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Forest Wildlife (0403) &
Forest Wildlife Law Enforcement (0404)
Program Review 2011-12
OVERVIEW:
A. Introduction to the Department and Discipline
The Department of Natural Sciences offers Bachelor of Arts and Sciences degrees as preparation
for a range of professional careers. Majors are offered in Biology, Botany, Cell & Molecular
Biology, Chemistry, Forest/Wildlife, Forest/Wildlife Law Enforcement, General Science,
Medical Technology, Science Education, and Zoology. Minors are offered in Biology, Botany,
Cell & Molecular Biology, Chemistry, Geology, and Zoology. Pre-professional programs are
offered for students interested in careers in dentistry, engineering, forestry, medicine, or
pharmacy. Additionally, the Department offers courses that fulfill the general education lab
science requirements for all other majors on campus. The faculty of the Department of Natural
Sciences includes 5 biologists, 2 chemists and 1 geologist. Staff support includes a lab director
in Biology, a lab director in Physical Science, and an administrative secretary.
The Forest Wildlife Major requires no additional faculty, administrative time, library resources,
clerical staff, space or equipment over and above those required by other major and minor
programs in the department. As such, it is a no-cost program alternative for students wishing to
become Forest Wildlife Majors.
The Biology Discipline offers students at WNMU six alternative majors depending on the
students’ professional and career goals. The Forest Wildlife and Forest Wildlife Law
Enforcement majors are suitable for students wishing to pursue careers working with agencies,
state and federal, that focus on land resource management, administration of public lands,
wildlife biology, and conservation officers. The Forest Wildlife Major also prepares students for
post-graduate Master’s and PhD programs focusing on management of natural resources.
B. History of Programs
The Forest Wildlife Major (BA or BS) got its start during the 1993-94 academic year. During
that same year, dedicated Botany and Zoology degrees were initiated. Prior to AY 1993-94
biology students could major only in Biology with minors in Botany and Zoology. While the
Forest Wildlife Major was most similar to the Biology Major in that it offered a balance of
zoology and botany courses, while minimizing the number of suborganismal courses (Cell and
Molecular Biology) found in the Biology Major. The Forest Wildlife Major quickly attracted
several new students, primarily those wishing to pursue careers with natural resource agencies.
Overall, new degree programs initiated during AY 1993-94 provided students with greater
latitude in academic studies within biology.
The Forest Wildlife Law Enforcement version of the Forest Wildlife Major began during the
2004-05 academic year. The Forest Wildlife Law Enforcement, a Bachelor's of Applied Science,
sprang from the success of the Forest Wildlife Major, but incorporated the Police Academy in
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the place of a minor. Students taking this option completed the Police Academy as part of their
degree and graduated as certifiable law enforcement officers for certain state law enforcement
agencies. Many students wishing to pursue careers as Conservation or Wildlife Law
Enforcement Officers choose this degree. Graduates could accept law enforcement positions
with the New Mexico Department of Game and Fish or New Mexico State Parks without
attending additional law enforcement certification training.
The numbers of students taking advantage of the Forest Wildlife Program has remained robust
since its inception even though new programs, Cellular & Molecular Biology (2006), have been
introduced to biology students.
C. Recommendations from Previous Reviews
The 2007-08 Forest Wildlife Program Review identified no deficiencies and included no
recommendations for Program improvement based on the vitality of the Forest Wildlife Program
and the ability of its graduates to obtain employment within their field. ETS Biology Field Test
for all majors within the Biology Discipline, Practicum evaluation, and feedback from graduates
were used to evaluate the efficacy of the Forest Wildlife Program.
D. Procedures and Participants in the Review
Information for this program review was gathered from available files in the Department of
Natural Sciences, and the WNMU catalogs. Paul Landrum provided the data, via data mart, on
enrollment and degrees awarded. Dr. Gilda BaezaOrtego, University Librarian provided
information on library holdings.
Randy D. Jennings prepared the program review. Jeff Hill reviewed the document. Other
faculty members in the Department of Natural Sciences participated in discussions and
reflections on the programs.
CRITERION A: PROGRAM CENTRALITY
A. Educational Goal and Objectives of the Program
The goal of the Forest Wildlife Program is to provide graduates with the broad overview of the
diversity, evolutionary history, structure, and function of plants and animals, as well as to
understand their ecological roles. In that Forest Wildlife curriculum is a subset of biology, basic
biological concepts and processes constitute a core of the knowledge base, especially as related
to fisheries, wildlife, and forest management of graduates of this program.
B. Relationship of the Program to the Institutional Mission
According to the WNMU Mission statement “…teaching and learning are preeminent at
WNMU.” and WNMU “ …develops the knowledge and skills necessary to prepare our students
for the challenges of a changing world.” The Forest Wildlife Program offers the students of
WNMU the opportunity to specialize in an important area of biology that allows them to pursue
a variety of careers and post-graduate academic endeavors.
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CRITERION B: PROGRAM CURRICULUM AND STRUCTURE
A. Admission, Retention, Graduation Requirements
The Forest Wildlife Program has no admission, retention, or graduation requirements beyond
those of the University. The Forest Wildlife Program tracks the progress of its majors from the
entry-level course, Biology for Majors II: Animal Form, Function, & Diversity, through
graduation in order to better understand challenges to retention of its majors.
B. Program Structure
1. Degree Options and Objectives
Students that major in Forest Wildlife can earn either a BA or BS degree. Those opting for the
Forest Wildlife Law Enforcement degree earn a BAS.
2. Description of Required Courses
Courses that constitute the Forest Wildlife and Forest Wildlife Law Enforcement degrees (see
Fig. 1, Fig. 2, and Appendix 1) are designed to give students a broad background in biological
processes and concepts (BIOL 202/203, BIOL 204/205, and BIOL 206/207) including genetics
(BIOL 366/368), and ecology (BIOL 301/303). After developing a strong background in basic
biology students experience a number of taxon specific courses (BIOL310/312, BIOL311/313,
BIOL 322/324, BIOL 351/353, BIOL 425/427, BIOL 442/443, BIOL 448/449, BIOL 451/453,
and BIOL 457/459) that will prepare the student for work on the ground in applied biological
careers. These courses include a mix of courses that familiarize students with the ecologies,
diversity, and evolution of different groups of plants and animals. Principles of Wildlife Biology
(BIOL 375/377) knits the curriculum together by presenting students with applied techniques for
population estimation, land management practices, harvesting strategies, wildlife law, and other
important wildlife concepts that are important to land resource managers. The Practicum (BIOL
481) gives students the opportunity to interact with agency biologist and managers to experience
the application of practices learned in coursework.
4. Typical Program of Study
The typical program of study is provided below (Fig.s 1 & 2). Students are encouraged to take
BIOL 202/203, BIOL 204/205, and BIOL 206/207 early in their academic tenure since those
typically are prerequisites for 300 and 400 level coursework. Students work with an advisor
(Jennings and Hill are typical advisor.) in the Department of Natural Sciences to navigate
through the program of study.
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3. Summary of Course Requirements
Figure 1. Life Sciences and major requirements of the Forest Wildlife degree.
Figure 2. Life Sciences and major requirements of the Forest Wildlife Law Enforcement
degree.
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5. History of Courses Taught as Program Requirements
Courses relevant to the Forest Wildlife degrees are offered on a two year rotation (Table 1).
Foundation courses are typically offered annually. Other courses are offered every other year.
Table 1. Course rotation for those courses relevant to the Forest Wildlife degree from
Fall2008 to Spring 2010.
Fall 2008
Plant FFD (202/204)
Intro Cell Molec (206/207)
Spring 2009
Animal FFD (204/205)
Intro Cell Molec (206/207)
Fall 2009
Plant FFD (202/204)
Spring 2010
Animal FFD (204/205)
Intro Cell Molec (206/207)
Intro Cell Molec (206/207)
Vert Zoology (311/313)
Dendrology (322/324)
Invertebrate (310/312)
Ecology (301/303)
Vert Zoology (311/313)
Herpetology (448/449)
Ecology (301/303)
Ornithology (442/443)
Plant Tax (351/353)
Mammology (351/353)
Princ. Wildlife (375/377)
Plant Tax (351/353)
Range Veg (425/427)
Entomology (457/459)
C. Articulation
The following courses are included in the state-wide articulation matrix for General Education:
BIOL202/203, BIOL 204/205, BIOL 206/207, CHEM 151/153, and CHEM 152/154.
There are no state articulation agreements for upper level courses in the sciences, nor is there a
biology articulation module.
D. Planning Processes
The planning process within the Forest Wildlife Program is based on the assessment critieria
described in section E (below). Based on evaluation of students derived from the Major Field
Test (ETS) scores broken down by topic, evaluation of the Practicum, success in post-graduate
education and employment, and feedback from students after graduation, course content and
alternate coursework is incorporated into requirements for the major.
E. Assessment
Major Field Test in Biology (ETS) Scores
Competency in biology-related fields involve the gestation of lots of information, and
understanding important biological concepts and processes. Success in biology is dependent
on the mastery of this broad-based body of information. Student cannot develop questions
nor conduct relevant studies without this basic understanding. In order to assess how well
students are grasping basic biological information, we have been using the Major Field Test
in Biology (ETS) Scores. This is a nationally-normed test covering Biology. Tests are
administered each academic year to students about to graduate. Scores are used to identify
weaknesses within the Program and to evaluate how WNMU’s Forest Wildlife Major
graduates compare to their peers at a national level.
Evaluation of Practicum
The Practicum (BIOL 481) is required of all Forest Wildlife majors. This is a course where
the rubber meets the road for these majors in that it requires students to work with agency
wildlife and land management specialists. Students experience what it is like to work in
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fields that they may soon pursue for a career. Evaluation of the Practicum is conducted by
departmental faculty and supervisory agency professionals. During student evaluations
agency supervisors often indicate how the Forest Wildlife Program could be improved.
Post-Graduate/Job Placement
Ultimately, a graduates ability to obtain a position in a related biological field, whether after
post-graduate education or not, is the test of our undergraduate program. By tracking
students after graduation we can assess how well our program prepares students to deal with
challenges obtaining a job and the execution of their new job.
CRITERION C: PROGRAM RESOURCES
A. Finances (Budget)
The Forest Wildlife Program has no single faculty member that teaches all the courses within the
major. Similarly, the Forest Wildlife Program does not possess a separate budget within the
Biology Discipline. Faculty and budget are spread across all of the programs within the Biology
Discipline including Biology, Botany, Cell & Molecular Biology, Forest Wildlife, Forest
Wildlife Law Enforcement, and Zoology. Required courses or required electives integral to the
Forest Wildlife Program are taught by five faculty within the Biology Discipline; Camacho (1
course, 4 ch), Hill (1 course, 4 ch), Jennings (3 courses, 12 ch), Jost (2 courses, 8 ch), and Norris
(6 courses, 24 ch). Courses taught by all faculty in the Biology Discipline can be used as
electives for more than one major. The Biology Discipline budget for AY2011-12 is:
Biology
Supplies & Expenses
Graduate Asst.
Work Study
Lab Fees
$7690.00
$5440.00
$2850.00
$19,715.00
B. Facilities and Capital Equipment
The Natural Sciences Department is located in Harlan Hall. An addition to Harlan Hall was
completed in 2007 that increased space and improved the infrastructure of the building.
Classrooms: There are four classrooms in Harlan Hall: 111, 211, 219, and 222. Rooms 111, 211
and 219 are tiered lecture halls. Room 111 and 211 can seat approximately 40 students. The
chairs in rooms 111 and 211 were replaced when the addition to Harlan Hall was completed.
Room 219 is a large lecture hall and can seat approximately 80 students. Some of the chairs in
Room 219 were replaced during the construction of the addition. More classroom furniture was
replaced in 2011 with Departmental funds. Room 222 is a flexible classroom with tables and
chairs that can seat approximately 25 students. All of these classrooms are equipped with
computers and projectors. In addition there is a seminar room (143) that seats approximately 12
people around a large conference table.
Teaching/Research Laboratories and facilities: The department maintains 10 teaching labs. The
biology program supports a total of 5 labs. These include two general labs, one used for biology
for general education and anatomy and physiology, and the other used for biology for majors,
botany, and zoology courses. Additional labs include a mammalogy/ornithology lab,
microbiology lab and herbarium with lab space. The chemistry program has a general chemistry
lab, organic lab, analytical lab and an instrumental lab. The chemistry program also maintains a
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small NMR research lab. The physics and geology programs share a large lab. The department
also maintains a greenhouse for teaching and research. The greenhouse was replaced in 2009.
Offices: There are a total of 13 offices in the department including 8 faculty offices, 2 offices for
the lab directors, the main office that houses the secretary, an office for use by the emeritus
faculty and an office of the Gila Center for Natural History for management of the collections.
Faculty offices vary in size and in some cases have attached storage, work, or research space.
All of the offices are adequately furnished and all faculty and staff members have a computer.
All faculty are connected to two high-speed printers located in the seminar room.
Storage: The department requires large amounts of space to adequately store teaching and
research collections. The Gila Natural History Collections are stored in several places including
cabinets in the mammalogy/ornithology lab, the morgue, and in the herbarium. There is a
physics storage room and a geology storage room attached to the geology/physics lab. The
Chemistry program has a recently enlarged storeroom with special storage for hazardous
substances. There is some additional storage scattered throughout the department as well as
storage in the greenhouse.
C. Library
Part. I: Resources Held in Miller Library
The Miller Library has consistently maintained a collection and provided services to support the
Forest Wildlife and Forest Wildlife Law Enforcement program. As indicated in the 2010
program review of the Biology program, the Miller Library has more than 3400 individually
cataloged items in a wide array of biological topics. The strength of the book (Appendix 2) and
media collection lies in ornithology and in natural history of plants and animals. Additionally,
the Miller Library has titles that specifically pertain to the biology of forests, woodlands, and
rain forests. The collection, however, can be improved by the elimination of dated materials in
rapidly changing fields.
The Miller Library is a partial depository for Federal Government Documents and enjoys full
status as a depository for New Mexico State Government Documents. Government Documents
may be checked out and are included in GilaCat, the online catalog for holdings. The Miller
Library regularly receives print or electronic versions of important items such as governmentsponsored studies, transcripts of congressional hearings, and findings of reports presented to
governmental agencies or Congressional committees.
Journal literature is essential to the study and teaching of Forest Wildlife (Appendix 3). To that
end, the Miller Library subscribes to approximately seventy journals that support the program.
The Interlibrary Loan Department is responsible for requesting books, articles, and other library
items not held at the Miller Library. Typically, students and faculty are not accessed charges to
request items from other libraries. The Miller Library is a member of several consortia that are
committed to resource-sharing. These consortia include AMIGOS Library Services, Inc.,
(membership includes libraries in New Mexico, Arizona, Texas, Oklahoma, Arkansas, and
Louisiana), the New Mexico Consortium of Academic Libraries, and the National Network of
Libraries in Medicine.
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D. Other Academic Support Resources and Services
Computer Laboratory: The Natural Sciences Department maintains a computer lab for use by
science majors. Currently the lab houses 8PCs, 2 MACs and a laser printer.
Gila Center for Natural History: The Department is the home of the Gila Center for Natural
History and maintains the Gila Natural History Collections for research and teaching. Two
major projects of the Gila Center for Natural History have been the computerization of the
collections and the presentation of a biannual symposium on the Natural History of the Gila.
Study Spaces in Harlan Hall: Study tables are located in the hallways on the first floor of Harlan
Hall and a group of tables is grouped in the atrium on the second floor. In addition a small lab
on the first floor is used as a study space for lab exams and make ups. Students also may use the
‘seminar’ room on the first floor to study.
The Academic Support Center in Juan Chacon, provides personal counseling to students as well
as academic advising to students who have not yet declared a major. The Special Needs Office
is also located in Juan Chacon to assist students with special needs.
The Writing Center, housed in Miller Library, provides support and tutoring for writing in all
classes.
CRITERION D: PROGRAM PRODUCTIVITY AND EFFICIENCY
A. Major Headcount Enrollment
Class sizes within the Forest Wildlife Program have remained relatively stable, if not increased
slightly, during the past five years for 300- and 400-level courses that are required within the
major program of study (Criterion B.B.3 above) plus the three Majors Biology courses (BIOL
202/203, BIOL 204/205, and BIOL 206/207). Average class size was 14.5 student per class
(s=7.66 students). Student Credit Hour (SCH) production for those same classes averaged 779.0
credits per academic year, and also remained high. Remember that students with other majors
besides Forest Wildlife were also enrolled in these classes. Likewise faculty associated with
these courses are not restricted to a single major either.
Two classes represent unique requirements of the Forest Wildlife majors, Principles of Wildlife
(BIOL 375/377) and the Practicum (BIOL 481). Enrollments in these classes demonstrate a
consistent pattern of enrollment within the Program.
During the past five academic years the number of Forest Wildlife and Forest Wildlife Law
Enforcement majors has remained rather consistent and averaged 16.4 students (range 15-20
students, see Table 3). Student credit hour production, enrollment in major specific courses, and
numbers of majors all indicated a sustained high level of interest in the Forest Wildlife Program.
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Table 2. Average class sizes and student credit hour production by academic year for
courses that are relevant to the Forest Wildlife majors.
YEAR
Average Class Sizes
SCH Production
2010-11
16.2
904
2009-10
12.9
649
2008-09
13.5
678
2007-08
16.1
916
2006-07
13.1
747
Enrollment: Principles of Wildlife (BIOL
375)
Number of Students
26
22
18
14
10
6
04-05
06-07
08-09
10-11
Academic Year
Figure 3. Enrollments in one of two courses, Principles of Wildlife (BIOL 375/377) that are
specific to the Forest Wildlife majors for its past four offerings. This course is offered
biannually.
B. Degrees Conferred
Table 3 shows the Forest Wildlife and Forest Wildlife Law Enforcement degrees conferred since
AY 2006-07.
Table 3. Numbers of Forest Wildlife and Forest Wildlife Law Enforcement majors and
graduates during the past five academic years.
ACADEMIC
Majors
Degrees Conferred
YEAR
2010-11
15
4
2009-10
20
7
2008-09
15
6
2007-08
15
4
2006-07
17
4
10
Enrollment: Practicum (BIOL 481)
Number of Students
5
4
3
2
06-07
07-08
08-09
09-10
10-11
Academic Year
Figure 4. Enrollments in one of two courses, Practicum (BIOL 481), that are specific to the
Forest Wildlife majors for the past five academic years. This course is offered as needed.
C. Credit Hour Production:
It is difficult to parse the credit hour production of just Forest Wildlife majors from those of the
Biology Discipline as a whole. As stated earlier (see section D.A above), there are two courses
that are required just for the Forest Wildlife majors. I have documented stabile trends in
enrollments in those courses above (Fig.s 3 and 4). That stated, even those course could be taken
as an elective by students with other majors within the Biology Discipline.
All other courses required for the Forest Wildlife majors are requirements or electives in the
Botany, Biology, Forest/Wildlife, and Forest Wildlife Law Enforcement majors. Courses within
the Biology Discipline, in general, produce more or almost as many SCHs as any discipline on
campus (see Table 2).
D. Average Class Size
See Criterion D.A above.
F. Number of Courses Offered and Time of Offering
See Criterion B.B.5 for the courses offered and rotation.
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CRITERION E: PROGRAM QUALITY
A. Other Program Evaluations
ETS Major Field Test
The Department acquired the ETS Major Field Test in Biology during the Spring 2004 and has
administered the test to graduating seniors at the end of each semester since except for AY200607. This is a nationally-normed test that evaluates mastery of basic biological concepts and
information. The scores of those Forest Wildlife majors that took the test (Taking the test has
not been mandatory) are reported in Table 4.
Table 4. Forest Wildlife majors scores (total and subscores) on the ETS Major Field Test
in Biology. Test was administered in 2007-08, 2008-09, 2009-10, and 2010-11. Test results
from 2010-11 not yet available. Total scores were out of 200 points; subscores were out of
100 points.
Student
*
Total
Score
2006-07
test not
2007-08
A
B
2008-09
A
B
C
2009-10
A
B
C
D
2010-11
Cell Biology
Molecular Biology
&Genetics
Organismal Biology
Population
Biology/Evolution/
Ecology
administered
140
157
x=148.5
s=12.02
42
45
x=43.5
s=2.12
40
40
x=40
s=0
37
58
x=47.5
s=14.85
47
74
x=60.5
s=19.09
144
162
142
x=149.3
11.02
32
60
51
x=47. 7
14.29
27
51
43
x=40.3
12.22
48
64
48
x=53.3
9.24
68
67
34
x=56.3
19.35
145
162
152
145
x=151
s=8.04
39
35
48
32
x=38.5
s=6.95
48
56
43
45
x=48
s=5.72
46
72
60
46
x=56
s=12.54
51
70
55
57
x=58.25
s=8.22
tests not
processed
* student order randomized
Institutional total scores across years placed Forest Wildlife graduates from WNMU about the
40th percentile when compared with other institutions at a national level. A non-significant trend
of higher scores was observed from AY 2007-08 (32nd percentile) to AY 2009-10 (41st
percentile). When individual total scores were evaluated at the national level, scores from
students at WNMU ranged from the 16th to the 73rd percentile. Subscores exhibited similar
ranges. Individual Cell Biology scores ranked from the 5th to the 71st percentiles. Molecular
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Biology & Genetics scores ranged from the 3rd to 59th percentile. Organismal Biology scores
ranged from the 10th to the 89th percentiles. Population Biology, Evolution & Ecology scores
ranged from the 10th to 96th percentiles. Organismal Biology and Population Biology, Evolution,
Ecology subscores were higher than scores in the two suborganismal categories, and averaged
ranks near the nation's 50th percentile and the 62nd percentiles, respectively. The Forest Wildlife
program focuses on applied ecology and organismal biology, so higher scores in these two
subdisciplines should be expected. While some scores of Forest Wildlife graduates leave much
room for improvement, some students scored above the 90th percentile (and even higher). These
results suggest that it is possible for students in our programs to obtain a high quality education
(when compared to students on a national scale) at WNMU.
Evaluation of Practicum
Seventeen Forest Wildlife majors completed their Practicum during the preceding five years
(Some graduates had extensive experience working with land management agencies and
substituted other coursework for the Practicum.). Grades for the Practicum are determined in
conjunction with the agency supervisor. Ten students received As, five received Bs, and two
received Ps (passing under a now obsolete pass/fail option). Students that received As, scored
above average on their work ethic (punctuality, productivity, professionalism, etc.),
understanding of background information/preparation, contribution to agency projects, and their
written report of the practicum. Students receiving Bs received above average scores in most
categories, while those receiving lower grades received a combination of average and below
average scores.
Post-Graduate/Job Placement
Of the 26 Forest Wildlife graduates spanning the past five years, 20 (76.9 %) have obtained
gainful employment (This number may be higher. We have lost touch with some graduates.).
Nineteen (73.1%) obtained employment in a career relevant to their Forest Wildlife degree.
Most of these (69.2% of total) were employed by state or federal natural resource management
agencies including the US Forest Service, NM State Park Service, NM Department of Game and
Fish, NM Environment Department, and similar agencies outside New Mexico. One (3.8%) was
accepted to and is attending graduate school in Arizona. Forest Wildlife graduates have a great
track record in obtaining employment within their field. Gary Ortiz, Director of Law
Enforcement for NM State Parks, has called me several times trying to recruit our Forest
Wildlife Law Enforcement graduates into careers as rangers in NM State Park Service. He has
been impressed with the preparation of our graduates and has hired several as Law Enforcement
Rangers.
Other Feedback From Forest Wildlife Graduates:
Isolated comments from Forest Wildlife graduates are listed below.
Incorporate Hydrogeology/Watershed course into degree. Several potential employers asked for
that coursework. More job openings to candidates with that experience.
“Now that we’re in the field as well as looking for new opportunities, we realize how important
data analysis and GIS are. We lost out on quite a few cool gigs because we were lacking in both
areas. I know you would like to implement more scientific writing and data analysis courses, but
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not many showed interest. …. It really needs to be emphasized how important these skills are,
and without them you are not going to be very competitive in the job market.”
B. Quality of Faculty
The Department of Natural Sciences has 8 faculty members, 5 in biology, 2 in chemistry and 1 in
geology. All of the faculty have doctorates in their disciplines. The Department occasionally
hires adjunct faculty to teach some courses, particularly on-line. The faculty teaching on-line
courses at present also hold appropriate terminal degrees. In addition, the department has two
lab directors, one in physical science and one in life science who teach some labs.
C. Research Activity within the Program
Faculty within the Forest Wildlife Program and within the Biology Discipline maintain research
programs within their specific areas of interest. Dr. Jennings maintains active research projects
on the conservation of Chiricahua Leopard Frogs, Narrow-headed Gartersnakes, and the
herpetofauna of the Gila River. Dr. Norris works on regional flora and the taxonomy of Carex
spp., as well as the birds of the Gila River in New Mexico. Several students within the Biology
Discipline have worked on these projects with Department faculty.
D. Community Service Activity within the Program
Students in the program routinely participate in outreach activities of the Department of Natural
Sciences. Students work in many capacities, including event directors, with the Science
Olympiad and with the Expanding Your Horizons conference held annually on campus.
Numerous school groups also come to campus for tours and presentations and science students
participate in those events as well.
E. External Review Process (may be the same as A)
See A
CRITERION F: PROGRAM DEMAND/NEED
A. Student Demand for the Program
Enrollments within the Forest Wildlife Program and in 300 and 400-level, program-relevant
courses have maintained high levels and are projected to increase in enrollment in the near future
(Fig. 5). Student credit hour (SCH) production and enrollments in courses specific to the Forest
Wildlife Program (BIOL 375/377 and BIOL 481) exhibit a similar pattern of increase.
Increasing enrollments in the face of the implementation of new programs in biology, speak to
the health of the Forest Wildlife Program.
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Fundable SCH: Actual & Forecast
1,000
800
600
400
200
06-07 07-08 08-09 09-10 10-11 11-12 12-13 13-14 14-15
Academic Year
Figure 5. Fundable student credit hour production (SCH, old formula) by academic year.
SCH for 2011-12 and after are projections (Landrum).
B. Employment Needs and Job Opportunities
According to the Occupational Outlook Handbook (http://www.bls.gov/oco/ocos069.htm)
“Science technicians held about 270,800 jobs in 2008. As indicated by the following tabulation,
chemical and biological technicians accounted for 54 percent of all jobs:
Biological technicians
Chemical technicians
Environmental science and protection technicians, including
health
Forest and conservation technicians
Agricultural and food science technicians
Geological and petroleum technicians
Forensic science technicians
Nuclear technicians
79,500
66,100
35,000
34,000
21,900
15,200
12,800
6,400
About 30 percent of biological technicians worked in professional, scientific, or technical
services firms; most other biological technicians worked in educational services, government, or
pharmaceutical and medicine manufacturing. …. Most environmental science and protection
technicians worked for professional, scientific, and technical services firms and for State and
local governments.
Employment of science technicians is projected to grow about as fast as the average for all
occupations, although employment change will vary by specialty. Job opportunities are expected
to be best for graduates of applied science technology programs who are well trained on
equipment used in laboratories or production facilities.”
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Demands for Forest Wildlife majors, as biological technicians, natural resource managers,
wildlife biologists, zoo keepers, and for those students wishing to use their degrees as
preparation for graduate school, remains at least as strong as it has been in the recent past and
should exhibit average growth within the job market.
C. Societal Needs for the Program
Forest Wildlife majors and biologists in general are needed as human populations around the
world continue to grow and expand the interface between centers of human population and
natural areas. More and more expanding human populations put pressure on valuable natural
resources (water, land, forests, grasslands, etc.) and come into conflict with wild populations of
organisms that also require those resources. Concomitant with the expanding human presence
comes the increase of non-native or novel pathogens and invasive species brought by and
associated with humans that will compete with, prey upon, or infect the nearby native flora and
fauna. The sixth mass extinction has been proposed as rates of extinction exceed background
rates associated with the natural longevity of species on planet earth. Indeed society needs welltrained zoologists, botanists, and biologists that can help us mitigate the dire consequences of
extinction, loss of genetic diversity, and altered community and ecosystem function.
CRITERION G: PROGRAM DUPLICATIONS
WNMU is the only four-year, state institution in New Mexico that offers its students Forest
Wildlife degrees that offer a balance of zoological and botanical courses. NMSU and ENMU
offer Wildlife and Wildlife & Fisheries Science degrees, respectively, with emphases on wildlife
biology and zoology, while NMHU offers a Forestry degree that possesses no emphasis on
zoology. The Forest Wildlife degree at WNMU offers New Mexico's students background to
identify and understan a mix of regional flora and fauna.
SUMMARY AND RECOMMENDATIONS
A. Strengths
The strength of the Forest Wildlife Program at Western New Mexico University is that it
provides students with a strong applied, hands-on background in plants and animals. Faculty in
the Department is committed to facilitating the undergraduate education of Forest Wildlife
majors to allow their desired career choices. In upper division courses within the major students
experience extended field trips and lab exercises in the field during which they are exposed to a
variety of field sampling techniques and trained in taxon-based identification. WNMU’s Forest
Wildlife students tend to score well on organismal portions of standardized tests, and many have
reported that field experiences have improved their chances of securing post-graduate positions.
The Department of Natural Science also provides opportunities for students to get some
experience before they graduate. Many of the work study students in the department work as
classroom aides or in collections where they learn the techniques associated with the
preservation and curation of scientific specimens. Some students also take advantage of research
projects conducted by Department faculty to obtain hands-on experience in field research. It also
reinforces their understanding and knowledge of concepts learned in labs and classrooms.
16
B. Concerns
The Forest Wildlife degree is a traditional, whole-organism curriculum. In order to enhance
student’s exposure to regional flora and fauna, we have resisted the tendency to dilute that
traditional curriculum with courses in cell biology or molecular biology, which students could
need to interpret phylogenies based on molecular data sets. Organismal courses included in the
Forest Wildlife majors include discussions of the importance of such molecular-based
phylogenies and the ramifications that new phylogenies bring.
C. Recommendations for Action
 Incorporate more data analysis into existing courses, and develop additional data analysis
courses (i.e., a GIS course).
 Enhance field experiences of Forest Wildlife majors.
 Consider inclusion of Hydrogeology in Forest Wildlife curriculum.
 Develop an effective assessment program that includes tracking alumni and follow-up
interviews.
Five Year Goals for the Program




Continue monitoring student feedback to better tailor the Forest Wildlife Program to fill the
needs of students.
Understand and incorporate Hydrogeology into the Forest Wildlife curriculum.
Increase the scores on ETS Field test in biology across areas.
Facilitate/Improve student ability to collect and analyze data using statistics and GIS.
Forest Wildlife majors need the opportunity to collect and analyze data sets. Since this major
does not complete the Senior Project, graduates have not been pushed in that direction. Students
obtain some experience in this area in Ecology (BIOL 301/303), but more experience would
increase post-graduate opportunities. Similarly, GIS expertise needs to be incorporated into the
program. Most resource and land management agencies expect new hires to have some
experience with this valuable management tool.
17
Appendix 1. Course descriptions of required and elective courses that constitute the Forest
Wildlife degree.
Biology Courses
BIOL 202/203. Majors I: Plant Form, Function and Diversity & lab. Introduction to plant biology: summarizes
the major disciplines of botany and includes study of the more important plant groups: three lectures and one
laboratory period per week. This course, BIOL 204, and BIOL 206 constitute the prerequisite for all biology related
majors and minors. BIOL 202, 204 and 206 can be taken in any order. (NMCCN BIOL 1213/1211) (Area III). (4)
BIOL 204/205. Majors II: Animal Form, Function and Diversity & lab. Introductory biology covering
biological macromolecules, ecology, evolution, systematics, phylogeny, developmental biology, and a survey of
major animal groups; three lectures and one two-hour laboratory a week. This course, BIOL 202, and BIOL 206
constitute the prerequisite for all biology related majors and minors. BIOL 202, 204, and 206 can be taken in any
order. (NMCCN BIOL 1223/1221)(Area III). (4)
BIOL 206/207. Majors III: Intro to Cell Biology & lab. Introductory biology for majors covering biological
molecules, eukaryotic and prokaryotic cell form and function, cellular metabolism and mechanisms of heredity;
three lectures and one two-hour laboratory a week. This course, BIOL 202 and 204 constitute the prerequisites for
all biology related majors and minors. BIOL 202, 204, and 206 can be taken in any order. (4)
BIOL 301/303. Ecology & lab. The study of the interactions between organisms, their abiotic environment, and
other biotic components of natural systems; the structure and function of biotic communities and ecosystems; three
lectures and one laboratory or field period per week. Prerequisites: BIOL 202/203, 204/205, and ENGL 102.
Offered every Spring. (4)
BIOL 310/312. Invertebrate Zoology & lab. Systematic study of invertebrate groups including taxonomy,
ecology, anatomy reproduction and natural history of invertebrates; three lectures and one laboratory period per
week. Prerequisites: BIOL 204/205 and ENGL 102. Offered alternate years. (4)
BIOL 311/313. Vertebrate Zoology & lab. Study of vertebrate animals, their evolu- tion, morphology, and
ecology: three lectures and one laboratory period per week. Prerequisites: BIOL 204/205 and ENGL 102. Offered
every Fall. (4)
BIOL 322/324. Dendrology & lab. Identification and natural history of North American trees, shrubs, and vines,
with emphasis on species native to the Southwest. Considerable time spent in field study. Three major projects
involving analysis and interpretation of field data collected by the class in lab.Prerequisites: BIOL 202/203,
204/205, 206/207, and ENGL 102. Offered alternate years. (4)
BIOL 351/353. Plant Taxonomy & lab. Flowering plants and their classification, with emphasis on flora of the
Southwest: three lectures and one laboratory per week. Prerequisites: BIOL 202/203 and ENGL 102. Offered
alternate years. (4)
BIOL 366/368. Genetics & lab. Methods and results of the transmission of hereditary characteristics; three lectures
and one laboratory per week. Prerequisites: BIOL 202/203, 204/205, 206/207, and ENGL 102. (4)
BIOL 375/377. Principles of Wildlife Biology & lab. This course studies the appli- cation of wildlife principles to
various animal species. Topics will include population dynamics, species introduction, predator-prey interactions,
hunting and manage- ment techniques; three lectures and one laboratory per week. Prerequisites: BIOL 202/203,
204/205, 301/303, and ENGL 102. Offered alternate years, even years spring. (4)
BIOL 422. Evolution. The study of changes in natural populations of organisms and the dynamics underlying those
changes. Evolutionary processes including mutation, genetic recombination, natural selection, migration, and
genetic drift are reviewed, as well as their microevolutionary and macroevolutionary consequences; three lectures or
discussion periods per week. Prerequisites: ENGL 102 and 15 credit hours of biology including BIOL 366.
18
Offered alternate years. (3)
BIOL 425/427 Range Vegetation & lab. Focuses on plants of rangelands of the southwest, with emphasis on
identification of range plants and ecology of rangeland plant communities. Prerequisites: BIOL 202/203, 204/205,
and ENGL 102. (4)
BIOL 442/443. Ornithology & lab. Introductory scientific study of birds, with emphasis on North American
species; three lectures and one laboratory period per week; two Saturday field trips required. Prerequisites: BIOL
202, BIOL 204, BIOL 311, and ENGL 102, or permission of the instructor. Offered alternate years. (4)
BIOL 448/449. Herpetology & lab. The study of amphibians and reptiles will review the evolutionary history,
phylogenetic relationships, global diversity, life history, and general biology of these important groups. Laboratory
will focus on the identification of the regional herpetofauna; three lectures and one laboratory per week with at least
one required weekend field trip. Prerequisites: BIOL 202, BIOL 204, BIOL 311, and ENGL 102, or permission
of the instructor. Offered alternate years. (4)
BIOL 451/453. Mammalogy & lab. The study of fur-bearing animals, including their structure, behavior, life
histories, and taxonomic relationship; three lectures and one laboratory period per week; one weekend field trip
required. Prerequisite: BIOL 202/203, 204/205, 311/313, ENGL 102, or permission of the instructor. Offered
alternate years. (4)
BIOL 457/459. Entomology & lab. An introduction to the biology, classification, ecology, and evolution of insects,
with emphasis on the roles insects play in global ecosystems and human affairs. Entomology has applications in
fields of ecology, medicine, agriculture, forestry, and conservation, and is a suitable course for students pursuing
careers in those areas. Offered alternate years. Writing Intensive. Prerequisites: BIOL 204/205, 206/207, and
ENGL 102. (4)
BIOL 472. Readings in Science. An interdisciplinary introduction to the explora- tion and understanding of
primary, scientific literature. Two scientific papers will be read and discussed each week. Outlines of scientific
papers and participation in discussions are focal activities. Designed for the upper level undergraduate. Offered
alternate years. Prerequisite: ENGL 102. (3)
BIOL 475. Field Biology. Will develop the upper undergraduates ability to design, execute, and report biological
field studies. Overnight camping required four nights per week. Prerequisites: BIOL 111, BIOL 204; BIOL
301/303 recommended, and ENGL 102. Summers only. (6)
BIOL 481. Practicum. For Forest/Wildlife and Forest/Wildlife Law Enforcement majors only. This course involves
150 hours of volunteer work in the field with professional biologists that gives students practical educational
experiences to help prepare them for their professional career. All students must take an appropriate biology exit
exam by the eight week of the semester to receive a grade. Students must apply to the Advisor of the Forest/Wildlife
Program 4 months prior to the begin- ning of this course. Writing Intensive. Prerequisite: ENGL 102. (3)
Chemistry Courses
CHEM 151/153. General Chemistry I & lab. Introductory course in chemistry; three lectures and one lab per
week.Prerequisite: MATH 131 or equivalent (may be taken concurrently). (NMCCN CHEM 1213/1211)(Area III).
(4)
CHEM 152/154. General Chemistry II & lab. Second introductory course in chemistry; three lectures and one lab
per week.Prerequisite: CHEM 151/153. (NMCCN CHEM 1223/1221)(Area III). (4)
19
Appendix 2. Miller Library book holdings relevant to the Forest Wildlife Program.
Forest Wildlife:
Publication Information
Call number
Representative Book Holdings
American Forests
Charlottesville, Va. :University of Virginia
Library ;Boulder, Colo. :NetLibrary,1995.
SD356.5.M89 (E-book)
America's forests health update.
Washington, DC :USDA Forest Service,
Forest Health Protection
A 1.75:757 (Microform cabinets)
Washington, D.C. :Island Press,c1990.
SD387.O43/N67 1990
[Washington, D.C.] :U.S. Dept. of
Agriculture, Forest Service,[2007]
A 13.2:L 22/13 (Gov Docs)
Ancient forests of the Pacific Northwest/Norse,
Elliott A.
Assessment of the status and trends of natural
resources from U.S. forest and range land :15
key findings.
At home in the rain forest/Willow, Diane
QH112.W55 1991
Balancing act :environmental issues in
forestry/Kimmins, J. P.
Vancouver :UBC Press,c1992
SD387.E58K55 1992
Bulletin, no. 2, report on the forest conditions of
the Rocky Mountains, and other papers.
Washington :Govt. Print. Off.,1888.
SD144.A14 (Microform cabinets
Conservation of the northern spotted owl:
Hearing before the Subcommittee on
Environmental Protection of the Committee on
Environment and Public Works, United States
Senate, One Hundred Second Congress, second
session, May 13, 1992.
Washington :U.S. Government Printing
Office, 1992
Y4.P96/10:S.hrg.102 (Microform
Cabinets)
Crisis on the national forests :containing the
threat of wildland fire to the environment and
communities : oversight field hearing before the
Subcommittee on Forests and Forest Health of
the Committee on Resources, U.S. House of
Representatives, One Hundred Eighth Congress,
first session, Friday, March 7, 2003, in
Flagstaff, Arizona.
Washington :U.S. Government Printing
Office, 2003
Y 4.R 31/3:108-5
Desired future conditions for Piñon-juniper
ecosystems, August 8-12, 1994, Flagstaff,
Arizona
Fort Collins, Colo. :Rocky Mountain Forest
and Range Experiment Station, U.S. Dept. of A13.88:RM-258
Agriculture,[1995]
Effects of all-terrain vehicles on forested lands
and grasslands
Washington, D.C. :U.S. Dept. of Agriculture,
Forest Service, National Technology &
Development Program, Recreation
A 13.2:AL 5/4 Gov Doc
Management :U.S. Dept. of Transportation,
Federal Highway Administration,2008.
FIBER 3.0an ecological growth model for
Northeastern forest types / Solomon, Dale S.
Radnor, PA (5 Radnor Corp CTR STE 200,
P.O. Box 6775, Radnor 19087-8775) :USDA
A13.88:NE-204 Microform Cabinets
Forest Service, Northeastern Forest
Experiment Station,[1995]
Field sampling and data analysis methods for
development of ecological land classifications
an application on the Manistee National Forest
St. Paul, MN :U.S. Dept. of Agriculture,
Forest Service, North Central Forest
Experiment Station,1993.
Fire management and invasive plants :a
handbook
[Arlington, Va.] :U.S. Dept. of the Interior,
U.S. Fish & Wildlife Service,[2009]
I 49.6/2:F 51/2 Gov Docs
20
Fire policy and related forest health issues :joint
oversight hearing before the Committee on
Natural Resources, and the Committee on
Agriculture, House of Representatives, One
Hundred Third Congress, second session ...
October 4, 1994--Washington, DC.
Y4.R31/3:103-119 Microform Cabinets
The forest by Peter Farb
New York : Time, inc., 1961.
QK938.F6 F34
Functional ecology of woodlands and forests
London ;New York :Chapman & Hall,1992
QK938.F6F86 1992
Functional ecology of woodlands and forests
London ;New York :Chapman & Hall,1992.
QK938.F6F86 1992
Gestión forestal municipal en América Latina.
English. Municipal forest management in Latin
America
Bogor, Indonesia :Center for International
Forestry Research (CIFOR) ;Ottawa
:International Development Research Centre
(IDRC),2003.
SB435.6.L29G4713 2003eb
Management of pinyon-juniper
woodlands/Evans, Raymond A.
Ogden, UT :U.S. Dept. of Agriculture, Forest
Service, Intermountain Research
A13.88:INT-249 Microform Cabinets
Station,[1988]
Mangrove management and conservation
present and future
Tokyo ;New York :United Nations
University Press,c2004
SD397.M25M373 2004eb
National fire plan Implementation :oversight
hearing before the Subcommittee on Forests and
Forest Health of the Committee on Resources,
U.S. House of Representatives, One Hundred
Seventh Congress, first session, March 8, 2001.
Washington :U.S. Government Printing
Office, 2001
Y 4.R 31/3:107-3
Old-growth forests in the Southwest and Rocky
Mountain regions proceedings of a workshop,
March 9-13, 1992, Portal, Arizona.
Fort Collins, Colo. :U.S. Dept. of
Agriculture, Forest Service, Rocky Mountain A13.88:RM-213 Microform Cabinets
Forest and Range Experiment Station,[1992]
Pine plantations and wildlife in the southeastern
United States an assessment of impacts and
opportunities /Allen, Arthur W.
Washington, D.C. :U.S. Dept. of the Interior,
National Biological Service,[1996]
I73.11:3 Microform Cabinets
Rainforest by Sara Oldfield
Cambridge, Mass. :MIT Press,c2002
Oversized QH86.O43 2002
Report on the forests of North America
(exclusive of Mexico)/Sargent, Charles Sprague,
Washington :Govt. Print. Off.,1884.
SD143.S2 Microform Cabinets
Saving our ancient forests/Zuckerman, Seth.
Venice, Calif. :Living Planet Press,c1991.
SD387.O43Z83 1991
Sea-level rise and coastal forests on the Gulf of
Mexico
St. Petersburg, Fla. :U.S. Geological Survey,
Center for Coastal Geology,[1999]
I 19.76:99-441 Microform Cabinets
Shelter Covedraft environmental impact
statement
Silviculture and ecology of western U.S.
forests/Tappeiner, J. C.(John C.)
United States. Forest Service. Alaska Region A13.92/2:K49/2/ Microform Cabinets
Corvallis :Oregon State University
Press,2007
SD391.T37 2007
State Forest resource plan :executive summary /
prepared by David D. Brown.
New Mexico. Forestry and Resources
Conservation Division.
NMX221.7:R43 New Mexico Gov Doc
The Congo Basin Forest Partnership hearing
before the Subcommittee on African Affairs of
the Committee on Foreign Relations, United
States Senate, One Hundred Eighth Congress,
first session, July 24, 2003.
Washington :U.S. G.P.O
Y 4.F 76/2:S.HRG.108-246 (Microform
Cabinets)
The dying of the trees :the pandemic in
America's forests/Little, Charles E.
New York, N.Y. :Viking,1995.
SB762.L58 1995
The Last rain forests :a world conservation atlas
New York :Oxford University Press,1990
QH541.5.R27L38 1990
The life of the forest
Savannah, GA :International Paper,2000
SD428.I58
The United States forest policy/Ise, John,
New Haven :Yale University Press,1920.
SD565I8
21
Timeless heritage :a history of the Forest
Service in the Southwest /
[Washington, D.C.?] :U.S. Dept. of
Agriculture, Forest Service,1988.
SD144.A165T5 1988
Tropical rainforest :a world survey of our most
valuable and endangered habitat with a blueprint
for its survival
New York :Facts on File,c1990
Oversized QH541.5.R27N49 1990
Wildfires on the national forests :an update on
the 2002 wildland fire season : hearing before
the Subcommittee on Forests and Forest Health
of the Committee on Resources, U.S. House of
Representatives, One Hundred Seventh
Congress, second session, July 11, 2002
Washington :Govt. Print. Off., 2002
Y 4.R 31/3:107-138
22
Appendix 3. Miller Library journal holdings relevant to the Forest Wildlife Program.
Journal Title
Publisher
Dates Covered
Scandinavian Journal of Forest Research
Taylor & Francis Ltd
05/01/1999 to present
with a 12-month delay
Acta Herpetologica
Firenze University Press
06/01/2009 to present
Acta Zoologica
Wiley-Blackwell
01/01/1920 to present
with a 12-month delay
Acta Zoológica Mexicana
Instituto de Ecologia A.C.
04/01/2001 to present
Advances in Ecological Research
Academic Press Inc.
07/01/2003 to present (citations only)
African Journal of Herpetology
Taylor & Francis Ltd
03/01/2009 to present (citations only)
African Zoology
Zoological Society of South Africa
01/01/1994 to present
Agricultural & Forest Entomology
Wiley-Blackwell
02/01/1999 to present
with a 12-month delay
al & Forest Entomology
Wiley-Blackwell
02/01/1999 to present
with a 12-month delay
Amphibia-Reptilia
VSP International Science Publishers
02/01/1999 to present
Animal Conservation
Wiley-Blackwell
02/01/2003 to present
Annual Review of Entomology
Annual Reviews Inc.
01/01/1997 to 2005
Anthrozoos
03/01/2005 to present
Arthropod Structure & Development
Elsevier Science
02/01/2002 to present
(citations only)
Audubon
National Audubon Society
01/01/1984 to present
Canadian Journal of Forest Research
Canadian Science Publishing
01/01/2001 to present
Canadian Journal of Zoology
Canadian Science Publishing
01/01/2001 to present
Canadian Wildlife (Canadian Wildlife
Federation)
Canadian Wildlife Federation
01/01/2001 to present
Ciência Rural
Universidade Federal de Santa Maria, Brazil
10/01/2008 to present
Conservation Biology
Wiley-Blackwell
02/01/1998 to present
Contributions to Zoology
National Centre for Biodiversity >
NCB Naturalis
12/01/2007 to present
Current Zoology
Institute of Zoology,
Chinese Academy of Sciences
02/01/2010 to present
Ecological Entomology
Wiley-Blackwell
02/01/1998 to present
Entomological Science
Wiley-Blackwell
03/01/2003 to present
European Journal of Entomology
c/o Institute of Entomology, Biology Centre,
Czech Academy of Sciences
07/01/2007 to present
European Journal of Forest Pathology
Wiley-Blackwell
06/01/1971 to present
Human Dimensions of Wildlife
Taylor & Francis Ltd
01/01/2001 to present
Insect Systematics & Evolution
Brill Academic Publishers
10/01/2009 to present
23
Integrative Zoology
Wiley-Blackwell
International Journal of Zoology
Hindawi Publishing Corporation
01/01/2009 to present
International Wildlife
National Wildlife Federation
07/01/1990 to 01/01/2002
International Wildlife
National Wildlife Federation
01/01/1984 to 01/01/2002
Italian Journal of Zoology
Taylor & Francis Ltd
03/01/2006 to present
with a 12-month delay
IUCN Otter Specialist Group Bulletin
Otter Specialist Group Bulletin
10/01/2008 to present
Journal of Animal Science
American Society of Animal Science
07/01/1996 to present
Journal of Applied Entomology
Wiley-Blackwell
01/01/1998 to present
Journal of Biology & Life Science (JBLS)
Macrothink Institute, Inc, Toronto
08/01/2010 to present
Journal of Herpetology
Society for the Study of
Amphibians & Reptiles
06/01/2003 to present
Journal of Mammalogy
Allen Press Publishing Services Inc.
02/01/2004 to present
with a 12-month delay
Journal of Wildlife Management
Wiley-Blackwell
07/01/1990 to present,
citations only
Journal of Wildlife Rehabilitation
International Wildlife Rehabilitation Council
12/01/2008 to present
Journal of Zoological Systematics &
Evolutionary Research
Wiley-Blackwell
03/01/1998 to present
Journal of Zoology
Wiley-Blackwell
04/01/2003 to present
with a 12-month delay
Lynx, series nova
National Museum, Czech Republic
06/01/2008 to present
Mammal Review
Wiley-Blackwell
03/01/1998 to present
Medical & Veterinary Entomology
Wiley-Blackwell
01/01/1998 to present
National Wildlife
National Wildlife Federation
02/01/1984 to present
Natural History
Natural History Magazine, Inc.
01/01/1974 to present
Nature Canada
Canadian Nature Federation
06/01/1990 to 06/01/2006,
citations only
Netherlands Journal of Zoology
VSP International Science Publishers
02/01/1999 to present
Northeastern Naturalist
Humboldt Field Research Institute
03/01/2000 to present
Oryx
Cambridge University Press
01/01/1998 to present
Pacific Conservation Biology
Surrey Beatty & Sons, Australia
03/01/2011 to present
Physiological Entomology
Wiley-Blackwell
03/01/1998 to present
Psyche: A Journal of Entomology
Hindawi Publishing Corporation, New York
01/01/2009 to present
Society & Animals
Brill Academic Publishers
02/01/1999 to present
with a 12-month delay
South African Journal of Wildlife Research
South African Wildlife Management
Association
06/01/1994 to present
24
South African Journal of Zoology
Zoological Society of South Africa
01/01/1994 to present
Southeastern Naturalist
Humboldt Field Research Institute
03/01/2002 to present
Systematic Entomology
Wiley-Blackwell
01/01/1998 to present
Ursus
International Association for Bear
Research & Management
06/01/2007 to present
with a 12-month delay
Wilderness
Wilderness Society
06/01/1990 to 12/01/1995
Wildlife Biology
Wildlife Biology, Hornslet,
Denmark
03/01/2010 to present
Wildlife Conservation
Wildlife Conservation Society
01/01/1992 to 05/01/2009
Wildlife Monographs
Wiley-Blackwell
07/01/1990 to present,
citations only
Wildlife Society Bulletin
Allen Press Publishing Services Inc.
06/01/1996 to 12/01/2006
Zoological Journal of the Linnean Society
Wiley-Blackwell
01/01/2003 to present
Zoological Science
VSP International Science Publishers
01/01/2000 to 11/01/2003