefully considered by an MFR Admissions Committee prior to their admission to the program
to ensure that necessary precursor coursework has been completed. The admissions process is
described below.
Overview
The MFR degree is a non-thesis professional degree designed to integrate knowledge and skills
from technical forestry disciplines with those from policy and management in ways suitable for
professional leadership in the public, non-governmental, and private sectors.
The degree presumes a bachelor's degree in forestry or a closely-related field, and can be
completed in one calendar year. Students interested in the MFR degree come from different
academic backgrounds. Normally, students who have an adequate background in forest
resources can proceed directly into the program. Undergraduate students at the School of
Environmental and Forest Sciences enrolled in the Environmental Science and Terrestrial
Resource Management (ESRM) curriculum are advised to follow the Sustainable Forest
Management (SFM) option if they wish to apply to the program. Students without the requisite
background will be advised to take additional course work as described below.
As a non-thesis professional program, emphasis is on course work to develop the technical and
managerial skills required of today's professionals, followed by a capstone experience to
reinforce and apply the material learned in the earlier courses. The MFR degree curriculum is
structured into three broad categories:
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University of Washington, School of Environmental and Forest Sciences
1) Required core coursework (7 cr), consisting of:
 SEFS 500 (1) – Orientation Seminar
1
 SEFS 550 (3) – Graduate Seminar
2
 SEFS 526 (3) – Advanced Silviculture
2) In-depth courses distributed among the four topic areas required for SAF accreditation,
consisting of 2 courses in each area (36 cr). Approved substitutions allowed from a list
of directed electives if course previously taken as part of SFM option.
 Forest Ecology/Biology:
 SEFS 501 (5) – Forest Ecosystems – Community Ecology
 SEFS 507 (4) – Soils and Land Use Problems
 Measurement of Forest Resources:
 SEFS 520 (5) – Geographic Information Systems in Forest Resources
 Q SCI 482 (5) – Statistical Inference in Applied Research
 Management of Forest Resources:
 ESRM 425 (5) – Ecosystem Management
 ESRM 468 (5) – Forest Operations
 Forest Resources Policy, Economics and Administration:
 SEFS 571 (4) – Resource Policy and Administration
 ESRM 465 (3) – Economics of Conservation
3) Capstone project - independent case study or graduate internship (5 cr)
To round out their professional educational experience, students conduct a capstone
project wherein they bring their skills to bear on a real-life project in collaboration
with an outside client. Where appropriate, they act as an interdisciplinary team. This
capstone course is seen as the crowning experience, preparing students for real-life
situations they will encounter after graduation. Example capstone projects are given
in Appendix I.
As previously stated, it is expected that all students entering the MFR degree program have
previously completed a B.S. degree in forestry or a closely related natural resource program. At
the UW, students enrolled in the ESRM-SFM option will normally meet all course-related entry
requirements. For other applicants, it may be necessary to take course work to meet the Forestry
standard.
Below is a list of the ESRM-SFM undergraduate forestry/natural resource coursework all
students are expected to have taken.3,4
Each year a section of this seminar is devoted to topics of interest to MFR students.
Students who have not had Silviculture (ESRM 323, 5 cr), or an equivalent course prior to starting
the MFR program, must take it before enrolling in SEFS 526.
1
2
14
University of Washington, School of Environmental and Forest Sciences

Forest Ecology/Biology (25 cr):
 BIOL 180 (5) – Introductory Biology
 BIOL 200 (5) –Introductory Biology
 BIOL 220 (5) – Introductory Biology
 ESRM 210 (5) –Introductory Soils
 ESRM 201 (5) – Sustaining Pacific Northwest Ecosystems
 Measurement of Forest Resources (24 cr):
 Q SCI 381 (5) – Introduction to Probability and Statistics
 ESRM 250 (5) – Introduction to Geographic Information Systems in
Forest Resources
 ESRM 304 (5) – Environmental and Resource Assessment
 ESRM 368 (4) – Natural Resource Measurements
 ESRM 430 (5) – Remote Sensing of the Environment
 Management of Forest Resources (15 cr):
 ESRM 235 (5) – Introduction to Environmental Economics
 ESRM 323 (5) – Silviculture
 ESRM 461 (5) – Forest Economics and Management
 Forest Resources Policy, Economics and Administration (12 cr):
 ESRM 200 (5) – Society and Sustainable Environments
 ESRM 300 (2) – Principles of Sustainability
 ESRM 470 (5) – Natural Resource Policy and Planning
Students who have previously taken a course from the above ESRM-SFM undergraduate course
list cannot use it to satisfy degree requirements for the MFR. Instead, they must select an
alternate, and preferably more advanced, course from the list of directed MFR electives shown
below.
The Chair of the MFR Admissions Committee is responsible for recruiting students, coordinating
admissions, and maintaining the MFR curriculum with assistance from the SEFS Curriculum
Committee. The MFR Admissions Committee consists of three faculty members associated with
the program and recommends admission and remedial coursework if required. Students in the
program may be advised by any faculty member associated with the MFR program and should
seek those individuals whose expertise best aligns with their interests. The faculty adviser
approves the coursework list selected by the student from the list of directed MFR electives.
Because expertise in forest management is centered in the School of Environmental and Forest
Sciences, it is not expected that faculty from other departments will serve as faculty advisers on
student committees.
List of Approved Directed Electives for MFR
3
4
Equivalency of course content for graduates from other schools will be assessed as needed.
This list does not include all courses required of ESRM-SFM undergraduates.
15
University of Washington, School of Environmental and Forest Sciences

Forest Ecology/Biology:
 ESRM 410 (5) – Forest Soils and Site Productivity
 ESRM 441 (5) – Landscape Ecology
 ESRM 450 (5) – Wildlife Ecology and Conservation
 ESRM 478 (5) – Plant Eco-Physiology
 SEFS 514 (4) – Advanced Forest Soil Fertility and Chemistry
 SEFS 535 (3) – Fire Ecology
 SEFS 541 (5) – Advanced Landscape Ecology
 Measurement of Forest Resources:
 SEFS 564 (3/5) – Advanced Forest Biometry
 QSCI 480 (3) – Sampling Theory for Biologists
 QSCI 483 (5) – Statistical Inference in Applied Research II
 QSCI 486 (4) – Experimental Design
 Management of Forest Resources:
 ESRM 403 (4) – Forest and Economic Development in the Developing
World
 ESRM 420 (5) – Wildland Fire Management
 ESRM 426 (4) – Wildland Hydrology
 ESRM 428 (5) – Principles of Silviculture and Their Applications
 SEFS 525 (4) – Advanced Wildland Hydrology
 Forest Resources Policy, Economics and Administration:
 ESRM 400 (3) – Natural Resource Conflict Management
 PB AF 403 (4) – Professional Leadership
General Education
This section describes the anticipated background of students enrolled in the MFR program. It is
assumed that all SAF general education course requirements have been fulfilled at the
undergraduate level.
Oral and Written Communication Skills
Students entering the MFR program are required to have fulfilled significant prior course work
in oral and written communication skills development; those who have elected the Sustainable
Forest Management option will have taken a minimum of 15 credits in writing, communication,
and public speaking. Courses for this component are listed on Document A-1. This work focuses
on developing effective writing skills and methods plus principals of organizing, developing,
and report writing which is also emphasized in later professional courses. Oral presentation
principles, including use of visuals, as well as organizing and presenting an effective talk are
also developed in these courses. Oral communication courses are designed to increase
competence in public speaking and the critique of public speaking.
Science and Mathematics
Students entering the MFR program are required to have fulfilled significant prior work in
science and mathematics; those who have taken the Sustainable Forest Management option will
have taken a minimum of 55 credits in science and mathematics. Courses for this component are
16
University of Washington, School of Environmental and Forest Sciences
listed on Document A-1. Courses in this category focus on biology, chemistry, and quantitative
sciences. Biology courses inform students about living systems at the subcellular and community
levels, emphasizing the diversity, functioning, and interaction of whole organisms. Topics
include cell structure and function, energy, genetics, animal physiology and development, plant
and animal diversity, plant structure and function, general ecology, and evolution.
Elementary chemistry courses cover matter and energy, chemical nomenclature, chemical
reactions, stoichiometry, modern atomic theory, chemical bonding, gases/liquids/solids,
solutions, acids and bases, equilibrium, oxidation-reduction, electrochemistry, organic
compounds, hydrocarbons, and stereochemistry. An introductory soils course covers the
physical, chemical, and biological properties that affect distribution and use patterns of this
important ecosystem component, including soil morphology and genesis, plant nutrition and
nutrient cycling, soil water, microbiology, and application of soil properties to environmental
concerns.
Quantitative sciences courses provide an introduction to differential and integral calculus,
emphasizing the development of basic skills, promoting an understanding of mathematics and
applications to modeling and solving biological problems. Examples promote understanding of
mathematics and applications to modeling and solving biological problems. An introductory
probability and statistics course provides applications to biological and natural resource
problems stressing the formulation and interpretation of statistical tests. Students are also
exposed to the processes of measuring, monitoring, and assessment, as illustrated in diverse
environmental and resource case studies. These courses focus on exploring the scientific method,
hypothesis testing, sampling, and experimental designs, the role of questionnaires and polling
techniques, remote sensing techniques, and population measurements.
Lastly, 10 credits of Natural World electives are required.
Social Science and Humanities
Students entering the MFR program are required to have fulfilled significant prior work in social
sciences and humanities; those who have elected the Sustainable Forest Management option will
have taken a minimum of 25 credits in social sciences and humanities. Courses for this
component are listed on Document A-1. Courses within this category provide students with a
background in understanding the unique challenges surrounding conservation, restoration, and
management of nature in highly human-impacted environments. Teams of students work on real
Pacific Northwest problems with stakeholders and experts to understand patterns, processes, and
drivers of these systems. They also learn about the role of forestry, grazing, dams, water
extraction, and fishing, and their ecological and environmental effects, and the remediation and
restoration of negative impacts. These courses utilize field trips, studios, and problem-solving
exercises to understand, integrate, and generalize processes and issues across diverse production
systems.
Computer Literacy
It is expected that students entering the MFR will have some baseline background in computer
literacy. There are no significant computer literacy requirements of undergraduate students.
Students must have fulfilled, at a minimum, an introductory ESRM 250 Geographic Information
17
University of Washington, School of Environmental and Forest Sciences
Systems (GIS) course before entering the MFR degree program. This introductory course covers
the fundamentals of GIS systems: data sources, preprocessing, map analysis, output, remote
sensing as a source of GIS data, image analysis, and classification. This 5 credit course
emphasizes GIS as a source of management and technical information requests.
Professional Education
Courses within the professional education requirements are expected to be fulfilled in the MFR
program. This section describes the anticipated skills and knowledge that courses will provide to
students enrolled in the program.
Ecology and Biology
Students must take a minimum of 12 credits in courses addressing issues covering biology,
ecology and silviculture. The elective courses available to students cover a broad range of
ecological and biological issues; and some courses contain significant field components,
providing students with the appropriate opportunity for field application. Courses in this subject
area require students to understand taxonomy and have an ability to identify common forest and
other tree species and understand their distribution and associated vegetation and wildlife.
A course in forest ecology covers community ecology of forest ecosystems; quantitative
methods of community description; the role of limiting factors, competition, and disturbance in
determining community composition, structure, and stability; and provides an introduction to
forest ecosystem productivity including the history and application of successional theory. This
course is followed by a seminar in advanced silviculture which focuses on current and emerging
silvicultural issues and underlying biological principles. Topics include: stand management to
enhance wildlife, biodiversity, and high productivity in sub-tropical and tropical regions;
computer simulation of stand growth; adaptation to changes in management objectives; soil
conditions and productivity during stand rotation; and minimizing effects of catastrophic
disruption. A forest soils course describes how soil properties control potential and reasonable
possibilities of land use and includes factors controlling soil stability, hydrology, fertility, and
movement of pollutants. Field trip oriented with weekly activity summaries. Students also
conduct field trips to soil-use problem sites.
Measurement of Forest Resources
Students must take a minimum of 10 credits in courses addressing measurement and statistical
analysis of forest resources. These courses enable students to develop skills in identifying and
measuring land areas and conducting spatial analysis; designing and implementing
comprehensive inventories that meet specific objectives using appropriate sampling methods and
units of measurement. Students will be able to analyze inventory data and project future forest,
stand, and tree conditions.
A course addresses applications of GIS technology to forest science and management.
Fundamentals of GIS systems: data sources, preprocessing, map analysis, output; remote sensing
as a source of GIS data, image analysis, and classification. Emphasis is placed on GIS as a
source of management and technical information retrieval. A course in statistical inference for
applied research and experimental design has special focus on the application of statistical
techniques to biological problems.
18
University of Washington, School of Environmental and Forest Sciences
Management of Forest Resources
Students must take a minimum of 10 credits in courses addressing the management of forest
ecosystems and forest operations. Ecosystem management provides a scientific and social basis
for ecological forestry. Students are instructed in forest practices to achieve integrated
environmental and economic goals based upon material models of disturbance and stand
development including alternative harvesting methods, adaptive management and monitoring,
and certification and global issues. A course in forest operations provides an overview of all
aspects of timber harvesting; forest practices regulations; merchandising and sale of timber
products; valuation of standing timber; road maintenance and abandonment issues; and
streamside and wetland protection issues.
Forest Resource Policy, Economics, and Administration
Students must take a minimum of 7 credits in courses addressing policy, economics and
administration. A policy course examines the various players, arenas, issues, and policy
communities that form the context for policy development and implementation. An exploration
of approaches to policy inquiry is described and a consideration of implications for both policy
and management is provided. Students develop a study design for course project. Policy
implementation, evaluation, and change are also addressed. A second course uses economic
principles in the analysis of contemporary conservation problems. Particular emphasis is
directed toward the conservation of forest resources in the Pacific Northwest and related policy
issues. They will have an understanding of the valuation procedures and market and non-market
forces that provide humans the opportunities to enjoy non-consumptive products and services of
forests.
Distance Learning
There is no distance learning component to the MFR program.
Student Admission and Evaluation – MFR
As previously described, students interested in the MFR degree may come from different
academic backgrounds. Students who have an adequate background in natural or forest resources
can proceed directly into the program. Undergraduate students enrolled in the Environmental
Sciences and Natural Resource Management (ESRM) curriculum are advised to follow the
Sustainable Forest Management (SFM) option if they wish to apply to the program. Students
without the requisite background will take additional course work as described in the SFM
undergraduate option.
The following criteria are applied during the application process to the University’s Graduate
School. The Chair, MFR Admissions Committee receives the application from the Office of
Student and Academic Services, and circulates it to the other members of the MFR Admissions
Committee. We expect, and require, applicants to have a substantial natural resources
background prior to admission. In addition to the usual Graduate School criteria (GRE scores,
GPA >3.0), which is a first cut at acceptability, the reviewers are asked to rate the candidate in
one of three categories: (1) insufficient natural resources background to proceed in a timely
manner through the MFR program; (2) minor deficiencies that could be remedied with a couple
19
University of Washington, School of Environmental and Forest Sciences
of courses (which would not count towards the MFR degree); or (3) sufficiently complete
background. Students completing the undergraduate SFM option in the School of
Environmental and Forest Sciences would fall into Category 3 since the option is designed to
feed directly into the MFR.
At the conclusion of the review of an applicant’s package, the Chair, MFR Admissions
Committee collates the reviews and assigns a 1, 2, or 3 to the file. Applicants in Category 1,
although they may meet other Graduate School requirements, are denied entry into the MFR
program. They may be encouraged to enroll as 5th year undergraduates to obtain the necessary
background. Applicants in Category 2 are admitted with a requirement that minor deficiencies
be addressed, and that these deficiencies are in addition to all other program requirements.
Applicants in Category 3 are admitted without reservation. Recommendations are returned to
the Student Services Office, which processes that decision and informs the applicant.
20
University of Washington, School of Environmental and Forest Sciences
Document A-1: General Education Summary – Required Courses (MFR)
Institution Name: University of Washington_______________ Academic Year: 2015-2016____
Official Degree Program Title: Master of Forest Resources______________________________
Official Option Title: Forest Management____________________________________________
Total Credit Hours
Required Courses: Number &
Title
Communication 202: Communication
Theory or Communication 220:
Public Speaking
Biology 180: General Biology I
Biology 200: General Biology II
Biology 220 General Biology III
ESRM 210: Introductory Soils
Chemistry 120: Principles of
Chemistry I
Chemistry 220: Principles of
Chemistry II
QSCI 291: Analysis for Biologists I
(or MATH 124 or 144)
QSCI 292: Analysis for Biologists II
(or MATH 125 or 155)
QSCI 381: Intro to Probability and
Statistics (or STAT 311)
ESRM/ECON 235: Introduction to
Environmental Economics
ESRM 250: Introduction to
Geographic Information Systems
ESRM 200: Society & Sustainable
Environments
ESRM 201: Sustainable PNW
Ecosystems
Total Credit Hours
Science and
Mathematics
Communications
Social Science
and Humanities
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
55
Note: These requirements are met at the undergraduate degree level.
21
10
University of Washington, School of Environmental and Forest Sciences
Document A-2: General Education Summary – Restricted Electives (MFR)
Institution Name: University of Washington______________ Academic Year: 2015-2016_____
Official Degree Program Title: Master of Forest Resources______________________________
Official Option Title: Forest Management____________________________________________
Total Credit Hours
Restricted Electives Courses:
Number & Title
Individual & Society
Visual, Literary and Performing Arts
English composition
Natural World
Total Credit Hours
Minimum Credit Hours Required
Communications
Science and
Mathematics
Social Science
and Humanities
10
5
5
10
10
10
5
5
*Note: These requirements are met at the undergraduate degree level.
22
15
15
University of Washington, School of Environmental and Forest Sciences
Document B-1: Forest Resources Education Summary – Required Courses
(MFR)
Institution Name: University of Washington_______________Academic Year: 2015-2016_____
Official Degree Program Title: Master of Forest Resources______________________________
Official Option Title: Forest Management____________________________________________
Credit Hours in SAFRequired Areas of
Study
Course Contains
Significant
Content in (check all that
apply):
Required Courses: # & Title
SEFS 501 Forest Ecosystems –
5
Community Ecology
SEFS 500: Graduate Orientation
Seminar
SEFS 507: Soils and Land Use
4
Problems
SEFS 550: Graduate Seminar
1
SEFS 526: Advanced Silviculture
ESRM 461: Forest Economics
and Management
ESRM 368: Natural Resource
Measurements
ESRM 430: Remote Sensing of
the Environment
ESRM 470: Natural Resource
Policy and Planning
ESRM 300: Principles of
Sustainability
ESRM 304: Environmental and
Resource Assessment
SEFS 520: GIS in Forest
Resources
Q SCI 482: Statistical Inference
*
1
*
1
*
*
3
4
5
*
*
*
*
*
2
*
5
*
*
*
*
5
*
4
*
*
*
3
3
5
4
*
5
*
5
2
*
*
5
*
5
*
23
5
1
*
*
2
2
2
*
Total
Credit
Hours
*
5
*
5
5
University of Washington, School of Environmental and Forest Sciences
in Applied Research
SEFS 571: Resource Policy and
Administration
ESRM 465: Economics of
Conservation
ESRM 494 & 495:Capstone
Proposal and Project
ESRM 323: Silviculture
ESRM 425: Ecosystem
Management
ESRM 468: Forest Operations
SEFS 600: Independent Study or
SEFS 601: Internship
Total Required Credit Hours
1
2
4
1
1
1
1
14 31
4
*
*
*
4
2
*
*
*
3
*
*
*
10
*
*
*
*
*
*
*
5
5
*
*
*
*
*
5
5
4
3
4
1
3
3
1
1
26
18
24
*
*
89
University of Washington, School of Environmental and Forest Sciences
Document B-2: Forest Resources Education Summary – Restricted Electives
(MFR)
Institution Name: University of Washington_______________ Academic Year: 2015-2016____
Official Degree Program Title: Master of Forest Resources______________________________
Official Option Title: Forest Management____________________________________________
Course Contains Significant Content in
(check all that apply):
Credit Hours in SAFRequired Areas of
Study
Total
Credit
Hours
Restricted Elective
Courses:
# & Title
ESRM 410: Forest
Soils and Site
Productivity
ESRM 450: Wildlife
Ecology and
Conservation
ESRM 478: Plant
Eco-Physiology
ESRM 441:
Landscape Ecology
SEFS 541: Advanced
Landscape Ecology
SEFS 514: Advance
Forest Soil Fertility
and Chemistry
SEFS 535: Fire
Ecology
ESRM 420: Wildland
Fire Management
SEFS 525: Advanced
Wildland Hydrology
ESRM 403: Forest
and Economic
4
3
1
*
*
2
*
5
5
*
5
*
*
5
*
5
*
5
*
5
*
5
*
4
4
*
3
*
*
*
3
5
*
*
*
5
4
*
*
4
*
4
4
*
25
University of Washington, School of Environmental and Forest Sciences
Development in the
Developing World
ESRM 426: Wildland
Hydrology
SEFS 564: Advanced
3/5
Forest Biometry
QSCI 483: Statistical
Inference in Applied
5
Research II
QSCI 486:
4
Experimental Design
Q SCI 480: Sampling
3
Theory for Biologists
ESRM 400: Natural
Resource Conflict
Management
PB AF 403:
Professional
Leadership
Total Available
16Restricted Elective 29
18
Credit Hours
Minimum Credit
12 10
Hours Required
4
*
**
*
4
*
*
3/5
*
*
5
*
*
4
*
*
3
3
*
*
*
3
4
*
*
*
4
21
11
77-79
10
7
39
*Note: 39 cr + 4 cr of seminar and 5 cr of capstone course = 48 cr total
26
University of Washington, School of Environmental and Forest Sciences
Curricula for ESRM Degrees
General Education for SFM and NREM Options
All ESRM students must meet University and College general education requirements in order to
graduate with a B.S. degree. This requires that a minimum of 180 credits be earned.
Oral and Written Communication Skills
Students entering the ESRM program are required to take a minimum of 15 credits in writing,
communication, and public speaking. Courses for this component are listed on Document A-1.
This work focuses on developing effective writing skills, methods, and principals of organizing,
developing, and writing. Oral presentation principles, including use of visuals, as well as
organizing and presenting an effective talk are also developed in these courses. Oral
communication courses are designed to increase competence in public speaking and the critique
of public speaking.
Science and Mathematics
Students entering the ESRM program are required to take a minimum of 55 credits in science
and mathematics. Courses for this component are listed on Document A-1. Courses in this
category focus on biology, ecology, chemistry, and quantitative sciences. Biology courses
inform students about living systems at the subcellular and community levels, emphasizing the
diversity, functioning, and interaction of whole organisms. Topics include cell structure and
function, energy, genetics, animal physiology and development, plant and animal diversity, plant
structure and function, general ecology, and evolution. A course in forest ecology covers
community ecology of forest ecosystems; quantitative methods of community description; the
role of limiting factors, competition, and disturbance in determining community composition,
structure, and stability; and provides an introduction to forest ecosystem productivity including
the history and application of successional theory.
Elementary chemistry courses cover matter and energy, chemical nomenclature, chemical
reactions, stoichiometry, modern atomic theory, chemical bonding, gases/liquids/solids,
solutions, acids and bases, equilibrium, oxidation-reduction, electrochemistry, organic
compounds, hydrocarbons, and stereochemistry. An introductory soils course covers the
physical, chemical, and biological properties that affect distribution and use patterns of this
important ecosystem component, including soil morphology and genesis, plant nutrition and
nutrient cycling, soil water, microbiology, and application of soil properties to environmental
concerns.
Quantitative sciences courses provide an introduction to differential and integral calculus,
emphasizing the development of basic skills, promoting an understanding of mathematics and
applications to modeling and solving biological problems. Examples promote understanding of
mathematics and applications to modeling natural resource phenomena. An introductory
probability and statistics course provides applications to biological and natural resource
problems stressing the formulation and interpretation of statistical tests. Students are also
exposed to the processes of measuring, monitoring, and assessment, as illustrated in diverse
27
University of Washington, School of Environmental and Forest Sciences
environmental and natural resource problems. These courses focus on exploring the scientific
method, hypothesis testing, sampling, and experimental design, the role of questionnaires and
polling techniques, remote sensing techniques, and population measurements.
Lastly, 10 credits of Natural World electives are required.
Social Science and Humanities
Students entering the ESRM program are required take a minimum of 25 credits in social
sciences and humanities. Courses for this component are listed on Document A-1. Courses
within this category provide students with a background in understanding the unique challenges
surrounding conservation, restoration, and management of nature in highly human-impacted
environments. Teams of students work on real Pacific Northwest problems with stakeholders
and experts to understand patterns, processes, and drivers of these systems. They also learn
about the role of forestry, grazing, dams, water extraction, and fishing, and their ecological and
environmental effects, and the remediation and restoration of negative impacts. These courses
utilize field trips, studios, and problem-solving exercises to understand, integrate, and generalize
processes and issues across diverse production systems.
Computer Literacy
It is expected that students entering the ESRM program will have some baseline background in
computer literacy. There are no significant computer literacy requirements of undergraduate
students; however, students use computer resources throughout their degree program. Students
are expected to be competent with word processing and spreadsheet software such as Word and
Excel. Students take an introductory ESRM 250 Geographic Information Systems (GIS) course.
This introductory course covers the fundamentals of GIS systems: data sources, preprocessing,
map analysis, output, remote sensing as a source of GIS data, image analysis, and classification.
This 5 credit course emphasizes GIS as a source of management and technical information
requests. Students use statistical software in QSCI 381and use forest vegetation models in
ESRM 323 and ESRM 428 (silviculture and principles of silviculture) and optimization and
economic models in ESRM 461 (forest management and economics).
The following discussion separately addresses the Professional Education components of the
Sustainable Forest Management and Natural Resource and Environmental Management options
of the Environmental Science and Terrestrial Resource Management B.S. degree major being
accredited under the professional forestry and natural resource management standards,
respectively.
28
University of Washington, School of Environmental and Forest Sciences
Specific Curriculum for ESRM: Sustainable Forest Management Option
Students entering the SFM option of the ESRM program acquire the knowledge and skills to:
measure and monitor forest resources in order to understand the ecology of forest systems;
manage for timber and non-timber forest products and, environmental services; conduct
sustainable operations; market and sell forest products; utilize critical thinking skills; and
understand how social, economic, and ecological forces interact to effect the sustainable
management of forests and their associated resources.
All students electing the SFM option of the ESRM program follow the curriculum shown below
and, upon successful completion of 180 credits, receive a Bachelor of Science in Environmental
Science and Terrestrial Resource Management (ESRM).
General and Areas of Knowledge Requirements (30 credits)
 English Composition: (5 cr)
 Any composition course
 Visual Literary & Performing Arts5: (5 cr)
 Any VLPA course
 Natural World: (10 cr)
 Any NW credits outside of ESRM and major
 Individuals & Society6: (10 cr)
 Any I&S credits outside of ESRM and major
ESRM Major Requirements (60 cr)
 Biology and Earth Science (20 cr)
 Biology 180 (5) General Biology I
 Biology 200 (5) General Biology II
 Biology 220 (5) General Biology III
 ESRM 210 (5) Introductory Soils (or ESS 201 or 210; ESS/Ocean 230,
ATMS 211))
VLPA courses focus on questions of meaning and value in human life, as well as the effective
expression of the human experience. Art is used here in a very broad sense, from the ancient Greek
arête meaning excellence. List of courses.
6 I&S courses focus on the study of human behavior both individually and socially. This includes the
history, development, and dynamics of human behavior, as well as social and cultural institutions.
List of courses.
5
29
University of Washington, School of Environmental and Forest Sciences
 Chemistry (10 cr)
 Chemistry 120 (5) Principles of Chemistry I (or CHEM 142)
 Chemistry 220 (5) Principles of Chemistry II (or CHEM 152)
 Quantitative and Symbolic Reasoning (20 cr)
 QSCI 291 (5) Analysis for Biologists I (or MATH 124)
 QSCI 292 (5) Analysis for Biologists II (or MATH 125)
 QSCI 381 (5) Introduction to Probability and Statistics (or Stat 311)
 ESRM 250 (5) Introduction to Geographic Information Systems
 Communications (5 cr)
 COM 202 (5) Communication Theory or Com 220 Public Speaking
 Economics (5 cr)
 ESRM/ECON/ENVIR 235 (5) Introduction to Environmental
Economics (or Econ 200 or 201)
ESRM Core Courses (27 credits)
 ESRM 200 (5) Society and Sustainable Environments
 ESRM 201 (5) Sustainable Pacific NW Ecosystems
 ESRM 300 (2) Principles of Sustainability
 ESRM 304 (5) Environmental and Resource Assessment
 ESRM 494 & 495 or 496 (10) Senior Capstone Project/Thesis
ESRM Restricted Electives or Transcripted Option (35 credits)
 35 credits in ESRM & Bioresource Science and Engineering (BSE)
courses which may include 5 credits from QSCI
 15+ credits from 400+ level courses
 Remaining credits from 300+ level courses to sum to 35 credits
Electives (28 credits to reach 180 for B.S. degree)
Students following the SFM option must also satisfy the following course requirements totaling
35 credits:
 Required courses for SFM option: (24 cr)
 ESRM 323 (5) – Silviculture
 ESRM 368 (4) – Natural Resource Measurements
 ESRM 430 (5) – Remote Sensing of the Environment
 ESRM 461 (5) – Forest Economics and Management
 ESRM 470 (5) – Natural Resource Policy and Planning
30
University of Washington, School of Environmental and Forest Sciences
 Plus at least one course from the following list: (3-5 cr)
 ESRM 350 (5) – Wildlife Biology and Conservation
 ESRM 409 (5) – Soil Ecology
 ESRM 410 (5) – Forest Soils and Site Productivity
 ESRM 414 (3) – Forest Soil Fertility and Chemistry
 ESRM 426 (4) – Wildland Hydrology
 Plus at least one course from the following list: (3-5 cr)
 ESRM 315 (5) – Old Growth and Forest Management
 ESRM 420 (5) – Wildland Fire Management
 ESRM 425 (5) – Ecosystem Management
 ESRM 428 (5) – Principles of Silviculture and Their Applications
 ESRM 435 (3) – Forest Entomology
 ESRM 468 (5) – Forest Operations
 Plus at least one course from the following list: (3-5 cr)
 ESRM 320 (5) – Marketing and Human Resources
 ESRM 321 (5) – Finance and Accounting
 ESRM 400 (3) – Natural Resource Conflict Management
 ESRM 403 (4) – Forest and Economic Development
 ESRM 465 (3) – Economics of Conservation
Summary of SFM Option
Below is a summary of the SFM option curriculum into the four subject matter categories
defined by SAF’S professional forestry standards:
Ecology and Biology –
BIOL 180, 200, 220 (15); ESRM 210 (5); ESRM 201 (5); and at least one course from list A for
a total of 28-30 credits
Measurement of Forest Resources –
Q SCI 381 (5); ESRM 250 (5); ESRM 304 (5); ESRM 368 (4); ESRM 430 (5) for a total of 24
credits
Management of Forest Resources ESRM 235 (5); ESRM 461 (5); ESRM 323 (5); ESRM 494 & 495 or 496 (10) and at least one
course from list B for a total of 28-30 credits. In addition, students gain practical experiences
through ESRM 494 & 495 or 496 (10) -- Senior Capstone Project/Thesis requirements.
Forest Resource Policy, Economics and Administration –
ESRM 200 (5); ESRM 300 (2); ESRM 470 (5) and at least one course from list C for a total of
15-17 credits
31
University of Washington, School of Environmental and Forest Sciences
Professional Education for ESRM: SFM Option
This section describes the anticipated skills and knowledge that professional education courses
will provide to students enrolled in the SFM option.
Ecology and Biology
Students must take a minimum of 12 credits in courses addressing issues covering ecology,
silviculture and biology. The courses students may select from cover a broad range of ecological
and biological issues; and some courses contain significant field components, providing students
with the appropriate opportunity for field application. Courses in this field require students to
understand taxonomy and have an ability to identify forest and other tree species, and understand
their distribution and associated vegetation and wildlife.
A seminar in advanced silviculture focuses on current and emerging silvicultural issues and
underlying biological principles. Topics include: stand management to enhance wildlife,
biodiversity, and high productivity in sub-tropical and tropical regions; computer simulation of
stand growth; adaptation to changes in management objectives; soil conditions and productivity
during stand rotation; and minimizing effects of catastrophic disruption. A forest soils course
describes how soil properties control potential and reasonable possibilities of land use and
includes factors controlling soil stability, hydrology, fertility, and movement of pollutants. Field
trip oriented with weekly activity summaries. Students also conduct field trips to soil-use
problem sites.
Measurement of Forest Resources
Students must take a minimum of 10 credits in courses addressing measurement and statistical
analysis of forest resources. These courses enable students to develop skills in identifying and
measuring land areas and conducting spatial analysis; designing and implementing
comprehensive inventories that meet specific objectives using appropriate sampling methods and
units of measurement. Students will be able to analyze inventory data and project future forest,
stand, and tree conditions.
An introductory GIS course addresses applications of GIS technology to forest science and
management. Fundamentals of GIS systems included in the course are: data sources,
preprocessing, map analysis, output; remote sensing as a source of GIS data, image analysis, and
classification. Emphasis on GIS as a source of management and technical information requests.
A course in statistical inference for applied research and experimental design has special focus
on the application of statistical techniques to biological problems.
Management of Forest Resources
Students must take a minimum of 10 credits in courses addressing the management of forest
ecosystems and forest operations. Ecosystem management provides a scientific and social basis
for ecological forestry. Students are instructed in forest practices to achieve integrated
environmental and economic goals based upon material models of disturbance and stand
development including alternative harvesting methods, adaptive management and monitoring,
and certification and global issues. A course in forest operations provides an overview of all
32
University of Washington, School of Environmental and Forest Sciences
aspects of timber harvesting; forest practices regulations; merchandising and sale of timber
products; valuation of standing timber; road maintenance and abandonment issues; and
streamside and wetland protection issues.
Students develop an ability to analyze the economic, environmental, and social consequences of
forest resource management strategies and decisions, and develop management plans with
specific multiple objectives and constraints.
Forest Resource Policy, Economics, and Administration
Students must take a minimum of 7 credits in courses addressing policy, economics and
administration. A policy course examines the various players, arenas, issues, and policy
communities that form the context for policy development and implementation. An exploration
of approaches to policy inquiry is described and a consideration of implications for both policy
and management is provided. Students develop a study design for course project. Policy
implementation, evaluation, and change are also addressed. A second course uses economic
principles in the analysis of contemporary conservation problems. Particular emphasis is directed
toward the conservation of forest resources in the Pacific Northwest and related policy
issues. They will have an understanding of the valuation procedures and market and non-market
forces that provide humans the opportunities to enjoy non-consumptive products and services of
forests.
Distance Learning
There is no distance learning required in the SFM option. ESRM 250: Introduction to
Geographic Information Systems in Forest Resources can be taken online.
33
University of Washington, School of Environmental and Forest Sciences
Document A-1: General Education Summary – Required Courses (ESRM:
SFM)
Institution Name: University of Washington_______________Academic Year: 2015-2016_____
Official Degree Program Title: Bachelor of Science: Environmental Science and Terrestrial
Resource Management
Official Option Title: Sustainable Forest Management__________________________________
Total Credit Hours
Required Courses: Number &
Title
Communication 202: Communication
Theory or Communication 220:
Public Speaking
Biology 180: General Biology I
Biology 200: General Biology II
Biology 220 General Biology III
ESRM 210: Introductory Soils
Chemistry 120: Principles of
Chemistry I
Chemistry 220: Principles of
Chemistry II
QSCI 291: Analysis for Biologists I
(or MATH 124 or 144)
QSCI 292: Analysis for Biologists II
(or MATH 125 or 155)
QSCI 381: Intro to Probability and
Statistics (or STAT 311)
ESRM/ECON 235: Introduction to
Environmental Economics
ESRM 250: Introduction to
Geographic Information Systems
ESRM 200: Society & Sustainable
Environments
ESRM 201: Sustainable PNW
Ecosystems
Total Credit Hours
Science and
Mathematics
Communications
Social Science
and Humanities
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
55
*Note: Total of 70 credits.
34
10
University of Washington, School of Environmental and Forest Sciences
Document A-2: General Education Summary – Restricted Electives (ESRM:
SFM)
Institution Name: University of Washington_______________Academic Year: 2015-2016_____
Official Degree Program Title: Bachelor of Science: Environmental Science and Terrestrial
Resource Management__________
Official Option Title: Sustainable Forest Management__________________________________
Total Credit Hours
Restricted Elective Courses: Number
& Title
Communications
Individual & Society
Visual, Literary and Performing Arts
English composition
Natural World
Total Credit Hours
Minimum Credit Hours Required
Science and
Mathematics
Social Science
and Humanities
10
5
5
10
10
10
5
5
*Note: Total of 30 credits.
35
15
15
University of Washington, School of Environmental and Forest Sciences
Document B-1: Forest Resources Education Summary – Required Courses
(ESRM: SFM)
Institution Name: University of Washington_______________Academic Year: 2015-2016_____
Official Degree Program Title: Bachelor of Science: Environmental Science and Terrestrial
Resource Management__________
Official Option Title: Sustainable Forest Management__________________________________
Credit Hours in SAFRequired Areas of Study
Course Contains Significant
Content in (check all that
apply):
Total
Credit
Hours
Required Courses:
Number & Title
ESRM 461: Forest
Economics and
Management
ESRM 368: Natural
Resource Measurements
ESRM 430: Remote
Sensing of the Environment
ESRM 470: Natural
Resource Policy and
Planning
ESRM 300: Principles of
Sustainability
ESRM 304: Environmental
& Resource Assessment
ESRM 494 & 495:
2
Capstone Proposal and
Project
ESRM 323: Silviculture
1
Total Required Credit
Hours
3
2
3
4
5
*
*
*
*
*
5
*
2
*
5
4
18
*
3
1
11
9
36
5
4
*
5
*
5
2
*
*
4
*
*
5
*
*
*
10
*
*
*
5
41
University of Washington, School of Environmental and Forest Sciences
Document B-2: Forest Resources Education Summary – Restricted Electives
(ESRM: SFM)
Institution Name: University of Washington_______________Academic Year: 2015-2016_____
Official Degree Program Title: Bachelor of Science: Environmental Science and Terrestrial
Resource Management__________
Official Option Title: Sustainable Forest Management__________________________________
Credit Hours in SAFRequired Areas of
Study
Course Contains Significant
Content in (check all that apply):
Total
Credit
Hours
Restricted Elective Courses:
Number & Title
ESRM 410: Forest Soils and Site
Productivity
ESRM 350: Wildlife Biology and
Conservation
ESRM 414: Forest Soil Fertility
and Chemistry
ESRM 420: Wildland Fire
Management
ESRM 409: Soil Ecology
4
1
3
2
5
1
ESRM 403: Forest and Economic
Development in the Developing
World
ESRM 426: Wildland Hydrology
ESRM 400: Natural Resource
Conflict Management
ESRM 315: Old Growth and
Forest management
ESRM 425: Ecosystem
Management
ESRM 428: Principles of
Silviculture and Their
*
3
4
4
1
2
1
5
3
*
*
*
5
*
*
*
5
*
4
*
4
*
*
3
*
*
5
*
*
5
*
*
5
*
*
3
*
4
*
37
*
*
*
2
5
*
3
1
*
*
4
1
*
*
*
University of Washington, School of Environmental and Forest Sciences
Applications
ESRM 435: Forest Entomology
ESRM 468: Forest Operations
2
1
1
ESRM 320:Marketing and
Management from a
Sustainability Perspective
ESRM 465: Economics of
Conservation
ESRM 321: Finance and
Accounting from a Sustainability
Perspective
Total Available Restricted
20 5
Elective Credit Hours
Minimum Credit Hours
3Required
5
*
*
*
3
*
*
5
*
*
5
*
*
3
*
*
5
3
1
4
1
1
2
4
1
39
12
76
3-5
3-5
9-15
*
*Note: Total credits from Tables A-1, A-2 and B-1 = 141 credits.
An additional 11 credits from Table B-2 = 152 credits. Open electives of 28
Credits = 180 credits required to graduate.
38
University of Washington, School of Environmental and Forest Sciences
Curriculum for ESRM: Natural Resource and Environmental Management Option
Students entering the NREM option of the ESRM program acquire basic knowledge of natural
resources including how to assess and monitor ecosystem components, structures and functions
(including human systems); develop management plans for conserving and protecting the
integrity of natural systems; work with groups and organizations with diverse objectives to
sustain forests for all of the goods and services they provide; and understand the legal,
regulatory, policy and institutional framework for managing and conserving natural resources.
All students entering the NREM option of the ESRM program are required to satisfy the same
basic curriculum requirements as specified above for the ESRM B.S. degree. Upon successful
completion of 180 credits, students receive a Bachelor of Science in Environmental Science and
Terrestrial Resource Management (ESRM).
Students following the NREM option must also satisfy the following course requirements
totaling 35 credits:
 Required courses for the NREM option: (25 cr)
 ESRM 323 (5) Silviculture
 ESRM 350 (5) Wildlife Biology and Conservation
 ESRM 400 (3) Natural Resource Conflict Management
 ESRM 426 (4) Wildland Hydrology
 ESRM 470 (5) Natural Resource Policy and Planning
 Plus at least one course from the following list: (3-5 cr)
 ESRM 311 (3) Soils and Land Use
 ESRM 315 (5) Natural Resource Issues: Old-Growth and Forest
Management
 ESRM 331 (3) Landscape Plant Recognition
 ESRM 441 (5) Landscape Ecology
 ESRM 450 (5) Wildlife Ecology and Conservation
 Plus at least one course from the following list (3-5 cr):
 ESRM 320 (5) Marketing and Management from a Sustainability
Perspective
 ESRM 420 (5) Wildland Fire Management
 ESRM 425 (5) Ecosystem Management
 ESRM 461 (5) Forest Management and Economics
 ESRM 465 (3) Economics of Conservation
 ESRM 371 (5) Environmental Sociology
39
University of Washington, School of Environmental and Forest Sciences
Summary of NREM option
Below is a summary of the NREM option curriculum into the five subject matter categories
defined by SAF’S Natural Resource and Ecosystem Management standard:
Ecosystem Components and Functioning (including human systems) –
BIOL 180, 200, 220 (15); ESRM 210 (5); ESRM 201 (5); ESRM 350 (5); ESRM 426 (4) for a
total of 34 credits
Measurement and Assessment of Ecosystem Components, Properties and Functioning –
(including human systems)
Q SCI 381 (5); ESRM 250 (5); ESRM 304 (5); for a total of 15 credits
Identification and Evaluation of Management Objectives ESRM 235 (5); ESRM 300 (2); ESRM 426 (4); plus at least one course from list B for a total of
14-16 credits
Development of Management Plans –
ESRM 200 (5); ESRM 323 (5); ESRM 400 (3). ESRM 470 (5); plus at least one course from list
A for a total of 24-26 credits
Management Practice and Conduct –
ESRM 494 & 495 or 496 (10)
40
University of Washington, School of Environmental and Forest Sciences
Professional Education for ESRM: Natural Resource and Environmental Management
Option
Courses within the professional education requirements are expected to be fulfilled in both of the
ESRM options. This section describes the anticipated skills and knowledge that courses will
provide to students enrolled in the NREM option.
Ecosystem Components and Functioning (including human systems)
Students must take a minimum of 12 credits in courses addressing issues covering ecology,
silviculture and biology. The courses students may select from cover a broad range of ecological
and biological issues; and some courses contain significant field components, providing students
with the appropriate opportunity for field application. Courses in this field require students to
understand taxonomy and have an ability to identify forest and other tree species, and understand
their distribution and associated vegetation and wildlife.
A course in forest ecology covers community ecology of forest ecosystems; quantitative
methods of community description; the role of limiting factors, competition, and disturbance in
determining community composition, structure, and stability; and provides an introduction to
forest ecosystem productivity including the history and application of successional theory. This
course is followed by a seminar in advanced silviculture which focuses on current and emerging
silvicultural issues and underlying biological principles. Topics include: stand management to
enhance wildlife, biodiversity, and high productivity in sub-tropical and tropical regions;
computer simulation of stand growth; adaptation to changes in management objectives; soil
conditions and productivity during stand rotation; and minimizing effects of catastrophic
disruption. A forest soils course describes how soil properties control potential and reasonable
possibilities of land use and includes factors controlling soil stability, hydrology, fertility, and
movement of pollutants. Field trip oriented with weekly activity summaries. Students also
conduct field trips to soil-use problem sites.
Measurement and Assessment of Ecosystem Components, Properties and Functioning –
(including human systems)
Students must take a minimum of 10 credits in courses addressing measurement and statistical
analysis of forest resources. These courses enable students to develop skills in identifying and
measuring land areas and conducting spatial analysis; designing and implementing
comprehensive inventories that meet specific objectives using appropriate sampling methods and
units of measurement. Students will be able to analyze inventory data and project future forest,
stand, and tree conditions.
One course is offered in the applications of GIS technology to forest science and management.
Fundamentals of GIS systems: data sources, preprocessing, map analysis, output; remote sensing
as a source of GIS data, image analysis, and classification. Emphasis is placed on GIS as a
source of management and technical information requests. A course in statistical inference for
applied research and experimental design has special focus on the application of statistical
techniques to biological problems.
41
University of Washington, School of Environmental and Forest Sciences
Identification and Evaluation of Management Objectives
Students must take a minimum of 10 credits in courses addressing the management of forest
ecosystems and forest operations. Ecosystem management provides a scientific and social basis
for ecological forestry. Students are instructed in forest practices to achieve integrated
environmental and economic goals based upon material models of disturbance and stand
development including alternative harvesting methods, adaptive management and monitoring,
and certification and global issues. A course in forest operations provides an overview of all
aspects of timber harvesting; forest practices regulations; merchandising and sale of timber
products; valuation of standing timber; road maintenance and abandonment issues; and
streamside and wetland protection issues.
Students develop an ability to analyze the economic, environmental, and social consequences of
forest resource management strategies and decisions, and develop management plans with
specific multiple objectives and constraints.
Development of Management Plans
Students must take a minimum of 7 credits in courses addressing policy, economics and
administration. A policy course examines the various players, arenas, issues, and policy
communities that form the context for policy development and implementation. An exploration
of approaches to policy inquiry is described and a consideration of implications for both policy
and management is provided. Students develop a study design for course project. Policy
implementation, evaluation, and change are also addressed. A second course uses economic
principles in the analysis of contemporary conservation problems. Particular emphasis is directed
toward the conservation of forest resources in the Pacific Northwest and related policy
issues. They will have an understanding of the valuation procedures and market and non-market
forces that provide humans the opportunities to enjoy non-consumptive products and services of
forests.
Management Practice and Conduct
Students gain practical knowledge in designing and preparing a project plan that integrates their
knowledge and skills in the development of a collaborative solution to a realistic management
problem. This is accomplished by taking ESRM 495 and 495 for 10 credits.
Distance Learning
There is no distance learning required in the NREM option. ESRM 250: Introduction to
Geographic Information Systems in Forest Resources can be taken online.
42
University of Washington, School of Environmental and Forest Sciences
Document A-1: General Education Summary – Required Courses (ESRM:
NREM)
Institution Name: University of Washington_______________Academic Year: 2015-2016_____
Official Degree Program Title: Bachelor of Science: Environmental Science and Terrestrial
Resource Management _____________
Official Option Title: Natural Resource and Environmental Management___________________
Total Credit Hours
Required Courses: Number &
Title
Communication 202: Communication
Theory or Communication 220:
Public Speaking
Biology 180: General Biology I
Biology 200: General Biology II
Biology 220 General Biology III
ESRM 210: Introductory Soils
Chemistry 120: Principles of
Chemistry I
Chemistry 220: Principles of
Chemistry II
QSCI 291: Analysis for Biologists I
(or MATH 124 or 144)
QSCI 292: Analysis for Biologists II
(or MATH 125 or 155)
QSCI 381: Intro to Probability and
Statistics (or STAT 311)
ESRM/ECON 235: Introduction to
Environmental Economics
ESRM 250: Introduction to
Geographic Information Systems
ESRM 200: Society & Sustainable
Environments
ESRM 201: Sustainable PNW
Ecosystems
Total Credit Hours
Science and
Mathematics
Communications
Social Science
and Humanities
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
55
*Note: Total of 70 credits.
43
10
University of Washington, School of Environmental and Forest Sciences
Document A-2: General Education Summary – Restricted Electives (ESRM:
NREM)
Institution Name: University of Washington_______________Academic Year: 2015-2016_____
Official Degree Program Title: Bachelor of Science: Environmental Science and Terrestrial
Resource Management _____________
Official Option Title: Natural Resource and Environmental Management___________________
Total Credit Hours
Restricted Elective Courses: Number
& Title
Communications
Individual & Society
Visual, Literary and Performing Arts
English composition
Natural World
Total Credit Hours
Minimum Credit Hours Required
Science and
Mathematics
Social Science
and Humanities
10
5
5
10
10
10
5
5
*Note: Total of 30 credits.
44
15
15
University of Washington, School of Environmental and Forest Sciences
Document B-1: Forest Resources Education Summary – Required Courses
(ESRM: NREM)
Institution Name: University of Washington_______________Academic Year: 2015-2016_____
Official Degree Program Title: Bachelor of Science: Environmental Science and Terrestrial
Resource Management
Official Option Title: Natural Resource and Environmental Management___________________
ESRM 323: Silviculture
1
ESRM 350: Wildlife
Biology and
Conservation
ESRM 400: Natural
Resource Conflict
Management
ESRM 426: Wildland
Hydrology
ESRM 300: Principles of
Sustainability
ESRM 304
Environmental &
Resource Assessment
ESRM 494 & 495:
Capstone Proposal and
Project
ESRM 470: Natural
Resource Policy and
Planning
Total Required Credit
Hours
1
1
1
Course Contains
Significant
Content in (check all that
apply):
Total
Credit
Hours
Management
Practice
Ecosystem
Required Courses:
Number & Title
Measurement
Credit Hours in SAFRequired Areas of Study
2
1
2
2
*
2
1
*
1
2
*
*
1
5
1
4
12
12
45
*
*
*
10
*
5
*
5
*
3
*
4
2
*
*
10
3
*
*
2
4
*
*
5
*
10
*
5
42
University of Washington, School of Environmental and Forest Sciences
Document B-2: Forest Resources Education Summary – Restricted Electives
(ESRM: NREM)
Institution Name: University of Washington_______________Academic Year: 2015-2016_____
Official Degree Program Title: Bachelor of Science: Environmental Science and Terrestrial
Resource Management _____________
Official Option Title: Natural Resource and Environmental Management___________________
ESRM 311: Soils and
Land Use
ESRM 450: Wildlife
Biology and
Conservation
ESRM 315: Natural
Resource Issues: OldGrowth and Forest
Management
ESRM 331: Landscape
Plant Recognition
ESRM 441: Landscape
Ecology
ESRM 320: Marketing
and Management from a
Sustainability Perspective
ESRM 420: Wildland
Fire Management
ESRM 425: Ecosystem
Management
1
2
1
1
1
1
Total
Credit
Hours
*
*
*
3
*
5
*
5
2
2
2
1
*
1
*
*
3
1
1
*
*
5
1
3
1
*
*
5
1
3
1
*
*
*
5
2
1
1
*
*
*
5
2
3
Course Contains
Significant
Content in (check all that
apply):
Management
Practice
Ecosystem
Restricted Elective
Courses: Number &
Title
Measurement
Credit Hours in SAFRequired Areas of Study
46
*
*
*
University of Washington, School of Environmental and Forest Sciences
ESRM 461: Forest
Management and
Economics
ESRM 465: Economics
of Conservation
ESRM 371:
Environmental Sociology
Total Available
9
Restricted Elective
Credit Hours
Minimum Credit Hours 2
Required
1
3
1
*
*
*
5
1
2
*
*
*
3
2
2
1
*
*
*
5
1
14
23
5
52
0
3
3
2
10
*Note: Total credits from Tables A-1, A-2 and B-1 = 142 credits.
An additional 10 credits from Table B-2 = 152 credits. Open electives of 28
Credits = 180 credits required to graduate.
47
University of Washington, School of Environmental and Forest Sciences
Standard III: Forestry Program Organization and Administration
The ensuing discussion of Standard III applies to the Sustainable Forest Management and
Natural Resource and Environmental Management options of the Environmental Science and
Terrestrial Resource Management B.S. degree major being accredited under the professional
forestry and natural resource management standards, respectively, and the Master of Forest
Resources in Forest Management degree program being accredited under the professional
forestry standard.
College and School Administration
The School of Environmental and Forest Sciences is administratively located within the College
of the Environment under the leadership of Dean Lisa Graumlich. The School of Environmental
and Forest Sciences is one of seven academic departments within the College and is
administered by Director Thomas H. DeLuca.
University of Washington, College of the Environment, Dean Lisa Graumlich
School of Environmental and Forest Sciences, Director Thomas DeLuca
School of Aquatic and Fishery Sciences, Director Andre Punt
Department of Atmospheric Sciences, Chair Gregory Hakim
Department of Earth and Space Sciences, Chair Bruce Nelson
School of Oceanography, Director Virginia Armbrust
School of Marine and Environmental Affairs, Director Terrie Klinger
Program on the Environment, Director Clare Ryan
School Staff Resources
Non-instructional staff vary in duties ranging from central support to teaching and research. The
School currently has 115 (headcount) staff, 104.68 FTE, supporting the administrative,
instructional, research, and outreach functions. It is important to note that although staff
numbers seem large, many are dedicated to special enterprises. The erosion of general School
support staff caused by reductions in state support has not been resolved. Efforts continue to
make more efficient use of staff resources through technology, but the fact remains there is
always much more to do than time available and it is often difficult to meet even the basic needs.
The Office of the Director
The Office of the Director provides support to the Director in meeting the responsibilities of the
executive officer of the School, including School-level coordination of undergraduate and
graduate instruction, coordination of the School research program, administration of research
funds, administration of School lands and remote facilities, and administration of support
services. To accomplish these administrative responsibilities 16.4 staff FTE are assigned to the
Director's Office, including the Director of Student and Academic Services, Director of
48
University of Washington, School of Environmental and Forest Sciences
Communication, Information Technology Lead, and School Administrator -- offices that
provide direct support to the instructional and research programs.
The Director of Student and Academic Services, Michelle Trudeau, administers the Office of
Student and Academic Services (3.0 FTE), which is charged with assisting both undergraduate
and graduate students in the School in all aspects of advising, including interpretation of School,
College and University requirements and assistance in course registration to meet graduation
requirements, in obtaining summer employment while in school and permanent employment
upon graduation, in establishing mentoring relationships, and, in collaboration with the School
Administrator, with administering the School Scholarship and Financial Assistance Program.
Three full-time staff members, including a Director, Graduate Counseling Services Coordinator,
and Undergraduate Counseling Services Coordinator, work to plan academic programs, set
policies, petitions, and exceptions, answer scholarship and fellowship questions, track curricula
and enrollment, manage student databases, process forms and applications, maintain student
email lists and the School job list, provide information about concurrent degree information,
organize participation in an Annual Career Fair, general undergraduate and graduate advising,
and coordinate the School Career Corner.
The School of Environmental and Forest Sciences has an internal Information Technologies
team (SEFSIT), under the direction of Shane Krause, 3.0 FTE total. Two support staff, a
Network Administrator and a Desktop Support/Computer Lab Manager, manage all of the
School’s server, computer, and technology needs; ordering and installing equipment,
maintaining and upgrading existing equipment, and solving daily security and network issues.
This includes serving field sites located throughout western Washington. SEFSIT also interfaces
with campus IT groups, providing an important link between University computing initiatives
and local activities. In addition, a database specialist and web programmer provides service
throughout the School.
School Administrator, Wendy Star supervises 6.6 FTE staff who manage the fiscal and physical
resources of the School including Research Administrator Sally Morgan, who coordinates the
pre- and post-award grant function, which financially benefits both undergraduate and graduate
students.
Funding to the School comes from a variety of sources. Currently there is a $4 million annual
allocation built into the base Core Education Budget; in some years, that amount has been
supplemented with one-time allocations from the fund balance. In FY 2004, the University
began to distinguish between the Core Education Budget and the Restricted Programs Budget,
which includes the Indirect Cost Recovery Budget; the primary purpose of making this
distinction was to insure that incremental increases in indirect cost recovery revenue were being
allocated to appropriate research support purposes, consistent with indirect cost study
procedures.
Entering the 2014-2015 academic year, the average professorial salary at the University’s Seattle
campus was $114,567 distributed by rank as follows: • Assistant Professor $92,600 • Associate
Professor $98,300 • Professor $132,400
49
University of Washington, School of Environmental and Forest Sciences
For the School, autumn 2015 data show that the average 9-month professor salary is $121,663
(8%) behind the Seattle campus professor level average); the average 9-month associate
professor salary is $85,641 (13% below the Seattle campus associate professor level average);
the average 9-month assistant professor salary is $83,374 (about 10% below the Seattle campus
assistant professor level average).
Faculty salary comparison by department was provided in summer 2015 to be used for faculty
merit raise evaluations. This information comes from submissions of Association of American
Universities (AAU) institutions to the AAU Data Exchange (AAUDE). Each participating
institution submits mean, maximum and minimum salaries for full-time instructional faculty who
have the rank of full, associate, or assistant professor. The AAUDE comparison group provided
for the School of Environmental and Forest Sciences included University of WisconsinMadison, Purdue University, Texas A&M, University of Missouri – Columbia, University of
Minnesota – Twin Cities, University of Florida and Michigan State University.
Comparison Group
Rank
Mean
Median
Professor
Associate
Assistant
98,797
78,645
72,729
96,205
*(not shown where there are fewer than five faculty in a category)
83,138
The peer comparison salaries were 2014-2015. SEFS is above the mean salaries of the
comparison group.
50
University of Washington, School of Environmental and Forest Sciences
University of Washington School of Environmental and Forest Sciences Organizational Chart
51
University of Washington, School of Environmental and Forest Sciences
Directors of SEFS Field Stations and Labs
52
University of Washington, School of Environmental and Forest Sciences
School Faculty
The faculty of the School is collectively responsible for maintaining the undergraduate and
graduate curricula. The functions of the Director’s office are to: recommend policies and
standards for academic programs and administer curricula; govern student recruitment, advising,
grading and graduation; conduct faculty searches and schedule votes on the recruitment of
faculty; recommend promotion, merit, and tenure decisions to the Dean for final approval;
administer faculty teaching and workload assignments; participate in program development;
recommend on maintenance and allocation of facilities; and set the vision and of the School.
The School houses a number of interdisciplinary research and education centers and
cooperatives, whose presence adds to the academic experience. These units require a large
number of staff to carry out their respective missions.
The table on the following pages lists all permanent and long-term staff of the School, as well as
their titles and affiliations.
50
University of Washington, School of Environmental and Forest Sciences
Name
FTE
Job Class Title
Area
DAVIS, AMANDA L
1.00
ASSISTANT TO DIRECTOR
Director/Administration
STAR, WENDY
1.00
ADMINISTRATOR
Director/Administration
WIRSING, KARL
1.00
DIRECTOR
Director/Communications
THOMAS, SARAH J.
1.00
PUBLIC INFO. SPECIALIST
Director/Communications
KRAUSE, SHANE T.
1.00
Director/Computing
CARNLEY, STYLES
1.00
SENIOR COMPUTER SPECIALIST /
LEAD
COMPUTER SUPPORT TECH 2
DAVIS, LAURA
1.00
GRANT SPECIALIST
Director/Administration
MORGAN, SALLY
1.00
RRESEARCH ADMINISTRATOR
Director/Administration
COOPER, MARGERY
1.00
PAYROLL COORDINATOR
Director/Administration
BENTON, RYAN
KAO, LETA
WILLIAMS, SHAWN
HENDRIX, LYNNE
DETERLING, KC
1.00
1.00
1.00
.60
1.00
Director/Administration
Director/Administration
Director/Administration
Director/Administration
Director/Administration
CAMPBELL, DAVID
1.00
NORDLUND, LISA
1.00
TRUDEAU, MICHELLE
M.
1.00
MGR PGM OPERATIONS
FISCAL SPEC 2
FISCAL SPEC 1
ADMIN ASST.
ADMINISTRATIVE
COORDINATOR
COUNSELING SERVICES
COORDINATOR
COUNSELING SERVICES
COORDINATOR
ACADEMIC SERVICES-DIRECTOR
XUE, DONGSEN
.85
RESEARCH COORDINATOR
Manager/Analytical Services
HAUNREITER, KURT
1.00
MANAGER OF PROGRAM
OPERATIONS
Manager/Bioresource
Science & Engineering Lab
ROE, PAUL M
1.00
MAINTENANCE MECHANIC 2
HARRIS, DIANE P.
.90
CUSTODIAN LEAD
TEMP UNTIL JUNE 16
KELLY, JEFF
MCCAULEY, TERESA A
1.00
FREDRICKSON,
REBECCA
CROUCHET,
GEORGIANN M.
SHARPE, ALVIN N.
.50
PROGRAM OPERATIONS
SPECIALIST
MANAGER OF PROGRAM
OPERATIONS
FISCAL SPECIALIST 1
.80
PROGRAM COORDINATOR
1.00
FOREST CRUISER CRAFT
TECHNICIAN
Center for Sustainable
Forestry
Center for Sustainable
Forestry
Center for Sustainable
Forestry
Center for Sustainable
Forestry
Center for Sustainable
Forestry
Center for Sustainable
Forestry
Center for Sustainable
Forestry
1.00
51
Director/Computing
Director/Student &
Academic Services
Director/Student &
Academic Services
Director/Student &
Academic Services
University of Washington, School of Environmental and Forest Sciences
Name
FTE
Job Class Title
Area
HAYES, JOHN G.
1.00
PROGRAM OPERATIONS SPECIALIST
Center for Sustainable Forestry/MRI
SOPER, ERIN C.
1.00
PROGRAM OPERATIONS SPECIALIST
Center for Sustainable Forestry/MRI
CONE, CARRIE M
1.00
ADMINISTRATIVE SPECIALIST
UW Botanic Gardens
DOUB, TIMOTHY
.75
BUILDING SERVICES COORDINATOR
UW Botanic Gardens
STRONGMAN, JONICA
.50
BUILDING SERVICES COORDINATOR
UW Botanic Gardens
FARMER, JESSICA
1.00
UW Botanic Gardens
WRIGHT, JOANNA
.90
ALFONSO, STACEY
.90
BLOOD, ALICIA
1.00
HELLER, SARAH S.
1.00
HARRINGTON,
KATHERINE
CHINN-SLOAN,
PATRICIA
HEDBERG, DARRIN J
1.00
1.00
CONTINUING EDUCATION
COORDINATOR
CONTINUING EDUCATION SPECIALIST
1
CONTINUING EDUCATION SPECIALIST
1
CONTINUING EDUCATION
COORDINATOR
CONTINUING EDUCATION SPECIALIST
1
CONTINUING EDUCATION SPECIALIST
1
FISCAL SPECIALIST 1
1.00
GARDENER 2
UW Botanic Gardens
BILOTTA, ANNEMARIE
0.50
GARDENER 2
UW Botanic Gardens
PEW, GERRARD
.75
GARDENER 2
UW Botanic Gardens
BONHAM, NEAL
1.00
GARDENER 2
UW Botanic Gardens
FARROW, ROY
1.00
GARDENER 2
UW Botanic Gardens
GARRISON, RYAN R.
1.00
GARDENER 2
UW Botanic Gardens
DE MARIA, KATHLEEN
1.00
GARDENER 2
UW Botanic Gardens
WATSON, CHRISTOPHER
1.00
MANAGER OF PROGRAM OPERATIONS
UW Botanic Gardens
ZUCKERMAN, DAVID
1.00
MANAGER OF PROGRAM OPERATIONS
UW Botanic Gardens
THOMPSON, BRIAN R
1.00
MANAGER OF PROGRAM OPERATIONS
UW Botanic Gardens
ALEXANDER, REBECCA
.60
UW Botanic Gardens
MEHLIN, TRACY L.
1.00
BLUMHAGEN, LAURA
.50
HOYT, FREDERICK C
1.00
LIBRARY & ARCHIVES
PARAPROFESSIONAL 6
CONTINUING EDUCATION SPECIALIST
2
LIBRARY & ARCHIVES
PARAPROFESSIONAL 4
MANAGER
BLACK, MAUREEN
1.00
MANAGER OF PROGRAM OPERATIONS
UW Botanic Gardens
52
UW Botanic Gardens
UW Botanic Gardens
UW Botanic Gardens
UW Botanic Gardens
UW Botanic Gardens
UW Botanic Gardens
UW Botanic Gardens
UW Botanic Gardens
UW Botanic Gardens
University of Washington, School of Environmental and Forest Sciences
Name
FTE
BROWN, STEPHANIE
1.00
TREMAINE, DORIAN
Job Class Title
Area
.50
BUILDING SERVICES
SUPERVISOR
PROGRAM ASSISTANT
UW Botanic Gardens
VANDER VEER, RASA
.50
PROGRAM ASSISTANT
UW Botanic Gardens
SANPHILLIPPO, LISA D
1.00
PROGRAM ASSISTANT
UW Botanic Gardens
MCGUIRE, SASHA
1.00
PROGRAM ASSISTANT
UW Botanic Gardens
YOUNGMAN, JENNIFER
.60
PROGRAM COORDINATOR
UW Botanic Gardens
FERGUSON, KEITH
.50
PROGRAM ASSISTANT
UW Botanic Gardens
PLINKINGTON, BRYAN
1.00
PROGRAM ASSISTANT
UW Botanic Gardens
LARSON, RAYMOND
1.00
UW Botanic Gardens
GIBBLE, WENDY J
1.00
GEURKINK, SARAH
1.00
PROGRAM OPERATIONS
SPECIALIST
MANAGER OF PROGRAM
OPERATIONS
PROGRAM OPERATIONS
SPECIALIST
HANSON, FRANK S.
.87
EDUCATION DIRECTOR
SANTMAN, THERESA A.
1.00
STONEHOCKER, LINDA
.50
MANAGER OF PROGRAM
OPERATIONS
PROGRAM ASSISTANT
KETTEL, DERIC
1.00
MAINTENANCE MECHANIC 2
ODELL, ANTHONY
1.00
RESEARCH ANALYST LEAD
BENNETT, KEVEN E.
1.00
RESEARCH CONSULTANT
OSBORNE, RICHARD
1.00
PROGRAM OPERATIONS
SPECIALIST
Olympic Natural Resources
Center
Olympic Natural Resources
Center
Olympic Natural Resources
Center
Olympic Natural Resources
Center
Olympic Natural Resources
Center
Olympic Natural Resources
Center
Olympic Natural Resources
Center
KANE, JONATHAN
.90
RESEARCH CONSULTANT
Precision Forestry Cooperative
OSHEA, MEGAN
.50
ADMINISTRATIVE SPECIALIST
Precision Forestry Cooperative
WOLF, KATHLEEN L.
1.00
RSCH SCIENTIST/ENGINEER 4
Precision Forestry Cooperative
ROGERS, LUKE W.
.80
RSCH SCIENTIST/ENGINEER 4
Precision Forestry Cooperative
COOKE, ANDREW
1.00
RESEARCH CONSULTANT
Precision Forestry Cooperative
COMNICK, JEFFREY
1.00
RSCH SCIENTIST/ENGINEER 2
Precision Forestry Cooperative
53
UW Botanic Gardens
UW Botanic Gardens
UW Botanic Gardens
University of Washington, School of Environmental and Forest Sciences
Name
FTE
Job Class Title
Area
BIBLE, KENNETH
1.00
RSCH SCIENTIST/ENGINEER 4
Wind River Canopy Crane
Research Facility
BRADEN, ROSEMARIE
.80
RESEARCH CONSULTANT
CINTRAFOR
BURNETT, CLARA L.
1.00
PUBLIC INFORMATION SPEC.
CINTRAFOR
ONEIL, ELAINE
.50
RSCH SCIENTIST/ENGINEER SR
CORRIM
HASSELBERG, BERT A.
1.00
RESEARCH TECHNOLOGIST 3
Stand Management Cooperative
CROSS, JASON
1.00
RSCH SCIENTIST/ENGINEER 4
Stand Management Cooperative
OSHEA, MEGAN
.50
ADMINISTRATIVE SPECIALIST
Stand Management Cooperative
BRESEE, THERESA
0.50
ADMINISTRATIVE SPECIALIST
Cooperative Ecosystem Studies
Unit
HALOFSKY, JESSICA
1.00
RSCH SCIENTIST/ENGINEER 3
Fire & Mountain Ecology Lab
EAGLE, PAIGE
0.50
RESEARCH CONSULTANT
Forest Service Lab
ANDREU, ANNE G.
0.65
RSCH SCIENTIST/ENGINEER 2
Forest Service Lab
CRONAN, JAMES B
1.00
RSCH SCIENTIST/ENGINEER 1
Forest Service Lab
PRICHARD, SUSAN J.
1.00
RSCH SCIENTIST/ENGINEER 4
Forest Service Lab
MILAC, THOMAS
1.00
RSCH SCIENTIST/ENGINEER-SR
Forest Service Lab
RESTAINO, JOSEPH
1.00
RSCH SCIENTIST/ENGINEER 1
Forest Service Lab
SOLOMON, ROBERT C.
1.00
RSCH SCIENTIST/ENGINEER-SR
Forest Service Lab
DUBOWY, JOEL N
1.00
SENIOR COMPUTER SPECIALIST
Forest Service Lab
SWEDIN, KJELL B.
1.00
SENIOR COMPUTER SPECIALIST
Forest Service Lab
KHAN, ZAREEN
1.00
RSCH SCIENTIST/ENGINEER 3
Doty Lab
CHANDLER, DEVIN
1.00
RSCH SCIENTIST/ENGINEER 1
Resende Lab
ROBERTS, MICHAEL
0.50
WA Pulp & Paper Foundation
LOUIE, JULIET J.
.75
MANAGER OF PROGRAM
OPERATIONS
ADMINISTRATIVE ASST. A
FTE
Headcount
104.18
115
54
WA Pulp & Paper Foundation
University of Washington, School of Environmental and Forest Sciences
Commitment to Quality Instruction
The School of Environmental and Forest Sciences is committed to recruiting and retaining
quality instructors, as evident by an inclusive and thorough hiring process, a detailed promotion
and merit-pay process, and using student evaluations and recognition events to document highquality faculty.
Faculty
Faculty Appointments
When a faculty position is vacant, or a need for a new position is realized, the School undergoes
an intensive faculty hiring process. First, a position is defined by the School in conjunction with
the College. Once the position is defined and the faculty slot is awarded to the School by the
Dean, a faculty committee is appointed by the Director to serve until the position is filled. An
international search is launched, with the position advertised in journals, higher education
materials, and on-line employment pages. The committee reviews the applications and decides
on three or four applicants to invite to the School for a two-day interview process. The
applicants meet with numerous School, College and University faculty, staff, and students, and
are required to present a seminar relevant to the position; occasionally, the visiting candidates
are asked to be a guest instructor in a course of their expertise. Feedback from staff, faculty, and
students is submitted to the committee, and included as part of the review process. After the
visits, the committee makes a recommendation to the entire faculty, followed by a faculty-wide
vote on whether the candidate is acceptable or unacceptable and who is the top candidate (if
any). The recommendations from the committee and the faculty are passed on to the Director
who makes the final School decision and then forwards to the Dean for concurrence and
submission to the University’s Board of Regents for final approval.
Faculty Evaluation and Recognition
The School has two main paths for evaluating and recognizing faculty: promotion and merit-pay
increases. Both promotion and merit-pay issues are dealt with by the Promotion, Merit, and
Tenure (PMT) Committee. Members of the PMT Committee are nominated by the Director and
are voted on by all faculty; members serve a two-year term. Annually the PMT Committee
reviews assistant and associate professors in their 6th year of service or who could be eligible for
promotion earlier. The committee works with the faculty member to put together a dossier of all
of his or her teaching, research, and service into a complete and standardized form. This dossier
is sent to five or six outside reviewers, both academics and other researchers. The PMT
Committee incorporates the outside reviewers’ comments into their own assessment and
provides a recommendation to the faculty. The Director takes the PMT Committee’s
recommendation and the faculty vote to the Dean, who makes an informed decision in
collaboration with the College Council about the promotion. The Dean’s final decision is passed
on to the Provost, who has the final authority over all promotions from junior professor to full
professor. All new faculty are assigned a senior faculty mentor who helps guide the new faculty
member through the process of promotion and tenure to ensure they meet expectations and
achieve promotion.
55
University of Washington, School of Environmental and Forest Sciences
Professors also have opportunities for recognition, in the form of merit-pay increases. Based on
School, College, University, and outside communities, the PMT Committee decides which
faculty members should be considered highly meritorious, meritorious, and non-meritorious.
These recommendations are presented to the entire faculty, who vote on colleagues below them
in rank. The faculty votes are passed to the Director, who does a thorough evaluation of each
faculty member and submits a merit-level and pay increase for each individual. The Director
submits his (her) recommendations to the College for final approval.
Standardized student evaluations are the College’s main form of evaluating instructional quality
and relevance. A sample of the evaluation used University-wide is provided in Appendix III-B.
These evaluations are pertinent to both faculty promotion and merit-pay increases. Although the
College had occasional peer-evaluations in the past, both faculty and administrators were
unhappy with the process and actual implementation.
In addition to promotion and merit-pay, faculty, staff and students are recognized with
professorships, chairs, and sabbatical opportunities. Each year, the School hosts a School-wide
recognition event, where the outstanding teaching and outstanding research faculty are presented
with a small financial reward and recognized for their valuable contributions to the School.
These awards are informally decided based on research dollars, student evaluations, and faculty
and staff input.
Planning and Reviewing Academic Programs
The School uses numerous avenues to review existing and plan for new academic programs. The
School is dedicated to providing high-quality academic programs that meet the current demands
of the natural resource and land management industries and professions. For example, when the
ESRM program was extensively revised in 2003-04, a work group of ten professionals from
state agencies and industry came together to provide feedback on the type of student they are
looking for in new applicants. This provided the School with valuable information about the
ideal student background when planning the new curriculum.
The School has a standing Curriculum Committee, composed of the Associate Director, seven
faculty, two student members, and the Director of Student and Academic Services. This
committee is responsible for overseeing the undergraduate and graduate programs of the School
and reviews and approves all planned changes to courses and programs prior to the changes
being brought before the faculty for a final decision.
Assessing Educational Outcomes
The Bioresource Science and Engineering program is the only program in the School that has a
systematic method for assessing educational outcomes, as required by the Accreditation Board
for Engineering and Technology (ABET). Although there is not a systematic method for
assessing outcomes from the ESRM or MFR programs, the School employs techniques to assess
a variety of educational outcomes.
56
University of Washington, School of Environmental and Forest Sciences
The most widely used review systems are the course evaluations filled out by students at the
completion of each course. These evaluations are reviewed by the course instructors and School
administration to assess curriculum content and instructor quality. These forms are standardized
across the University, and as such are comparable across disciplines and courses. As examples,
the educational outcomes and student comment forms are provided in Appendix II.
An additional outcome assessment technique used by the School is an exit survey administered
at the completion of each student’s undergraduate or graduate program. While this survey
provides valuable input to the School regarding course content, faculty instruction, and the
School community, it is voluntary, and thus is not representative of all students. A sample exit
survey is provided in Appendix III.
A technique that is less common, but used when appropriate, is an employer evaluation
completed after students participate in a summer internship program. Completed by the forestry
and natural resource professionals who work with students during the summer, these evaluations
are extremely valuable in assessing individual students and the outcome of their educational
background while at the University.
The final educational outcome assessment used in the ESRM and MFR programs is the capstone
project required for each student enrolled in the program. The capstone project incorporates the
students’ knowledge and understanding of techniques and ideas taught in their courses, as well
as experience from their professional and internship opportunities. In order for students to
successfully complete the capstone project, they must demonstrate an expertise in forest
management and/or natural resource and environmental management issues, including sampling
techniques, policy and societal issues, and ecology and biological functions of forest and other
natural resource systems. Capstone projects are guided and evaluated by an advising faculty
member, but projects are then assessed by multiple faculty members and given direct feedback
when presented during a research poster session at the end of each quarter.
57
University of Washington, School of Environmental and Forest Sciences
Standard IV: Faculty
The ensuing discussion of Standard IV applies to the Sustainable Forest Management and
Natural Resource and Environmental Management options of the Environmental Science and
Terrestrial Resource Management B.S. degree major being accredited under the professional
forestry and natural resource management standards, respectively, and the Master of Forest
Resources in Forest Management degree program being accredited under the professional
forestry standard.
At the start of the current academic year, 55 regular teaching and research faculty, 13 adjunct
faculty associated with other departments on campus, and 59 affiliated faculty from various
government and private organizations are part of the School faculty. As shown in Document C1, of the regular teaching and research faculty, 19 are professors, 13 are associate professors, 6
are assistant professors, 12 are research associates, 1 is a research professor, 2 are research
associate professors, 1 is a research assistant professor, and 1 is a lecturer.
Document C-1 lists all faculty in the School, with academic rank, field of expertise, and
educational and professional background. Document C-2 lists affiliated faculty members who
teach courses required in the curricula of the MFR, NREM, and SFM degree programs. In
addition to those faculty listed in Documents C-1 and C-2, the School regularly recruits teaching
expertise (either as lead instructor or guest lecturer) from the numerous adjunct and affiliated
faculty members, shown in Appendix IV. Document D lists all faculty members who regularly
teach courses offered by the School; not documented are one-time teaching events from staff or
faculty outside of the School, or courses offered jointly with other departments with the lead
instructor not part of the School.
Eighteen faculty are directly involved with the MFR degree and teach either a required course or
one of the optional electives in the program. Sixteen faculty are directly involved with the
NREM degree and teach either a required course or one of the restricted optional electives in the
program. Twenty-three faculty are directly involved with the SFM degree and teach either a
required course or one of the restricted optional electives in the program.
Document E (Appendix V) shows individual faculty information for these faculty in the form of
curriculum vitas.
Faculty Transformation
There has been considerable turnover of the instructional faculty over the past 10 years, resulting
in a decline in tenured positions since 2009. As a result of its age profile most of the turnover is
the result of retirements. Out of long-term strategic planning has come a conscious change in
how new faculty positions are recruited. The goal is to seek faculty who can create new
knowledge through collaborative and innovative research while also contributing to professional
responsibilities at both the undergraduate and graduate levels. This goal of seeking to explore
58
University of Washington, School of Environmental and Forest Sciences
new areas of opportunity is tempered by the recognition that certain areas of faculty expertise
must be maintained to service professional responsibilities.
Faculty Expertise and Effectiveness
Faculty-taught courses are assigned by the Director, based on expertise and workload. The
School seeks outside expertise when there are unfilled positions, often resulting from high levels
of turnover at the School and a changing curriculum. These outside hires are most often adjunct
or affiliate faculty but can include Ph.D. students or School professional staff if their level of
expertise and teaching ability meet the requirements of the course. As shown in Documents C-1
and C-2, the School is fortunate to have faculty with diverse backgrounds and fields of expertise.
Faculty instruction is monitored by the Director, and relies on input from student evaluations and
periodic peer evaluation. As discussed in Standard III, when a faculty member is nominated for
promotion or merit-pay, he or she undergoes a rigorous review of teaching capabilities and
graduate student advising and mentoring levels. Since the School is relatively small, the Director
is aware of faculty members who are substantially involved with student projects, internships,
and programs.
Related Professional Development and Scholarly Activities
As shown in the detailed faculty information provided in Document D, as a few examples, the
faculty associated with the ESRM and MFR programs participate in many outside professional
development and scholarly activities which are directly related to the School’s goals and
mission, as well as the individuals’ respective areas of expertise. School faculty are often asked
to speak at conferences, review journal articles and funding proposals, and present their research
both informally and formally throughout the world.
When faculty members are considered for promotion or merit-pay, they submit a description of
recent research activities, publications, conferences attended, and other professional
development activities. An example of these documents is included in Appendix III-A in
Standard III.
Recruitment and Retention of Diversity
The School of Environmental and Forest Sciences makes public its commitment to recruiting
and hiring culturally and ethnically diverse faculty (as well as staff and students), as described in
the School profile available on-line:
SEFS is committed to diversity, promoting respect for the rights and privileges of others,
and the understanding and appreciation of human differences.
Similar to many forestry-focused programs throughout the U.S., however, the School’s diversity
is less than ideal. With twelve female (22% of total faculty) and four non-Caucasian faculty
members (7% of total faculty), the School has much room to improve. Fortunately, with new
positions opening with recent retirements, the School has opportunities to fill these spots with
59
University of Washington, School of Environmental and Forest Sciences
qualified individuals, thus improving the chance of increasing the number of the diverse faculty
members.
When a new faculty search committee is formed, all members are directed to use the Faculty
Recruitment Toolkit, provided by the University’s Equal Opportunity Office. The Toolkit
includes a section on enhancing diversity, which contains the following text as well as many
additional sources of information and contacts:
Ensuring that the applicant pool includes women and persons from underrepresented groups is a
major responsibility of the faculty search committee. This section includes tips for working with
organizations to identify and recruit stellar candidates from diverse backgrounds. A cursory list
of organizations and newsletters is included with suggestions for developing discipline-specific
lists.
According to a diversity compact signed by the President and Board of Regents in October of
2000, “the long-term objective is a campus community of students, faculty and staff that fully
reflects the human diversity of our State and our world. While equitable representation of racial
and ethnic minorities is one of the most challenging aspects of our diversity goals, we are all
committed to improving our University's diversity, with regard to race, sex, religion, sexual
orientation, culture and physical ability.”
When it comes to actually recruiting diverse faculty members, many search committees report
that they cannot find qualified women or people of color to apply for their open positions.
Research, however, has shown that committees succeed in hiring women and people of color
when they transform the search process, are committed to diversity and are proactive about
building a diverse applicant pool
Transforming the search process requires that the committee do more than simply place ads and
wait for applicants to express interest. Search committees can use personal and professional
networks of existing faculty and students, and discipline-based organizations, and take
advantage of publications and web sites that specialize in the recruitment of diverse faculty
members. The following tips can help committees transform the search process.
60
University of Washington, School of Environmental and Forest Sciences
Document C-1: Background Summary for Faculty Reporting to the Forest Resources Program Head
Experience
Faculty Member
Academic Rank or
Title
Major Field
Highest Degree Held/ Degree/ Year/ Inst.
Current
Institutio
n
Other
Institution
Nonacademic
Accreditation Curricula
In Which Teaching
Course(s) In
G. Graham Allan
Professor
Fiber and Polymer
Science
D.Sc., Chemical Engineering, 1970, University of
Strathyclyde, Scotland
49
1
10
Ernesto Alvarado
Research Associate
Professor
Wildland Fire
Ph.D., Wildland Fire Sciences, 1992, University of
Washington
25
2
1
MFR, NREM, SFM
Stanley Asah
Associate
Professor
Human
Dimensions
Ph.D., Human Dimensions of Natural Resource
Management, 2006, University of Minnesota
6
3
~
MFR, NREM, SFM
Jonathan Bakker
Associate
Professor
Ecological
Restoration and
Management
Ph.D., Ecosystem Science (Forestry), 2005,
Northern Arizona University
9
4
29
Forest Ecology
and Physiology
Ph.D., Forest Physiology, 1981, Oregon State
University
14
29
8
Bioremediation
Ph.D., Agronomy, 1996, University of Maryland
17
8
4
Natural Products
Chemistry
Ph.D., Forest Products Biotechnology, 2004,
University of British Columbia
9
15
6
Bernard Bormann
Sally Brown
Renata Bura
Professor, ONRC
Director
Research
Associate
Professor
Associate
Professor
David Butman
Assistant Professor
Environmental
Engineering
Ph.D., Forestry & Environmental Science, 2011,
Yale University
1
18
5
Thomas DeLuca
Professor and
Director
Soil and
Ecosystem
Ecology
Ph.D., Soil Microbiology and Biochemistry, 1993,
Iowa State University
3
28
11
Anthony Dichiara
Assistant Professor
Bioresources &
Nanotechnology
Ph.D., Materials Science and Engineering, 2012,
Ecole Centrale, France
1
6
2
Sharon Doty
Associate
Professor
Plant
Biotechnology
Ph.D., Microbiology, 1995, University of
Washington
20
5
1
Faculty Member
Academic Rank
or Title
Major Field
Highest Degree Held/ Degree/ Year/ Inst.
61
Experience
MFR, SFM
NREM, SFM
Accreditation
Curricula In Which
University of Washington, School of Environmental and Forest Sciences
Current
Institution
Other
Institution
Nonacademic
Teaching Course(s) In
Ivan Eastin
Professor
Forest Products
Marketing
Ph.D., Forest Products Marketing, 1992, University
of Washington
27
3
5
MFR, SFM
Gregory Ettl
Associate
Professor and
Associate Director
Forest Ecology
Ph.D., Ecosystem Analysis, 1995, University of
Washington
9
11
~
MFR, SFM
Kern Ewing
Professor
Restoration and
Wetland Ecology
Ph.D., Botany, 1982, University of Washington
25
5
14
Jerry Franklin
Professor
Forest Ecology
Ph.D., Botany and Soils, 1966, Washington State
University
29
17
16
MFR, NREM, SFM
James Fridley
Professor
Forest Engineering
Ph.D., Mechanical Engineering, 1984, University of
Washington
32
8
5
MFR, SFM
Indroneil Ganguly
Research Assistant
Professor
Forest Economics
Ph.D., Forest Products and Marketing, 2008,
University of Washington
12
~
11
MFR, SFM
Lisa Gramulich
Professor and
Dean
Climate Change
Ph.D., Forest Resources, 1985, University of
Washington
5
31
~
Richard Gustafson
Professor
Fiber and Polymer
Science
Ph.D., Chemical Engineering, 1982, University of
Washington
27
0
6
Charles Halpern
Research Professor
Forest Ecology
Ph.D., Botany/Plant Ecology, 1987, Oregon State
University
23
6
~
Robert Harrison
Professor
Forest Soil
Chemistry
Ph.D., Agronomy and Soils, 1985, Auburn
University
28
13
1
MFR, SFM
Peter Kahn
Professor
Environmental
Psychology
Ph.D., 1988, University of California, Berkeley
15
9
~
NREM, SFM
Soo-Hyung Kim
Associate
Professor
Plant
Ecophysiology
Ph.D., Ecology, 2001, University of California,
Davis
9
7
5
MFR
Joshua Lawler
Associate
Professor
Conservation
Biology &
Landscape
Ecology
Ph.D., Ecology, 2000, Utah State University
8
11
2
MFR, NREM, SFM
Faculty Member
Academic Rank
or Title
Major Field
Highest Degree Held/ Degree/ Year/ Inst.
62
Experience
Accreditation
Curricula In Which
University of Washington, School of Environmental and Forest Sciences
Current
Institution
Other
Institution
Nonacademic
Teaching Course(s) In
~
SFM
John Marzluff
Professor
Wildlife Biology
Ph.D., Zoology, 1987, Northern Arizona University
18
9
L. Monika Moskal
Associate
Professor & Acting
Associate Director
Remote Sensing &
Biospatial
Analysis
Ph.D., Geography, 2005, University of Kansas
9
3
Dorothy Paun
Associate
Professor
Forest Products
Marketing
Ph.D., International Marketing, 1993, University of
Oregon
22
6
Laura Prugh
Assistant Professor
Wildlife Biology
Ph.D., Wildlife Ecology, 2005, University of British
Columbia
1
12
1
Sergey Rabotyagov
Assistant Professor
Forestry
Economics
Ph.D., Economics, 2007, Iowa State University
8
8
~
MFR, NREM, SFM
Sarah Reichard
Professor
Urban
Conservation
Biology
Ph.D., Forest Resources, 1994, University of
Washington
27
0
0
NREM
Fernando Resende
Assistant Professor
Bioresources
Ph.D., Chemical Engineering, 2009, University of
Michigan
4
12
1
Clare Ryan
Professor
Natural Resources
Policy and
Administration
Ph.D., Natural Resource and Environmental Policy,
1996, University of Michigan
17
~
10
MFR, NREM, SFM
Patrick Tobin
Assistant Professor
Entomology
Ph.D., Entomology, 2002, Pennsylvania State
University
1
4
17
MFR, SFM
Sandor Toth
Assistant Professor
Forestry
Informatics
Ph.D., Operations Research and Forest
Management, 2005, Pennsylvania State University
5
5
5
NREM, SFM
Eric Turnblom
Associate
Professor
Forest Biometrics
Ph.D., Forest Biometrics, 1994, University of
Minnesota
21
4
~
MFR, NREM, SFM
Daniel J. Vogt
Associate
Professor
Soil and
Ecosystem
Ecology
Ph.D., Forestry, 1987, University of Washington
28
1
6
MFR, NREM, SFM
Faculty Member
Academic Rank
or Title
Major Field
Highest Degree Held/ Degree/ Year/ Inst.
63
Experience
NREM, SFM
Accreditation
Curricula In Which
University of Washington, School of Environmental and Forest Sciences
Current
Institutio
n
Other
Institution
Nonacademic
Kristiina A. Vogt
Professor
Ecosystem
Management
Ph.D., Biology, 1976, New Mexico State University
31
16
~
Aaron Wirsing
Associate
Professor
Wildlife Science
Ph.D., Biological Sciences, 2005, Simon Fraser
University
7
2
~
Document C-2: Background Summary for Faculty Teaching Courses Listed in Forms B-1 and B-2 but
NOT Reporting to the Program Head
64
Teaching Course(s) In
MFR, NREM, SFM
University of Washington, School of Environmental and Forest Sciences
Faculty Member
Course(s)
Taught
Academic Rank or
Title
Major Field
Highest Degree Held/ Degree/ Year/ Inst.
Dorothy Bullitt
PB AF 403
Senior Lecturer
Public Policy and Governance
Tamre Cardoso
QSCI 486
Lecturer
Statistics
Derek Churchill
Research Associate
Environmental & Forest Sciences
Ben Dittbrenner
ESRM/SEFS
ESRM
250/SFES
520
J.D., Boston University, 1980
Ph.D., Quantitative Ecology and Resource Management,
University of Washington, 2004
Ph.D., Forest Resources, University of Washington,
2013
Ph.D. Student
Environmental & Forest Sciences
M.S. Biodiversity, Conservation, and Policy, University
at Albany, 2004
Vincent Gallucci
QSCI
Professor
Aquatic & Fisheries Sciences
Ph.D., Statistics, North Carolina State University
Ashley Lunde
Lecturer
Environmental & Forest Sciences
John Skalski
ESRM 470
QSCI 480,
QSCI 483
Professor
Aquatic & Fisheries Sciences
Ph.D., Biometry, Cornell University, 1985
Liam Stacey
SEFS 501
Lecturer
Environmental & Forest Sciences
Ph.D., Entomology, University of Washington, 2011
Document D: Summary for Faculty Reporting to the School of Environmental and Forest Sciences
Program Head
65
University of Washington, School of Environmental and Forest Sciences
Budgeted Time Allocation (%)
All Courses Taught
Faculty Member
Teaching
G. Graham Allan
65
Research
30
Service
5
Credit
Hours
Total
Enrollment
BSE 211: Creativity and Society
5
99
BSE 309: Creativity and Innovation
2
76
2
67
5
21
2
4
4
9
2
6
5
50
5
42
5
3
ESRM 362: Introduction to Restoration Ecology
5
30
ESRM 412: Native Plant Production
3
32
SEFS 502: Analytical Techniques for Community Ecology
4
11
Credit
Hours
1
Total
Enrollment
162
Required1
Course # and Title
Optional2
CHEM E 309: Creativity and Innovation
MFR, NREM,
SFM
ESRM 420: Wildland Fire Management
SEFS 521: Current Topics in Forest Resources
Ernesto Alvarado
25
70
5
SEFS 535: Fire Ecology
MFR
SEFS 590: Graduate Studies (Traditional Ecological Knowledge
and Fire Use)
NREM,
SFM
ESRM 200: Society and Sustainable Environments
Stanley Asah
45
45
10
ESRM 371: Environmental Sociology
NREM
SEFS 550: Graduate Seminar (Environmental Sociology)
Jonathan Bakker
80
10
10
Budgeted Time Allocation (%)
MFR
All Courses Taught
Faculty Member
Bernard Bormann
Teaching
0
Research
70
Service
30
Course # and Title
ESRM 429: Environmental Science and Terrestrial Resource
66
Required1
Optional2
SFM
University of Washington, School of Environmental and Forest Sciences
Management Seminar
Sally Brown
Renata Bura
0
50
50
40
40
20
NREM,
SFM
ESRM 210: Introduction to Soils
BSE 190: Special Topics
5
5
48
26
BSE 406: Natural Products Chemistry
5
20
BSE 420: Bioresource Engineering I
4
19
1
15
5
69
1
162
4
5
1
1
4
4
20
34
18
20
5
69
ESRM 325: Environmental Applications of Plants: Bioenergy and
Bioremediation
ESRM 404: Plant Microbiology Laboratory
3
5
62
19
SEFS 521: Current Topics in Forest Resources (Current Topics in
Phytoremediation)
SEFS 522: Plant-Microbe Interactions
2
1
9
21
SEFS 523: Environmental Applications of Plants: Bioenergy and
Bioremediation
3
10
4
18
2
5
BSE 497: Pulp and Paper Internship
NREM,
SFM
ESRM 201: Sustaining Pacific Northwest Ecosystems
David Butman
Thomas DeLuca
30
50
5
Anthony Dichiara
20
20
30
ESRM 429: Environmental Science and Terrestrial Resource
Management Seminar
75
50
20
SEFS 521: Current Topics in Forest Resources
ESRM 409: Soil Ecology
SEFS 500: Graduate Orientation Seminar
SEFS 529: School of Environmental and Forest Sciences Seminar
BSE 248: Paper Properties
Ivan Eastin
40
20
40
50
20
30
MFR
MFR
NREM,
SFM
ESRM 201: Sustaining Pacific Northwest Ecosystems
Sharon Doty
SFM
ESRM 403: Forest and Economic Development in the Developing
World
SEFS 550: Graduate Seminar (Peace Corps Master's International
Seminar)
Faculty Member
Budgeting Time Allocation (%)
All Courses Taught
67
MFR, SFM
University of Washington, School of Environmental and Forest Sciences
Gregory Ettl
Teaching
Research
Service
10
20
70
Optional2
Credit
Hours
Total
Enrollment
MFR, SFM
5
12
3
7
ESRM 462: Restoration Ecology Capstone: Introduction
2
46
ESRM 463: Restoration Ecology Capstone: Proposal and Plan
3
43
ESRM 464: Restoration Ecology Capstone: Field Site Restoration
5
38
ESRM 473: Restoration in North America
5
62
ESRM 474: Restoration Problem Solving: Ecological Engineering
5
19
ESRM 479: Restoration Design
5
33
1
19
2
180
NREM, SFM
5
36
NREM, SFM
5
13
MFR, SFM
5
13
ESRM 491: Field Studies (Ecology of the Natural Forests of the
Cascade Range)
5
16
SEFS 590: Graduate Studies
3
1
Required1
Course # and Title
ESRM 428: Principles of Silviculture and Their Application
SEFS 526: Advanced Silviculture Seminar
Kern Ewing
70
15
15
MFR
SEFS 503: Current Issues in Restoration Ecology and
Environmental Horticulture
NREM,
SFM
ESRM 300: Principles of Sustainability
ESRM 315: Natural Resource Issues: Old-Growth and Forest
Management
ESRM 425: Ecosystem Management
Jerry Franklin
Faculty Member
40
40
20
MFR
ESRM 428: Principles of Silviculture and Their Application
Budgeted Time Allocation (%)
All Courses Taught
68
University of Washington, School of Environmental and Forest Sciences
Teaching
James Fridley
40
Research
40
Service
20
Credit
Hours
Total
Enrollment
ESRM 462: Restoration Ecology Capstone: Introduction
2
46
ESRM 463: Restoration Ecology Capstone: Proposal and Plan
3
43
ESRM 464: Restoration Ecology Capstone: Field Site Restoration
5
38
5
7
ESRM 479: Restoration Design
5
33
ESRM 490: Special Topics (Urban Horticulture Seminar)
1
1
SEFS 549: Urban Horticulture Seminar
1
19
5
129
4
18
5
65
BSE 150: Bioresource Science and Engineering Seminar
1
26
BSE 422: Bioresource Engineering III
4
18
BSE 480: Bioresource Design I
4
19
BSE 481: Bioresource Design II
5
18
ESRM 100: Introduction to Environmental Science
5
393
Required1
Course # and Title
ESRM 468: Forest Operations
Beth Gardner
Indroneil Ganguly
40
25
MFR
40
20
Q SCI 381: Introduction to Probability and Statistics
60
15
ESRM 403: Forest and Economic Development in the Developing
World
Q SCI 482: Statistical Inference in Applied Research I
Lisa Gramulich
Richard Gustafson
Charles Halpern
Robert Harrison
Jay Johnson
0
40
5
40
40
10
40
90
40
40
Teaching
Research
SFM
MFR, SFM
MFR
90
20
5
20
20
ESRM 414: Forest Soil Fertility and Chemistry
SFM
3
15
SEFS 514: Advanced Forest Soil Fertility and Chemistry
MFR
4
7
Q SCI 291: Analysis for Biologists I
5
66
Q SCI 292: Analysis for Biologists II
5
68
Credit
Hours
Total
Enrollment
Budgeted Time Allocation (%)
Faculty Member
Optional2
Service
All Courses Taught
Course # and Title
69
Required1
Optional2
University of Washington, School of Environmental and Forest Sciences
Peter Kahn
Soo-Hyung Kim
40
45
40
45
20
10
NREM,
SFM
ESRM 200: Society and Sustainable Environments
ESRM 478: Plant Ecophysiology
5
5
51
30
5
2
5
61
5
35
5
18
3
5
3
8
10
4
ESRM 455: Wildlife Seminar
1
329
ESRM 456: Biology and Conservation of Birds
3
56
ESRM 458: Management of Endangered, Threatened, and
Sensitive Species
5
64
ESRM 459: Wildlife Conservation in Northwest Ecosystems
3
15
1
5
6
75
NREM, SFM
5
82
SFM
5
96
ESRM 150: Wildlife in the Modern World
5
135
ESRM 351: Wildlife Research Techniques
8
25
Credit
Hours
Total
Enrollment
MFR
SEFS 590: Graduate Studies (Modeling Plant Growth and
Development)
ESRM 250: Introduction to Geographic Information Systems in
Forest Resources
NREM,
SFM
ESRM 441: Landscape Ecology
Joshua Lawler
40
40
20
MFR, NREM
SEFS 520: Geographic Information Systems in Forest Resources
MFR
SEFS 521: Current Topics in Forest Resources (Topics in
Conservation)
SEFS 541: Advanced Landscape Ecology
ESRM 452: Field Ornithology
John Marzluff
L. Monika Moskal
Dorothy Paun
45
35
66
45
30
13
10
35
21
SFES 554: Wildlife Seminar
ESRM 430: Remote Sensing of the Environment
MFR
SFM
ESRM 320: Marketing and Management from a Sustainability
Perspective
ESRM 321: Finance and Accounting from a Sustainability
Perspective
Laura Prugh
45
45
10
Budgeted Time Allocation (%)
Faculty Member
Teaching
Research
Service
All Courses Taught
Course # and Title
70
Required1
Optional2
University of Washington, School of Environmental and Forest Sciences
Sergey
Rabotyagov
Sarah Reichard
Fernando Resende
ESRM 235: Introduction to Environmental Economics
40
20
40
40
30
40
5
25
NREM, SFM
3
26
NREM
3
3
21
38
BSE 391: Engineering Principles of Biorefineries
5
18
BSE 392: Bioresource Transport Phenomena
5
20
BSE 420: Bioresource Engineering I
4
19
4
3
22
40
5
39
4
3
7
56
ESRM 436: Laboratory in Forest Entomology
2
13
Q SCI 381: Introduction to Probability and Statistics
5
129
5
5
27
11
ESRM 490: Special Topics (Quantitative Decision Techniques in
Natural Resources)
5
1
SEFS 540: Optimization Techniques for Natural Resources
5
6
5
47
5
24
4
12
20
ESRM 465: Economics of Conservation
50
SEFS 509: Analysis of Research Problems
ESRM 331: Landscape Plant Recognition
20
MFR
BSE 421: Bioresource Engineering II
ESRM 400: Natural Resource Conflict Management
Clare Ryan
20
20
60
NREM
NREM,
SFM
ESRM 470: Natural Resource Policy and Planning
SEFS 571: Resource Policy and Administration
ESRM 435: Forest Entomology
Patrick Tobin
40
40
20
MFR
SFM
Q SCI 483: Statistical Inference in Applied Research II
ESRM 461: Forest Management and Economics
Sandor Toth
40
30
30
ESRM 304: Environmental and Resource Assessment
ESRM 323: Silviculture
Eric Turnblom
50
30
20
ESRM 368: Natural Resource Measurements
SFM
Budgeted Time Allocation (%)
Teaching
Research
Service
MFR
NREM
NREM,
SFM
NREM,
SFM
SFM
SEFS 564: Advanced Forest Biometry
Faculty Member
MFR, SFM
MFR
5
Optional2
Credit
Hours
All Courses Taught
Course # and Title
71
Required1
Total
Enrollment
University of Washington, School of Environmental and Forest Sciences
ESRM 304: Environmental and Resource Assessment
Daniel J. Vogt
40
40
20
NREM,
SFM
ESRM 311: Soils and Land Use
ESRM 410: Forest Soils and Site Productivity
SEFS 507: Soils and Land Use Problems
Kristiina A. Vogt
40
40
20
40
40
20
52
NREM
3
24
MFR, SFM
5
15
4
7
5
244
SFM
1-5
5
2
63
NREM, MFR
5
34
1
248
MFR
ESRM 101: Forests and Society
SEFS 590: Graduate Studies
ESRM 350: Wildlife Biology and Conservation
Aaron Wirsing
5
ESRM 450: Wildlife Ecology and Conservation
ESRM 455: Wildlife Seminar
72
NREM
University of Washington, School of Environmental and Forest Sciences
Standard V: Students
The ensuing discussion of Standard V applies to the Sustainable Forest Management and
Natural Resource and Environmental Management options of the Environmental Science and
Terrestrial Resource Management B.S. degree major being accredited under the professional
forestry and natural resource management standards, respectively, and the Master of Forest
Resources in Forest Management degree program being accredited under the professional
forestry standard.
Commitment to Quality Student Advising
The School is committed to high-quality student advising at both the undergraduate and graduate
levels. Advising for all students is coordinated through the Office of Student and Academic
Services, which is staffed by three full-time professional staff members—a Director, an
Undergraduate Adviser, and a Graduate Adviser. The office strives to respond to student needs
and provide the highest quality advising on campus. The office regularly solicits feedback; the
exit survey that is administered to all graduating students specifically queries for feedback about
the advising received during students’ academic careers. In addition, students are encouraged to
regularly visit the office to share successes and challenges, and students are regularly informed
of campus and community educational and career opportunities. The office maintains an opendoor policy to provide drop-in service for School students and faculty.
Because the needs and types of advising differ greatly between graduate and undergraduate
advising, the programs are described separately below.
Graduate Advising
Graduate student advising is done as a partnership between the School faculty and the Office of
Student and Academic Services, under the guidance of the University’s Graduate School.
The Graduate Adviser is a full-time professional staff person who administers the admissions
process for the graduate program, helps coordinate graduate orientation, and guides students
through the administrative processes of their graduate programs. The Graduate Adviser audits
student files for compliance with University Graduate School policies and requirements, and
assists students with setting up their faculty committees and filing forms.
The Director and student’s committee help students develop a program of study that will fulfill
their educational goals and fit the requirements of the program. Students’ committee chairs
work closely with the students on graduate projects, theses, or dissertations, and help guide their
research.
The University’s Graduate School is the governing body of all University graduate programs.
The Graduate School approves all programs and reviews them at a minimum of 10-year
intervals, as well as establishes policies and minimum requirements for all University graduate
programs. Any School policy is above and beyond the University’s Graduate School’s
73
University of Washington, School of Environmental and Forest Sciences
requirements; for example, the minimum number of credits for an M.S. degree at UW is 36,
while the School requires 45 credits.
Another way the School is committed to high-quality graduate advising is by conducting a
thorough graduate student orientation program. Upon entering the graduate program, each new
graduate student is required to participate in the course SEFS 500, Graduate Orientation. The
orientation program is a two-day program, where students are presented with the various
University and School policies and procedures, introduced to research and graduate study
expectations, and given an opportunity to develop relationships and community with the
incoming students. The orientation is conducted on campus and at the School’s field site, the
Center for Sustainable Forestry at Pack Experimental Forest, giving new students a good
introductory perspective of the School and some of its supporting facilities.
Both the faculty and the Graduate Adviser use the School-produced Graduate Student Guide
(also known as “The Red Book”) to help administer the graduate program effectively by using
the same guidelines and explaining University Graduate School policy. This guidebook can be
found on-line at: http://www.cfr.washington.edu/academicPrograms/graduate/RedBook.pdf .
The key forms used for advising SEFS students are the Green Sheet (the program of study form)
and the Committee Form, which is used to establish and change committee membership. These
forms are in addition to any forms required by the Graduate School for general and final
examinations.
Undergraduate Advising
Undergraduate students are centrally admitted by the University’s Admissions Office and are
placed in pre-major status. If a student decides upon the School’s Environmental Science and
Terrestrial Resource Management (ESRM) major, he or she makes an appointment to see the
Undergraduate Adviser who helps the student declare the major and plan for academic
requirements and program of study. If the student is a transfer student, the adviser will also
evaluate the student’s transfer coursework and help file any course requirement petitions, if
appropriate (petitions are approved by the chair of the faculty).
During the advising appointment, the Undergraduate Adviser also helps the student explore the
different course options within the ESRM major and how those may fit with the student’s
educational and professional goals. For example, if a student is interested in pursuing the MFR
for a graduate degree, the student would work with the Undergraduate Adviser to prescribe and
plan the coursework in the Sustainable Forest Management option. Students interested in natural
resource and environmental management issues are advised to pursue the NREM option.
Undergraduate advising files are regularly audited and updated with coursework as it is
completed. Students are notified of any potential problems, especially relating to focus or
degree progress.
When a student is nearing graduation, he or she will make a final advising appointment to apply
to graduate. A final degree audit is conducted and the application for the bachelor’s degree is
74
University of Washington, School of Environmental and Forest Sciences
filed. Students are also informed about the School’s Graduation Celebration and are encouraged
to fill out an exit survey about the program.
Regular Services Provided by the Student and Academic Services Office
To help understand the variety of services provided by the Student and Academic Services
Office, a list of regular office staff activities, organized by frequency, is provided below:
On a Daily/Weekly Basis
Advising—both graduate and undergraduate
Updating Job Board, Website, Publications
Data management
Answering questions and making referrals
Time schedule and room updates
Mailing packets and information
Transfer Thursdays
On a Quarterly Basis
Database updates—majors and on leave
Director's List letters
Low scholarship letters
Satisfactory progress check-up
Checking scholarship recipient registration
Planning Time Schedule Quarterly
Disbursing Scholarship funds
Graduate student registration-full/part time
Enrollment status and analysis
New course/Course change applications
High school/Community College visits
Welcome letter to new students
Contacting inactive students
Advertising courses on campus
Visiting service courses for recruiting
Graduation applications/warrants
Updating degrees granted information
Transfer Student Orientation
RA/TA Appointment Process
On an Annual Basis
January Graduate Admissions
Graduate Student Orientation
75
University of Washington, School of Environmental and Forest Sciences
Dawg Daze Events
Career Fair
FAEIS statistical reporting
School internal statistical reporting
UG Research Involvement
Report ABET Reviews for BSE
Environmental Opportunities Fair
Website Updating
Scholarship Luncheon
Adviser's Luncheon
School Graduation Celebration
UG Orientation (all summer)
Mailings to new UW freshmen
CC Advising Conference
Plan a Transfer Day
GRE/SAT/ACT Search
GEAR UP Events
General Catalog updates
April Scholarship Applications/Meeting/Notification
Recruitment and Retention
The University is committed to recruiting and reaching out to underrepresented students. The
Office of Minority Affairs has recruitment and outreach, academic support services, and precollege opportunities aimed at providing access to the University for diverse students and
communities. The recruitment and outreach department is responsible for the recruitment and
outreach activities for all undergraduate underrepresented students across Washington State. It
provides outreach services during high school and community college visits, college fairs,
student campus visitation programs, admissions, financial aid, and scholarship counseling, and
college test preparation and educational workshops. The Graduate Opportunities and Minority
Achievement Program (GO-MAP), a division of University’s Graduate School, is committed to
serving the needs of students of color and those from other underrepresented groups, while
simultaneously providing opportunities for all students to learn and develop through experiences
rich in cultural, ethnic, and racial diversity. GO-MAP’s primary goals are recruitment and
outreach, enhancing scholarship and research, and building community on and off campus. To
achieve these goals, GO-MAP offers programs, events, activities, and opportunities for students,
faculty, staff, and the community to advance excellence in an equitable educational and social
environment.
For the academic year 2015-2016, 164 minorities made up 27.2% of the School’s total student
body (undergraduate and graduate), and 306 women accounted for 50.8%. The School
continually makes efforts to recruit and attract a diverse student body. The School makes public
76
University of Washington, School of Environmental and Forest Sciences
the commitment to promoting diversity in our faculty, staff, and student body through both
recruitment and retention.
In comparison, the University’s undergraduate student body is composed of: 42.2 %
Caucasian, 28.2% Asian, 15.2% International, 13.2% Underrepresented Minorities, and 1.2% are
not indicated. Additionally, the undergraduate student body is composed of 52% female and
48% male.
Graduate Students
Recruitment to the School’s graduate program is done largely by individual research programs
and through the School’s website. The School participates in the National Name Exchange for
under-represented students and is listed on GradSchools.com (http://www.gradschools.com/).
Overall, the School receives far more quality applications than available slots or funding, but
capacity exists within the School to handle more students than presently enrolled.
Top applicants are often recruited to the School’s graduate program through the many
fellowships offered; fellowships are the equivalent of a Research Assistant (RA) or Teaching
Assistant (TA) appointment, but without the 19-hour/week work requirement. These awards
(usually lasting one year) are often coupled with RA or TA appointments to make an attractive
package for the highest quality applicants. The School has a consistent track record of recruiting
and retaining these top students.
Another successful method used to promote the School’s graduate programs is by providing
support for graduate student research posters and presentations at regional and national
meetings. The Director’s office will cover some of the costs to attend local and international
conferences. The School also supports an annual Graduate Student Symposium, which
showcases the research of the School’s diverse graduate student population.
Each quarter, in order to maintain high-quality graduate students at the School, faculty are asked
if their graduate students are performing up to standard. If a student is not performing up to
standard, either in coursework or research progress, there is a process—conducted in partnership
with the Graduate School—for placing students on probation and eventually dropping them from
the program, if appropriate. Fortunately, this has not been an issue in recent history, but it is a
standardized process that is available if necessary.
Undergraduate Students
The ESRM major has seen a rapid increase in enrollment over the past ten years. In part, this is
due to the School’s active undergraduate recruiting program that focuses both on- and offcampus. Classes related to the ESRM major are visited to present the School’s programs, and
various events are held for University students. The School reaches out to other University
advisers (housed in the different Schools and departments on campus) through a luncheon, email advertising, and information sessions. Visits are regularly made to local community
Schools to recruit and advise potential transfer students. Additionally, the School has a close
partnership with the University’s Admissions Office to ensure that students interested in the
77
University of Washington, School of Environmental and Forest Sciences
School’s program are provided assistance and guidance during the admission process into the
University and the School.
To retain undergraduate students, the School depends largely on the quality of advising and
outreach to current students. The University automatically puts students who are performing
below a 2.0 level on academic probation, and those students are contacted to develop a plan for
future success with assistance from faculty and the School’s Office of Student and Academic
Services. If the plan is unsuccessful, a student will eventually be dropped from the University,
but with a chance for reinstatement via petition.
Current Enrollment Information
The School offers two majors that lead to a Bachelor of Science degree -- ESRM and
Bioresource Science and Engineering (BSE). The MFR degree is the sole graduate degree
described herein, although the School also offers MS and PhD degrees.
78
University of Washington, School of Environmental and Forest Sciences
Document F: Program Graduate Employment Summary (MFR)
Institution Name: University of Washington_______________Academic Year: 2015-2016_____
Official Degree Program Title: Master of Forest Resources______________________________
Official Option Title: Forest Management____________________________________________
STUDENTS
ENROLLED
Current
Enrollment
Last Year
Two Years Ago
Three Years Ago
STUDENTS
ENROLLED
Current
Enrollment
Last Year
Two Years Ago
Three Years Ago
Freshman
Female
Current
Graduating Class
Last Year
Two Years Ago
Three Years Ago
Projected Total
Graduates for
Next Three Years
Female
Junior
Male
Female
Senior
Male
Female
Total Students
Male
Female
Male
1
2
1
1
0
3
1
3
TOTAL NUMBER OF STUDENTS
African Amer
Projected Total
Enrollment for
Next Three Years
GRADUATING
CLASS
Sophomore
Male
Asian
Caucasian
Hispanic
Native Amer.
Other*
0
0
1
1
0
1
0
0
0
0
0
0
3
2
2
0
0
0
0
0
0
1
0
1
Year:_2016-17__
Year:__2017-18___
Year:__2018-19____
3
5
7
TOTAL NUMBER OF GRADUATING STUDENTS
Female
Male
Afric.
Amer
Asian
1
2 1
0
0
1
1
0
4
1
3
0
0
0
0
0
1
Caucasian
1
4
2
2
Hispanic
Native
Amer
Other*
1
0
1
0
0
0
0
0
0
1
0
1
Year:__2016-17__
Year:__2017-18___
Year:_2018-19__
3
5
7
*OTHER includes Pacific Islander, Two or More Races, Unknown, and International Students
79
University of Washington, School of Environmental and Forest Sciences
Document F: Program Graduate Employment Summary (ESRM: General)
Institution Name: UW School of Environmental and Forest Sciences Academic Year: 2015-2016
Official Degree Program Title: Bachelor of Science: Environmental Science and Terrestrial
Resource Management
Official Option Title: (None – General B.S.)
_________________________________
STUDENTS
ENROLLED
Current
Enrollment
Last Year
Two Years Ago
Three Years Ago
Freshman
Female
Female
Junior
Male
Female
Senior
Male
Female
Total Students
Male
Female
Male
24
16
31
30
56
51
76
67
187
164
30
20
25
16
14
16
39
36
34
20
19
15
60
52
43
45
35
39
65
54
54
49
52
39
194
162
156
130
120
109
TOTAL NUMBER OF STUDENTS
STUDENTS
ENROLLED
Current
Enrollment
Last Year
Two Years Ago
Three Years Ago
African Amer
Projected Total
Enrollment for
Next Three Years
Asian
Caucasian
Hispanic
Native Amer.
Other*
2
42
188
26
2
91
2
1
2
42
50
52
181
161
140
19
20
20
6
4
7
74
46
44
Year:_2016-17__
Year:__2017-18___
Year:__2018-19____
370
390
410
TOTAL NUMBER OF GRADUATING STUDENTS
GRADUATING
CLASS
Current
Graduating Class
Last Year
Two Years Ago
Three Years Ago
Male
Sophomore
Female
Male
Afric.
Amer
Asian
76
67 1
1
18
45
38
44
36
33
29
0
1
1
17
13
13
Projected Total
Graduates for
Next Three Years
Caucasian
Hispanic
Native
Amer
80
13
0
31
5
3
4
2
2
2
15
9
8
42
43
45
Year:__2016-17__
Year:__2017-18___
Year:_2018-19__
120
130
150
*OTHER includes Pacific Islander, Two or More Races, Unknown, and International Students
80
Other*
University of Washington, School of Environmental and Forest Sciences
Document F: Program Graduate Employment Summary (ESRM: NREM)
Institution Name: UW School of Environmental and Forest Sciences Academic Year: 2015-2016
Official Degree Program Title: Bachelor of Science: Environmental Science and Terrestrial
Resource Management
Official Option Title: Natural Resource and Environmental Management__________________
STUDENTS
ENROLLED
Current
Enrollment
Last Year
Two Years Ago
Three Years Ago
STUDENTS
ENROLLED
Current
Enrollment
Last Year
Two Years Ago
Three Years Ago
Freshman
Female
Current
Graduating Class
Last Year
Two Years Ago
Three Years Ago
Projected Total
Graduates for
Next Three Years
Male
Female
Junior
Male
Female
Senior
Male
Female
Total Students
Male
Female
Male
0
0
0
0
0
3
0
2
0
5
0
0
0
0
0
0
0
0
0
1
0
0
0
0
0
1
1
1
0
1
1
1
0
2
0
1
1
3
1
3
TOTAL NUMBER OF STUDENTS
African Amer
Projected Total
Enrollment for
Next Three Years
GRADUATING
CLASS
Sophomore
Asian
Caucasian
Hispanic
Native Amer.
Other*
0
0
3
0
0
2
0
0
0
0
0
1
0
1
1
0
1
2
0
0
0
3
0
0
Year:_2016-17__
Year:__2017-18___
Year:__2018-19____
10**
15**
20**
TOTAL NUMBER OF GRADUATING STUDENTS
Female
Male
Afric.
Amer
Asian
0
5 1
0
0
1
0
1
0
0
0
0
0
0
0
0
1
Caucasian
3
1
0
0
Hispanic
Native
Amer
Other*
0
0
2
0
0
0
0
0
0
0
0
0
Year:__2016-17__
Year:__2017-18___
Year:_2018-19__
8
12
15
*OTHER includes Pacific Islander, Two or More Races, Unknown, and International Students
**Projected growth due to SAF Accreditation
81
University of Washington, School of Environmental and Forest Sciences
Document F: Program Graduate Employment Summary (ESRM: SFM)
Institution Name: UW School of Environmental and Forest Sciences Academic Year: 2015-2016
Official Degree Program Title: Bachelor of Science: Environmental Science and Terrestrial
Resource Management
Official Option Title: Sustainable Forest Management__________________________________
STUDENTS
ENROLLED
Current
Enrollment
Last Year
Two Years Ago
Three Years Ago
STUDENTS
ENROLLED
Current
Enrollment
Last Year
Two Years Ago
Three Years Ago
Freshman
Female
0
0
0
0
Current
Graduating Class
Last Year
Two Years Ago
Three Years Ago
Projected Total
Graduates for
Next Three Years
Male
Female
Junior
Male
Female
Senior
Male
Female
Total Students
Male
Female
Male
0
0
1
0
1
3
8
3
10
1
0
0
0
0
1
1
2
0
2
0
5
3
1
5
1
3
6
6
2
5
3
3
12
11
5
TOTAL NUMBER OF STUDENTS
African Amer
Projected Total
Enrollment for
Next Three Years
GRADUATING
CLASS
Sophomore
Asian
Caucasian
Hispanic
Native Amer.
Other*
0
1
8
2
0
2
0
0
0
0
2
0
11
9
3
0
1
2
1
1
1
5
1
2
Year:_2016-17__
Year:__2017-18___
Year:__2018-19____
20**
25**
30**
TOTAL NUMBER OF GRADUATING STUDENTS
Female
Male
Afric.
Amer
Asian
3
8 1
0
1
2
0
3
3
5
3
0
0
0
0
1
0
Caucasian
7
2
2
4
Hispanic
Native
Amer
Other*
1
0
2
0
2
0
1
0
0
2
0
2
Year:__2016-17__
Year:__2017-18___
Year:_2018-19__
15
20
25
*OTHER includes Pacific Islander, Two or More Races, Unknown, and International Students
**Projected growth due to SAF Accreditation
82
University of Washington, School of Environmental and Forest Sciences
Document G: Student Data Summary (MFR)
Institution Name: University of Washington_______________Academic Year: 2015-2016_____
Official Degree Program Title: Master of Forest Resources______________________________
Official Option Title: Forest Management____________________________________________
NUMBER OF GRADUATES FOR PAST FIVE YEARS
Post Graduation
Status
Yr:_10-11_
Yr:_11-12_
Yr:_12-13_
Yr:_13-14
Yr:_14-15_
#
%
#
%
#
%
#
%
#
%
100
5
100
1
33
1
50
3
60
12
2
66
1
50
2
40
5
3
100
2
100
5
100
17
Employed permanent: 2
Forestry
Total
Graduates
Forestry/Urban
Forestry/NREMrelated
Other employed
Employed temporary:
Forestry/Urban
Forestry/NREM
Forestry-related
Other employed
Graduate Study:
Unemployed:
Unknown:
Total Number and
Percentage of
Graduates
2
100
5
100
83
University of Washington, School of Environmental and Forest Sciences
Document G: Student Data Summary (SFM)
Institution Name: University of Washington_______________Academic Year: 2015-2016_____
Official Degree Program Title: Bachelor of Science: Environmental Science and Terrestrial
Resource Management
Official Option Title: Sustainable Forest Management__________________________________
NUMBER OF GRADUATES FOR PAST FIVE YEARS
Post Graduation
Status
Yr:_10-11_
Yr:_11-12_
Yr:_12-13_
Yr:_13-14
Yr:_14-15_
#
%
#
%
#
%
#
%
#
%
Employed permanent: 3
Forestry
50
2
33
3
50
3
50
1
25
Forestry/Urban
Forestry/NREMrelated
33
2
Total
Graduates
12
2
Other employed
1
17
1
17
1
25
3
Employed temporary:
Forestry/Urban
Forestry/NREM
Forestry-related
Other employed
Graduate Study:
1
17
1
17
1
17
1
25
4
Unemployed:
Unknown:
Total Number and
Percentage of
Graduates
1
17
2
33
1
17
1
50
1
25
6
6
100
5
100
6
100
6
100
4
100
27
84
University of Washington, School of Environmental and Forest Sciences
Document G: Student Data Summary (NREM)
Institution Name: University of Washington_______________Academic Year: 2015-2016_____
Official Degree Program Title: Bachelor of Science: Environmental Science and Terrestrial
Resource Management
Official Option Title: Landscape Ecology and Conservation (being replaced with the NREM
option)
NUMBER OF GRADUATES FOR PAST FIVE YEARS
Post Graduation
Status
Yr:_10-11_
Yr:_11-12_
Yr:_12-13_
Yr:_13-14
Yr:_14-15_
#
#
%
#
#
#
1
100
%
%
%
Total
Graduates
%
Employed permanent:
Forestry
Forestry/Urban
Forestry/NREMrelated
1
Other employed
Employed temporary:
1
100
1
Forestry/Urban
Forestry/NREM
Forestry-related
Other employed
Graduate Study:
1
100
1
100
1
Unemployed:
Unknown:
Total Number and
Percentage of
Graduates
1
100
1
85
100
3
University of Washington, School of Environmental and Forest Sciences
Standard VI: Parent Institution Support
The ensuing discussion of Standard VI applies to the Sustainable Forest Management and
Natural Resource and Environmental Management options of the Environmental Science and
Terrestrial Resource Management B.S. degree major being accredited under the professional
forestry and natural resource management standards, respectively, and the Master of Forest
Resources in Forest Management degree program being accredited under the professional
forestry standard.
Parent Institution Funding
Founded in 1861, the University of Washington is the oldest state-assisted institution of higher
education on the Pacific coast. From its original site on a 10-acre tract of wooded wilderness that
is now downtown Seattle, the relocated Seattle campus has grown to comprise 680 acres of trees,
landscape, and buildings. Two other campuses are now well established in the neighboring cities
of Tacoma and Bothell.
The University employs over 25,000 people and educates over 40,000 students in its regular
program and 50,000 additional students both statewide and globally through its Educational
Outreach programs. It brings over $5 billion in additional revenue to the State of Washington
each year through federal, foundation, and industry grants and contracts; gifts; and hospital and
athletics revenue. It has spawned more than 200 new companies from the technology created by
faculty and transferred to the business community, ranking fifth among U.S. universities in
launching start-up companies. Faculty creativity has yielded more than 500 new patents. The
University’s international community numbers over 7,000, bringing diversity and global
experience to the state. The University’s annual economic impact on the state of Washington is
$12.5 billion annually, up from $9.1 billion just five years ago. The University supports over
79,000 jobs in the state of Washington.
The University employs over 4,000 instructional faculty, both full-time and part-time. The
faculty boasts five winners of the National Medal of Science, fifteen MacArthur Fellows, ten
recipients of the Gairdner Foundation International Awards, more than 120 members of the
National Academies, and 85 members of the American Academy of Arts & Sciences. Six
University faculty members have won Nobel Prizes in physics and medicine, and one received
the 1990 National Book Award for fiction.
As indicated above, the School resides within the College of the Environment along with five
other Schools and Departments and several centers. The College is the largest Environmental
Science College in the nation and has the second highest (after the School of Medicine) level of
research support with grants and contracts totaling to $105 - 140 million annually over the last
five years. This level of activity yields about $14 million in indirect cost recovery to the
College, most of which comes back to the units. College generates revenue from teaching
activities based on an Activity Based Budgeting (ABB) approach wherein revenue arises with
from student credit hour (enrollment) generation and degrees granted. A portion of this revenue
is returned to the units with the allotment based on activity level. The School is the largest ABB
86
University of Washington, School of Environmental and Forest Sciences
generating unit in the College (about 1/3 of total ABB budget) and is allotted approximately $6
million permanent operating budget based on teaching activities. The College also provides
curricular oversight for the six academic units to avoid overlap and ensure consistency and
excellence in delivery. Details on College programs that benefit students in the School are
described below.
Insurance benefits. In the region, the University is generally regarded as providing excellent
insurance benefits to its employees. The State of Washington provides a uniform program of
medical, dental, life, accidental death/dismemberment, and long-term disability insurance, as
well as optional programs, including home and automobile insurance.
Financial benefits. Non-salary financial benefits include the University’s own retirement plan
(UWRP) for faculty and professional staff (separate state plans serve classified staff), a
voluntary investment program, flexible spending accounts, and housing resources. The UWRP
provides matching contributions from between 5% and 10%, depending on the age of the faculty
or staff member.
Institutional integrity. Evidence of institutional integrity is reflected in the extensive
documentation of policies and procedures in written reports and web pages. More important is
the attitude of the community toward the values of integrity. At every level, from students to
Regents, candor, openness, and honesty are expressed values. Additionally, the School has its
own core values of open communication, respect, and accountability.
Transformation and modernization initiatives. Turning the Odegaard Undergraduate Library into
a Digital Commons, providing a location where students utilize information technology 24 hours
a day to advance their learning, is one example of new services for students. The University’s
institutional computer systems support everything from e-mail to high-speed computing. And
the creation of a relational database allowing for the sharing of information across the University
fosters a new approach to management. The idea that ‘ownership of knowledge is power’ is an
outdated mode of operation that has been set aside in favor of sharing data to allow all units
throughout the University to know about each other so they can better manage their resources
based on common information.
An entrepreneurial atmosphere. Declining state support has necessitated an entrepreneurial
approach to resource shortages. In a serendipitous and counter-intuitive turn of events, the
positive force of this entrepreneurial revolution has created an energy and excitement that has
reinvigorated the campus. The Executive Vice President and representative service unit
managers agree that facing the reality of changing State funding priorities, embracing strategies
for more effective and efficient management, and making better use of technology have created
better financial and business management for the campus.
Work/Life benefits. These include elder and adult care, flexible work arrangements, and UW
CareLink. UW CareLink is a confidential assistance program offering such services as
confidential counseling, legal and financial services, and critical incident assistance and
debriefing. All services are available to faculty and staff and their dependents and family or
household members in any location nationwide; in addition, employees may bring into
87
University of Washington, School of Environmental and Forest Sciences
counseling sessions anyone who may be involved in their issue (e.g., friend or relative). For
employees who accrue leave, the University provides release time for the first session relating to
a particular concern.
Cultural and intellectual benefits. All University employees have ready access to a wide and
diverse array of cultural and intellectual events. The University encourages cross-disciplinary
interactions in a number of ways. One example is the annual Samuel E. Kelly Distinguished
Faculty Lecturer, dedicated to acknowledging the work of distinguished faculty by spotlighting
nationally recognized research focusing on diversity and social justice. To the many who attend,
learning about state-of-the-art research directly from creative, eloquent colleagues is one of the
most thrilling aspects of being at the University. For graduate students, the talks also present
new ways of thinking about research and various career paths.
Enhancing and supporting diversity. The University of Washington has renewed its commitment
to enhancing and supporting diversity on campus with the “Race and Equity Initiative” launched
by President Ana Mari Cauce in April 2015. This initiative, led by top members of UW
Administration, seeks to build inclusive experiences, address institutional bias and racism, and
engage diverse communities. There are many events, lectures and other opportunities for
students, staff and faculty to be involved. The initiative has a website at:
http://www.washington.edu/raceequity/ and its first report was published in November 2015,
found at: https://www.washington.edu/trends/focusing-on-race-advancing-equity/.
Computing. In the late 1980s and early 1990s the University made several critical strategic
technology decisions that have shaped its current technology environment and enabled
technology advancements that have given it a competitive advantage in learning and research,
and have been critical to its success. One of the most important decisions was UW Information
Technology’s focus on creating an institution-wide infrastructure, with the top priorities being
universal networking, messaging, web services, and other electronic forms of collaboration
based on Internet protocols. As part of this strategy, the University also graduated from five
separate, constituency-based networks that could not communicate with one another to a single,
institution-wide, high availability, high performance “network utility” that has enabled
communication and collaboration both within the institution and externally.
The University encompasses all the technologies of a small city, with police, sports, and
performance venues, multiple major hospitals and clinics, and a major research university with
three campuses plus external experimental sites and regional partnerships. At the same time,
campus units have taken on responsibility for their own locally-based operations supported by
college and/or departmental computing staff. This approach has enabled collaborations between
UW Information Technology and other University units and external partners that have
enhanced teaching and learning.
Equipment. In addition to their regular operating allotments, University units also receive an
annual equipment allocation from central sources. There has been a “general equipment”
allocation for many years, with the amount varying from year to year.
88
University of Washington, School of Environmental and Forest Sciences
Fiscal Year
State-Funded General Equipment
FY 2010_11
$339,156 (+ $228,284 for research)
FY 2011_12
$147,703 (+ $268,474 for research)
FY 2012_13
$446,680 (+ $798,747 for research)
FY 2013_14
$276,141
FY 2014_15
$382,465
Spatial information technologies. The School, in collaboration with the College of Engineering,
created the Precision Forestry Cooperative in 1999 to conduct pioneering research in forest
production and management using technology at a new scale of resolution and accuracy with the
goal of producing economic and environmental benefits. Precision Forestry is defined as using
advanced technology remote sensing and analytical tools to support site-specific economic,
environmental, and sustainable decision making for the forestry sector. This research unit brings
to the School knowledge of and experience with a wide range of technological tools in addition
to GIS. These include 1) high resolution imagery and LiDAR (Light Detection And Ranging)
used for obtaining information about canopy structure and highly accurate digital elevation
models, useful in such things as determining stream channel initiation points and topography
under forest canopy, as well as hyperspectral remote sensing, which can be used to study forest
canopy species and health characteristics; 2) GPS (Global Positioning System) and Inertial
Navigation Systems, used for navigation under forest canopies for purposes like electronically
mapping and marking stand and riparian trees; and 3) UAS (Unmanned Aerial Systems),
specifically sensor applications, used for forest inventory mapping.
The research environment. The University and the School have a long history of success in the
research enterprise. Historically benefiting only graduate students, the University has recently
committed to involving undergraduate students in research. Grants and contracts provide the
opportunity for graduate and undergraduate students to work with nationally recognized faculty
in research, as part of their educational experience. The value of the research effort is leveraged
through the incorporation of graduate students into the program and the infusion of new
knowledge into both graduate and undergraduate teaching. The faculty serve as Principal
Investigators on research projects, often involving the same students they serve as graduate
advisers. Many graduate students receive financial support through research assistant
appointments. Research assistantships provide many advantages to students and to prospective
employers. The recipient of a research assistantship receives training in the process of scientific
research and, in the course of a project receives close direction and supervision from highly
qualified faculty members. There have also been increasing opportunities for undergraduates to
obtain hourly employment on various research projects.
Specialized laboratories. The laboratory facilities of the School are located in Bloedel and
Winkenwerder Halls, and in the buildings at the UW Botanic Gardens, Center for Urban
Horticulture. They include specific laboratories designed to study soil chemistry and soil
89
University of Washington, School of Environmental and Forest Sciences
physics, plant microbiology, hydrology, polymer chemistry, tree physiology, genetics, wood and
extractives chemistry, physics of fibrous composites, and horticultural plant materials. Among
the many available research tools are optical equipment, electronic instrumentation for a wide
variety of uses, gas chromatographs, spectrophotometers, and physical test equipment.
Field instruction. Although the requirement of a quarter in residence at the School’s C.L. Pack
Experimental Forest is no longer part of the curriculum, the School continues to provide field
experiences for its students by incorporation of field trips with the School’s leased a 30passenger bus, and field work into classes in the curriculum. Some courses, such as ESRM304
are also offered as a field school at C.L. Pack Experimental Forest during the summer quarter.
College of the Environment Support (Academic Affairs & Diversity)
College-wide graduate student recruitment and retention
The College hosts an annual cross-unit orientation for incoming graduate students that features
the many speakers and presentations that each unit would otherwise need to include in their
orientation, freeing up time in the department's orientation agenda. Speakers include: Title IX
Coordinator/Sexual Harassment Prevention Training, UW Police Department/Campus Safety,
UAW Academic Student Employee Union, the Graduate & Professional Student Senate, UW
Libraries/Graduate Funding Opportunities, and Hall Health/Mental Health Resources.
The College hosts a cross-unit (including SEFS) prospective graduate welcome reception for
units. The reception provides prospective students the opportunity to see the larger community
the College and UW have to offer and includes brief remarks from the Dean, the Graduate
Opportunities & Minority Achievement Program (GO-MAP), the UW chapter of the Society for
the Advancement of Hispanics/Chicanos & Native Americans in Science (SACNAS), and
interdisciplinary programs such as the Environmental Management Certificate and the Program
on Climate Change.
In 2015, the College created degree-specific graduate program flyers for event-related outreach,
including a flyer for SEFS graduate degrees.
College-wide undergraduate student recruitment and retention
In 2015 the College hired a new Undergraduate Student Services Specialist to lead the
development and implementation of college-wide undergraduate student outreach and
recruitment strategies, including leading on-campus advising, national networking, and
innovative marketing and recruitment activities on and off campus. To support new national
recruitment efforts, the College created degree-specific program flyers, including flyers for the
BSE and ESRM majors. In 2016, the College will host the first college-wide Admitted Student
Preview Days and summer Prospective Student Open House for prospective undergraduate
students and families.
College of the Environment Scholarships
90
University of Washington, School of Environmental and Forest Sciences
Prior to 2015, graduate students within the College were eligible to apply directly for
scholarships. Between 2013 and 2015, 5 SEFS graduate students were awarded scholarships,
with funding totaling over $25,000. In 2015, the College adjusted the model to assist units in
recruiting outstanding graduate applicants. Each unit nominates up to two incoming graduate
students for a scholarship, which includes up to 3 quarters of tuition and fees with a required unit
match of stipend and benefits. One of SEFS’ nominees received a quarter of support ($5,239
from the College, plus stipend and benefits from the unit).
Annually the College awards over $60,000 in scholarship funding to undergraduates. Between
2010 and 2015, 32 ESRM or BSE students have received College scholarship awards, with
funding totaling over $65,000.
Student Travel & Meeting Fund
The College supports undergraduate, Masters, and PhD students in furthering their careers, and
in particular in connecting students to networking opportunities afforded by the presentation of
their original work in meeting venues. Two types of student attendance at meetings are
supported – Individual Student Travel to Meetings & funding for Student Organized Meetings.
Since 2011, the College has funded over 36 SEFS students, totaling over $17,500 in support.
Hall Conservation Genetics Research Award
The Hall Award, specifically for graduate students working in the field of conservation genetics,
is administered by the College of the Environment and is designed to support a new studentdirected project or the extension of a project in which the student is already engaged. The
College awarded Hall funding to three students in 2015, including a SEFS student studying
predator-prey relationships in Central Asia.
SACNAS National Conference
The College sponsors a combination of faculty, student services staff and graduate students to
attend the annual Society for the Advancement of Chicanos and Native Americans in Science
(SACNAS) National Conference. The conference brings together over 4,000 undergraduate
students, faculty and staff in STEM. In 2015, the College sponsored the attendance of the SEFS
graduate program advisor, David Campbell. The Conference provides an opportunity to recruit
prospective graduate students from an extremely diverse attendee pool, as well as to connect
with student services professionals from across the country.
Career Services
The College sponsors the annual UW Environmental Career Fair, featuring 35 employers,
including key employers of SEFS alumni such as the U.S. Forest Service and the Department of
Ecology. Over 300 students attend annually. The College also manages the College of the
Environment Career Opportunities website, featuring over 2000 jobs or internships posted
annually.
Meet, Greet, Teach
The College hosts Meet, Greet, Teach (MGT) twice per quarter, with invitations going to all
faculty, staff, graduate students, and postdocs within the College and beyond. MGT is an
evening series offering those with an interest in engaging in interactive and innovative teaching a
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University of Washington, School of Environmental and Forest Sciences
chance to interact with colleagues from across campus who are willing to share their enthusiasm
and experience. Over light appetizers, attendees have a chance to network before settling down
to a 30-minute “fast panel” of 3-5 faculty. Recent SEFS panelists include Patrick Tobin and
Aaron Wirsing.
Conversations on Defining Diversity
Conversations on Defining Diversity is a quarterly public forum hosted by the College of the
Environment where students, staff and faculty explore the issues, roadblocks, challenges, and
opportunities the College faces, as the first step towards brainstorming solutions. Each
conversation focuses on a particular aspect of diversity, and features College faculty, staff, and
students speaking about their experiences. Recent topics include student parents, low-income
students, and undocumented students.
Financial Support for the School of Environmental and Forest Sciences
Faculty Salaries
Faculty salaries are adjusted based on a merit system. Faculty members are eligible for salary
adjustments when resources are made available by the State Legislature. Salary adjustment have
also been given when resources are not made available by the State Legislature. Consistent with
the University’s practice of collegial governance, the primary responsibility for decisions on
salary matters is vested with the faculty. When funds are allocated for salary adjustments by the
Legislature, or the University internally allocates funds for faculty salary adjustments,
consultation on the formula for allocation among units is held between the Provost, the Deans,
and the Faculty Senate. The President makes the final salary allocation decision, consistent with
the rules of the Faculty Code. The Faculty Code procedures require faculty members to identify
their own strengths through annual reports, and to submit those reports for evaluation by
department colleagues senior in rank. Those materials must include student and collegial
evaluations of teaching and annual workload plan agreements. These records are reviewed at the
departmental, college, and university levels, and translated into salary decisions.
It is in the area of faculty salaries that the University is particularly challenged. Currently, the
Provost plans to authorize a minimum of a 2 percent merit-based increase for faculty in FY 16.
Faculty salary problems differ by department. Some departments approach their peers, but others
lag substantially behind. Despite significant salary problems throughout the institution, the
University continues to attract and retain excellent faculty although first choices are sometimes
lost to higher bidders. Seattle’s high cost of living, particularly housing, can also be a factor.
Although not currently used by the School, a University strategy available to address salary
problems is elective conversion to the A/B compensation model. Using this model, tenured
faculty members can retain all of their state salary base while at the same time reducing, to an
80% limit the percentage of their tenured appointment. Outside salary sources can then be used
to increase their total salary rate through the non-state portion of their salary. A long-standing
strong research profile is a necessary ingredient for this model.
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University of Washington, School of Environmental and Forest Sciences
SEFS 9-month faculty salaries by rank compared to other UW units
Assistant Professor
Associate Professor
Professor
Unit
High
Average
Low
High
Average
Low
High
Average
Low
College of Arts
and Sciences
College of
Education
School of
Pharmacy
College of
Engineering
School of Law
$135,036
$82,863
$48,195
$154,503
$89,496
$55,080
$277,551
$122,652
$55,071
$95,040
$78,156
$69,525
$115,398
$86,814
$47394
$186,993
$127,323
$80,784
$90,576
$80,037
$68,850
$104,112
$86,715
$70,722
$215,145
$128,079
$88,893
$120,690
$94,410
$63,180
$161,388
$114,696
$64,197
$256,149
$147,285
$85,491
$136,476
$133,380
$130,599
$189,108
$128,268
$89,055
$253,098
$166,680
$110,457
School of
Environmental
and Forest
Sciences
$85,968
$83,374
$81,900
$113,562
$85,641
$79,587
$217,251
$121,663
$90,432
College of the
Environment
$91,800
$81,702
$60,867
$157,185
$94,014
$63,324
$217,251
$120,051
$74,313
School of
Business
Administration
Information
School
School of
Dentistry
School of
Nursing
College of
Architecture and
Urban Planning
School of Social
Work
Evans School of
Public Affairs
$215,856
$183,510
$148,932
$260,001
$185,166
$115,254
$314,487
$218,484
$120,600
$116,190
$96,498
$70,281
$336,852
$132,966
$108,000
$160,335
$148,149
$123,597
$160,848
$104,706
$82,494
$138,636
$93,186
$57,753
$341,451
$143,307
$72,639
$86,604
$84,834
$80,361
$97,623
$90,027
$77,184
$227,250
$125,685
$82,143
$93,816
$71,352
$58,059
$104,751
$82,440
$62,307
$176,166
$117,000
$90,162
$83,511
$82,035
$80,235
$125,334
$94,338
$80,847
$235,809
$159,327
$101,970
$117,279
$103,374
$88,470
$135,000
$114,741
$97,506
$229,500
$159,012
$125,460
School of Public
Health &
Community
Medicine
OVERALL,
Seattle campus
$105,003
$85,023
$75,240
$155,241
$100,035
$47,124
$233,955
$129,321
$33,480
$92,600
$98,300
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$132,400
University of Washington, School of Environmental and Forest Sciences
Entering the 2015 academic year, the average professorial 9-month salary at the University’s
Seattle campus was distributed by rank as follows:




Instructor - $47,367
Assistant Professor – $77,877
Associate Professor – $83,331
Professor – $109,665
Aside from the issue of salary levels is the relationship of salaries among existing and new
faculty. Salary compression, where new hire salaries are approaching or even outstripping those
of long-time faculty members, is a University concern. The University is making available
salary compression dollars, and the College is currently evaluating who is most deserving among
its faculty. Although the College received very little funding for this purpose, the University
intends to continue compression allocations and so over time progress can be made in correcting
this disparity.
The University uses three peer comparison groups—the Global Challenge State Peer Institutions
(GCS Peers), the Higher Education Coordinating Board Peer Group (HECB Peer Group) and the
Office of Financial Management Peer Group (OFM Peer Group). The School does not believe
that the HECB Peer Group adequately represents forestry and natural resource college peers and
has generated its own peer list of 9 institutions. The peer group members are listed in the table
on the following page (page 94).
2014-2015 data comparison to the OFM Peer Group show overall University professor salaries
lagging by 17.1%, associate professor salaries lagging by 1.9%, and assistant professors leading
by 5.5%. The same data comparison to the HECB Peer Group show University professor salaries
lagging the 75th percentile level by 11.0%; associate professors lag by 1.0%; and assistant
professors lead by 5.8%.
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University of Washington, School of Environmental and Forest Sciences
95
University
of Washington,
School of Environmental and Forest Sciences
Table. Peer
Comparison
Groups.
GSC Peers (16)
OFM Peer Group (8)
HECB Peer Group (23)
School of Environmental and Forest Sciences (9)
Rutgers University, Camden
University of Arizona
Michigan State University
University of California, Berkeley
Rutgers University, Newark
University of California, Berkeley
Texas A&M University, College
Station
Colorado State University
Rutgers University, New Brunswick
University of California, Los Angeles
University of Arizona
North Carolina State University
University of California, Davis
University of Illinois, Urbana/Champaign
University of California, Davis
Oregon State University
University of California, Irvine
University of Iowa
University of California, Irvine
State University of New York, Syracuse
University of California, Los Angeles
University of Michigan, Ann Arbor
University of California, Los
Angeles
University of Georgia
University of California, San Diego
University of North Carolina, Chapel Hill
University of California, San
Diego
University of Maine
University of Colorado, Boulder
University of Oregon with Oregon Health
Sciences Center
University of Cincinnati
University of Minnesota, Twin Cities
University of Colorado, Denver
(Health Sciences)
University of Florida
Virginia Polytechnic Institute and State University
University of Connecticut (Storrs)
University of Hawaii
University of Maryland, Baltimore
University of Illinois, Chicago
University of Maryland, College Park
University of Iowa
University of Massachusetts, Amherst
University of Kentucky
University of Massachusetts,
Worcester
University of Michigan, Ann
Arbor
University of Medicine and Dentistry
of New Jersey
University of Minnesota, Twin
Cities
University of Virginia
University of Missouri, Columbia
University of New Mexico
University of North Carolina,
Chapel Hill
University of Pittsburgh
University of Virginia
University of Wisconsin, Madison
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University of Washington, School of Environmental and Forest Sciences
School of Environmental and Forest Sciences State and Local Sources of Funds
2013-14
Regular State
$6,263,245
Percent
Change
2014-15
Percent
Change
2015-16
+5.8%
$6,625,579
+4.8%
$6,940,728
Proviso/Special
Funding
Local Fund Allotment
$670,387
$670,819
$671,491
$60,393
$60,393
$60,393
Research Cost
Recovery
$299,533
Total
$7,293,558
+11.02%
$332,553
+5.65%
$351,358
+5.4%
$7,724,919
+4.435%
$8,023,970
School of Environmental and Forest Sciences State and Local Uses of Funds
2013-14
2014-15
Salaries
90%
88%
Services
5%
6%
Travel
1%
1%
Supplies
3%
3%
Equipment
1%
2%
Total
100%
100%
2015-16
data not yet complete
School of Environmental and Forest Sciences Research Cost Recovery Uses of Funds
2013-14
2014-15
Salaries (01 & 07 & 08)
93%
35%
Services (02 & 03)
4%
6%
Travel
1%
2%
Supplies
2%
1%
Equipment
0%
1%
Start-up
Total
55%
100%
100%
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2015-16 (current)
data not yet complete
University of Washington, School of Environmental and Forest Sciences
Changes that Have Occurred or are Anticipated in the Educational Budget
Funding Prospects for the Future. The primary funding sources for the University’s core
educational enterprise are state appropriations, tuition and fees, and grants and contracts. The
UW’s FY15 budget, combining all sources of revenue, is projected to be $6 billion. Primary
revenue sources in FY15 include those from the UW’s Health System, federal grants and
contracts, and tuition operating fees. The state increased its appropriations 20 percent over the
prior year—the first time since FY08 that the UW has not experienced a substantial decline in
state funding per student. Tuition revenue will comprise 69 percent of the University’s general
operating fund resources (state funds plus tuition revenue), down from 72 percent in FY13.
The Board of Regents and the administration have engaged in ongoing discussions about future
financing of the University. The pace of these discussions has accelerated as the state economy
has gone through periods of recession and as the competing pressures on the State General Fund
have resulted in substantial reductions in resources for the University. The University’s ability to
continue to thrive and move forward with transformational change is a result of an institutional
commitment to strategic planning. In addition, over the last few years, the University has moved
to substantially increase the level of funding for development activities, and it is in the midst of
its second ambitious long-term development campaign.
It is important to note that the majority of gift funds are not discretionary or unrestricted. The
University maintains documentation of gift purpose and donor intent for every endowment in a
separate permanent file. Ultimate responsibility for compliance with the proper use and donor
intent, and for stewardship for each endowment, rests with the administering department. The
University continues to be successful in fundraising, and private funding is expected to grow as
investment in development activities start to pay off and as returns to the University’s
Consolidated Endowment Fund (CEF) grow with improving economic and presumably
improving market conditions.
Programs supported by the CEF include undergraduate scholarships, graduate fellowships,
professorships and chairs, and research activities.
Funding for the research enterprise at the University is strong. For a long period of time, the
University has been among the top among public universities in receiving grants. For the 2015
Fiscal Year, the University received over $1,300,000,000 in grant and contract awards and has
received similar amounts since 2007. The University is among the top National Science
Foundation funded public universities, ranking 3rd in 2014. The University is also among the top
National Institutes of Health funded public universities, ranking 3rd in 2014.
As part of the budget development process, the President and Provost seek input from a wide
range of campus constituents, including the Board of Deans. Each year, the College of the
Environment has a strategic planning/budget meeting with the Provost and Office of Planning
and Budgeting staff. The information obtained during these meetings is one part of the input into
the University’s annual budget process in which decisions about allocation of any incremental
resources are made. Any financial support issues that are raised during program-specific
accreditation processes are discussed by the Dean and the Provost. At least every ten years, the
University conducts thorough program reviews of all of its academic programs; any financial
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University of Washington, School of Environmental and Forest Sciences
support issues that are raised during these internal academic program reviews are discussed by
the Dean and the Provost.
There are two constraints that significantly challenge the University’s financial planning
efforts.
• Authorized student enrollment. The University’s overall authorized student enrollment at each
campus for programs that receive state support is established by the State Legislature as part
of the biennial budget process. With a few exceptions, the University has discretion in
allocating student full-time equivalents to programs within these authorized enrollment
levels. The state does not regulate enrollment in academic programs offered on a selfsustaining basis by the University.
• Tuition setting authority. Tuition levels for undergraduates continue to be established by the
State Legislature as part of the biennial budget process.
Internal sources of financial aid are gifts, including distributions from endowed gifts, and tuition
waived or restricted for financial aid. Financial aid funded from tuition waivers or revenues is
authorized by various State laws, which establish selection criteria and set limits on total
revenues available for financial aid. The University’s model for tuition increases includes
projected increases in financial aid in order to address accessibility for needy students.
Additional University resources are being directed to fundraising activities to increase private
gifts to support student financial aid. The School has benefited greatly from private support.
Through Educational Outreach, the University has substantially expanded the educational
offerings that are available in addition to the core State-supported educational program. Demand
for these fee-based courses and certificate and degree programs is very strong. The University’s
auxiliary enterprises are financially stable and expected to continue to be so. These auxiliary
enterprises neither depend on financial support from central resources nor support the
University’s education and general operations. The School has not yet aggressively pursued
activities in this area.
The University’s budgeted revenues come from two major funding categories: State
appropriations and University local funds. After an extended period of budget reductions, the
College’s state and local fund allocations, the primary sources of instructional funds, have been
essentially flat, with increases due solely to minimal salary increases. Although total research
grant funding from agencies and foundations has been increasing, the indirect costs associated
with those projects have been falling, which reflects itself in the reduced funding from the
Indirect Cost Recovery source.
Two common measures of the adequacy of financial resources are 1) overall funding per FTE
student and 2) faculty salaries, both compared to peer institutions. At the university level, both of
these metrics raise issues of eroding state support.
Faculty Provided with Professional Development and Continuing Education Opportunities
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University of Washington, School of Environmental and Forest Sciences
The University offers a formal program for professional leave with pay. Under the University’s
Professional Leave Policy, faculty members may request and receive a paid development leave,
as frequently as every seven years. (By state law, the University is limited to no more than 4% of
its faculty being on sabbatical leave at one time.) This generous sabbatical leave policy allows
for faculty members to take one quarter leave at full salary, two quarters leave at three-fourths
quarter salary, or three quarters leave at two-thirds salary. School faculty have made moderate
use of the professional leave privilege over the last several years. Due to the state limit, the
School is awarded a small number of quarters of sabbatical each academic year. The allotment is
usually sufficient, and there is the capability of requesting more quarters if needed.
Each unit, under the general guidance of the deans of the campuses, schools, and colleges,
decides its own faculty workload and individual faculty classroom and other work assignments.
The mission of the University focuses on teaching, research, and service, which all faculty
members are expected to contribute in some way toward all aspects of this mission. Thus, the
distribution of an individual faculty member’s workload inevitably reflects the strengths each
individual faculty member brings to the department.
There are substantial University resources that support faculty professional growth and renewal.
All new faculty members are expected to participate in the Faculty Fellows Program. The
Fellows Program provides new faculty members an intensive instructional development program
led by the University’s Teaching Academy (faculty members who are previous winners of the
University of Washington Distinguished Teaching Award). In addition, the Center for
Instructional Development and Research (CIDR) offers an array of instructional improvement
and assessment training programs for faculty and teaching assistants.
Student Support Programs
The faculty, staff, and students of the School can draw upon a wide range of University support
and educational services. The large size of the institution and the diversity of programs provide
an ample menu of opportunities for personal development and academic enrichment.
Undergraduate Academic Affairs (UAA) provides a broad range of services and programs
designed to further the educational and personal development of students. UAA consists of ten
units: Admissions and Records, Center for Career Services, Student Counseling Center, Disabled
Student Services, Housing and Food Services, International Services Office, Recreational Sports
Programs, Student Financial Aid, Student Publications and Student Activities and Union
Facilities.
The University’s Center for Career Services offers career information and services to assist
undergraduates, graduate students, and degree- or certificate-holding alumni (1) to make a viable
connection between their academic backgrounds and their career or long-range employment
objectives, (2) to develop effective job-seeking strategies, and (3) to find suitable employment
upon leaving the University or to change employment thereafter. Programs include individual
and group career counseling, job search seminars, career-related internships, campus interviews,
and summer employment listings.
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University of Washington, School of Environmental and Forest Sciences
All students at the University may make use of the services of the Student Counseling Center
and its staff of psychologists and counselors to discuss educational progress, personal concerns,
or career goals. Also available is an interactive computer-assisted career guidance and
information system. Workshops on special topics such as test anxiety, time management, and
stress management are also available. Other support services provided by the University include
financial aid, student health insurance, a childcare program, student legal services, and
recreational sports.
A wide variety of computers, facilities, and support services are available to the University
community. The central organization for computing and networking, called UW Information
Technology, offers an array of computing options and services that include microcomputers,
workstations, and a number of large multi-user computers. C&C computer labs, open to all
students, faculty, and staff members, provide opportunities for use of Macintoshes, PCs, and
workstations. In addition, electronic mail services and convenient access to resources
throughout the world, such as supercomputing, library catalogs, and other information resources
are available on the campus network. All members of the University community are entitled to
basic computer services at no charge under the C&C Uniform Access system.
The University’s Office of Classroom Support Services provides comprehensive media support
and services to faculty, staff, and students, including educational media services, classroom
maintenance and planning, equipment consultation, repair, and maintenance, and photography.
Over 5,000 films and videotapes for classroom instruction, preview facilities, and classroom
operators and equipment to utilize these materials are available for use by the campus
community. A complete photographic lab with studio services is also available.
Positioned for Growth: Major Strengths and Opportunities
Within the School
Great depth and diversity of faculty expertise, and a strong commitment to interdisciplinary
research and collaboration. We have been a long-time leader in teaching and research that take
place across disciplinary boundaries, and our faculty members regularly teach courses in other
academic units. Two of our newest faculty hires, as well, share joint appointments—one with
Civil and Environmental Engineering, and the other with Psychology.
Solid growth in our undergraduate enrollment, driven particularly by the popularity of our
ESRM major. Our student numbers in ESRM have climbed from 64 in 2004 to 214 in 2010 to
279 in 2013 to 321 in 2014 and 335 in 2015, and we expect that healthy trend to continue.
Fundamental commitment to field learning, with many courses involving multiple days and/or
weekends for students at field sites locally and across the Pacific Northwest. To make these trips
safer and more efficient, this fall we leased a 30-passenger bus—complete with a PA system,
wireless network, data ports, a 24”monitor, and driven by professional drivers—to use for our
field excursions. This addition has been overwhelmingly popular, and it has even expanded
lecture time during the drive—and also removed the necessity to have students help drive when
larger classes required multiple vehicles reducing what had been a safety concern.
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University of Washington, School of Environmental and Forest Sciences
Breadth of research possibilities for students through our field sites and centers, including the
Washington Park Arboretum and Union Bay Natural Area in Seattle, the Olympic Natural
Resources Center in Forks, Wash., and the Charles Lathrop Pack Experimental Forest near
Mount Rainier.
Highly engaged student population, including the Society of American Foresters – UW Student
Chapter; the International Forestry Students’ Association – UW Local Committee; Society for
Ecological Restoration – UW Student Guild; the Forest Club, one of the oldest clubs on the UW
campus; the original Xi Sigma Pi Forestry Honors Society; the UW TAPPI student group; and
the Dead Elk Society (a forestry graduate student group).
A robust and active digital community, including the school’s official blog, Offshoots, which
features updates, news stories and profiles of students, staff, faculty, alumni and research
projects; a bi-weekly internal School newsletter (The Straight Grain); a quarterly alumni
newsletter (Roots); and growing Facebook and Twitter profiles. Also, the School is in the
process of undergoing a major redesign of its website, which is long overdue and will give us a
tremendous boost in our online exposure.
Parent Institution
The University of Washington continues to climb in national and international rankings,
including rising to number 11 in U.S. News Global University Rankings this past October—the
third-ranked U.S. public university on the list.
UW libraries rank among the top 10 research libraries in North America, from Suzzallo Library
and the Odegaard Undergraduate library to the Natural Sciences and Health Sciences libraries, to
other smaller collections around campus, including our own Elisabeth C. Miller Library at the
Center for Urban Horticulture.
UW received a record number of applications by the December 2015 deadline—an 18 percent
jump from the previous year—and this past fall’s freshman enrollment was the highest ever.
Hands-on media support at the UW level, providing exceptional coverage and promotion of
School research, news and events.
An exceptionally beautiful and vibrant campus that is safe and inviting. Our location on an urban
campus, moreover, gives our program a unique advantage, as our students have access to all of
the cultural, professional and employment resources of Seattle, and also the invaluable hands-on
field experiences of our outlying centers and other partner sites.
Opportunities
Graduate Enrollment
A wave of faculty retirements in the past few years reduced our capacity to recruit new graduate
students, but our recent hires are already turning that trend around. Two new faculty members
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University of Washington, School of Environmental and Forest Sciences
who started in Fall 2014, as well as one who started in Fall 2015, have already started building
their labs with new graduate students, and we expect the next four faculty arrivals to have a
similar impact on our program.
Campus Facilities
Anderson Hall, the primary administrative building for the School—also home to our largest
lecture and study halls—has been on track for a major renovation for several years. It is one of
the most distinctive buildings on campus, and this future overhaul would preserve the historical
character of the exterior while providing major improvements to IT infrastructure, classroom
design and other features.
Fiscal Stability
One of the principal weaknesses of the UW has been the lack of adequate state support, and that
trend continues. Within the university, though, the popularity of our majors continues to grow,
and our enrollment numbers—particularly for Environmental Science and Terrestrial Resource
Management—have climbed steadily each quarter for the past few years. As overall university
enrollment grows, as our teaching faculty grows, and as the formula for unit funding largely
derives from student credit hours, we remain positioned for strong growth in financial resources.
Diversity
One of the UW’s highest educational priorities is the need to increase the number of diverse
students enrolled in academic fields and professions, and our School strongly emphasizes this
priority in natural resource fields. Fifty-two percent of students in our School are now women,
and almost 30 percent represent minority populations, including Asian and Native, among
others. One of our newest programs, the Mount Rainier Institute, invites middle school students
from disadvantaged communities to spend several days in hands-on scientific discovery at Pack
Forest and Mount Rainier National Park. We still have much work to do, but we are excited
about the positive growth.
Library Facilities and Holdings
University of Washington Libraries (the Libraries) ranks among the top ten research libraries in
North America, a ranking that it has held for many years. Collections are very rich in most
subject areas and disciplines, and some are of international significance. A well-qualified staff is
available to assist users. Research collections are properly housed and maintained, with the
prerequisite equipment for accessing digital and multimedia learning resources. One of the
hallmarks of the Libraries has been its commitment to integrating collections and services with
the intellectual life of the campus.
The Libraries nationally recognized program of information literacy has helped the it reach large
numbers of students (over 50%) by means of classes taught in partnership with faculty and by
means of library sponsored workshops and tutorials. While all components of the Libraries
(including those in Bothell and Tacoma) are engaged in offering instruction on how to access
learning resources in a wide range of formats, the Odegaard Undergraduate library and the
Health Sciences Library have truly outstanding programs. With respect to the acquisition of new
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University of Washington, School of Environmental and Forest Sciences
collections, the Libraries allocate an ever-increasing percentage of its budget to the purchase and
licensing of electronic resources (approximately 25%). But at the same time, print collections
continue to grow at a rate of approximately 100,000 volumes per year. This growth has required
that less heavily used materials be placed in several storage areas due to lack of shelf space.
Planning, assessment and continuous improvement are ongoing processes with broad staff
participation.
The Libraries’ program for the measurement of library use and user satisfaction has resulted in
ten years of longitudinal data on satisfaction rates and user behavior. This information is
frequently referred to and used to modify existing services and plan new ones. The Libraries’
outreach to and engagement with the community extends far beyond the campus. It holds the
most significant research collection west of Minnesota and north of Berkeley. Cooperative
relationships have been established with other leading research libraries in the U.S. (e.g.
Cornell), as well as with several Pacific Rim university libraries. In 2000, the Libraries were
cited by the Association of Research Libraries for its best practices for staff training and
development.
In 2004, the Forest Resources Library merged with the Natural Sciences Library, due to a
previously articulated strategy of reducing the number of library service points and collection
locations, a substantial decline in the use of the Forest Resources Library, an increase in the
growth of multidisciplinary research and teaching, especially in the environmental area, and a
deteriorating budgetary environment that reduced the Libraries budget in 2001-03 and resulted in
position cuts. This merger was decided upon after a series of committee and all-School meetings,
and with the assurance that forest resources information would continue to be updated and
maintained for use by School students, staff, and faculty.
The Natural Sciences Library is located in the Allen Library, close to the main School of
Environmental and Forest Sciences buildings. The collections and services of the Natural
Sciences Library support study, reference and research in: Atmospheric Sciences,
Biology/Ecology, Botany, Earth and Space Sciences, Environment, Forest Resources, General
Science, History of Science, Psychology, Speech and Hearing, and Zoology. Additionally, there
is a dedicated Forest Resources Librarian who is available at the Natural Resources Library.
The Natural Sciences Library makes available more than 336 electronic and paper-only journals
and other materials.
A Physical Environment that is Safe, Healthful, and Conducive to Learning
The University has a long standing executive level policy that assures that it will create,
maintain, and enhance a safe and healthful environment for all individuals associated with the
institution, including students, faculty, staff, hospital patients, and visitors. The University’s
facilities are also sufficiently equipped to properly support the educational programs and
services provided by the institution. The University’s physical resources are planned, managed,
and maintained by a well-defined, professionally administered, and suitably configured series of
facilities related operations. These include the Capital and Space Planning Office, the Capital
Projects Office, the Real Estate Office, and the Office of Facilities Services. In addition, faculty,
staff, and students contribute to physical resource planning processes by participating on a well104
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orchestrated series of governance committees. The University is applauded for its open,
inclusive, and collaborative capital projects and space planning processes and its capital projects
delivery processes.
In 2003, the University completely updated its Campus Master Plan for the Seattle campus and,
in collaboration with the University Office of Regional Affairs, had the Plan approved by the
Seattle City Council and the Board of Regents. The Plan provides a flexible, opportunitysensitive framework to guide campus development, and forecasts the need for approximately 3
million additional square feet of facilities over the next decade in response to anticipated
increasing student enrollment and research demands. The CMP selected the following goals:
Respect Its Stature
Provide Facilities
Maximize Flexibility
Enhance the Campus
Provide Accessibility
Promote Safety
Respect the Environment
Encourage Efficiency
Value the Community
The University is encouraged to continue the work of focus groups, such as the Learning Spaces
Consortium, to explore innovative ways of using traditional and non-traditional learning spaces
to greatest efficiency. Maintaining quality of institutional physical resources in the face of
declining State-funded financial support will require careful consideration.
The University is appropriately exploring and prioritizing potential statutory and regulatory
modifications that could assist its transition to a state-assisted university, facilitate greater
operational flexibility, and increase the ability to respond to changing market conditions more
readily. Securing legislative approval for alternative contracting methods, such as Design-Build
and GC/CM project delivery, has already proven its value to the University. Continuing to work
with the City of Seattle to eliminate the restrictive “Lease-Lid” mandates should also prove
beneficial. The greatest percentage of the University’s visible deferred maintenance appears to
remain in some of its oldest facilities such as Johnson Hall and some of the most heavily used
30-40 year old facilities such as the Health Sciences Center, which is burdened by both heavy
use and outdated, insufficient student informal spaces, including its library space. Institutional
planning processes have begun to draw attention to these issues and the University is encouraged
to continue to increase the priority of modernizing these types of facilities. The University’s
Hazardous Materials Management program has received awards from the State for its pollution
prevention efforts. In addition, the Hazardous Materials Management group participated with a
national consortium of universities, headed by the Howard Hughes Medical Institute, to establish
best practice guidelines for laboratory management of hazardous wastes.
The University’s physical resources, its mortar and bricks, are valuable assets of the State of
Washington. The University has more than 300 buildings across three campuses, including over
eighteen million gross square feet of space (including approximately one million gross square
feet of leased space) and making up over one-fifth of all space owned by the State of
Washington. Current estimates show a total replacement value of $5 billion.
Numerous organizational units within the University commit resources to carrying out this
policy including Facilities Services, the Capital Projects Office, Organizational Health and
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Safety Committees, Health and Safety Advisery Committees, the Risk Management Office, the
University Police Department, and Environmental Health and Safety (EH&S). These units work
cooperatively to assure that the facilities, environment, operations, systems, and processes that
make up the University function to the highest health and safety standards.
UW Sustainability supports the Environmental Stewardship Committee (ESC), the Campus
Sustainability Fund (CSF), and administration and facilities departments to increase campus
sustainability. The office coordinates University-wide initiatives such as the Climate Action Plan
(CAP) and promotes campus projects that encourage resource conservation and behavior change.
UW Sustainability is responsible for gathering and reporting the University's sustainability data
and overseeing the UW Sustainability Dashboard. The office is the administrative home of the
student-led Campus Sustainability Fund, fostering student leadership and participation with
project financing for sustainability projects on the Seattle campus. UW Sustainability provides
administrative support for the Environmental Stewardship Committee, which serves as the
institution’s guiding body for environmental stewardship and sustainability interests.
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