1
School of Forestry
USDA Cooperative State Research, Education, and Extension Service (CSREES) and University Academic Program Review
Self-Study Report
On Site Visit April 5-8, 2004 2
TABLE OF CONTENTS
Preface 4 Executive Summary 5 Arizona Economy 6 Arizona Forests 6 Forest Ownership 7 Forest Types 8 Forest Health 10 Major Forestry Issues 12 The University 14 History of the School of Forestry 15 School of Forestry Mission 16 Summary of Recommendations of Last Program Review and North Central Accreditation Visit, and Actions Taken 18 Faculty 19 Summary of Faculty Strengths and Weaknesses 19 Number of Full-Time Compared with Part-Time Faculty 21 Characteristics of Full-Time, Tenure-Track Faculty 21 Faculty Sabbaticals 21 Characteristics of Part-Time Faculty 21 Teaching Assistants 22 Research Assistants 22 Nature and Breadth of Faculty Scholarly Contributions 22 Pedagogical Innovations 23 Nature and Breadth of Professional Service 25 Graduate Programs 26 Admission to Graduate Programs 26 Application Procedures 28 Program Changes Last Five Years 29 Master of Science in Forestry - Thesis Option 30 Master of Forestry 34 Master of Science in Forestry - Non-Thesis Option 37 Doctor of Philosophy 41 Graduate Student Characteristics 53 Graduate Curricula and Courses 54 List of 500-and 600-Level Courses 54 Course Enrollment 57 Relationship between Curricula and Program Educational Goals 59 Teaching/Learning Improvements 61 Role of Service Courses for Non-Majors 63 Distance-Delivered Courses 63 Student Assessment 63 Student Advising and Mentoring 66 3
Resources Available to Graduate Students 67 Recruitment and Retention of Graduate Students 68 Degree Productivity 69 Affirmative Action 69 Resources 70 Budget 70 Staff Positions 70 Physical Plant and Equipment 71 Computing Resources and other Information Technologies 72 Library Holdings 74 Strategic Goals 74 Relationship of the SOF to University Strategic Plan and Mission 74 SOF Strategic Goals and Progress in Meeting Goals 75 Strategic Plan 2004-2009 77 Plans to Achieve Goals and Resources Needed to Achieve Goals 80 Appendices A1: Unit Strategic Plan A2: School of Forestry Faculty Background Summary, Academic Year 2002/2003 A3: School of Forestry Faculty Academic Summary, Academic Year 2002/2003 A4: School of Forestry Faculty Vitae A5: School of Forestry Faculty Sabbatical Policy A6: Articles in Refereed Journals - Last Five Years A7: Books and Book Chapters - Last Five Years A8: Professional Presentations - Last Five Years A9: Current Research Projects A10: Journal of Forestry Article - Core Graduate Education at NAU A l1: School of Forestry Faculty Service A12: Graduate Student Table A13: Graduate Student Employment Survey A14: Degree Productivity Table A15: PhD and MS Forestry Students Graduated Last Five Years A16: Library Assessment of Holdings 4
PREFACE
This self-study was written in response to a required academic program review of graduate degree programs in the NAU School of Forestry (SOF). The report also serves as the self-study for a review by the U.S. Department of Agriculture, Cooperative State Research, Education and Extension Service (CSREES) of graduate education and research programs in the SOF. The CSREES review team serves as the external consultants required by the 2003 edition of Academic Program Review Guidelines for NAU. CSREES was selected to coordinate the external review because it reviews research and graduate education programs throughout the U.S. and will provide a rigorous assessment of SOF programs. The self study provides information requested by both the Academic Program Review Guidelines for NAU and CSREES Review Guidelines for Institutions. The format of the self study was approved in October 2003 by Elizabeth Grobsmith (NAU Provost), Pam Eibeck (NAU Vice Provost for Undergraduate Studies), and Evie Garcia (NAU Program Review Committee member assigned to this review). 5
EXECUTIVE SUMMARY Northern Arizona University (NAU) is a doctoral-intensive institution that features undergraduate programs, and selected research and graduate programs. The School of Forestry (SOF) offers a BS degree in Forestry and masters and doctoral degrees. The SOF was established in 1958. A Master of Science (MS) degree was initiated in 1969 and Doctor of Philosophy (PhD) in 1994. Currently, the SOF is a college-level stand-alone school represented by a Dean. The SOF has 21 full-time tenure-track faculty, one part-time faculty, about 30 graduate student Research Assistants, and a small administrative and support staff. The faculty includes six women, two Native Americans, and three ethnic minorities. Faculty are needed in fire science, forest management, and forest policy, and development staff are needed to meet current and future needs. Full-time faculty teach almost all undergraduate courses, and all graduate courses. Currently, 38 graduate-level courses are taught by SOF faculty. Most graduate-level courses are taught using a variety of modern teaching and learning approaches such as experiential learning, web enhancement, student-to-student mentoring, and student-led discussions, in addition to classroom lectures. Faculty have research appointments that range from 10 to 50%, and currently have 102 grants and contracts from a wide range of agencies and organizations. In the past five years, research in the SOF has produced an average of 41 refereed scientific articles per year, and graduate students are authors on 56% of these articles. Faculty wrote an average of 8 books or book chapters per year over this period. Most SOF research is in collaboration with federal and state agencies that manage forests and wildlands. Faculty service includes engagement at the program-, university-, local community-, state-, national-, and international-levels. Numbers of research grants, graduate research assistants, and publications are largest in topics related to forestry ecology. Two masters degrees are offered in the SOF, a MS with an emphasis on thesis research, and a new Master of Forestry (MF) that emphasizes coursework and an capstone integrative professional paper. The PhD emphasizes breadth in coursework across three emphasis areas (forest ecosystem science, forest management sciences and economics, and forest social sciences) and original research. Number of SOF graduate students ranged between 66 and 74 over the last five years with a stable trend in enrollment. Degree productivity (44 MS and 11 PhD last three years) greatly exceeds Arizona Board of Regents (ABOR) thresholds. Most MS students graduate in three years, and most PhD students graduate in five years. 40% of graduate students are female, and 10% are minority. Over 70% of MS and PhD graduates are professionally employed in forestry or related work. SOF graduate teaching and research programs are housed in the Southwest Forest Science Complex which was built in 1992 and includes modern classrooms, laboratories, and computer facilities. Most graduate students on research assistantships are provided with offices. Library support for SOF programs is good. A new strategic plan for the SOF is being developed based on scenario planning of factors that may impact forestry research and graduate education in the future. 6
The sections below on Arizona's economy and forests are primarily intended to provide CSREES reviewers from out of state with an overview of the context of Forestry in Arizona.
ARIZONA ECONOMY
We used data from the statewide economic study for the year 2002 from the Arizona Department of Commerce(http://www.commerce.state.az.us/prop/ses.htm) to paint a picture of the state's economy. Total population of Arizona in 2002 was estimated to be 5,130,632 with 29.6 % under age 20, 48.8 % age 20-54, and 21.6 % over age 54. 81% of the population has a high school degree, and 30% have a college degree. The unemployment rate in 2002 was 5.5%. The percent of the population living below the poverty level was 13.6%.
As shown below in Table 1, the services industry is the largest employer in the state, followed by retail trade, government, and finance/insurance/real estate. Agriculture is the ninth largest industry at 2.5%. Forest products are a small portion of agricultural employment. Healthy forests and wildlands indirectly support recreation and tourism portions of the service sector, as well as real estate and construction sectors, but these levels of support have not been accurately measured.
Table 1. The ten most important economic sectors in Arizona based on percentage of total employment in year 2002.
Sector % of Total Employment Services 32.8 Retail Trade 17.2 Government 12.9 Finance, Insurance, Real 10.0 Estate Manufacturing 8.2 Construction 7.1 Transportation, 4.4 Communication, Utilities Wholesale Trade 4.4 Agriculture 2.5 Mining 0.5
ARIZONA FORESTS
The following section describes the current condition of forests in the Four Corners Region that includes northern and eastern Arizona, northern and western New Mexico, southern Utah, and southwestern Colorado (derived from USDA Forest Service Forest Inventory Assessment data in: Bailey and Ide (editors) Four Corners Regional 7
Forest Assessment, Revised Version 2000/2001). Most forests in Arizona occur in this region. The NAU SOF is only on-campus source of graduate degrees in Forestry in this region, and is a major supplier of research information and forestry graduates to the region.
FOREST OWNERSHIP Forestland in the Four Corners Region is predominantly owned and managed by National Forests (Figure 1). However, ownership varies widely among states. For example, private landowners account for a greater acreage (27%) in New Mexico than in Arizona (1%). Tribal ownerships are larger in Arizona and New Mexico than Colorado and Utah.
Figure 1. Four Corners Region Forest Acerage (M=million acres). 8
FOREST TYPES Ponderosa pine is the major forest type in the Four Corners Region at 54%, and 88% of all forests in Arizona are ponderosa pine (Figure 2). In contrast, Utah is predominantly spruce-fir and aspen. These type differences reflect variations in general landscape features between the southern states with broad mid-elevation plateaus and the northern states with more mountainous landscapes. Forest Service FIA data generally do not include the Pinyon-Juniper "woodland" forest type, although it is likely the most expansive forest type in the Four Corners Region. These data also do not include biologically valuable riparian forests that are estimated to cover less than 1% of the landscape.
Figure 2. Four Corners Acreage by Forest Type (million acres). 9
All conifer-dominated forest types in the Four Corners Region are predominately classified as sawtimber, where half or more of the standing live volume of wood is in trees greater than 9 inches diameter at breast height (dbh). The "sawtimber" classification does not mean that a stand is comprised exclusively of larger trees. Anywhere from 0 to 49 percent of the basal area could be in trees less than 9 inches diameter.
Aspen has the highest percentage of its acreage (55%) classified as poletimber, or stands dominated by trees between 5 and 9 inches dbh. Conifer types average about 10% poletimber. Most forest types have a very small percentage of stands in the sapling/seedling classificaton (trees < 5 inches dbh), typically less than 10% of total forest cover. Most sapling/seedling stands are productive forestland recently harvested or otherwise disturbed. Table 2 summarizes data for Arizona and New Mexico.
Table 2. Percentage of forested acres in Arizona and New Mexico by forest type and size class.
Arizona
Forest Type Sapling/ Sawtimber Poletimber Seedling Aspen 67 33 0 Douglas-fir 94 3 3 Ponderosa 95 4 1 Spruce/fir 85 9 6
New Mexico
Forest Type Sapling/ Sawtimber Poletimber Seedling Aspen 29 59 12 Douglas-fir 84 15 1 Ponderosa 85 13 2 Spruce/fir 76 21 3
Small diameter trees in the 12-inch diameter class and smaller are overabundant compared with larger trees. The overabundance is particularly acute in the 2- and 4-inch diameter classes. These small trees are not dominant in their stands (i.e., they are not in young even-aged plantations) given that the proportion of acres classified as seedling/sapling stands is very low (see above). Rather, these small trees are in sawtimber-dominated stands. The large number of small diameter trees are viewed by many as a major health and fire problem.
The overabundance of smaller diameter trees is most pronounced in ponderosa pine, but also occurs in Douglas-fir and spruce/fir types as well. Across all conifers (in Arizona, New Mexico and Utah; data for Colorado was unavailable) 6-inch and smaller size classes account, on average, for between 67-78% of trees in the mixed-conifer type, 56-69% of trees in the ponderosa pine type, and 73-76% of trees in the spruce-fir type. 10
The FIA data similarly show a consistent shortage of larger diameter trees, 16- inch diameter and above. The shortfall in large ponderosa pine is particularly acute in 22-inch diameter class and above.
Mortality is currently outpacing growth in several of the larger diameter classes. For example, mortality in 20-inch and larger aspen and spruce/fir in Utah (where they are most abundant) is greater than the growth of their 18-inch diameter class counterparts. This mortality trend may be natural as a result of age, particularly for short-lived species like aspen. However, the near-zero and negative growth (mortality) of 22- to 28-inch conifers, which are naturally longer-lived and grow larger than aspen, is likely attributable in large part to stress from overcrowding by smaller trees.
In summary, FIA growth and mortality data imply that a continued decline in the number of larger size classes is likely in the absence of treatment of smaller diameters. Future management inaction would perpetuate a trend towards a continuing preponderance of smaller trees and fewer larger trees, because it will require decades for the smaller trees to grow into larger size classes.
FOREST HEALTH Potential forest health issues in the Four Corners Region are commonly linked to either unsustainable harvesting rates (typically even-aged management or "heavy removal") or unsustainable forest density that promotes insect/disease problems and stand-replacing fire. These two extremes bracket the natural level of moderate disturbance by frequent, low-intensity fires under which these ecosystem evolved. For purposes of this broad assessment, we assume that areas currently classified as having old-growth structure, and areas that have been thinned and/or burned in the last 20 years, are not highly susceptible to forest health problems. Areas of heavy removal or stand- replacing wildfire also would not be highly susceptible to insects, disease, or wildfire, currently. Much of the remaining area, however, contains the overabundance of smaller- diameter trees discussed above, much of which the literature establishes as predisposed to forest health problems. Over the last twenty years in Arizona and Utah, acres impacted by even-aged harvesting, removing > 50% of the standing volume, account for only 5% of total forestland (Figure 3 shows Arizona). For a simple interpretation of such cutting rates, harvesting 5% of an ownership over 20 years equates to a 400-year rotation in a perfectly regulated ownership. There is, therefore, currently no evidence of "over-harvesting" in the Four Corners Region at a landscape scale. 11
Figure 3. Proportion of acres in Arizona disturbed in the past 20 years by harvesting, thinning, burning, or currently classified as having old-growth structure. "Other" acres represent the focus point of most forest health issues. 12
Landowners in the Southwest have been more aggressive, however, in thinning and other selective harvesting practices that remove <50% of standing tree volume. Fourteen percent of total forestland in Arizona and Utah have been thinned in the last 20 years. The literature suggests that such treatments are beneficial to forest health because more resources are made available to tree and understory plant growth and wildfire hazard is reduced, but 14% in 20 years converts to 140 years to treat all the landscape.
The use of prescribed fire has been less extensive in the last 20 years than thinning. For Arizona and Utah, only 4% of all forestland have been burned by low- intensity ground fire. Considering that many of these acres overlap with thinned acres, the extent of prescribed burning treatments across the landscape are well below what is desired and needed.
Stand-replacing fires impacted an additional 4% of forestland in Arizona and Utah according to data from 1996. However, this impact increased substantially between 1996 and 2003 because of several large wildfires in the Region such as the 2000 Cerro Grande Fire in Los Alamos, New Mexico, the 2002 Rodeo-Chediski Fire in eastern Arizona, and the 2002 Bullet and 2003 Aspen Fires in the Santa Catalina Mountains near Tucson, Arizona. Impacts of the Rodeo-Chediski were especially severe. The 480,000 acres burned by this fire alone are about 20 % of all ponderosa pine forestland in Arizona. Soil erosion, flooding, deforestation, loss of habitat for threatened and endangered species, and invasion by exotic, noxious plants often occur following large high-intensity wildfires in the Region.
MAJOR FORESTRY ISSUES Major forestry issues in Arizona currently center on restoration of healthier forest conditions. Several key issues are described below.
Protection of Human Settlements from Wildfire The frequency and size of stand-replacing wildfires have increased over the past five decades in forests of the Four Corners Region and this trend is expected to continue. Increase in wildfire is largely the result of dramatic increases in fuels caused by suppression of low-intensity fires that maintained low tree density prior to Euro- American settlement. Other contributing factors include overgrazing of herbaceous plants by livestock that promoted heavy tree regeneration in the early 1900s, and inadequate support for management of forest fuels with thinning and prescribed burning. At the same time, human settlements have expanded into dense forests. High fuel loads combined with frequent droughts often create explosive wildfires that destroy human settlements and investments. This issue is currently important in most dry forest types in the western U.S.
Ecological Effects of Large Stand-Replacing Wildfires Large stand-replacing wildfires cause rapid and dramatic changes in the structure, function, and composition of forests. Post-fire effects include increases in soil erosion, bark beetle attacks on trees, site dominance by early succession plants and animals, and invasion by exotic invasive plants. Several recent wildfires have destroyed prime habitat for threatened and endangered animal species such as the Mexican spotted owl. Large 13 stand-replacing fires rapidly reduce carbon storage in forests that has helped slow the rate of CO2 increase in the Earth's atmosphere. Re-establishment of trees after stand- replacing wildfire in most dry, southwestern forests requires many decades.
Economics of Thinning and Prescribed Burning Treatments Land managers generally know how to effectively manage forest fuels to reduce wildfire hazard by thinning and prescribed fire. Support for forest thinning by most people in the region is greatest when large, economically valuable trees are not cut, and when thinning creates a clumpy forest structure that emulates structure that occurred prior to disruption of the natural, frequent, low-intensity fire regime by European settlers. Such thinning is ecologically attractive, but expensive. The low value of small diameter trees and poor wood markets and processing capacity in the region require subsidy of the cost of most thinning projects. Current subsidy costs for heavy thinning "from below" (i.e., leaving the large trees) and subsequent slash treatment by prescribed burning range from $200 to $400 per acre; this subsidy is after loggers have sold logs removed from the site. Wood processing industries that add value to small-diameter logs are needed to reduce these subsidies that currently constrain implementation of fuel reduction treatments to a small area. Another potential solution to using small diameter trees and logging slash is generation of energy from biomass energy plants. Significant economic and social challenges exist in establishing appropriate wood processing industries or biomass energy plants in the region.
Spatial Scale and Prioritization of Thinning and Prescribed Burning Treatments The size and location of thinning and prescribed burning treatments to reduce fuels and restore healthier forest conditions are a current controversy. Debate centers on whether such treatments should be applied only to the urban-wildland interface, or to both the interface and more remote forests. Current debate in the U.S. Congress over the "Healthy Forest Initiative" is an example of this issue. Similar debate occurs over the size and spatial arrangement of treatments on the landscape. Opinions range from immediate, aggressive, and heavy thinning of large landscapes to more cautious approaches that emphasize thinning only the smallest trees immediately adjacent to houses.
Small Numbers of Old-Growth Trees The proportion of the landscape dominated by old-growth trees currently is much lower than before Euro-American settlement because of heavy logging between the late 1800s and mid-1900s. Large, old-growth trees are valued for animal habitat and by people for aesthetics. An increase in the number of stands dominated by large, old trees is desired by many people.
Bark Beetle Outbreaks Mortality of ponderosa pine and pinyon pine has increased dramatically since the year 2000 and is associated with the occurrence of severe drought conditions in 2000 and 2002. For example, aerial surveys of ponderosa pine forests in Arizona suggest mortality of over 20 million trees in 2002 and 2003. Mortality of pinyon pine is similar or greater. Tree mortality is the largest in the Southwestern US since perhaps the mid 1950s, and is 14 causing major shifts in cover and ranges of ponderosa and pinyon pines. Of particular concern is the increase in fire hazard caused by the large amount of dead, dry fuel created during bark beetle outbreaks. Usually high tree mortality has also occurred for junipers, true firs, Douglas-fir, and spruce.
Effects of Climate Change Warmer temperatures driven by increased atmospheric concentration of greenhouse gases and associated climate changes such as more frequent occurrence of extreme weather events (e.g., drought) predicted in the future threatens the occurrence, structure, and function of forests in the Southwestern U.S. more than forests located in wetter regions. Southwestern forests are particularly vulnerable because water availability is already marginal for low-elevation forest types, climate change will likely increase the frequency and severity of stand-replacing wildfire, and many forests occur in isolated mountain-top island habitats that are prone to loss because of small population size.
Effects of Livestock Grazing on Threatened and Endangered Species Livestock grazing has decreased in the region over the last several decades, but concerns maintain about effects of heavy grazing on threatened and endangered plant and animal species. Environmental groups routinely sue federal land management agencies about undesirable effects of grazing on such species, and often win. Rigorous studies of effects of grazing on threatened and endangered species and other ecosystem characteristics and services are scarce.
Conservation and restoration of riparian areas Riparian forests and wet meadows support a large proportion of animal species in the region yet are threatened by stream diversions, dams, groundwater pumping, and overgrazing by livestock and elk.
Management of forest recreation impacts Most public forests in the region are negatively impacted by heavy recreation. Uncontrolled motorized recreation causes the most severe negative impacts. Management of these impacts is a major challenge.
THE UNIVERSITY
Northern Arizona University (NAU) is a doctoral-intensive institution that has at its core, undergraduate programs, research, and graduate programs to the doctoral level appropriate to its size and classification. Northern Arizona University aspires to be a premiere undergraduate residential institution that provides its students with an innovative and challenging liberal arts and sciences core integrated with several professional programs. The learning environment at the Mountain Campus is unmatched for natural beauty, student-centered programs and services, close interaction of students with senior faculty. 15
Northern Arizona University also provides a selected number of post- baccalaureate certificates, and master and doctoral programs in its areas of greatest strength, such as forestry. The University seeks to expand its post-baccalaureate programs as interdisciplinary fields expand and as the needs of economy demand increasing levels of educational preparation. Intimately linked to its undergraduate and graduate missions, the University's faculty, organized in departments, research centers and institutes, advances knowledge in traditional disciplines, in fields related to NAU's unique environment on the Colorado plateau, and in response to the needs of the state and region for solutions to real world problems.
Finally, NAU is an integral part of the northern Arizona and Flagstaff communities. It embraces its mission to serve rural Arizona, Native American peoples, and seeks a partnership in providing economic, cultural, and social opportunities for all citizens of the region. Consonant with its mission to serve the state's rural counties, the university has innovative partnerships with rural community colleges, operates an education center in Yuma and IITV sites in twenty-six locations plus technology-based delivery into offices and homes.
NAU's goals are: • To be a premiere undergraduate residential learning community emphasizing superior undergraduate programs. • To be recognized regionally, nationally and internationally for selected creative endeavors, research and graduate programs especially those that build from our base on the Colorado Plateau. • To provide regional and national leadership in the development, use and assessment of technologies to enhance and deliver superior educational programs. • To foster a culture of diversity visible in academic programming and in the recruitment of faculty, staff and students. • To be the nation's leading non-tribal university in affording educational opportunities for Native American students, in providing service and applied research to Native American tribes, and in advancing research concerning the history, culture and contemporary issues of Native American people. • To increase private support and research funding to supplement state funding and tuition, in order to guarantee an operating budget that supports academic excellence. Three other documents pertain to the future direction of Northern Arizona University under its new President, John D. Haeger. These are: Northern Arizona University's 2003 Strategic Plan, Achieving Excellence Northern Arizona: The Next Five Years, and Changing Directions Northern Arizona University Concept Paper. All can be found on the web site for the Office of the President - http://www4.nau.edu/president/.
HISTORY OF THE SCHOOL OF FORESTRY
The Forestry degree program at NAU was initiated in 1958 as a Department of Forestry dedicated to the training of professional foresters at the Bachelor of Science level. Its existence as a department and later as a professional school supported the 16 recharter of Arizona State College to NAU in 1966. A program in Native American Forestry was added in 1989, and the Park and Recreation Management major joined the School in 1992. A Master of Science degree was initiated in 1969 and Doctor of Philosophy in 1994. A separate and distinct Department of Geography and Planning joined the School in 1992, which led to the 1996 creation of a College of Ecosystem Science and Management. In 1999, the NAU Centennial Forest was established and the SOF assumed responsibility of its management.
In 2003, the College of Ecosystem Science and Management was dissolved and all faculty associated with the Department of Geography and Planning and the Park and Recreation Management major moved into a newly named department, The Department of Geography, Planning, and Recreation, located in the College of Arts and Sciences. Presently the SOF is an autonomous college-level academic unit, and the Dean of the SOF reports directly to the university Provost. The college-level status of the SOF could change in 2004 as the university is considering major restructuring of programs to save money and reduce redundancy. A chart of current organization of the SOF is shown below in Figure 4.
The SOF is the only accredited Forestry B.S. program in the Southwest (Arizona and New Mexico and the southern half of California, Utah, and Colorado). Northern Arizona University is well suited geographically for forestry education. The University is located in the midst of the world's largest continuous ponderosa pine forest. In addition, nowhere else in the United States do forestry students have convenient access to a wider variety of vegetation zones than in northern Arizona.
Unlike many forestry programs in the U.S., the SOF is not located at a land grant institution. This has both advantages and disadvantages. One advantage is that the School of Forestry has not historically had the strong traditional commodity based orientation associated with many schools of agriculture. This we believe was instrumental in paving the way for the School's present ecosystem sustainability approach. On the negative side, the lack of traditional agriculturally based programs such as entomology, pathology, resource economics and agricultural engineering etc., with their faculty and breadth of academic courses is a disadvantage.
SCHOOL OF FORESTRY MISSION
Two different processes created the SOF's current mission. The first was the development of the School's Strategic Plan: A Working Document for 1996-2000, which received faculty approval in 1996 following many hours of effort and the careful thought by the Strategic Planning Group (Appendix A1). The second process was the formation of the Professional Curriculum Review Committee in February 1998. This led to a report entitled: Report of the Professional Curriculum Review Committee to Figure 4. School of Forestry Organizational Chart 17 18
the School of Forestry Faculty - Maintaining Leadership in Innovative Forestry Education. The School's mission statement is:
• The fundamental educational mission of the SOF is to foster the intellectual and personal development of our students, at both the undergraduate and graduate levels. We intend that our students be, first of all, liberally educated, secondly, good citizens, and finally, skilled professionals. • The SOF educates students in forest ecosystem science and management by integrating instruction in biophysical and human systems. In Forestry, we cross traditional boundaries by applying a transdisciplinary approach and multiple resource knowledge to ecosystem studies. • Our scholarship mission features these integrative approaches to advance knowledge in ecosystem science and management and to bring this new knowledge back to the classroom. Our Master of Science in Forestry and Doctor of Philosophy programs play a special role in carrying out our scholarship objectives. • Our mission includes the development of educational and research activities, which bring Native American views to the classroom.
SUMMARY OF RECOMMENDATIONS OF LAST PROGRAM REVIEW AND NORTH CENTRAL ACCREDIATION VISIT, AND ACTIONS TAKEN
Graduate programs in the SOF have not been the subject of a University academic program review for many years. Inquires to the Vice Provost of Undergraduate Studies (Pam Eibeck), Associate Provost of Academic Administration (Ron Pitt), Dean of Graduate Studies (Carl Fox), and long-time SOF faculty revealed no recent review of graduate programs in the SOF. Likewise, reviews of SOF graduate programs were not found in Special Collections and Archives of Cline Library on the NAU campus.
The recommendation report of the University Accreditation Review performed by the North Central Association of Colleges and Schools addressed the SOF briefly under a section titled "College of Ecosystem Science and Management" starting on p. 48 of that report. The Association was very complementary of the SOF, and highlighted the following strengths: • Reductions in teaching load provide faculty with the opportunity to dedicate time for the research that is expected of them. • Annual assignments are negotiated individually between faculty and chairs. • Faculty members involved with delivery through the vitual university get further relief from their teaching loads to accommodate the extra preparation time. • Lectures are delivered by faculty. • The Forestry program is the only accredited program in the Southwest U.S. • Emphasis on "niches" like the Native American Forestry Program is a good approach. 19
• Adequate computer support and outstanding building and equipment. • Outstanding faculty.
The major issue addressed by the Association for the SOF was "faculty salaries are lower than in other schools." This disparity remains true when comparing faculty salaries between the SOF and other similar NAU departments (Table 3 below), and when comparing salaries among accredited university forestry programs in the U.S. Despite small merit-based raises to all NAU faculty in 1998 (2.5% on average), 2000 (2% on average), and 2001 (2% on average), we estimate that salaries of SOF faculty are $5,000- $8,000 lower at the Assistant Professor level, and $10,000-$20,000 lower at the full professor level, compared with forestry faculty at other U.S. universities. Clearly, the issue of low salaries for SOF faculty has not been adequately addressed since the North Central Association of Colleges and Schools review.
Table 3. The School of Forestry average salaries compared with related Departments at NAU. Average salary for 2003 Forestry Biology Geology Professor 65,350 66,738 69,835 Assoc. Professor 49,531 51,274 53,825 Asst. Professor 43,752 44,223 50,000
FACULTY
SUMMARY OF FACULTY STRENGTHS AND WEAKNESSES
Strengths: Teaching and research in forest ecology are pronounced strengths of SOF faculty. Numbers of graduate students, research grants and projects, and publications are greatest in ecological topics such as restoration ecology, forest health, forest entomology, ecosystem ecology, forest ecophysiology, and wildlife biology and management. International experience is another strength of SOF faculty. Nine faculty have international expertise in 11 countries. Leadership of environmental initiatives that support NAU is a faculty strength. For example, SOF faculty helped originate and currently manage the NAU Centennial Forest that supports research and teaching in many NAU programs. SOF faculty originated and lead the NAU Ecological Restoration institute that has brought millions of dollars of research funding to NAU programs across campus and provided NAU with unprecedented national exposure as a major institute of forestry research and education. SOF faculty helped originate and currently chair the process by which all NAU faculty obtain special use permits for research on lands administered by the Coconino National Forest and the NAU Centennial Forest (http://www.mpcer.nau.edu/permits/index.html).
Another strength is that the School is represented by a Dean who answers directly to the University Provost, rather than a Department Chair who answers to a Dean of a college with a broader mission. Having the SOF as a college-level unit represented by a dean-level administrator who can work with state, federal, and private agencies in 20
Northern Arizona, Washington D.C., and elsewhere bolsters the School's graduate research and teaching programs. Visibility and recognition are important fund-raising attributes that provide the resources necessary for effective graduate education and research.
Weaknesses: Faculty weaknesses in the SOF center on inadequate funding for key faculty positions and initiatives. For example, there is currently a large demand for graduate education and research in the field of fire science, yet SOF faculty expertise in this field is thin. Likewise, numbers of graduate courses and graduate students in forest economics, management, policy, and wildland recreation are lower than we desire largely because of a small number of faculty with expertise in these areas, and heavy demands on current faculty in these areas to teach undergraduate courses. Whereas two SOF faculty have experience with remote sensing and GIS, they do not regularly teach courses in these areas because of heavy demands to teach other undergraduate courses. Also, the SOF and NAU in general would benefit from more faculty expertise in climatology to support graduate education and research.
Graduate education of Native Americans in forestry has the potential to be a strength of the SOF because of the proximity of Flagstaff to many forested Native American lands, but in fact has been a weakness because of difficulty in recruiting and retaining outstanding Native students. The SOF and NAU offers less financial support for Native students compared with wealthier universities that actively recruit such students.
Plans to capitalize on strengths and overcome weaknesses: These plans include:
• The new Master of Forestry degree will help meet student demands for graduate education in forestry without greatly increasing faculty time for student advising and mentoring. • Discussions with The School for Field Studies (www.fieldstudies.org) have been started to use the new Master of Forestry as a graduate degree focused on international field studies. This linkage to The School for Field Studies has the potential to bring many new forestry graduate students to NAU. • The SOF is active in supporting passage of a new "forest health bill" by the Arizona state legislature that would fund several new faculty positions in forestry to address some of the weaknesses noted above. • Discussions for transfer of management of the NAU Greenhouses to the SOF are underway. This transfer will help the SOF and NAU meet regional demands for tree seedlings and other plants by federal land agencies, and will provide new funding and research and education opportunities for the SOF and NAU. • The SOF is active in supporting an initiative to transfer ownership of the NAU Centennial Forest from the Arizona State Land Department to NAU and its management to the SOF. • The SOF continues to request permission from the NAU Provost to hire new faculty with expertise in forest management and policy to replace the three faculty lines that have been lost recently in these areas of study. 21
NUMBER OF FULL-TIME COMPARED WITH PART-TIME FACULTY
The School currently has 21 full-time and 1 part-time faculty.
CHARACTERISTICS OF FULL-TIME, TENURE TRACK FACULTY
Information on all SOF faculty is in Appendices A2 (background summary), A3 (academic summary year 2002/2003), and A4 (two-page vitae). Total student credit hours pooled over all faculty were 2,232 in Fall 2002, and 2,278 in Spring 2003. Hours in Spring 2003, were distributed as follows: 868 were lower-division undergraduate, 812 were upper-division undergraduate, and 598 were graduate. In 2003, the average salary on a nine-month academic year basis for a full professor was $65,350, an associate professor was $49,531 and an assistant professor was $43,752.
FACULTY SABBATICALS
NAU and the SOF recognize faculty sabbaticals as an important faculty development program. Faculty are eligible for sabbatical release after six years of continuous service. All requested faculty sabbaticals have been approved by the Provost and honored in the last six years. Sabbaticals are encouraged in the SOF because of their positive role in faculty development. A list of faculty that have elected to take sabbaticals in the last six years follows. Other faculty have been eligible, but have preferred to delay this opportunity. The SOF has an official policy on sabbaticals (Appendix A5).
Faculty who have taken sabbaticals during 1996-2002: Alcoze, Thomas M. — 2000-2001 Beier,Paul— 1999-2000 Covington, W. Wallace — 2000-2001 Hart, Stephen C. — 1997-1998 Hospodarsky, Denver C. — Fall Semester 2001 Lee, Martha E. — Fall Semester 2001 Moore, Margaret M. — 2000-2001 Trosper, Ronald L. — 1997-1998 Wagner, Michael R. — Calendar year 2003
CHARACTERISTICS OF PART-TIME FACULTY
The School has only one part-time faculty member, who teaches a specialized set of five 1-credit-hour weekend classes in environmental education (Project Learning Tree, Project Aquatic, etc...). The total credits taught by this part-time faculty member in 2003 were 71 hours in Spring and 100 in Fall (< 4% of the total School of Forestry credit hours), and all these hours are at the undergraduate level. This faculty member was recruited specifically for this role and does not teach otherwise in the SOF. The part-time instructor is paid $3,100 per semester. 22
TEACHING ASSISTANTS
The SOF has no formal teaching assistantships, and our use of graduate student Teaching Assistants is small compared with most other similar programs. All courses are taught by faculty. We have requested funding for several teaching assistantships from the University Provost in the past, but such request have never been granted. However, we try to provide teaching opportunities for graduate students when we need help in implementing classes and have graduate students with appropriate backgrounds to meet such needs. For example, in fall semester 2003, three graduate students assisted in the teaching and grading of three undergraduate courses. For spring semester 2004, one graduate student will assist with grading of a web-based undergraduate course. Because we do not have funding for teaching assistantships, graduate students who help with teaching are generally funded with research assistantships, and research remains their primary responsibility.
RESEARCH ASSISTANTS
There are about 40 graduate research assistants in the SOF currently. The roles of graduate research assistants vary in accordance with the nature of the research and source of funding. In general, assistants are expected to work 20 hours per week and to attend School activities such as seminars. The modal stipend for most doctoral students is $15,225 and the modal stipend for most masters students is $13,225. The stipends include University health insureance and waiver of out-of-state tuition. NATURE AND BREADTH OF FACULTY SCHOLARLY CONTRIBUTIONS
School of Forestry faculty published 203 articles in refereed professional journals between 1999-2003 (average 41 articles/year; Appendix A6). Graduate students were important contributors to 113 of the 203 articles. Graduate students were first authors of 92 of these articles, and secondary authors of 21 of these articles. School of Forestry faculty published 41 books or book chapters between 1999-2003 (average 8.2 per year; Appendix A7). School of Forestry faculty gave 201 professional presentations between 1999-2003 (average 40 per year; Appendix A8). School of Forestry faculty have 102 current research projects (Appendix A9) funded by a large number of agencies and organizations.
The SOF takes great pride in the applied nature of its research, collaboration with management agencies, and the immediate impacts of our research on management actions. When our committee told faculty that this report would include a section on the practical impact of their research, the typical faculty response was along the lines of "We don't do any other kind of research, do we?" Much of our research is funded by management agencies in response to specific management needs. We collaborate with, or do research specifically to serve, Native American Nations, the US Forest Service, National Park Service, Bureau of Land Management, US Fish and Wildlife Service, State Lands Departments, State Game and Fish Department, federal and local Departments of Transportation, local governments, and conservation NGO's. Many of these collaborations are listed in Appendix A9.
Several faculty contribute substantially to the work of the Ecological Restoration Institute, which is currently the SOF's most visible high-impact effort to join science, research, and management. Faculty also make significant research contributions in conservation biology, forest economics and management, forest health, hydrology, landscape ecology, multi-criterion decision-support systems, silviculture, traditional ecological knowledge, wildlife ecology, and wildland recreation. Although our focus has been in the Southwest, our applied research efforts extend to Mexico, Europe, and Africa.
PEDAGOGICAL INNOVATIONS CORE COURSES
The MS and PhD degrees in the School of Forestry require courses that provide all graduate students with a core education. The Research Development/Methods course (FOR 690) helps prepare graduate students to conduct high-quality research, the Proseminar course (FOR 692) improves student ability to prepare and present scientific talks and posters, and the Teaching Practicum course (FOR 693) provides students with opportunities to explore and practice traditional and alternative teaching techniques. An article from the Journal of Forestry (Kolb et al. 2001) featuring these core courses is in Appendix A10.
GRADUATE WEB ENHANCED COURSES Several graduate-level courses in the SOF are "web enhanced," meaning that the web is used to present a significant amount of course material: • FOR 498 Seminar in Root Dynamics • FOR/BIO 479/599 Ecosystem Ecology: Case Studies on the Colorado Plateau • FOR 504 Current Issues in Wildlife Management • FOR 500 Ecosystem Science and Management • FOR 521 Advances in Forest Soils and Ecosystem Ecology • FOR/GGR 525 Geographic Information Systems • FOR 551 Fire Ecology and Management • FOR 580 Ecological Restoration Principles • FOR 582 Ecological Restoration Applications • FOR 593 Natural Resource Economics • FOR 633 Ecological Economics FOR 690 Research Methods 24
• FOR 692 Professional Seminar • FOR 698 Graduate Seminar in Ecosystem Ecology
PEDAGOGICAL INNOVATIONS/ACTIVITIES IN SELECTED GRADUATE COURSES
• FOR 498 (Seminar in Root Dynamics) and 521 (Advances in Forest Soils and Ecosystem Ecology) - Student-led discussions of the primary literature, including written critiques, and written and oral summaries and syntheses of a research field by students. • FOR 599 (Ecosystem Ecology: Case Studies on the Colorado Plateau) - In addition to traditional lectures and discussion, students collect, analyze, and interpret data from ecosystems on the Colorado Plateau. • FOR 541 (Marketing of Wood Products) - Students are exposed to readings and chapters via standard media Powerpoint presentations. Most recently, however, has been the addition to locating URL sites directly in class discussions to obtain current information. Students were encouraged to give results of independent study projects on Powerpoint. One fieldtrip demonstrated wood industry practices from the manufacture of the product to installation, and the marketing of that product. • FOR 550 (Forest Tree Ecophysiology) - In addition to lectures and discussions of papers from the primary literature, an experiential learning approach is used whereby students use modern ecophysiology equipment, such as pressure bombs and portable intra-red gas analyzers for measuring photosynthesis, to study effects of water and nutrient availability on tree growth and physiological processes. Student evaluation is balanced among traditional exams (45%), written analysis and interpretation of experiments (30%), and participation and leadership in discussions of journal papers from the primary literature (25%), in order to evaluate different forms of student learning and accommodate a variety of student aptitudes. • FOR 620 (Forest Stand Dynamics) - Includes a Forest Vegetation Simulator growth model exercise that requires each student to project the development and dynamics of a stand, often from their own data sets. The students typically have to stretch the original bounds of the model (e.g., to project bat habitat from snags) but it forces a very quantitative look at forest stand dynamics, challenges their problem-solving skills, and makes them more comfortable with models in general. Students lead a class period explaining their research, its relevance to stand dynamics, and model projection results. • FOR 690 (Research Development/Methods) - An additional innovation has been added to the Research Development and Methods course (FOR 690) since publication of this article in 2001, the "peer-review teaching tool." Dr. Paul Beier developed a valuable writing exercise in which students act as peer-reviewers for each others' papers. Each student fully experiences writing two formal peer reviews and formally responding to the reviews of peers. The students are provided with detailed instructions on how to conduct a review, and a copy of the rubric that the instructor will use to grade their peer review. The instructor acts in the role of an Associate Editor at a journal or a Program Officer at a funding agency, providing a third review for the author. The first draft of the paper is not graded - but the peer reviews are 25
graded to a high standard. This creates a heavy workload for the instructor in mid- semester, but gives each author detailed feedback, and an opportunity to act on that feedback. The final grade on the paper derives entirely from how well the author addressed each comment from the peer reviewers and instructor, including a point-by- point response letter. The final grading is usually easy for the instructor, and most students get the rewarding experience of a well-deserved good grade for a paper that benefited from the peer review process. Informal feedback from students in the class has been very positive, and the long-time instructors agreed that it produced better papers, was far more effective than the excruciatingly polite "review sessions" it replaced, and reduced grading time for faculty. We have shared this tool with colleagues in other departments at NAU and other universities.
WEB-BASED COURSES
The SOF teaches no graduate-level courses that are entirely web based. Currently, there is not a large demand for such courses by our graduate students because most are on-campus in Flagstaff in order to work on research with faculty. The SOF delivers several web-based courses for undergraduate students (e.g., FORI 01 Introduction to Forestry; FOR212 Trees and Forests of North America) that can be used as remedial courses for graduate students entering the forestry program with little or no background in forestry. NATURE AND BREADTH OF PROFESSIONAL SERVICE
Examples of non-university (i.e., professional and community) and university faculty service are listed in Appendix A11. Most faculty in the SOF belong to two or more professional societies, and we serve these organizations by reviewing manuscripts for society-sponsored publications, serving as assigning editors for these journals, serving on local, national, and international governing boards of these societies, serving on committees, and chairing symposia at professional meetings.
We also serve professionally by serving on review panels for funding agencies such as the National Science Foundation, serving on advisory groups such as an Endangered Species Recovery Team, and serving as Board members or Science Advisors for various NGOs that focus on conservation and management of natural resources, including locally prominent organizations such as the Greater Flagstaff Forest Partnership and The Arboretum at Flagstaff.
Our faculty regularly give presentations at community events such as Flagstaff Festival of Science, in lecture series aimed at citizenry, by visiting K-12 schools, and testifying to state legislatures and the U.S. Congress. We regularly honor invitations to speak at public forums and respond to media requests for interviews.
Finally, on average, each of our faculty serve on at least two standing committees in the SOF, at least one NAU committee, and at least one ad-hoc committee per year. Several faculty also serve as faculty advisors for student clubs. In addition to the usual sorts of University service, SOF faculty have assumed the significant task of staffing 26 most positions on the several committees that support the NAU Centennial Forest. These faculty have worked on developing proposals, a vision statement, a management plan, and a host of other duties related to the Centennial Forest that benefit NAU.
GRADUATE PROGRAMS
The SOF offers masters (thesis and non-thesis) and doctoral programs in Forestry. The underlying philosophy of the School's graduate programs is to prepare students for public or private resource management or a related career in research and education. The emphasis is on the problems and opportunities associated with management of forest ecosystems.
The School's graduate programs are greatly enhanced by our excellent ecological and computer laboratories, and a small full-time staff of research professionals. Our teaching programs are further strengthened by the presence of a U.S. Forest Service Rocky Mountain Forest and Range Experiment Station research unit also located in the Southwest Forest Science Complex, and the USDI Colorado Plateau Research Station located on the Northern Arizona University Campus.
ADMISSION TO GRADUATE PROGRAMS
GENERAL ADMISSION REQUIREMENTS
A minimum grade point average of 3.0 (on a 4 point scale) in all college and university work is required for admission. No student will be admitted to either the Masters or the PhD programs without a faculty member in the School of Forestry agreeing to act as that student's Major Professor. The Major Professor must be a regular member of the School's faculty. Applicants are encouraged to contact a professor in their field of interest in the School prior to application to establish a basis for acceptance.
All applicants must take the Graduate Record Examination (GRE) and arrange for submission of their scores to the School. A minimum score of 500, 600, and 600 on the verbal, quantitative, and analytical portions, respectively, of the examination is required for admittance. These numerical scores equate to scoring in the top 40th percentile of those taking the exam (recorded as 60 % below on GRE report of scores). The analytical portion of the exam has recently been replaced with a new exam, analytical writing, that is evaluated on 1.0 to 6.0 scale. The minimum acceptable score on the analytical writing exam is 4.0. Provisional admittance may be granted in special cases without GRE scores. The prospective Major Professor of an applicant may petition for admittance of a student with a lower score. Such a petition must clearly explain why an exception should be granted.
The Faculty of the School recognizes the difficulties that foreign students may face in taking the GRE. Foreign students may apply without GRE scores and be admitted in provisional standing if all other admission requirements are met. However, the GRE must be taken as soon as possible upon enrollment. Students who do not take the examination by the end of the second semester or who do not receive a minimum score of 27
500, 600, and 600 on the verbal, quantitative, and analytical portions, respectively, will have their provisional standing status canceled and will be dropped from the Graduate program. The student's Major Professor in such circumstances may, however, petition for admittance of the student with a lower score. The petition must clearly explain why an exception should be granted.
All foreign students applying to the Masters or PhD programs must take the Test of English as a Foreign Language (TOEFL) and arrange for submission of their scores to the School as part of the supporting documentation for their application. A minimum score of 550 on the TOEFL is required for admission.
ADMISSION REQUIREMENTS FOR THE MASTER OF SCIENCE PROGRAM: STUDENTS WITH A BACHELOR OF SCIENCE DEGREE IN FORESTRY
Successful applicants for the Master of Science Program meeting all the general admission requirements detailed above, and having a Bachelor of Science degree in forestry or natural resources from a Society of American Foresters accredited program, will be admitted with regular standing to the Master of Science in Forestry program.
ADMISSION REQUIREMENTS FOR THE MASTER OF SCIENCE PROGRAM: REQUIREMENTS FOR STUDENTS WITHOUT A BACHELOR OF SCIENCE DEGREE IN FORESTRY
Successful applicants for the Master of Science Program meeting all the general admission requirements detailed above, but not having a Bachelor of Science degree in forestry or natural resources from a Society of American Foresters accredited program, will be granted admission with provisional standing. Admission to regular standing is provisional on the completion of 15 semester hours of remedial coursework in forestry with an average grade of "B". The intent of these requirements is to assure that a student who graduates with a Master of Science in Forestry has a breadth of knowledge in forestry. Note that the student's Thesis or Program (for non-thesis students) committee may specify additional remedial requirements.
ADMISSION REQUIREMENTS FOR THE PHD PROGRAM
Entrance to the PhD program is contingent on a student having demonstrated competence in scientific research. A Master of Science (thesis option) serves as the standard for such demonstrated competence. Other advanced degrees with demonstrated scientific research outputs equivalent to a masters thesis may qualify a student for admission. Such equivalents may include a masters of arts with a thesis requirement, or a non-thesis masters degree with research outputs such as sole or primary author of peer reviewed publications. Students seeking admission to the PhD program should include in their applications an explicit statement of how their education and experience satisfies the intent of this requirement.
Applicants may be granted admission with provisional standing to the PhD program if they have not yet completed their Masters degree and if they meet all other requirements for admission. Students have a maximum of 1 calendar year from the time 28 of enrollment to complete their Masters degree and submit the appropriate proof of completion to the School. Students failing to complete this requirement will be dropped from the PhD program at the end of the 1 year period.
REQUIREMENTS FOR PHD STUDENTS WITH AT LEAST ONE DEGREE IN FORESTRY
Successful applicants with at least one degree in forestry or natural resources from a Society of American Foresters accredited program from a Society of American Foresters accredited program, and who meet all other admission requirements, will be admitted with regular standing to the PhD program.
REQUIREMENTS FOR PHD STUDENTS WITHOUT AT LEAST ONE DEGREE IN FORESTRY
Successful applicants without at least one degree in forestry or natural resources from a Society of American Foresters accredited program, and who meet all other admittance requirements, will be admitted with provisional standing to the PhD program. These students must complete, at a minimum, 15 semester hours of remedial coursework in forestry with an average grade of "B". The student's Dissertation Committee may specify additional remedial requirements. These requirements must be successfully completed before the student can advance to Candidacy.
APPLICATION PROCEDURES
All applicants must submit an Application for Admission to the School of Forestry and a separate application to the Graduate Admissions and Academic Services. Applicants must submit a detailed Statement of Intent (250 to 500 words in length) with their application that clearly defines the applicant's educational and professional background, interests, and career objectives.
Applicants must submit an official transcript of all college and university work to the Graduate Admissions and Academic Services. Applicants must also submit a transcript of all college and university work to the School of Forestry. A photocopy of an official transcript will be accepted by the School.
Applicants must have 3 letters of recommendation to support their application. Letters should be submitted on the forms available from the School. Applicants are encouraged to arrange for recommendations from individuals with whom they have recent familiarity.
For fall semester admissions, completed applications with all supporting documentation must be received by March 15. For spring semester admissions, completed applications with all supporting documentation must be received by October 15 of the previous year. Applications received after these dates, including those only partially complete, will receive consideration only after full consideration of completed applications received by the deadline. Information for the School of Forestry is available from:
Coordinator of Graduate Studies School of Forestry P.O. Box 15018 Northern Arizona University Flagstaff, AZ 86011-5018 Telephone: 928-523-7491 Web: http://www.for.nau.edu
or
Graduate Admissions / Graduate College P.O. Box 4125 Northern Arizona University Flagstaff, AZ 86011-4125 Telephone: 928-523-4349 Web: http://www.nau.edu/gradcol
School of Forestry graduate programs are described on our website (http://www.for.nau.edu/gradserv/ and associated links). Relevant information from this site follows.
PROGRAM CHANGES, LAST FIVE YEARS
Spring 2002: Modification of degree requirements for the MS and PhD degrees in Forestry was approved by the University Graduate Council. The modification consisted of expansion of the list or courses available to meet statistics requirements.
Spring 2003: Modifications of degree requirements for the PhD in Forestry were approved by the University Graduate Council. The modifications reduced total course hours from 66 to 63, and expanded the list of courses available to meet emphasis area and breadth requirements.
Fall 2003: A new course, FOR694 (Supervised Teaching in Forestry), was approved by the University Graduate Council. Most graduate students in forestry receive little formal mentoring in the application of current science-based theory and approaches to teaching during their degree programs. This course provides such mentoring for forestry graduate students who teach, and increases the amount of active learning in the curriculum.
December 2003: The University Graduate Council approved a change of the title and degree requirements of the MS non-thesis option. The new title of the degree is Master of Forestry (MF). These changes should be effective spring semester 2004. More detail and justification for these changes are presented in the section on the Master of Forestry. 30
MASTER OF SCIENCE IN FORESTRY (THESIS OPTION)
THESIS COMMITTEE ESTABLISHMENT
The Graduate Studies Committee will recommend to the Forestry School Chair 1 faculty member to serve as the student's Major Professor. The Major Professor, in conjunction with the student will recommend to the Graduate Studies Committee two additional faculty members to serve on the Thesis Committee. The Forestry Chair must approve the Major Professor and Thesis Committee. Adjunct faculty may serve as members of the Thesis Committee, but not as the Major Professor. The Thesis Committee shall be established within 8 weeks of a student beginning coursework.
THESIS COMMITTEE RESPONSIBILITIES
The Thesis Committee has the following responsibilities:
1. To thoroughly evaluate the student's academic capabilities and preparation in order to develop the student's coursework requirements. 2. Approve the nature and scope of the thesis problem to be studied. 3. Approve the Program of Study including the assignment of all remedial and supplemental coursework. 4. Meet with the student during the first semester of coursework, and at least once a year thereafter, to assess the student's progress in coursework and the thesis. 5. Review the student's draft thesis, approve the thesis, participate in the final oral defense of the thesis, and certify that the student has successfully completed their Program of Study.
THE ROLE OF THE MAJOR PROFESSOR
The Major Professor is expected to carry out the following functions for each graduate student advisee:
1. Function as research advisor, counselor, and mentor for each graduate student. The Major Professor will work very closely with students in all aspects of the graduate program. 2. Working with the student, recommend to the Graduate Studies Committee, two faculty members to serve as members of the student's Thesis Committee. 3. Working with the student, establish a program of courses for the first semester prior to the establishment of the Thesis Committee. 4. Develop, with the student, a recommended Program of Study that meets the needs of the student and the requirements of the graduate program. 5. Ensure that the Thesis Committee meets periodically and functions effectively. 6. Review and approve the student's thesis before submitting it to other members of the student's Thesis Committee. 7. Keep the student informed about what must be done to move smoothly through the graduate program. 8. Organize and administer the student's final oral defense of thesis. 31
9. Approve the student's application for graduation.
PROGRAM OF STUDY
By the end of the first semester of coursework the Major Professor, in consultation with the Thesis Committee and the student, must submit an approved Program of Study to the Graduate Admissions and Academic Services. The Program of Study contains a planned series of coursework and academic experiences outlined for each individual student. It clearly specifies required courses and lists a tentative thesis topic. Once a Program of Study has been filed with the Graduate Admissions and Academic Services, a student is expected to adhere to the Program. The Thesis Committee, Graduate Coordinator, School Chair, and the Graduate Admissions and Academic Services must approve any changes in the Program of Study.
The Program of Study form, including any revised Programs of Study, must be completed and sent to the Graduate Admissions and Academic Services, Coordinator of Graduate Studies, Forestry School office, Major Professor, and the student's Thesis Committee.
COURSEWORK
The Major Professor and the Thesis Committee in consultation with the student determine the courses required for each graduate student.
The following general rules should be considered:
1. The Master of Science in Forestry requires 32 semester credit hours including 8 hours of thesis. A minimum of 24 semester credit hours of formal coursework is required. No remedial coursework may satisfy these requirements. 2. For the thesis program all students must take, at a minimum, the 32 credit hours listed below, as well as any required remedial coursework: • FOR 690 Research Methods (3) • FOR 692 Proseminar (2) • STA 570 Statistical Methods I (3) plus 3 hours from: • STA 571 Statistical Methods II (3) • STA 572 Multivariate Statistical Methods (3) • STA 574 Categorical Data Analysis (3) • STA 676 Experimental Design (3) • BIO 682 Quantitative Biology (3) • FOR 603 Forest Biometrics (3) • SOC 655 Quantitative Analysis (3) • Or another graduate-level (500-, 600-, 700-) course with significant content in statistics • 13 hours of formal coursework chosen in consultation with the major professor and thesis committee • 8 hours of thesis credit (note: more than 8 hours of thesis may be taken, but only 8 32
hours may be counted toward coursework requirements) 3. All graduate students must maintain a GPA of 3.0 or better. Only 6 hours of grade C are acceptable on the Master's degree program. A grade below C does not earn graduate credit. 4. No graduate credit is allowed for courses numbered 100-399. With the approval of the Thesis Committee, up to two 400-level courses may be used on a Master's degree program. 5. The maximum graduate course load is 16 hours/semester. Graduate research assistants may take only 12 hours/semester. The minimum course load for full-time graduate students is 9 hours/semester. Graduate assistants must be full-time graduate students (i.e., must maintain a course load of 9 - 12 hours/semester). 6. In the summer, all graduate research assistants on a 12-month appointment are required to enroll for at least one credit hour during the term of employment. This may mean one credit hour each in of the five-week sessions or one credit hour during the 10-week session. Note: to be exempt from paying FICA tax on university-paid summer salaries, graduate assistants must enroll at least half time - 2 credit hours for each of the five-week sessions or 5 hours for the ten-week session - and attend classes regularly. If the student is not enrolled at least half time for the period of employment, the graduate assistant and the funding department are liable for FICA tax of 7.65% on the student's gross earnings. The employer's share of FICA charges for graduate assistants paid from grants and local accounts will be charged to the grant or local account. 7. Graduate students working independently, such as writing their theses, are required to be registered for at least 3 credits. Students away from campus but corresponding with their Major Professor should register for a minimum of 1 credit. During the final semester of a program, whether on or off campus, students should register for 3 credits to reflect demands on faculty time for thesis review. 8. Contingent on approval of the Major Professor and Thesis Committee, up to 25% of the credits required for the MS degree may be transferred to NAU from another graduate institution. 9. A graduate student may not repeat a course and have the second grade substituted for the first grade. A graduate student, however, may repeat a course, but both grades are used in computing the grade point average.
STUDY PLAN
All students in the Masters program must prepare a detailed study plan for their thesis research. The Study Plan demonstrates that the student has reviewed the literature and outlines in detail how the research will be conducted.
The Study Plan should be completed by the end of the second semester of regular graduate coursework. A major objective of Forestry 690 (Research Methods) is to provide the skills and guidance necessary for each student to complete a successful Study Plan. Research Methods is required of all Master of Science students and fulfills the Study Plan requirement. One copy of the Study Plan shall be placed in the student's academic file. 33
THESIS REQUIREMENTS
The purpose of a thesis is to give the student experience in carrying out the kind of research he or she may expect to do throughout a professional career. A thesis involves a significant amount of investigation of the literature. It may involve a re- examination or re-evaluation of information generated by others in an effort to confirm or review their conclusions. It may also involve generating new knowledge through original research. In any event, it is intended to demonstrate ability to work independently on a problem, wide familiarity with the literature in the field of the program, command of the techniques and the principles of research, and ability to form valid generalizations from the data used.
No acceptable or unacceptable length to a thesis exists; the nature of the subject must determine the amount of writing necessary. In general, the acceptability of a thesis can be measured by asking whether the study would be suitable for publication in a national refereed research journal in the field. Graduate students in forestry are expected to have at least 1 draft manuscript suitable for publication before graduation.
Detailed thesis format requirements are specified in "The Format Manual" available from the Graduate Admissions and Academic Services. Each graduate student must ensure that their thesis meets general university requirements by working with the Graduate Admissions and Academic Service's' Format Editor. Theses in manuscript format are acceptable to the Graduate Admissions and Academic Services and endorsed by the Forestry faculty.
Theses in manuscript format should have all of the same basic components that occur in a normal thesis. The main distinction of a manuscript format thesis is that within the context of the thesis there are 1 to several distinct manuscript chapters. The intent of the manuscript chapter format is to facilitate the preparation of manuscripts for submission to professional journals while completing the thesis requirement. A manuscript format thesis has the usual introduction and literature review (of the entire thesis), then is divided into chapters or manuscripts. Each chapter has a title, preface, abstract, introduction, materials and methods, results, discussion, and literature cited section. The preface is an explanatory statement to aid the reader to understand how the manuscript fits the remainder of the thesis. Following the individual manuscript chapter(s) there is an overall summary of the entire thesis project. Some redundancy may exist in the thesis to maintain integrity of the individual manuscripts, but this should be kept to a minimum. There may also be slight variations in style between manuscripts reflecting different journal requirements. The non-manuscript portion of the thesis should have consistent style. Students are advised to visit with the Graduate Admissions Format Editor well in advance of preparing their thesis.
Students should be aware that this is the minimum acceptable time for each review step. The Graduate Admissions and Academic Services estimates the average time required to complete the thesis is 3 months following approval of the format by the Graduate Admissions and Academic Services. Consequently, students are advised to 34 arrange their first format review with the Graduate Admissions and Academic Services Format Editor in the first 2 weeks of the semester they plan to complete the thesis.
FINAL EXAMINATION
A final defense of thesis is required for all Master of Science candidates. The presentation portion of the final defense is open to all students and staff. General questions from the audience are permitted within the 50 minute maximum presentation period. Non-faculty must leave the final defense following the presentation.
The final defense examining committee must consist of at least the Thesis Committee. The Major Professor has the responsibility to ensure that the examination is conducted in a fair and appropriate manner. The Major Professor will direct questions from the examining committee to the student. Questions will be limited to the thesis or general knowledge related to the thesis. An oral examination would normally require extended responses from the student rather than "yes" or "no" answers. Oral examination questions should be designed to allow the student to demonstrate their ability to integrate information gained from coursework and the thesis research project. The Major Professor will determine if questions are appropriate. Following the examination period (maximum time two hours) the student will be asked to leave the room, while the Major Professor leads a discussion of the examination. All faculty members may discuss the student's performance. However, only the student's Thesis Committee shall vote whether to pass or fail the student. A 2/3 majority of the Thesis Committee members is required to declare that a student has passed the examination. Students will be notified immediately as to the outcome of the examination. The Major Professor must submit a "Report on Final Examination for Masters Degree" to the Graduate Admissions and Academic Services following the examination (See appendix).
The following rules apply to the final oral examination:
1. The examination must be announced to the faculty (via memo) at least 1 week in advance. The exam announcement should be made to other appropriate departments. A copy of the thesis shall be available to all faculty 1 week in advance. 2. The final examination must be taken at least 1 week prior to graduation. 3. The final examination is open to faculty, but is closed to other graduate students. However, graduate students may attend the presentation part of the final examination.
MASTER OF FORESTRY
The title and degree requirements for the non-thesis Masters degree are being revised during the writing of this report. On December 4, 2003, changes to the title and degree requirements were approved by the University Graduate Council pending minor editorial changes to the degree requirements and a letter of support from the NAU Political Science Department concerning listing of one of their courses for a core course requirement. The new title of the non-thesis degree, Master of Forestry, may require 35 final approval from the University Provost or The Arizona Board of Regents because it is a new degree, and this approval may require several months.
This section starts with a summary and explanation of the changes to the non- thesis MS degree. Then, requirements for the old MS Non-Thesis Option are presented because that option was available during the time period included in the self-study and several current students are enrolled in this option.
DEGREE TITLE
Old: MS Forestry Non-thesis Option New: Master of Forestry (MF)
CATALOG DESCRIPTION OF NEW MASTER OF FORESTRY PROGRAM
This 33-hour program prepares you for a career as a multi-resource forest manager, in contrast to a career in research. It is appropriate for students who desire advanced training in forestry, but not a research focus. For this program, you take the following 33 hours, as well as any required remedial coursework, chosen with guidance from your faculty advisor. Of the 33 hours required for the program, at least 17 hours must be FOR courses. In addition, you will prepare a professional paper (FOR 689) on a subject related to multi-resource forest management as a capstone integrating experience and comprehensive exam.
• 8-9 hours of core courses, with one course from each of the following subject areas:
- ecosystem science: FOR 500, 515, 504, 521, 544, 550, 551, 552, 553, 554, 563, 579, 580, 582, 604, 611, 620, and 625 and MAT 542 and 543
- forest management sciences and economics: FOR 500, 503, 524, 525, 541, 593, 603, and 633
- forest social science: FOR 515, 573, and 605; POS 555, 658, and 659; GGR 576
Courses offered as Special Studies in Forestry (FOR 506), Advanced Studies in Forestry (FOR 695), or special topics courses offered by the School of Forestry or other departments can be used as core courses with approval by your faculty advisor.
• STA 570, or 1, 3-credit graduate-level course with significant content in statistics (3 hours) • FOR 692 (2 hours) • FOR 689 (3 hours) • 16-17 hours of elective courses 36
THE PROFESSIONAL PAPER (FOR 689)
• Serves as a final written exam for the degree; oral presentation not required. Details on the scope of the professional paper are below in the section on Master of Science in Forestry, Non-thesis Option. • In the student's last semester, the faculty advisor will recruit two other faculty or resource professionals to serve as examiners of the professional paper. At least 1 examiner must be SOF faculty, and at least two examiners must be NAU faculty. If desired, one examiner may be a non-faculty professional working in forestry or related disciplines. • The examining committee will:
a) Critique and approve an outline and scope for the paper within the first 2 weeks of the student's enrollment in FOR 689;
b) Review and vote on the final paper, which is due the last day of class in the semester of student enrollment in FOR 689.
• A 2/3 vote by the examining committee is required for the student to pass FOR 689
Explanation and justification for these changes to the non-thesis Masters degree follow:
The justification for the change in the title of the degree to "Master of Forestry" from "Master of Science in Forestry - Nonthesis option" is to more accurately describe the content of the program. The program does not include original scholarly research using data collected by the student as a requirement, thus "Science" should be removed from the title. The new title of "Master of Forestry" is consistent with other similar Master's degrees at other universities in the U.S. that teach forestry at the graduate level.
The overall justification for the change in degree requirements is to make the degree more attractive to growing numbers of post-Baccalaureate students who desire advanced training in forestry, but do not want, or may not qualify for, a research-based program such as the Masters of Science in Forestry currently offered at NAU. Contacts by prospective students with the Coordinator of Graduate Studies in the NAU SOF suggest that growing numbers of students desire advanced training in restoration ecology, forest health, and fire management that are pronounced strengths of the NAU SOF. Target students for the proposed Master of Forestry degree include agency professionals who desire advanced training, and students with backgrounds in general environmental science or environmental studies who are interested in focusing on forestry.
In 2003 faculty in the SOF reviewed coursework requirements of non-research- focused Master-level degrees at 33 other US universities and found that degree requirements ranged from 24 to 56 hours, with 30 to 36 hours most common. In most cases an oral or written exam, or review and synthesis paper was a capstone requirement. Requirements for the proposed Master of Forestry degree are consistent with these findings. 37
Reduction of required hours to 33 from 36 will allow some highly motivated students to complete the program in 2 or 3 semesters. Movement of 9 hours from the Core Course category to the Elective category will increase flexibility in course selection and focus. Forestry is an interdisciplinary field of study, and students benefit from broad training in social, physical, environmental, and biological sciences and arts. Electives will be chosen in consultation with the student's faculty advisor and will support the theme of the student's capstone professional paper. FOR690 (Research Methods) will be deleted as a required course because its focus on student training in original scholarly research is not consistent with the scope of the Master of Forestry degree. The requirement of 17 hours in FOR courses will ensure that students obtain significant training in Forestry because over 50% of course credits will be Forestry courses.
Requirement of FOR689 (Professional Paper) will serve as a capstone exercise that will help students integrate knowledge gained in required and elective courses. The professional paper will also serve as the written comprehensive exam required under the "Comprehensive Examination Plan" for Master's degrees at NAU.
MASTER OF SCIENCE IN FORESTRY (NON-THESIS OPTION)
The following section describes degree requirements of the MS Non-Thesis Option, which will be phased out starting spring semester 2004 and replaced by the new Master of Forestry (MF).
Students seeking a terminal degree that will prepare them for careers as multi- resource managers, as opposed to careers in research and education, normally select the non-thesis option. This option includes the preparation of a professional paper, rather than a research thesis, on a subject relating to multi-resource forest management. Together, the successful completion of the academic coursework and the preparation and defense of the professional paper lead to a Master of Science degree. The student's Program of Study includes core courses, as specified below, plus a selection of courses tailored to the student's personal interests. The Program of Study involves a minimum of 33 semester hours of coursework plus 3 hours of credit for the professional paper, plus any remedial coursework required as part of the admission, and is designed by the student in consultation with the student's Major Professor whose interests complement those of the student. A Program Committee of two additional faculty members also approves the student's Program of Study and the professional paper. Although no set length of time for the Program of Study exists in the non-thesis option, some of the core courses are offered only during alternate years. As a result, most students require 2 calendar years of academic work to complete the program.
The core course work requirements are designed to introduce multi-resource management concepts and procedures, together with appropriate theory and analytical techniques. Team assignments may be used to examine important concepts, and students may be required to prepare frequent written reports. Students are exposed to problem- solving principles using computer models, teamwork, and individual study. The 38 development of both oral and written communications skills is an integral and essential part of the program.
Each student in the non-thesis option must prepare a professional paper under the guidance of the Major Professor. Upon the successful completion of the professional paper, which must be acceptable to both the Major Professor and the members of the student's Program Committee, the student presents a seminar that serves as an oral defense of the ideas developed in the professional paper.
PROGRAM COMMITTEE ESTABLISHMENT
The Graduate Studies Committee will recommend to the School Chair 1 faculty member to serve as the student's Major Professor. The Major Professor, in conjunction with the student, will recommend to the Graduate Studies Committee two additional faculty members to serve as the Program Committee. The Program Committee is functionally identical to the Thesis Committee for thesis students. The Chair of the School of Forestry will make the final decision on the membership of the Program Committee. Adjunct Faculty may serve on the Program Committee, but not as the Major Professor. The Program Committee shall be established within 8 weeks of a student beginning graduate coursework.
ASSIGNMENT OF A MAJOR PROFESSOR
Admission of a student who is otherwise fully qualified for the non-thesis option depends upon the availability and willingness of a faculty member to serve as the student's Major Professor. No student will be admitted to the non-thesis Masters program without a faculty member in the School of Forestry agreeing to act as that student's Major Professor. The Major Professor must be a regular member of the School's faculty. Applicants are encouraged to contact a professor in their field of interest in the School prior to application to establish a basis for acceptance. During the admission process the Graduate Studies Committee of the School of Forestry attempts to match the student's expressed interests with those of a faculty member. If this can be done, and the faculty member is willing to serve as the student's Major Professor, then the student is admitted. The faculty member identified through this process then serves as the student's Major Professor throughout the student's tenure in the program.
CONVENING THE PROGRAM COMMITTEE
Within the first 8 weeks of the first academic semester following the student's full admission to the non-thesis program, the student and Major Professor together must select and obtain the consent of 2 additional faculty members to serve on the student's Program Committee. Prior to the end of the same semester, the Program Committee will meet and determine: 1) the program of graduate courses to be taken by the student in addition to the program "core" courses; and 2) the general topic the student will address in the professional paper. The Program of Study form, which summarizes this information must then be approved by the Coordinator of Graduate Studies, Chair of the 39
School of Forestry, and submitted to the Graduate Admissions and Academic Services through the Coordinator of Graduate Studies.
PROGRAM OF STUDY
The Program of Study for the non-thesis option includes a 17-18 semester credit hours of "core courses" required of all non-thesis students. Courses taken in addition to this core depend upon the decision of the student's Program Committee. A Program of Study form, signed by the Major Professor, the members of the Program Committee, and the Chair of the School of Forestry, must be submitted to the Graduate Admissions and Academic Services through the Coordinator of Graduate Studies no later than the end of the first semester of coursework after the student has been fully admitted into the non- thesis option. The minimum Program of Study comprises 33 semester hours of coursework, plus 3 semester hours of credit for the professional paper. Students may enroll in additional courses, but must satisfactorily complete all of the courses indicated in the Program of Study. Each graduate student is required to maintain a 3.0 grade-point average for all courses taken and must also maintain a 3.0 grade-point average for all courses required in the student's program. Only 6 semester hours of graduate coursework with a grade of "C" are acceptable on the master's degree program.
NON-THESIS PROGRAM COURSEWORK REQUIREMENTS
The courses required for each graduate student are determined by the Major Professor and the Program Committee in consultation with the student. The Non-Thesis Program has the following coursework requirements:
1 Required Courses (8 hours): FOR 690 Research Methods 3 FOR 692 Pro Seminar I 2 STA 570 Statistical Analysis I 3 2 Core Courses (17-18 hours): You must take at least 2 courses from each of the forestry emphasis areas 17-18 listed under the PhD coursework requirements. 3 Elective Courses (7-8 hours): You must take 7-8 hours of electives, chosen in consultation with your 7-8 committee. 4 Professional Paper (3 hours): FOR 689 Professional Paper 3 TOTAL REQUIRED: 36
COURSE LOADS
For graduate students, 9 credit hours during fall and spring semester and the 10- week summer session are considered to be full-time enrollment. The minimum full-time course load is 9 credit hours during fall or spring semester, and 16 hours is the maximum (12 hours for graduate assistants). 40
THE PROFESSIONAL PAPER
Each student in the non-thesis option of the graduate program is required to prepare a professional paper under the supervision of the student's Major Professor. The Major Professor must also convene a Program Committee of 2 additional faculty members who approve the student's Program of Study and also serve as readers for the professional paper. The professional paper will be granted 3 semester hours of graduate credit on a Pass/Fail basis through Forestry 689, Professional Paper.
REQUIREMENTS OF THE PROFESSIONAL PAPER 1. The final product must be a manuscript of length appropriate for submission to a professional journal and judged by the Major Professor and the members of the student's Program Committee to represent "publishable quality" with respect to a relevant refereed journal. Actual publication, with the Major Professor as co-author, is encouraged but not required. 2. The paper should have a multi-resource management orientation. It may address a specific multi-resource management field problem, or it might have a more philosophical or theoretical orientation. Examples of professional paper topics might include the following: • an article describing the multi-resource management philosophy and practices of Native Americans; • a literature review relating to specific multi-resource management policies or activities of an agency such as the USDA Forest Service; • an essay on the potential application of multi-resource management principles to community forestry in the tropics; • a paper describing the utility of technology such as an electronic spreadsheet or geographical information system for solving multi-resource management problems; • an analysis of potential local, regional, national, or international economic impacts associated with multi-resource management as compared to commodity-oriented management; • an analysis of a complex local, regional, national, or international natural resources problem that has implications for multi-resource management; • a compilation of background material that might form the basis for a research proposal relating to multi-resource management; • results of pilot studies, establishment of research methodologies for future analysis. We recognize that some of these topics might not be publishable in professional journals. Such topics could nevertheless be acceptable if, in the opinion of the Major Professor and the student's program committee, the resulting manuscript meets the standard of publishable quality. The student must present a seminar to faculty and graduate students based on the professional paper. The seminar may not be scheduled until both the Major Professor and the members of the student's Program Committee are satisfied that the professional paper meets the standards of professional quality outlined above. This seminar along with appropriate responses to questions from the faculty, will satisfy the requirement 41
for the oral examination. The Program Committee must vote to pass the student by a 2/3 majority. The Major Professor must submit a "Report on Final Examination for Masters Degree" to the Graduate Admissions and Academic Services following the examination.
IDENTIFYING THE TOPIC FOR THE PROFESSIONAL PAPER
Prior to the end of the first semester of coursework, the student and the Major Professor will jointly identify a topic to be used for the student's professional paper. The subject of the professional paper may be suggested by either the student or the Major Professor, but must be agreed upon by both. After the topic has been identified, it must then be approved by the student's Program Committee.
DEVELOPING A STUDY PLAN FOR THE PROFESSIONAL PAPER
As soon as possible after beginning the Program of Study, the student will enroll in Forestry 690, Research Methods. As part of the required work for this course, the student will prepare a Study Plan. If appropriate, the Study Plan should relate to the study to be undertaken in conjunction with the preparation of the professional paper. The student should consult the Major Professor regularly during the preparation of the Study Plan to ensure that the plan is relevant to the professional paper.
COMPLETING AND DEFENDING THE PROFESSIONAL PAPER
The student may complete the professional paper either during the regular academic semester or during the summer, depending upon both the student's schedule and on the Major Professor's availability for consultation during the summer. The paper must be presented to the Major Professor at least 8 weeks prior to the anticipated date of the paper presentation so that the Major Professor can read the professional paper and if necessary ask for revisions before submitting it to the other members of the student's Program Committee. The final draft of the paper must be presented to the Program Committee at least 4 weeks prior to the anticipated date of the defense. Only after the paper is acceptable to both the Major Professor and the Program Committee will the seminar be scheduled. The seminar is open to faculty members and to graduate students. The seminar must be held no later than 1 week prior to the deadline set by the Graduate Admissions and Academic Services for the submission of all materials required for graduation. The professional paper must be bound and placed in the library using policies identical to that of a thesis.
DOCTOR OF PHILOSOPHY IN FORESTRY
The Doctor of Philosophy (PhD) degree is the terminal degree offered in the profession of forestry. Students with the PhD degree normally pursue a career in research and/or education. PhD students are expected to demonstrate skill in the generation of original ideas, considerable command of the literature, skill at designing, analyzing, and interpreting research, skill in scientific writing including the publication of 42 research results in major professional refereed journals and basic skills in teaching. PhD students are expected to be self-motivated and largely direct their own research program with advice and counsel from the Major Professor and Dissertation Committee. The PhD is a research degree that should be evaluated based on the originality and quality of the new knowledge generated. The School of Forestry offers three (3) PhD emphasis areas: Ecosystem Science, Forest Management Sciences and Economics, and Forest Social Science.
DISSERTATION COMMITTEE ESTABLISHMENT
The Graduate Studies Committee will recommend to the Forestry Chair a faculty member to serve as Major Professor. The Major Professor and the student will recommend at least three additional faculty members to serve as the Dissertation Committee. One member of the Committee shall be a faculty member from outside the School. Adjunct faculty may serve on the Dissertation Committee but not as the outside member. The Forestry Chair recommends a Committee to the Graduate Admissions and Academic Services who officially appoints the Dissertation Committee.
The Major Professor and the student arrange a class schedule for the first semester. The Dissertation Committee shall be established and have their first meeting within 8 weeks of a student beginning coursework.
COURSEWORK
The Major Professor and the Dissertation Committee in consultation with the student determine the courses required for each graduate student. The following general rules should be considered:
1. The Doctor of Philosophy in Forestry requires 63 semester hours including fifteen hours of dissertation. A minimum of 48 hours of formal coursework is required. No remedial coursework may satisfy these requirements. 2. A maximum of 24 credit hours of coursework completed during the Master's degree may be credited to the 48 credit hours requirement. The student must complete 13 credit hours of required courses, 5-7 credit hours of breadth of study outside their emphasis area, and 15 credit hours of emphasis area courses. 3. All students in the Doctor of Philosophy in Forestry must take FOR 690, FOR 692, FOR 693, STA 570, and 3 hours from STA 571, STA 572, STA 574, STA 676, BIO 682, FOR 603, SOC 655, or another graduate-level (500-, 600-, 700-) course with significant content in statistics, unless they have completed these courses or equivalent courses during their Master's degree. FOR 693 must be taken as part of the PhD program. Doctoral students may request credit for FOR 692 based on demonstration of proficiency in preparing and presenting scientific talks and posters. Proficiency will be shown within the first year of enrollment by presentation of a departmental seminar based on previous research (e.g., MS thesis), and public presentation of a poster based on previous research in the Forestry Building. The seminar and poster will be evaluated using the same methods used in FOR 692 by 43
School of Forestry faculty and FOR 692 instructors and students. The Doctoral student's dissertation committee will use all evaluation information to assess whether the seminar and poster meet requirements for passing FOR 692. If the requirements are not met, the student must complete FOR 692. 4. All graduate students must maintain a GPA of 3.0 or better. Only 6 hours of grade C are acceptable on the PhD degree program. The student must receive a "B" or better in the fifteen credit hours selected in the emphasis area. 5. No graduate credit is allowed for courses numbered 100-399. Under certain restrictions, up to 9 hours of 400 level courses may be used on a PhD degree program. 6. The maximum graduate course load is 16 hours/semester. Graduate research assistants may take only 12 hours/semester. The minimum course load for full-time graduate students is 9 hours/semester. Graduate assistants must be full-time graduate students (9-12 hours/semester) except as noted under the credit load section. 7. All graduate research assistants on a 12-month appointment must enroll for at least one credit during the summer. This credit should be taken in the 10-week summer session. 8. On campus graduate students working independently, such as writing their dissertations, are required to be registered for at least 3 credits. Students away from campus but corresponding with their Major Professor should register for a minimum of 1 credit. During the final semester of a program, whether on or off campus, students should register for 3 credits to reflect demands on faculty time for dissertation review. 9. Contingent on approval of the Major Professor and Dissertation Committee, any number of the credits required for the PhD degree may be transferred to NAU from another institution.
10. A graduate student may not repeat a course and have the second grade substituted for the first grade. A graduate student may repeat a course, but both grades are used in computing the grade point average.
COURSEWORK REQUIREMENTS
A total of 63 credits is required for the PhD degree as outlined below:
1. A minimum of 15 dissertation credit hours is required. 2. A minimum of 48 credits hours of coursework (beyond the Bachelor's degree) that includes: • A minimum of 39 credit hours of 500-600 level courses; • A maximum of 9 credit hours of 400 level courses, subject to Committee approval; • A maximum of 24 credit hours of coursework completed during a Masters degree, which may be credited to the 48 credit hour requirement. 3. All doctoral students must take the following 13 hours: • FOR 690 Research Methods (3) • FOR 692 Proseminar I (2) 44
• FOR 693 Teaching Practicum (2) • STA 570 Statistical Methods I (3) plus 3 hours from: • STA 571 Statistical Methods II (3) • STA 572 Multivariate Statistical Methods (3) • STA 574 Categorical Data Analysis (3) • STA 676 Experimental Design (3) • BIO 682 Quantitative Biology (3) • FOR 603 Forest Biometrics (3) • SOC 655 Quantitative Analysis (3) • Or another graduate-level (500-, 600-, 700-) course with significant content in statistics 4. You must also take 15 hours in your emphasis. (You must take at least two of these courses at NAU and get your committee's approval for any courses taken elsewhere.) 5. You must also take two courses (5-7 credit hours) to satisfy breadth requirements: students must take at least one course from each of the two other emphasis area categories outside their area of emphasis. 6. You must also take 13-15 hours of electives.
The following section list graduate courses, which constitute PhD emphasis areas:
ECOSYSTEM SCIENCE EMPHASIS FOR 500 Multi-resource Forest Management Principles 3 FOR 504 Forest Wildlife Ecology & Management 3 FOR 515 Forestry in Developing Countries 2 FOR 521 Advanced Topics in Forest Soils and Ecosystem 3 Ecology FOR 544 Landscape Ecology 3 FOR 550 Forest Tree Ecophysiology 3 FOR 551 Fire Ecology and Management: Lab 3:1 FOR 552 Forest Tree Diseases 3 FOR 553 Forest Entomology 3 FOR 554 Integrated Forest Health 3 FOR 563 Watershed Hydrology 3 FOR 579 Ecosystem Ecology 3 FOR 580 Ecological Restoration Principles 3 FOR 582 Ecological Restoration Applications 3 FOR 604 Wildlife Habitat Relationships 3 FOR 611 Forest Ecological Genetics 3 FOR 620 Applied Forest Stand Dynamics 3 FOR 625 Forest Conservation Biology 3 MAT 542:543 Wildlife Population Modeling: Lab 3:2
FOREST MANAGEMENT SCIENCES AND ECONOMICS EMPHASIS FOR 500 Multi-resource Forest Management Principles 3 FOR 503 Management Science Modeling for Multi-resource Forest 3 Management 45
FOR 524 Aerial Photo Interpretation 3 FOR 525 Geographic Information Systems 4 FOR 541 Wood Products 3 FOR 593 Natural Resources Economics 3 FOR 603 Forest Biometrics 3 FOR 633 Ecological Economics 3
FOREST SOCIAL SCIENCE EMPHASIS FOR 515 Forestry in Developing Countries 2 FOR 573 Issues in Recreation Management 3 FOR 605 Policy Process in Multi-resource Management 3 GGR 576 Geography of Tourism and Recreation 3 GGR 698 Seminar in Rural Geography (when offered as Planning for Small Communities and Rural Areas) POS 555 Science, Politics, and the Environment 3 POS 658 Topics in Environmental Politics 3 POS 659 Environmental Policy 3
Courses offered as Special Studies in Forestry (FOR 506), Advanced Studies in Forestry (FOR 695), or special topics courses offered by other departments can be used to fulfill emphasis or breadth requirements with approval by the dissertation committee. When Faculty offer a FOR 506 or FOR 695 course, they should work with the Graduate Studies Committee to determine the appropriate emphasis area the course satisfies.
Transfer credits may be used to substitute for any of the above courses, except for FOR 693, with the approval of the Dissertation Committee.
PROGRAM OF STUDY
By the end of the first semester of coursework the Major Professor, in consultation with the Dissertation Committee and the student, must submit an approved Program of Study Form. The Program of Study contains a planned series of coursework and academic experience required for the student. Once a Program of Study has been filed with the Graduate Admissions and Academic Services the student is expected to adhere to the Program. Any changes in the Program of Study must be reviewed by the Coordinator of Graduate Studies and approved by the Major Professor, Dissertation Committee, School Chair and the Graduate Admissions and Academic Services.
RESEARCH ASSISTANT EXPECTATIONS
Graduate research assistants are expected to demonstrate qualities of professionalism and academic leadership beyond those normally expected of other graduate students. A graduate assistant is expected to remain in good academic standing and make satisfactory progress toward a graduate degree. This includes: 1) a minimum cumulative GPA of 3.00; 2) no more than 6 hours of grade C; 3) a B or better grade in the fifteen credit hours of emphasis area courses; and 4) completion of at least 9 hours of credit each academic semester. In addition, all Graduate Assistants in their first year, 46 must attend the University Graduate Assistant Orientation offered each Fall prior to the start of classes. This orientation is designed to familiarize Graduate Assistants with the goals of the University and the Assistant's role in achieving these goals. A student who fails to meet any of the above criteria may be asked to appear before a hearing by the Graduate Studies Committee to determine whether support should be continued.
In addition to the above university-wide expectations for graduate assistants, the School of Forestry has established the following conditions of support for Graduate Research Assistants:
1. The Major Professor has control over the Graduate Research Assistant's work schedule. Requests for assistance from a graduate student should always be routed through the Major Professor. 2. Graduate Research assistants are expected to work an average of 20 hours/week (half- time appointment) with the primary objective of conducting their dissertation research. The work schedule may vary but will often include many more hours during the summer. 3. Graduate Research Assistants are not permitted to have employment outside the School. 4. Graduate Research Assistants are expected to be self-motivated and work with minimal supervision from the Major Professor. 5. At the discretion of the Major Professor, Graduate Research Assistants may be required to help on other graduate student and faculty projects. 6. Graduate Research Assistants may occasionally be asked to assist on field trips or in laboratory exercises and present appropriate lectures in their field of study as requested by the Major Professor. 7. Graduate Research Assistants may occasionally be asked to assist in recruitment efforts such as Career Days with approval of the Major Professor. 8. Graduate Research Assistants are expected to become the local expert in their field. They should know as much or more about their field than the Major Professor or any other faculty. 9. Graduate Research Assistants are expected to be members of and participate in professional organizations. 10. Graduate Research Assistants are expected to publish the results of their dissertation research. A draft manuscript may be required before completion of the degree, depending on the Major Professor's requirements. Within the conventional ethical standards for determination of senior authorship, the Major Professor shall have the right to assume senior authorship and submit for publication any manuscript not completed by the student within 1 year of graduation.
The student's Major Professor will determine whether the student has satisfied the above conditions. The Major Professor's assessment of the student's progress will be summarized on the PhD Student Progress Evaluation Form, which is completed each year before February 15, with copies given to the student and placed in the student's School file. 47
COURSE LOADS
For graduate students, 9 credit hours during fall and spring semester and the 10- week summer session are considered to be full-time enrollment. The minimum full-time course load is 9 credit hours during fall or spring semester, and 16 hours is the maximum (12 hours for graduate assistants).
In the summer, all graduate research assistants on a 12-month appointment are required to enroll for at least one credit hour during the term of employment. This may mean one credit hour each in of the five-week sessions or one credit hour during the 10- week session. Note: to be exempt from paying FICA tax on university-paid summer salaries, graduate assistants must enroll at least half time - 2 credit hours for each of the five-week sessions or 5 hours for the ten-week session - and attend classes regularly. If the student is not enrolled at least half time for the period of employment, the graduate assistant and the funding department are liable for FICA tax of 7.65% on the student's gross earnings. The employer's share of FICA charges for graduate assistants paid from grants and local accounts will be charged to the grant or local account.
After completion of all required course work except dissertation, a resident doctoral graduate student on half-time assistantship may petition to register for 6 credit hours a semester. Such a petition should be approved by the Graduate Admissions and Academic Services and be endorsed by the Faculty Advisor and the School Chair.
SEMINAR REQUIREMENTS
All PhD students must attend the School of Forestry seminar series, unless course or research schedules interfere. In addition, all PhD students are required to present two seminars: 1) presentation of final research results in the departmental seminar series (dissertation defense seminar); and 2) presentation of a technical paper at a local, state, regional, or national meeting (e.g., Society of American Foresters, Ecological Society of America, Wildlife Society, American Water Resources Association, or other professional organizations). The second seminar must be presented outside the School seminar series and is subject to approval by the student's Major Professor.
RESEARCH COMPETENCY REQUIREMENT
Before admission to candidacy, PhD students must demonstrate research competence. This competence may be satisfied in one of two ways. The first option is for a student to demonstrate reading competence in one foreign language. The student's committee will approve the choice of the particular language used to meet this requirement. Language competency can be demonstrated by taking any one of the following exams:
• An exam administered by the NAU Modern Languages School. Languages available are Russian, German, French, Spanish, and Japanese. Students are encouraged to use this option. 48
• If there is good reason to use a language other than those listed above, the student may, with the approval of the Dissertation Committee, demonstrate proficiency with one of the following: • An exam administered by the Educational Testing Service. • An exam administered by another Arizona University.
International students whose native language is not English may, with the approval of their Dissertation Committee, petition the Graduate Admissions and Academic Services to recognize proficiency in English as satisfying the language requirement.
The second option for completion of the research competency requirement is for a student to complete the following coursework requirements:
• FOR 690 Research Methods (3) • STA 570 Statistical Methods I (3) plus 3 hours from: • STA 571 Statistical Methods II (3) • STA 572 Multivariate Statistical Methods (3) • STA 574 Categorical Data Analysis (3) • STA 676 Experimental Design (3) • BIO 682 Quantitative Biology (3) • FOR 603 Forest Biometrics (3) • SOC 655 Quantitative Analysis (3) • Or another graduate-level (500-, 600-, 700-) course with significant content in statistics
RESEARCH REQUIREMENTS
The PhD degree requires a demonstration of considerable independence, research skill and experience in a discipline within forestry. Development of techniques, design of experiments, collection and analysis of data, reporting results in written and oral form, and preparation of research proposals are all skills that should be mastered in this degree program. The choice of a problem and research area is made in consultation with the Dissertation Committee. Dissertation research meets School of Forestry standards when it poses a set of objectives which: 1) are soundly based in the theoretical context of the subject, 2) proceed with a sound design that gives due attention to statistical adequacy, and 3) conclude with findings and inferences that once again are set forth in an appropriate theoretical context. The dissertation must demonstrate that the student has mastered his/her field of specialization, has carried out independent scholarly work, and has contributed significant new knowledge.
The student must prepare a research prospectus that outlines the general research area and identifies the research questions to be answered in their research. A brief overview of methods to be used is included. The research prospectus is generally 3-5 pages in length and must be approved by the Dissertation Committee. A copy is placed in the School file with a copy of the signed prospectus title page submitted to the office of Graduate Admissions and Academic Services. 49
COMPREHENSIVE EXAMINATIONS
The goal of comprehensive examinations is to ensure that every PhD student has a rigorously demonstrated competence in a breadth and depth of subjects within the larger field of forestry. In addition, students must demonstrate both written and oral communication skills in English at a level that will allow them to effectively communicate their ideas and knowledge to a wide range of audiences. In general, Comprehensive Examinations should take place near the end of the student's coursework requirements, as directed by the student's Program of Study.
COMPREHENSIVE WRITTEN EXAMINATION
Each student must successfully complete a written comprehensive examination. This examination is separate from, but related to, the student's coursework requirements. The examination will consist of a line of questioning prepared by each member of the student's Dissertation Committee, subject to the review and approval of the student's Major Professor. A line of questioning may include 1 or more questions. A student will have a maximum of 8 hours to prepare a response to the line of questioning provided by each member of the Dissertation Committee. The exact format for preparing responses for a particular line of questioning is at the discretion of faculty member preparing the line of questioning, with the approval of the Major Professor.
The Major Professor must read and evaluate all responses. Only the Committee member responsible for a particular line of questioning must read and evaluate the response to that line, although all committee members are encouraged to read all responses. Any member of the Dissertation Committee may request to review the questions and responses of the student.
The author of each line of questioning, along with the Major Professor, will determine the adequacy of the response to each question, both for its subject matter content and its organization and overall quality as a written document. In the event of a disagreement between the readers, the vote of the entire Committee will determine the adequacy of the response. The student responses to written questions and faculty evaluations of those responses shall become an official part of the student's file. All faculty shall have access to student files.
A student may either pass or fail the examination. A student passes the examination by preparing adequate responses to 2/3 of the lines of questioning. Upon passing the written examination the student becomes immediately eligible for the oral comprehensive examination.
Failure results when the Committee feels that the student has not prepared adequate responses to a majority of the lines of questioning. In this case, the student has the opportunity to retake the failed portions of the examination. New lines of questioning may be substituted for those in the original examination. Students are not required to 50 retake those portions of the examination where responses were judged adequate. A student has only one opportunity to retake any or all of the written examination.
If the student fails the second written examination the student will be immediately dropped from the PhD program. The student may reapply for admission after 1 year (2 semesters). Readmission will be subject to the same requirements as specified for those students applying to the program at the time the application is made.
The Major Professor must inform the student of the outcome of the written examination within 14 days of the time the last examination responses were received from the student. Results of the written examination must be reported to the Graduate Admissions and Academic Services on the "Report of Results of Written Comprehensive Examination" Form.
COMPREHENSIVE ORAL EXAMINATION
The comprehensive oral examination can only be scheduled after the successful completion of the written examination. All Dissertation Committee members must attend the oral examination. The examination should focus on the following topics:
1. Clarification of or expansion on any of the responses to the written examination; 2. A presentation by the student to the Committee on the student's research plan and preliminary results; and 3. Any other topics agreed upon by the Committee.
Generally, the oral examination should continue for 2-3 hours. At the end of the discussions, the student will be asked to leave the Committee so that the members can discuss the student's performance. The Major Professor must inform the student as to the Committee's decision within 1 hour of the examination's completion. Students either pass or fail the oral examination. A vote of 2/3 of the Dissertation Committee is required to pass the student. If passed, this qualifies the student for candidacy provided all other candidacy requirements have been successfully completed.
The Major Professor must provide to a student failing the oral examination the reasons for the adverse decision. A student failing the oral examination must retake the examination within 60 days. A student failing the oral examination a second time will be immediately dropped from the PhD program. The student may reapply for admission after 1 year (2 semesters). Readmission will be subject to the same requirements as specified for those students applying to the program at the time the application is made. The results of the oral examination must be reported on the "Report of Results of Oral Comprehensive Examination" Form.
ADMISSION TO CANDIDACY
A student must apply for candidacy on the form "Application for Candidacy for the Doctoral Degree." The application is approved by the Major Professor, the School 51
Chair, and the Graduate Dean. Admission to candidacy should be obtained during the semester prior to graduation and must be granted at least 90 days before the Dissertation Defense Examination.
The requirements for admission to candidacy include:
1. A Program of Study approved by the Committee, the School Chair, and the Graduate Dean. 2. Completion of all coursework on the Program of Study except the dissertation. 3. A dissertation prospectus approved by the Committee with a copy of the signed prospectus title page on file with Graduate Admissions and Academic Services. 4. Demonstration of the research competency requirement. 5. Completion of the oral and written comprehensive examination requirements. 6. Completion of residency requirements.
DISSERTATION REQUIREMENTS
Dissertation requirements are outlined in the Graduate Catalog (under Thesis and Dissertation Requirements) and in "The Format Manual" available at the Graduate Admissions and Academic Services. The student is expected to conform with the style of presentation currently accepted by the Graduate Admissions and Academic Services in preparing all drafts of a dissertation.
Two types of dissertation formats are acceptable. The traditional format includes general chapters for introduction, methods, results, and discussion. An alternative to the traditional style is a series of papers either submitted, or prepared for submission, to professional journals, with additional introductory and concluding chapters as required by the "The Format Manual." The student and Dissertation Committee must agree upon the choice of a specific format. Dissertations in manuscript format should have all of the same basic components that occur in a normal dissertation. The main distinction of a manuscript format dissertation is that within the context of the dissertation there are one to several distinct manuscript chapters. The intent of the manuscript chapter format is to facilitate the preparation of manuscripts for submission to professional journals while completing the dissertation requirement. A manuscript dissertation has the usual introduction and literature review (of the entire dissertation), then is divided into chapters or manuscripts. Each chapter has a title, preface, abstract, introduction, materials and methods, results, discussion, and literature cited section. The preface is an explanatory statement to aid the reader to understand how the manuscript fits the remainder of the dissertation. Following the individual manuscript chapter(s) there is an overall summary of the entire dissertation project. Some redundancy may exist in the dissertation to maintain integrity of the individual manuscripts, but this should be kept to a minimum. There may also be slight variations in style between manuscripts reflecting different journal requirements. The non-manuscript portion of the dissertation should have consistent style. Students are advised to visit with the Graduate Admissions and Academic Services Format Editor well in advance of preparing their dissertation. The student has financial responsibility for all aspects of dissertation preparation. 52
DISSERTATION DEFENSE
A defense of the dissertation is required for all PhD candidates. The dissertation defense shall be held within 4 years of the oral comprehensive exam. If this time is longer than 4 years, the oral exam must be repeated. The dissertation defense must occur no sooner than 90 days following admission to candidacy. The defense should be scheduled at least 4 weeks prior to expected date of graduation. The student must complete the Dissertation Defense Scheduling Form.
The defense will be scheduled immediately following the dissertation defense seminar in the departmental seminar series. The dissertation defense seminar is open to the public. The length of the dissertation defense seminar will be limited to 50 minutes, including questions which may be asked by the audience. The dissertation defense will convene within 20 minutes following the seminar. The defense is restricted to faculty and, at the minimum, must include the entire Dissertation Committee and an observer from outside the School of Forestry, appointed by the Graduate Admissions and Academic Services. The observer reports to the Graduate Admissions and Academic Services on the conduct of the exam and may ask questions, but does not vote. Only Dissertation Committee members can vote on the student's performance in the defense. The maximum time for the dissertation defense (following the seminar) is 2 hours.
At least 4 weeks notice of the defense must be provided to all Committee members. All Committee members must also be provided a copy of the dissertation for review at least 4 weeks prior to the defense. The dissertation must be in final form prior to the defense. It is the Major Professor's responsibility to determine when the dissertation is ready to be defended. However, the Committee can delay the defense if the dissertation is judged to be inadequate.
The Major Professor has the responsibility to ensure that the defense is conducted in a fair and appropriate manner. Questions will be asked by each member of the Dissertation Committee, and by other faculty in attendance upon approval of the Major Professor. Questions will be limited to the dissertation or knowledge related to the dissertation. Defense questions should be designed to allow the student to demonstrate ability in interpreting the results of the dissertation research and in discussing the results in relation to current scientific understanding.
Following the defense, the student will be asked to leave the room, while the Major Professor leads a discussion of the examination. A passing vote by a 2/3 majority of the Committee members is required to pass the defense. If a student fails their first defense, they will be given another opportunity to defend. The second defense should be scheduled within 6 months of the first defense. Students will be notified immediately as to the outcome of the defense. The Major Professor must submit a "Report on Final Oral Examination for PhD Degree" to the Graduate Admissions and Academic Services following the defense. 53
STUDENT TEACHING REQUIREMENT
All PhD students benefit by gaining some teaching experience. Teaching skills are important for PhD students and provide valuable experience needed in the highly competitive job market. For this reason, the School of Forestry requires all PhD students, regardless of the type of financial support, to have some teaching experience. However, the teaching expectation in the School of Forestry may vary depending on financial support, the year of residence, level of competency in teaching, and approvals by the School Chair, Major Professor and Dissertation Committee.
All PhD students are required to participate in the teaching of an established course in order to gain teaching experience. Such participation will include preparing 2 to 4 lectures, delivering them in the presence of a faculty instructor, and developing test questions based on the material presented in class. The Dissertation Committee must approve the proposed teaching experience. All teaching by PhD students must be evaluated by the student's Major Professor or course instructor using the "PhD Student Teaching Evaluation" Form.
Students who successfully complete FOR 693 Teaching Practicum may use this course to fulfill their student teaching requirement, subject to approval by their Major Professor and Dissertation committee. In this case, the FOR 693 instructor will evaluate students' teaching performance using the criteria and evaluation form developed for FOR 693.
RESIDENCY REQUIREMENTS
The student must spend 2 consecutive semesters of full-time study in residence at NAU after formal admission to the PhD program. Residency is defined as carrying a minimum load of 9 credit hours of Committee-approved courses during a semester or 5 approved hours during a summer session. GRADUATE STUDENT CHARACTERISTICS
Information was accessed from the NAU Office of Planning and Institutional Research (http://www4.nau.edu/pair/) and Business Objects Reporting Software (see Appendix A12 for tables of graduate student data).
MS Enrollment in the Masters program has been stable over the past five years (total enrollment varied from 80 to 83 students per year). Number of new students enrolling in the program was consistent (10 to 16 students per year) as was number of graduating students (11 to 17 per year). More male than female students enrolled in the program (average ratio of male:female = 1.6:1). Masters students were primarily white (88%), although there were Hispanic, International, and Native American students in the program. Students maintained high GPA (3.64 to 3.69). In the past 5 years, retention rates for MS students were 96% after 1 year, 55% after 2 years (29% graduating at this 54 time, so total retention through graduation rate = 84% counting graduates). Most MS students graduated in 3 to 4 years (graduation rates were 66% after 3 years and 71% after 4 years).
PHD Enrollment in the PhD program was fairly stable between 1999 and 2002 (29 to 35 students), and decreased to 22 students in 2003. Number of new students enrolling in the program increased in the past two years (from 2 to 6 per year). Number of students graduating also increased (from 1 to 6 students per year). There were more male than female students enrolled in the program (average ratio of male:female = 2:1). PhD candidates were primarily white (74%). International students made up the next most common ethnic group. Hispanic and Native American students are also in the program. Students maintained high GPA averages in the program (3.77 to 3.81). Since 1998, retention rates have been 96 to 100% after 3 years with most students graduating 4 (67% graduating) to 5 (data not yet available) years after entry into the program. GRADUATE CURRICULA AND COURSES
All SOF graduate courses are taught by tenure-track faculty with the exception of FOR/GGR 525, which in the past was taught by a faculty member in the Department of Geography. In the future, this course will be listed only as a Geography course.
LIST OF 500- AND 600-LEVEL FORESTRY COURSES
• FOR 500 Ecosystem Science and Management Principles (3). General systems overview of biophysical, social, and political factors associated with forestry. Emphasizes wildlife, recreation, and other noncommodity resources. Fall, even years • FOR 503 Management Science Modeling for Multi-Resource Management (3). Linear and nonlinear mathematical programming models and their application to forestry in a multi-resource management context. Prerequisite: MAT 467 or instructor's consent. Spring, odd years • FOR 504 Forest Wildlife Ecology and Management (3). After brief overview of theory and practice, course involves critically evaluating current literature on a specific management concern, such as migratory birds, predators, or endangered species. Prerequisite: one course in general biology or ecology. Fall, even years • FOR 506 Special Studies in Forestry (1-4). Individual investigation of a specially assigned topic. Fall, Spring • FOR 506 Field Identification of Birds (1). Identification of common forest birds of northern Arizona by sight and sound and overview of sampling techniques for monitoring forest-dwelling birds. Spring. • FOR 515 Forestry in Developing Countries (2). Ecology, management, and policy issues of tropical and arid land forests in developing countries. Coconvenes with FOR 415. Prerequisite: one course in forestry or biology. Spring • FOR 521 Forest Soils (3). Development; morphology; and physical, chemical, biological, and engineering properties, with emphasis on forest management. Fall, even years 55
• FOR 524 Aerial Photo Interpretation (3). Basic photogrammetric principles; uses of aerial photographs to identify and map vegetation, physiography, and cultural features. Fee required. Spring, even years • FOR 525 Geographic Information Systems (4). Use of GIS in natural resources; input, storage, structure, errors, analysis and modeling of spatial data. Crosslisted with GGR 525. 3 hrs. lecture, 3 hrs. lab. Prerequisite: FOR 211 or GGR 230, or instructor's consent. Fee required. Fall, Spring • FOR 541 Wood Products (3). Technical aspects of marketing wood products. Spring, odd years • FOR 544 Landscape Ecology (3). Theory and application of landscape ecology, an emerging discipline focusing on spatial patterns in natural and human-dominated landscapes and their role in determining the structure and function of ecological systems. Crosslisted with ENV 544. Prerequisite: one of FOR 311, ENV 330, and BIO 326, or instructor's consent. • FOR 550 Forest Tree Ecophysiology (3). Effects of environment on physiological processes in forest trees. Prerequisites: college chemistry (including organic) and general or forest ecology. Spring, even years • FOR 551 Fire Ecology and Management (3). Ecological effects of wildland fires, fire regimes, fire management, prescribed fire, and the application of fire science to restoring and managing ecosystems. Letter grade or pass-fail. Spring • FOR 551L Fire Ecology and Management Lab (1). Field and computer lab applications in wildland fire: fuel sampling, fire behavior prediction, modeling fire effects, and prescribed burning. 3 hrs. lab. Letter grade or pass-fail. Corequisite: FOR 551. Spring • FOR 552 Forest Tree Diseases (3). Important forest tree diseases: their identification, ecology, and management. Coconvenes with FOR 452. Letter grade or pass-fail. Spring, even years • FOR 553 Forest Entomology (3). Important forest insects, their ecology and control. Coconvenes with FOR 453. Spring, even years • FOR 554 Integrated Forest Health (3). Agents and processes of forest decline; methods of managing and monitoring forest health. Coconvenes with FOR 454. Spring, odd years • FOR 563 Watershed Hydrology (3). Hydrologic principles and practices related to the land-water system; emphasis on the effects of climate, soils, vegetation, and land-use factors on the quantity and quality of runoff. Spring, even years • FOR 573 Issues in Recreation Management (3). Theory and trends in recreational use of wildlands; management of recreation resources; economic concepts of recreation. Fall, odd years • FOR 580 Ecological Restoration Principles (3). Concepts and theories of ecological science related to restoring natural structures and processes of ecosystems. Coconvenes with FOR 380. Letter grade or pass-fail. Spring • FOR 582 Ecological Restoration Applications (3). Examples and applications of ecological science related to restoring natural structures and processes of ecosystems. Coconvenes with FOR 382. Letter grade or pass-fail. Fall 56
• FOR 593 Natural Resource Economics (3). Application of advanced methods in analyzing multi-resource forest economics problems. Prerequisites: microeconomics, linear algebra, and calculus. Fall, odd years. • FOR 601 Southwestern Forest Ecosystems (3). Physical and edaphic environments of Southwestern forests and their influence on forest distribution and productivity. We recommend first taking basic plant or forest ecology, algebra, trigonometry, chemistry, and physics. Spring, odd years • FOR 603 Forest Biometrics (3). Quantitative approach to the study and construction of forest growth and yield models. Prerequisite: STA 570; recommended: calculus. Fall, even years • FOR 604 Wildlife Habitat Relationships (3). Systems approach to comprehending the associations with and uses of habitat by wildlife. Prerequisite: FOR 504 or instructor's consent. Fall, odd years • FOR 605 Policy Process in Multi-Resource Management (3). Policy process and substance. Interest groups. Multi-resource history, philosophy, laws and regulations. Products and services, current and potential. Prerequisite: POS 671 or instructor's consent. Spring • FOR 611 Forest Ecological Genetics (3). Examines methods for conserving forest genetic resources: the role of forest-tree improvement and breeding and forest management in conserving forest genetic diversity. Spring, odd years • FOR 620 Applied Forest Stand Dynamics (3). Theory and practice of regulating forest composition, structure, and growth rates to meet multiple land-management objectives. Spring, even years • FOR 625 Forest Conservation Biology (3). Theory and practice of conserving biodiversity in forested ecosystems; relationship with forest ecosystem management objectives. Letter grade or pass-fail. May be repeated for up to 6 hours of credit. Fall, odd years • FOR 633 Ecological Economics (3). Theory of ecological economics, which is the union of ecology and economics, and its application to natural resource management. Addresses both micro and macro aspects of ecological economics. Prerequisite: FOR 593 or instructor's consent. Fall, even years • FOR 685 Graduate Research (1-4). Graduate research that is not part of a thesis, dissertation, or professional paper. Fall, Spring • FOR 689 Professional Paper (1-4). Preparation of a professional paper if you are in the nonthesis master's program. Fall, Spring • FOR 690 Research Methods (3). Scientific method; investigative procedures; formulation of hypotheses; problem selection and analysis; preparation of a research working plan. Spring • FOR 692 Proseminar (2). Design, preparation, and presentation of professional seminars. Fall • FOR 693 Teaching Practicum (2). Examination and discussion of effective teaching methods. Teaching experience. Prerequisite: FOR 692. Spring • FOR 695 Advanced Studies in Forestry (3). Directed study in a forestry subject, with area to be specified at registration. Fall, Spring • FOR 699 Thesis (1-9) 57
• FOR 799 Dissertation (1-9)
COURSE ENROLLMENT
Student enrollment in SOF graduate courses in the last five years is shown below in Table 4.
Table 4. Course Enrollment - School of Forestry (1999-2003) 1999 1999 Spring Fall # Class Title # Enrolled Class Title Enrolled
FOR 503 Mgt Science Modeling 0 FOR 506 Ecol Restor Appl 9 FOR 506 Ecol Restor Princip 15 FOR 525 GIS 30 FOR 506 Fire Ecology & Mgt 6 FOR 573 Issues in Rec Mgt 12 FOR 506 Watershed Restoration 6 FOR 593 Natural Resource Ecc 7 FOR 515 For/Devel Countries 7 FOR 604 Wldlf habitat Relat 9 FOR 525 GIS 37 FOR 625 FOR Conservation Biol 9 FOR 541 Wood Products 4 FOR 685 Graduate Research 0 FOR 601 SW Forest Ecosystem 4 FOR 689 Professional Paper 1 FOR 605 Policy Proc Mult Mgt 8 FOR 692 Proseminar I 34 FOR 611 For Ecol Genetics 5 FOR 695 Env Disp Resol 9 FOR 654 Integrated FOR Health 9 FOR 697 Independent Study 15 FOR 685 Graduate Research 2 FOR 699 Thesis 35 FOR 689 Professional Paper 1 FOR 799 Dissertation 18 FOR 690 Research Methods 20 FOR 693 Teaching Practicum 9 FOR 697 Independent Study 4 FOR 699 Thesis 40 FOR 799 Dissertation 15
2000 200(9 Spring Fall # Class Title # Enrolled Class Title Enrolled
FOR 506 Landscape Ecology 9 FOR 500 Ecosy Sci & Mgt Prin 10 FOR 506 Watershed Restoration 2 FOR 504 FOR Wildlife Eco/Mgt 8 FOR 506 Bark Beetle Ecology 6 FOR 506 FOR Health Issues 6 FOR 506 Wood Technology 0 FOR 506 ECONOMETRICS 3 FOR 506 Field Bird Identifcation 16 FOR 506 Soil Microbiology 3 FOR 506 Apiculture 5 FOR 506 ADV FOR MSMTS 1 ADV ENV FOR 506 Applied Forest Econ. 1 FOR 506 EDUCATION 1 FOR 506 RG & GIS Apps 1 FOR 521 Forest Soils 8 FOR 506 Spec Studies in FOR 1 FOR 525 GIS 12 FOR 515 For/Devel Countries 0 FOR 582 Ecol Restoration App 9 FOR 524 Aerial Photo Interp 13 FOR 633 Ecological Econ 12 58
FOR 525 GIS 15 FOR 692 Proseminar I 24 FOR 550 Forest Tree Ecophys 7 FOR 697 Independent Study 2 FOR 563 Watershed Hydrol 5 FOR 699 Thesis 34 FOR 580 EcolRestPrin 5 FOR 799 Dissertation 17 FOR 620 Forest Stand Dynamics 7 FOR 652 Forest Tree Diseases 4 FOR 689 Professional Paper 1 FOR 690 Research Methods 19 FOR 693 Teaching Practicum 5 FOR 697 Independent Study 4 FOR 699 Thesis 33 FOR 799 Dissertaiton 17
2001 2001 Spring Fall Fall # Class Title # Enrolled Class Title Enrolled
FOR 503 MgtSci 5 FOR 504 Wildlife Mgt. 10 FOR 506 Watershed Restoration 12 FOR 506 Res. Assmt Practicum 0 FOR 506 Field Bird Indentifcation 14 FOR 524 Aerial Photo Interp 1 FOR 506 Multicriteria NR MGT 0 FOR 525 GIS 10 FOR 515 FOR/Develop Countries 0 FOR 582 EcolRestApp 12 FOR 525 GIS 10 FOR 593 Natual Res. Econ 6 FOR 541 Marketing Wood Products 2 FOR 604 Wildlife Habitat Rel 7 FOR 551 Fire Ecology Mgt. 8 FOR 625 Forest Cons. Bio 12 FOR551L Fire Ecology Mgt. Lab 6 FOR 692 Proseminarl 13 FOR 554 Integrated FOR Health 6 FOR 697 Independent Study 3 FOR 580 Ecol Rest Prinp. 9 FOR 699 Thesis 35 FOR 603 FOR Biometrics 3 FOR 799 Dissertation 15 FOR 611 FOR Ecol Genetics 6 FOR 690 Research Methods 16 FOR 693 Teaching Practicum 3 FOR 699 Thesis 36 FOR 799 Dissertation 16
2002 2002 Spring Spring Fall Fall # Class Title # Enrolled Class Title Enrolled
FOR 506 Field Bird Indentifcation 14 FOR 500 Ecosy Sci & Mgt Prin 19 FOR 506 Spec Studies in FOR 2 FOR 504 Wildlife Mgt 12 FOR 506 Spec Studies in FOR 8 FOR 506 Spec Studies in FOR 6 FOR 506 Spec Studies in FOR 1 FOR 506 Spec Studies in FOR 0 FOR 515 FOR/Develop Countries 7 FOR 525 GIS 15 FOR 524 Aerial Photo Interp 6 FOR 582 EcolRestApp 13 FOR 525 GIS 4 FOR 692 Proseminarl 19 FOR 544 Landscape Ecology 8 FOR 697 Independent Study 4 FOR 550 Forest Tree Ecophys 6 FOR 698 Graduate Seminar 14 FOR 552 Forest Tree Diseases 0 FOR 699 Thesis 39 59
FOR 553 Forest Entomology 10 FOR 799 Dissertation 16 FOR 563 Watershed Hydrol 3 FOR 580 Ecol Rest Prin 14 FOR 599 Ecosystem Ecology 2 FOR 620 Forest Stand Dynamics 7 FOR 690 Research Methods 18 FOR 693 Teaching Practicum 4 FOR 697 Independent Study 9 FOR 699 Thesis 34 FOR 799 Dissertation 14
2003 2003 Spring Spring Fall Fall # Class Title # Enrolled Class Title Enrolled
FOR 503 Mgmt Science 0 FOR 504 Wildlife Mgt 8 FOR 506 Watershed Restoration 15 FOR 506 Dendrochron Seminar 3 FOR 506 Field Bird Indentifcation 8 FOR 525 GIS 10 FOR 521 Forest Soils 8 FOR 573 Issues in Rec Mgt 11 FOR 525 GIS 9 FOR 582 Ecol Rest App 14 FOR 541 Marketing Woods Products 4 FOR 593 Natural Resourse Eco 3 FOR 544 Landscape Ecology 3 FOR 625 FOR Conservation Bio 11 FOR 551 Fire Ecol Mgt 21 FOR 685 Graduate Research 0 FOR551L Fire Ecol Mgt Lab 10 FOR 689 Professional Paper 0 FOR 554 Integrated FOR Health 11 FOR 690 Research Methods 16 FOR 580 Ecol Rest Prin 8 FOR 692 Proseminar I 16 FOR 599 Intro to Soil Science 1 FOR 694 Supervised Teaching 0 Eco Validity of Nav FOR 603 FOR Biometrics 5 FOR 695 Am 4 FOR 611 FOR Ecol Genetics 8 FOR 697 Independent Study 5 FOR 633 Ecological Economics 7 FOR 698 Root Dynamics 8 FOR 685 Graduate Research 0 FOR 698 Lab Group Meetings 3 FOR 689 Professional Paper 0 FOR 699 Thesis 34 FOR 690 Reseach Methods 15 FOR 799 Dissertation 15 FOR 693 Teaching Practicum 2 FOR 697 Independent Study 1 FOR 698 Forest Ecology 6 FOR 699 Thesis 42 FOR 799 Dissertation 16
RELATIONSHIP BETWEEN CURRICULA AND PROGRAM EDUCATIONAL GOALS
Student Employment
One of the goals of SOF graduate programs is to prepare students for careers in forestry and related work. We surveyed faculty to determine whether PhD and MS students graduating in the last five years were employed in forestry or related fields of work (Appendix A13). Of 91 students, we identified 64 (71%) as being employed in forestry, and 7 (8%) as not being employed in forestry. The current job status of 20 60 former students (22%) was unknown. When considering only students whose post graduate career we knew, 64 of 70 students (91%) were employed in forestry-related jobs. Former students were employed in federal, state, and private agencies as researchers, practicing foresters, consulting foresters, wildlife biologists, botanists, and other positions in the U.S. and other countries (e.g., Ghana, Indonesia, Mexico, Thailand). At least 12 students were pursuing PhD degrees following their MS work at NAU.
Modes of Inquiry and Methodology
Students are introduced to modes of inquiry and methodology of the discipline through required coursework (FOR690 Research Methods, 2 statistics courses). In FOR 690, Research Methods, students develop a study plan that must be approved by their major professor. The study plan includes hypotheses and objectives for the student's project, a complete methodology, timeline, and budget. It is peer-reviewed by other students and the course instructors. The student is required to form a thesis advising committee during the first semester of enrollment. Coursework is approved by the committee during this first semester and courses selected are those needed to satisfy any remedial forestry requirements and courses that best meet the student's research and educational goals. Annual committee meetings are used to check student progress towards program goals. Students are also required to take FOR692, Proseminar, which includes development and attendance of the SOF seminar series. A variety of seminar speakers expose students to methodology in different aspects of forestry. This course also prepares students to present research results orally and in poster form. Other graduate courses may require literature reviews, oral presentations, or may expose students to methodology through lab work or field trips. Some faculty members conduct weekly or bi-weekly lab meetings with a member of the lab presenting study plans, current research, or a paper of relevance to the research group.
The SOF offers research opportunities in a variety of forestry fields, including forest restoration, wildlife ecology and management, silviculture, genetics, tree physiology, and more. The SOF also has program linkages with business administration, mathematics, chemistry, biology, geology, engineering and computer science, and the social sciences. In addition, research opportunities are offered through collaboration with the USDA Forest Service Rocky Mountain Forest and Range Experiment Station.
The curricula have been modified in the last five years to add courses in fire and wildlife science (e.g., FOR551 Fire Ecology and Management, FOR 506 Field Identification of Birds). Some courses have been re-listed so they can be co-convened with courses for undergraduates (e.g., FOR552 Forest Tree Diseases, FOR 553 Forest Entomology, FOR554 Integrated Forest Health). We do not anticipate major changes in the curricula in the future without additional financial support for new faculty.
The SOF seminar series is a special feature of the graduate program that exposes graduate students to modes of inquiry, methodology, and current research in Forestry, as well as providing opportunities to meet with outstanding Forestry scientists. Students in 61 the Forestry Graduate Student Association lead all aspects of arranging and hosting seminar speakers. A faculty member provides guidance for the students. Attendance at all seminars is required of all graduate students. The SOF provides $5,000 each semester to support travel costs of seminar speakers. Graduate students manage the travel budget. The seminar series is also used for some thesis and dissertation defense seminars. The seminar series schedule for fall semester, 2003 is below (Table 5).
TEACHING/LEARNING IMPROVEMENTS
Faculty use a variety of methods to present course material to students. Many faculty use learner-centered methods of delivery. For example, FOR693 Teaching Practicum, is entirely learner-centered with MS and PhD students trained to teach classes, then guided as they develop and conduct classes in undergraduate forestry courses. These students are peer- and instructor-evaluated with feedback provided to improve teaching techniques. Graduate student that teach in these undergraduate courses also expose faculty instructors to learner-centered methods, and more SOF faculty are using these learner-centered methods. Some graduate forestry courses are crosslisted as upper division undergraduate courses (e.g., FOR 380/580 Ecological Restoration Principles, FOR 382/582 Ecological Restoration Applications). Graduate students in these courses serve as mentors to undergraduates in the class, creating a learner-centered approach. Faculty holding lab meetings interact with students to expose students to new concepts. Many courses in forestry also use powerpoint and/or the World Wide Web for presenting course material to students.
Several SOF faculty have attended a series of conferences that focus on the scholarship of teaching, the Biennial Conference on University Education in Natural Resources. Attendance at this conference exposes faculty to current and diverse teaching and learning methods. In March 14-17, 2004, the SOF will host the fifth meeting of this conference series in Flagstaff (see http://www.for.nau.edu/conferences/cuenr/). Faculty attendance at this conference series is summarized below. 1996: Bruce Fox attended the First Biennial Conference on University Education in Natural Resources hosted by The Pennsylvania State University, State College, PA. 1998: Donald Arganbright, P. J. Daugherty, Tom Kolb, and Jon Souder attended the Second Biennial Conference on University Education in Natural Resources hosted by Utah State University, Logan, UT. Table 5. Seminar Series Fall 2003 28 August 2003 Aug 27 Tree drought sensitivity among species and environments in Northern Arizona-Henry Adams (NAU; Forestry Master's Defense) Sept. 10 Carbon source-sink interactions as affected by water, nutrients, and atmospheric C02-Ram Oren (Duke University) Sept. 17 Carbon isotope discrimination and growth response of old Pinus ponderosa trees to stand density reductions-Nate McDowell (Los Alamos National Laboratory) Sept. 24 Are stand replacing forest fires devastating events? Let's ask the birds!-Richard Hutto (University of Montana) Oct. 1 Grand Canyon forest fires: past, present, and future-Pete Fule (NAU School of Forestry) Oct. 8 Sources of Nutrients During 4 Million Years of Soil and Ecosystem Development-Peter Vitousek (Stanford University) Oct. 15 Jeffrey pine-mixed conifer forest structure and fire history from the Sierra San Pedro Martir, Mexico-Scott Stephens (University of California, Berkeley) Oct. 22 Reconstructing past forest structure using historical permanent plots-Andrew Sanchez Meador (NAU School of Forestry) Oct. 29 Impact of thinning on whole tree and forest stand water use during an extreme drought- Kevin Simonin (NAU; Forestry Master's Defense) Nov. 5 Using 'creative silviculture' to advance ecosystem and biodiversity objectives-Pat Muir (Oregon State University) Nov. 12 Synergistic interactions between plant genetic variation and keystone herbivores impact ecosystem processes-Jen Schweitzer (NAU School of Forestry) Nov. 19 Community and ecosystem genetics: a consequence of the extended phenotype-Tom Whitham (NA U Biology) Nov. 26 Thanksgiving week- No seminar Dec. 3 Spotted bats (Euderma maculatum )in eastern Grand Canyon: Mummified remains, marathon summer foraging patterns, and migration-Carol Chambers (NAU School of Forestry) 63
2000: John Bailey and Tom Kolb attended the Third Biennial Conference on University Education in Natural Resources hosted by The University of Missouri, Columbia, MO. 2002: John Bailey attended the Fourth Biennial Conference on University Education in Natural Resources hosted by North Carolina State University, Raleigh, NC.
ROLE OF SERVICE COURSES FOR NON-MAJORS
Some SOF graduate courses are used by other programs at NAU. They are cross- listed with another department or used as an elective in other programs. They are: • FOR 504 Current Topics in Wildlife Ecology and Conservation Biology: An elective for students in the Conservation Ecology graduate certificate program. • FOR/GGR 525 Geographic Information Systems: Crosslisted in Geography and Public Planning Department. • MAT 542/543 Wildlife Population Modeling: An elective for graduate students in Mathematics pursuing their certificate in Applied Mathematics. • FOR 544/ENV 544 Landscape Ecology: Crosslisted in Environmental Sciences Department. • FOR 479/599, BI0479/599 Ecosystem ecology: case studies on the Colorado Plateau: Crosslisted in Biology Department. • FOR 603 Forest Biometrics: A course used for certificate in applied statistics in the Department of Mathematics and Statistics. • FOR 611 Forest Ecological Genetics: An elective for students in the Environmental Science and Policy graduate program and for the Conservation Ecology certificate program. • FOR 625 Forest Conservation Biology: An elective for students in the Environmental Science and Policy graduate program and for the Conservation Ecology certificate program. • FOR 693 Teaching Practicum: Taken by PhD and MS candidates who are non- forestry majors.
DISTANCE DELIVERED COURSES
At this time, no graduate-level courses in the SOF are distance delivered. NAU SOF delivers several distance-delivered courses for undergraduate students (e.g., FOR 101 Introduction to Forestry) that can be used as remedial courses for graduate students entering the forestry program with little or no background in forestry. With the creation of the Masters of Forestry degree program, we may offer some graduate level distance education courses in the future.
STUDENT ASSESSMENT
According to the NAU Office of Academic Assessment (http://www4.nau.edu/assessment/main/degree/plansandreports.asp), the last student assessment plan developed by the SOF was in January 2001. Portions of this plan specific to SOF graduate programs are provided below. All details of the 2001 64 assessment plan have been implemented since the plan was developed. The curriculum has been modified several times to improve student learning as described in sections on nature and breadth of pedagogical innovations, and teaching/learning improvements.
ASSESSMENT PLAN: SCHOOL OF FORESTRY - JANUARY 2001
Given the diverse mission of the School of Forestry, this document is subdivided into three segments, to reflect the three core, and fundamentally different, educational programs in the School. The report starts with the assessment plan for our graduate program in forestry, and then is followed by separate sections for the undergraduate forestry and undergraduate parks and recreation management programs.
DEVELOPMENT PROCESS
These assessment procedures have been developed over time within the School in a variety of venues, although the Graduate Studies Committee has had, and continues to have, the lead role in the oversight of all graduate policies and procedures.
STUDENT LEARNING OUTCOMES
The potential list of desirable student learning outcomes is, of course, immense. Two key outcomes would be, however, a mastery of the scientific method and strong written communication skills, appropriate for scientific discourse.
EVIDENCE, MEASURES AND TIMELINES
To achieve these desired outcomes, our current policies and procedures result in a ten-step assessment process:
1. Each application receives a thorough review by every faculty member on the Graduate Studies Committee, based on the established admission criteria, prior to a decision on acceptance. Part of this review includes an identification of any required remedial coursework or other deficiencies {e.g. lack of reported GRE scores, etc.) that would result in an acceptance under the "Provisional Admittance" status. Such provisions are noted on the application response form sent to the Graduate College. These provisions become part of the letter of acceptance sent out by the Graduate College to an applicant. A copy of this letter is placed in the student's file in the School.
2. No applicant is accepted as a graduate student in the School unless a faculty member in the School agrees to serve as that applicant's advisor. From the beginning of a student's program, therefore, a faculty member is available and responsible for reviewing the student's academic progress. The School's Graduate Student Handbook details the responsibilities of both a major professor and the student with respect to academic progress.
3. Part of the responsibilities of the major professor and the student is to form a 65 thesis, professional paper program, or dissertation committee during the first semester of a student's residence in the graduate program. Part of the responsibilities of the committee includes establishing a Program of Study that lists all coursework, including any remedial coursework, required of the student to complete graduate requirements. Each student is required to take a graduate level research methods course as part of her program of study.
4. The major professor formally reviews the progress of each graduate student annually and will note any steps required to maintain acceptable progress towards degree completion. The Graduate Student Handbook includes a review and evaluation form to complete. The form becomes part of the student's file
5. The student's committee will meet at least once per year to assess a student's progress.
6. Each student must successfully complete a Study Plan for the preparation of the student's thesis, dissertation, or professional paper. The Study Plan helps ensure satisfactory progress towards the definition and completion of the research component of the graduate program. The Study Plan is completed as part of the Research Methods course required of all graduate students in forestry. This course is usually taken during a student's first or second semester of residence in the program.
7. The major professor guides the student's preparation of the thesis, dissertation, or professional paper.
8. The student's committee must review and approve of the student's thesis, dissertation, or professional paper. This approval includes a review of approach, content, and presentation.
9. Students preparing a dissertation or thesis must orally defend their work in a public forum.
10. Doctoral students must successfully complete both written and oral preliminary examinations prior to advancing to candidacy.
In summary, with respect to the two key outcomes, the end product of a thesis or dissertation comprises the ultimate assessment measure for student achievement, with intermediate developmental requirements throughout the student's academic career in the program (Table 6). 66
Table 6. Summary of selected student learning outcomes and assessment measures, graduate programs in the School of Forestry.
Student Learning Outcome Evidence or Measure Schedule Students will demonstrate a 1. Percentage of students 1. Prior to initiation of mastery of the scientific successfully completing research method study plan. 2. Prior to 2. Percentage of students thesis/dissertation who receive advisor and completion committee approval of 3. Prior to graduation thesis or dissertation methods Summary reporting at the 3. Percentage of students end of each academic year who receive advisor and committee approval of thesis or dissertation Students will demonstrate 1. Percentage of students 1. Prior to initiation of strong written successfully completing research communication skills study plan. 2. Prior to 2. Percentage of students thesis/dissertation who receive advisor and completion committee approval of 3. Prior to graduation thesis or dissertation methods Summary reporting at the 3. Percentage of students end of each academic year who receive advisor and committee approval of thesis or dissertation
FEEDBACK Feedback to the student, the individual faculty member, and to the faculty as a whole is provided in an on-going fashion, as noted above. The SOF Graduate Studies Committee has the standing charge to address policy issues, including assessment policies such as those listed here. The Committee brings recommended policy changes to the full faculty for discussion on an "as-needed" basis. Such recommendation might include additional composition requirements, additional methodological requirements, and change in the timing of requirements, etc...
STUDENT ADVISING AND MENTORING
A member of the Forestry faculty must be willing to serve as advisor/mentor before any applicant can be accepted into the SOF graduate program. Advisors make every effort to meet regularly (weekly or biweekly) with their graduate advisees to discuss class and research progress as well as other nonacademic issues the student may need advise on. 67
RESOURCES AVAILABLE TO GRADUATE STUDENTS
OFFICES Most graduate students are assigned a desk in one of the 5 graduate student offices (1,758 square feet, housing 34 students) or one of 12 research labs (described below).
LABORATORY The SOF has 12 research labs (occupying 8,644 square feet) that support graduate student research. The laboratories are: Wildlife, GIS/Remote Sensing, Human Dimensions, Wood Technology, Forest Management, Entomology, Hydrology, Ecology, Silviculture, Ecophysiology, Forest Ecosystem, Dendroecology. Each laboratory is managed by a member of the faculty.
SUPPLIES AND EQUIPMENT The SOF is housed in a modern building on the mountain campus of Northern Arizona University in Flagstaff, Arizona, which was especially designed and built in the early 1990s to house the SOF as well as facilities for the Forest Service Rocky Mountain Research Station. Facilities include offices for faculty and graduate students, classrooms with multimedia capabilities, numerous state-of-the-art research laboratories, and four modern computer laboratories (two of which are specifically reserved for graduate students). It is a top priority for the School to continuously upgrade its equipment to fulfill its teaching and research missions. The SOF also maintains a large fleet of field vehicles which may be rented at substantially-reduced rates. Computer hardware include networked PC's, UNIX-based workstations, high-speed internet access, digitizers, plotters, high-quality document scanners and numerous black-and-white and color laser printers. Computer software include Geographic Information System packages (ArcGIS 8.2, Arc View 3.3), Pro-Cite, Microsoft Office suite, and extensive statistical packages (SAS, JMP, SPSS, and S-PLUS). Support personnel consists of three administrative and three information technology staff, one equipment/fleet manager, as well as several research specialists and technicians.
RESEARCH SUPPORT - CENTENNIAL FOREST Centennial Forest staff are available to help graduate students locate field sites for research on the Centennial Forest.
FINANCIAL SUPPORT Assistantships for Master students generally are $13,225 per year, whereas assistantships for PhD students generally are $15,225 per year. Assistantships supported by external grants occasionally are higher than these typical amounts. Benefits included in all assistantships are university health insurance and waiver of out-of-state tuition. Four waivers of in-state tuition are provided to the SOF from the Graduate College and are awarded only to Arizona residents based on financial need and academic performance. Currently, about 40 students are funded through assistantships. 68
EFFORTS TO IMPROVE SUPPORT The SOF continuously evaluates assistantship salaries and benefits for graduate students in order to offer adequate as well as competitive support packages. The University has recently added health insurance for graduate students, which is funded by the research grants to faculty. In addition, the SOF has decided to increase the compensation for assistants effective Fall 2004 to cover University tuition raises.
RECRUITMENT AND RETENTION OF GRADUATE STUDENTS
RECRUITMENT The SOF recruits qualified MS and PhD candidates from the U.S. and abroad. We maintain active ties with scientists and practicing foresters in the United States, Mexico, Honduras, Ghana, Korea, and Indonesia that allow recruitment of a diverse graduate student body.
The SOF maintains a web site with information available to prospective graduate students (e.g., http://www.for.nau.edu/majors_courses/graduateforestry.htm, http://www.for.nau.edu/majors_courses/nativeamerican_grad.htm, http://www.for.nau.edu/gradserv/). The site offers information on degree options (MS, MF, PhD), financial assistance, scholarships, and current research to international and U.S. residents who are interested in graduate work.
Research assistantships are offered to qualified applicants identified through direct contact with SOF faculty (e.g., national and regional professional meetings such as Ecological Society of America, Society of American Foresters, and The Wildlife Society; students completing undergraduate programs at NAU, drop in meetings with visiting potential students) or through responses to advertisements using list-serves, E-mail to other natural resource management schools, and web sites (e.g., http://www.wfsc.tamu.edu/jobs/job_view.cfm). We often receive up to 30 applicants for each position advertised.
With a grant from the Ford Foundation, the Native American Forestry Program can support two Native American students pursuing Master's or Doctoral degrees. In addition to being a Native American (from anywhere in North America), the student needs to have a strong academic record and need to define a research project which either (1) serves the needs of his or her own tribe's ecosystem management program or (2) is a project defined by one of the tribes which is working cooperatively with the Native American Forestry Program in defining their research needs. The student must also comply with the other admission criteria of the SOF.
RETENTION MS The SOF MS program has averaged 12 students entering per year since 1998 (full data in Appendix A12). Each year, 4 to 16 new students have enrolled in the program. Since 1998, retention rates for each cohort (a cohort is the year's newly enrolled MS students) for the first year after entry into the program averaged 96% and for 2 years after entry 55%. Graduation rates averaged 29% after 2 years, 66% after 3 years, and 71% after 4 years.
PhD The SOF PhD program began in 1994 with 10 PhD students. In successive years, 2 to 6 students enrolled in the program (average 4 students per year) with 35 students enrolled in the PhD program since its inception to 2002 (full data in Appendix A12). Since 1994, retention rates for each cohort (each year's newly enrolled PhD students) for the first two years after entry into the program averaged 95% and for 3 years after entry 83%. Graduation rates averaged 8% after 3 years, 57% after 4 years, 66% after 5 years, and 83% after 6 years. Since 1998, retention rates have been 96 to 100% for first 3 years, with 33%o graduating after 4th year and the remaining students (67%) retained.
DEGREE PRODUCTIVITY
Numbers of MS and PhD degrees granted by the SOF in the last three years for which complete data exists (2000-2002) exceed the ABOR threshold for degree productivity. The degree productivity threshold for MS degrees is nine in the last three years; the SOF granted 44 MS degrees over this period (Appendix A14). The degree productivity threshold for PhD degrees is six in the last three years; the SOF granted 11 PhD degrees over this period (Appendix A14). A list of all MS and PhD graduates, theses, and dissertation titles for the last five years is in Appendix A15.
AFFIRMATIVE ACTION
FACULTY The SOF is committed to fully meeting the letter and spirit of NAU's legal obligations and desired outcomes in the areas of affirmative action, equal opportunity and nondiscrimination, diversity, and the Americans with Disabilities Act. The School works closely with the Office of Affirmative Action and Multicultural Affairs when hiring any new faculty or staff member.
The SOF is particularly proud of the diversity of our faculty. Women and minorities make up 42 % of the faculty. The School is one of the few programs on campus that currently not only meets, but exceeds NAU's affirmative action goals. The numbers in each category are: Female: 6 American Indian: 2 Hispanic: 1 Asian: 1 Black: 1
GRADUATE STUDENTS Minority students comprise 10.2 % of all SOF graduate students, which is broken down as follows: American Indian/Alaskan Native: 3.8 % 70
Asian/Pacific Islander: 2.2 % Black: 1.7% Hispanic: 2.5 % In addition, females comprise 39.8 % of the graduate students.
EFFORTS TO RECRUIT AND RETAIN WOMEN AND MINORITY FACULTY AND STUDENTS The School makes every effort to recruit and retain minority and female faculty and graduate students. Minority and women candidates are encouraged to apply by including diversity statements in all position ads, as well as by advertising widely in journals that specifically reach those populations. Retention efforts focus on providing academic and extracurricular support by the School, University, as well as the community. Minority recruitment and retention of Native Americans and Hispanics has long been a concern and priority of both the School of Forestry and Northern Arizona University. Intensive counseling and advising services are available to minority students through the School's faculty, Student Services Coordinator, and Native American Forestry Program which has a full time student counselor. Other support services and mechanisms are available through NAU Student Services.
RESOURCES BUDGET School of Forestry financial resources for fiscal year 2003 are shown below.
Category Salaries $1,709,231 Graduate Assistants $133,942 Student Wage $11,600 Operations $77,571 Outside Services $10,300 In State Travel $20,300 Capital $22,469 Summer Attainment $6,390 Class Fees $365 Generated Overhead $19,418
Grant expenditures in fiscal year 2003 totaled $1,440,304 from 76 grants.
STAFF POSITIONS The SOF has a small but effective support staff consisting of the following positions: Administrative Assistant — Full Time Office Specialist - Full time Manager Information Technology - Full time Senior Support Systems Analyst - Full Time Senior Research Specialist - Full Time Student Services Coordinator - Part time Equipment and Vehicle Manager - Part time 71
IT Help Desk staff- two 0.5 FTE Part time
A cadre of student workers also support the School. They provide standard office support such as Xeroxing etc. Several positions have been lost in the past three years as a result of state budget cuts to the University. These are:
Development Director - Full Time Student Services Coordinator - Full time Application Systems Analyst - Full time Equipment and Vehicle Manager - Full time
The loss of the Development Director and full time Student Services Coordinator has had the greatest impact.
PHYSICAL PLANT AND EQUIPMENT THAT SUPPORT THE SCHOOL OF FORESTRY Space within the Southwest Forest Science Complex (SWFSC) that is assigned to the School of Forestry is listed below. All classrooms are shared with the other two academic units in the SWFSC, Department of Geography, Planning, and Recreation, and the Applied Indigenous Studies Program.
# Rooms ft2 Total ft2
Auditorium 1 1,988 1,988 Lecture Hall 1 862 862 Seminar Room 1 446 446 Classrooms 3 2,680 2,680 Total Teaching Area 5,976 Computer Labs 3 2,674 2,674 Server/Storage 2 233 233 Information Technology 3 390 390 Student Space 2 677 677 Conference Room 2 536 536 Emeritus Faculty Room 1 144 144 Faculty Offices 19 152 average 2,900 Faculty Research Labs 12 720 average 8,644 Graduate Student Offices 5 351 average 1,758 Centennial Forest Offices 2 143 average 286 Research Offices 4 290 average 1,163 Administrative Offices 2 279 average 558
Centennial Forest In April 2000, Governor Hull signed an intergovernmental agreement creating the Centennial Forest to serve as a nationally recognized forest and model for the entire United States. The 75-year agreement between the Arizona State Land Department and 72
Northern Arizona University specifies education, forest health, maintenance of natural forest assets and values, reduction of the risk of wildfire, and long term ecological research as stewardship objectives for this diverse 47,000 acres of land.
The Centennial Forest will be a mainstay in Forestry education at NAU. In AY 2001-2002 the senior capstone course used the Forest as its land base for the multi- resource inventory exercises. The Centennial Forest serves as the primary outdoor laboratory for the professional forestry program at Northern Arizona University. Nearly all Forestry field classes, or modules of team-taught field classes are taught on the Forest.
Typically, a Forestry student's field course work begins with Forestry 211 (Forest Measurements and Mapping). Permanent plots, orienteering courses, distance measurement courses, and the like are established on the Forest for these students to learn the basics of tree measurements and forest mapping. Last year FOR211 students spent over 28 hours in the field. During Semester A, plant identification labs as well as wildlife and recreation modules are taught on the Forest. The senior capstone experience (Semesters C and D) involves approximately 120 hours of field work. In semester C, students collect data on the current conditions of vegetation characteristics, roads, fuel loads, recreation attributes, and timber volume on a several thousand acre management unit. In Semester D students analyze these data and develop a management plan for the unit. This work completed by forestry students provides the primary data used for actual management projects on the Centennial Forest.
In 2002 over 3,200 student-hours were spent on the Centennial Forest. Anthropology, Biology, Parks and Recreation Management, and other courses accounted for an additional 3,000 student-hours of Centennial Forest field-based education.
SOF COMPUTING RESOURCES AND OTHER INFORMATION TECHNOLOGIES The School maintains approximately 180 personal or laptop computers allocated generally as follows: 55 faculty computers, 25 staff computers, 42 computers in two general use student labs, 50 computers in more specialized research labs, and 8 computers for classroom multimedia. With few exceptions, the computers are configured with Microsoft® Windows® 2000 or XP and run a full compliment of web browser, email, antivirus, and utility software as well as Microsoft Office. Additional software packages available in the two general use labs include and Wordperfect® Office, Adobe products, GIS/remote sensing software such as ArcGIS™ and ERDAS Imagine™, statistical analysis software such as JMP™, SAS®, and SPSS®, and forest modeling software such as Forest Vegetation Simulator. One of the PC labs is open to forestry graduate students 24 hours per day, 7 days per week; the other is open to all forestry students during the week through the evening hours and six hours each on Saturday and Sunday.
A three-year replacement plan for computers and a six-year replacement plan for printers are in place for faculty and permanent fulltime staff. Machines are replaced using a "base-configuration" model. For example, the base-configuration for machines 73 replaced in the summer of 2003 was a Dell™ Optiplex GX260 with 512 Mbytes RAM, a 40 GByte Hard Disk Drive, a CDRW, and an 18 inch flat-panel monitor. The School maintains its own Microsoft® Windows® Server environment consisting of a Dell™ PowerEdge 2650 file server, a Dell™ PowerEdge 1650 print and application server, a Dell™ PowerVault 220S hardware RAID disk array supporting over 750 GBytes of file storage capacity, and a Dell™ PowerVault 122T LTO tape backup system. In addition, the school maintains a Linux server for specialized web service, email support, and on-line course evaluations.
Most faculty and staff members have a black and white laser or color inkjet printer connected directly to their computer. Additionally the school supports eight network accessible high volume printers (one color laser, two color inkjet, and five black and white laser printers) as well as a Hewlett Packard Design Jet 800PS color plotter capable of handling 42 inch roll-stock paper. Other peripheral devices supported in the School include several desktop flatbed scanners, a photographic slide scanner, a photographic film recorder, and a 24x36 inch digitizing tablet.
The above IT infrastructure is supported by the School's IT Support Team which is comprised of two full-time IT professionals and an IT Help Desk staffed during most of the standard 40-hour work week by part-time student workers. The School's IT Support Team is available to faculty, staff, and students for assistance and consulting services during normal business hours.
In addition to the computing environment within the School, faculty, staff, and students have access to more than ten campus PC/MAC computing labs. Open lab times vary but at least one lab is available 24 hours per day, 7 days per week. Each individual is issued a campus-supported UNIX account for email processing and file storage and a Microsoft® Windows® domain account for lab access.
Assistance and consulting services are available through the Information Technology Services department. The Student Help Desk is available to students 24 hours per day, 7 days per week and is staffed by four full-time IT professionals as well as serveral part-time student workers. The Solution Center is available to faculty and staff during normal business hours and is staffed by seven full-time IT professionals. Additionally, the campus provides in-class training and on-line training for faculty and staff in a wide range of software applications and computing hardware maintenance and use.
The campus supports web severs for individual faculty, staff, and student use. Depending upon personal preference or application needs, individuals may establish web sites on Apache servers running under UNIX or IIS servers running under Microsoft® Windows®. Additionally the campus provides IIS web service under Windows for the School's web site (www.for.nau.edu). 74
LIBRARY HOLDINGS A report from Cline Library on holdings that support the SOF is in Appendix A16. Despite ongoing financial limitations on library holdings, Cline Library provides good support in the area of information resources for SOF graduate and research programs. Moreover, Cline Library assigns staff specifically to serve as a liaison to the SOF. Strengths of Cline Library support of graduate and research programs in the SOF are: • Effective course reserve system • Efficient document delivery system for articles not available on campus • Hard copies of dozens of scientific journals pertinent to forestry and related fields of study • Access to dozens of electronic journals pertinent to forestry and related fields of study • $6,000 in 2003-3 and $7,000 in 2003-4 for the purchase of new forestry-related books and media. • $13,568 in 2002-3 for subscriptions to hard copy forestry journals • The support of several useful information search programs, including Agricola, BioOne, Fire Effects Information System, Science Direct, Tree CD. • Significant and rare historical collections about Forestry in Special Collections and Archives
STRATEGIC GOALS
RELATIONSHIP OF THE SOF TO UNIVERSITY STRATEGIC PLAN AND MISSION Below we restate NAU's goals, as described earlier in this report under THE UNIVERSITY, and comment on how these goals relate to SOF graduate programs and research. • To be a premiere undergraduate residential learning community emphasizing superior undergraduate programs. SOF research provides unique scientific knowledge that supports undergraduate education. SOF research provides opportunities for undergraduate students to participate in research that enhances undergraduate education. SOF research and graduate education programs help create a culture of scientific and educational excellence that enhances the rigor of undergraduate education. • To be recognized regionally, nationally and internationally for selected creative endeavors, research and graduate programs especially those that build from our base on the Colorado Plateau. SOF research and graduate programs are recognized regionally, nationally, and internationally. Most SOF research and education focuses on the Colorado Plateau and forest issues in Arizona • To provide regional and national leadership in the development, use, and assessment of technologies to enhance and deliver superior educational programs. 75
SOF faculty are actively engaged in the scholarship of teaching and in using advanced technologies and approaches to teaching and student learning, as described earlier under PEDAGOGICAL INNOVATIONS. • To foster a culture of diversity visible in academic programming and in the recruitment of faculty, staff and students. SOF faculty, staff, and graduate students are diverse in gender and ethnicity, and described earlier under AFFIRMATIVE ACTION. • To be the nation's leading non-tribal university in affording educational opportunities for Native American students, in providing service and applied research to Native American tribes, and in advancing research concerning the history, culture and contemporary issues of Native American people. The SOF's Native American Forestry Program, teaching by SOF faculty in the University's Applied Indigenous Studies Program, education of Native American students in Forestry, and collaborative research with Native American tribes, strongly support this University goal. • To increase private support and research funding to supplement state funding and tuition, in order to guarantee an operating budget that supports academic excellence. The SOF generates substantial research funding from grants and contracts that support academic excellence of the University.
SOF STRATEGIC GOALS AND PROGRESS ON MEETING GOALS The School of Forestry's current objectives and goals, as originally presented in the Strategic Plan: A Working Document for 1996-2000 (Appendix Al), are listed below. A revision of the Strategic Plan is currently in progress; our approach and progress on the revision is described in the next section. Below each goal is an assessment of current progress in meeting the goal with particular emphasis on graduate and research programs.
• To be the leading undergraduate forestry education school in North America by maintaining our unique integrated undergraduate curriculum. - We have maintained our unique integrated undergraduate curriculum; a laudatory accreditation review of our undergraduate Forestry program by the Society of American Foresters in 2003 strongly suggest that we are a strong undergraduate forestry program.
• To maintain our status as the leading educational/research academic institution for Native American forestry. The SOF is certainly known for its Native American Forestry Program. However, lack of consistent funding for the Program has prevented it from becoming stronger.
• To significantly increase the number of students applying for the Forestry degree program. The SOF has more inquires about and applications to the MS Thesis Program from students than the current number of faculty can support. Acceptance of more students into the MS Thesis Program will require an 76
increase in the number of research-oriented faculty and staff, and an increase in research funding. The Masters Non-Thesis Program can accommodate more students. Revision of the name (MF) and degree requirements were designed to make the Program more attractive to students. Over half of all SOF faculty have agreed to advise MF students. Efforts to direct students into this Program in the last year suggest future increases in enrollment. In fall 2003, three new students started in the Program, and two more will start spring 2004. The SOF has more inquires about and applications to the PhD Program from students than the current number of faculty can support. Acceptance of more students into the PhD Program will require an increase in the number of research-oriented faculty and staff, and an increase in research funding.
• To increase the School's role in across campus activities. This goal involves: a) teaching more non-forestry undergraduates. - Non-forestry undergraduates are encouraged to take SOF undergraduate and graduate courses where appropriate.
b) maintaining an active role in other graduate programs. - SOF faculty are very active in other graduate programs at NAU by serving on thesis and dissertation committees, for example, in the Departments of Biology, Geology, Political Science. Moreover, SOF faculty actively collaborate in research and publish research findings with faculty from other graduate programs. SOF faculty Beier, Covington, DeWald, and Trosper are members of the faculty in the Conservation Ecology Graduate Certificate Program, and many Forestry graduate-level courses are key electives in that Program (FOR 500, 504, 580, 582, 583, 625, 633, 697). SOF faculty Parysow teaches a course that is an elective in the Graduate Certificate Program in Statistics (FOR 603). SOF faculty Covington and Fule help lead the NAU The Ecological Restoration Institute (Director, and Associate Direction for Research, respectively) that has brought millions of dollars of research funding to NAU. This funding has supported research in many NAU departments, including Forestry, Biology, Environmental Science, Political Science, and Geology.
c) establishing an Environmental Management emphasis within the Environmental Science Program. - This emphasis was created at the undergraduate level, but the direct influence of SOF graduate programs was small.
• To continue to strengthen the School's graduate programs by: 77
a) Strengthening the PhD forest management and economics emphasis area. - This goal has not been met because of a net loss of three faculty. Six faculty with expertise in these areas were lost because of retirement or leaving the SOF (Daugherty - forest economics and management, Fox - forest management, Groman - forest management, McTague - forest biometrics, Richards - forest economics, Wood - forest management), whereas only three new faculty were added (Kim - forest economics, Parysow - forest biometrics, Dewhurst - forest management).
b) Implementing a new Master of Science graduate degree. - This goal was met with the approval of the new MF degree in December 2003 by the University Graduate Council. The MF Degree should become active in 2004.
• To establish a University Forest for the purpose of education and research. - The goal was met with the establishment of the NAU Centennial Forest.
• Become a repository of knowledge of ecosystem science and management for the Colorado Plateau. The SOF, by virtue of its active research and teaching of forestry, is a repository of knowledge of ecosystem science and management for the Colorado Plateau, although not the only such repository.
• To produce graduates with high competence in both oral and written communication skills. SOF graduate programs require polished written professional papers (MF), theses (MS), and dissertations (PhD). All graduate students are required to complete FOR692 (Proseminar) to show competence in oral communication skills.
STRATEGIC PLAN 2004 - 2009 The following section describes our current strategic planning approach and progress. The strategic planning committee for the SOF is using a Scenario Planning Approach with input from faculty members at each step (see below). We have worked through Steps 1-5 and are currently on Step 6 ("Fleshing out the scenarios") developing scenarios based on identification of driving and key forces shaping the world and the local environment in which the SOF functions.
We identified 32 driving forces and 21 key forces. From this list, faculty prioritized driving and key forces based on their importance and level of uncertainty. The most important and uncertain factors received the most weight as these factors could have the most influence on the SOF in the next 5 years. Known important factors can be accounted for in this planning process more easily than important factors that are uncertain. 78
From the list of driving and key forces, faculty ranked 4 driving factors and 6 key factors as important for use in the planning process. Driving factors (national or international influences on SOF) were: 1. Combined breadth of forestry profession 2. National employment of foresters 3. Demand for forest products nationally and internationally 4. Overall U.S. economy Key factors (local factors influencing SOF) included: 1. Loss or gain of faculty (faculty turnover, loss of positions, employment opportunities) 2. Funding for recruitment/retention position 3. Enrollment trends at NAU (continued down turn?) 4. Development opportunities (external funding sources) 5. Support by NAU administration for graduate programs 6. Enrollment of students majoring in forestry up or down 7. The Strategic Planning Committee is developing three scenarios that will be influenced by the driving and key forces mentioned above. These will be presented to the faculty for discussion and revision in early 2004. The new strategic plan will be completed by May 2004.
What is a Scenario? A scenario is a vision of how the world may look in the future. We can develop many visions of our world, depending on what we predict will become influential in the future. Differences among scenarios should affect decision making at the local level. Applying an approach originally set for the by Schwartz (1991), Allen Hammond (1998) presents three possible world-level scenarios, evocatively titled Market World, Fortress World, and Transformed World. Current policies of the United States indicate that "Fortress World" is beginning to have more plausibility than the other two; but factors favoring the other alternatives also exist. While we will most likely develop scenarios more pertinent to our issues, Hammond's work provides some analysis of driving forces that we may wish to use.
The Strategic Planning Committee has decided to use this approach in developing the SOF 5-year plan. We feel this will make our responsiveness to change flexible, and prepare us to assertively achieve the goals that the SOF sets for its future. We would like faculty input in developing the Strategic Plan and will be asking for your help, providing interim reports, and asking you periodically for reactions. We would like to have a draft plan available for the incoming candidates for the position of Dean.
8 Steps to Developing Scenarios [Following Schwartz (1991)] 1. Identify focal issue or decision Determine major decisions and choices that SOF faces now and will face in the future, with most attention given to the next five years. 79
Example: State deficits means less funding available for state-supported schools. How does SOF function in this environment? 2. Identify key forces in the local environment List local factors influencing success or failure of decisions. Facts about students, the local market for our students. What constitutes success for SOF (enrollment at a certain level, a certain amount of research dollars coming into the SOF)? Example: How will tuition increases affect us? How will changes in staffing and retirement at national forests in our region affect the number of students we can place in the professional field? 3. Identify driving forces Identify influences in the macro-environment that will influence key factors in the local environment. Driving forces could include economic, social, political, environmental, and technological forces. Differentiate between factors that are predetermined (e.g., student demographics) and those that are uncertain (political forces changing at the Federal level). Example: How will the economy continue to affect student enrollment if there is an upturn? If there is continued stagnation? 4. Rank by importance and uncertainty Rank key factors (#2) and driving forces (#3) on the basis of 2 criteria: (1) degree of importance for success of the decision identified in step 1 and (2) degree of uncertainty surrounding those factors and trends. Identify the 2 or 3 factors that are most important and most uncertain. 5. Select scenario logics Fundamental uncertainties identified in Step 4 are used as axes in scenarios ("scenario drivers"). We may have 2 or 3 scenarios under which we plan the next 5 years of SOF. Example: If the economy improves, funding for NAU and SOF may improve and we will have more resources available to use. If the economy doesn't improve, a different scenario results and we explore other options to supplement SOF funding, retain students, and hire needed positions. 6. Flesh out the scenarios Return to the list of key factors and driving forces to flesh out each scenario. Consider each factor/force in each scenario. Weave the pieces together to form a narrative. How will we get from here to there? What events might be necessary to make the end point of the scenario plausible? 7. Determine implications for decisions and choices Rehearse the future using each scenario. Is the decision robust across all scenarios, or does it only look good in one scenario (might be considered high risk if this is the case)? 80
8. Selection of leading indicators and signposts Know as soon as possible which scenario is closest to the course of history as it actually unfolds. Develop some indicators to help identify and monitor.
Sources Gunderson, L. and C. Folke. 2003. Toward a "science of the long view". Conservation Ecology 7(1): 15. [online] URL: http://www.consecol.org/vol7/issl/artl5. Hammond, A. 1998. Which world? Scenarios for the 21st century. Island Press, Washington, D.C. Schwartz, P. 1991. The art of the long view: Planning for the future in an uncertain world. Doubleday Currency, New York, NY.
PLANS TO ACHIEVE GOALS AND RESOURCE NEEDS TO ACHIEVE GOALS
For academic year 2002/3 there was a 2% decrease in the SOF budget from the University and another decrease of 1% is scheduled for academic year 2003/4. A continuation of this trend may result in the elimination of several positions from the SOF which will negatively impact our graduate education and research programs. We will buffer this potential negative impact by aggressively soliciting funding from outside the University to shift more of the SOF budget to grants, contracts, and endowments. This approach requires leadership of the SOF by a Dean with effective funding raising skills and contacts.
A budget increase would help the SOF regain faculty and staff positions lost in recent budget cuts and in the recent dissolution of the College of Ecosystem Science and Management, and hence meet resource needs that are required to better serve our students and the State of Arizona. With a budget increase we would: • Hire four new faculty with the following expertise: forest management, forest policy, fire science and management, remote sensing • Hire one coordinator of SOF student recruitment and retention • Hire one development specialist for the SOF • Support the NAU Centennial Forest by hiring two full-time foresters • Hire one new faculty to development and coordinate international education and research experiences in cooperation with The Center for Field Studies • Increase faculty salaries to levels equal to forestry faculty in other comparable universities in the western U.S. School of Forestry
USDA Cooperative State Research, Education, and Extension Service (CSREES) and University Academic Program Review
Appendices Book
On Site Visit April 5-8, 2004 Appendix Al: Unit Strategic Plan. NORTHERN ARIZONA UNIVERSITY
School of Forestry
Strategic Plan
A Working Document for 1996 - 2000
COLLEGE OF ECOSYSTEM SCIENCE AND MANAGEMENT EXECUTIVE SUMMARY
The School of Forestry is unique among this nation's 47 accredited professional forestry programs. Since 1971, NAU has been the national leader in interdisciplinary systems-oriented forestry education.
The fundamental educational mission of the School is to foster the intellectual and personal development of our students, at both the undergraduate and graduate levels. We intend that our students be, first of all, liberally educated, secondly good citizens, and finally skilled professionals.
The School of Forestry educates students in ecosystem science and management by integrating instruction in biophysical and human systems. In Forestry, we cross traditional boundaries by applying a transdisciplinary approach and multiple resource knowledge to ecosystem studies. In Parks and Recreation Management, we emphasize human:nature interactions.
Our scholarship mission features these integrative approaches to advance knowledge in ecosystem science and management and to bring this new knowledge back to the classroom. Our Master of Science and Doctor of Philosophy programs play a special role in carrying out our scholarship objectives.
Our mission includes the development of educational and research activities which bring Native American views to the classroom.
The strategic plan presents 9 goals which are:
To be the leading undergraduate forestry education program in North America.
To continue to be the leading Native American forestry education/research program.
Parks and Recreation will attain a national reputation with its focus on the humamnature interaction.
To increase the number of students applying for admission.
To increase the School's across campus involvement.
To continue to strengthen the School's graduate programs.
To establish a University Forest.
To be a repository of knowledge of ecosystem science and management for the Colorado Plateau. To produce graduates with high competence in both oral and written communication skills.
The plan describes six areas of strength which are:
Ecological Restoration Ecosystem Management Planning Systems Forest Ecosystem Health Integrated Undergraduate Instruction Native American Forestry Parks and Recreation Management
Finally the plan describes in detail mechanisms for implementing and monitoring of the plan and the School's future. ACKNOWLEDGMENT
The School of Forestry acknowledges both the many hours of effort spent and the careful thought of the Strategic Planning Group in preparing the Plan for the School to consider and refine. The members are listed below:
Donald G. Arganbright Paul Beier W. Wallace Covington Peter J. Daugherty Martha E. Lee Merton T. Richards Ronald L. Trosper D. Brent Wood Table of Contents
EXECUTIVE SUMMARY I
ACKNOWLEDGMENT iii
SETTING 1 National/Professional 1 State/Regional 2 The University 2
HISTORY OF THE SCHOOL 3
MISSION 3
SCHOOL STRENGTHS AND GOALS 4 Goals 4 Strengths 4 Ecological Restoration 5 Forest Ecosystem Health 5 Ecosystem Management Planning Systems 6 Integrated Undergraduate Instruction 7 Native American Forestry 7 Parks and Recreation 8
UNDERGRADUATE EDUCATION - PROFESSIONAL FORESTRY DEGREE 8 Current status 8 Basic philosophy 8 Accreditation 9 Semester A 9 Semester B 9 Semester C 9 Connections 10 The Future 11
UNDERGRADUATE EDUCATION - PARKS AND RECREATION MANAGEMENT 11 Current Status 11 Basic philosophy 12 Accreditation 12 Program Options 12 Connections 12 The Future 14
UNDERGRADUATE EDUCATION - ENVIRONMENTAL MANAGEMENT PROGRAM... 14 Current Status 14
GRADUATE EDUCATION 15 Master of Science in Forestry 15 Thesis Option 15 Non-thesis Option 15 Doctor of Philosophy in Forestry 16 Connections 16 The Future 17
RESEARCH 18 Directions 18 The Bureau of Forestry 19 Connections 20 The Future 20
SERVICE . 21
NATIVE AMERICAN FORESTRY PROGRAM 22 Mission and Scope 22 Setting, Background Factors, and History 22 Undergraduate Teaching 23 Connections 23 Current Status 23 The Future 24 Graduate Programs - Native American 24 Current Status 24 The Future 24 Research Foci 25 Decision Support Systems 25 Ecological Restoration and Ecosystem Health 25 Human Dimensions of Ecosystem Management 25 Connections 26 Service 26
STAFFING NEEDS 26 Faculty 26 Professional Support Staff 27 Clerical Staff 28
IMPLEMENTING AND MONITORING THE PLAN 29 Implementation 29 Monitoring 31 Plan Revision 35 Appendices A. University Mission Statement B. Native American Forestry Program Five-Year Plan C. Parks and Recreation Management Five-Year Plan D. Procedures for Selecting New Faculty Positions E. Critical Issues Facing the School of Forestry F. Strengths/Weaknesses G. Additional Unprioritized Faculty Areas of Expertise 1. Fire behavior and management 2. Forest sociologist 3. International forestry 4. Landscape Architect/Environmental Psychologist 5. Non-market economist 6. Traditional ecological knowledge H. PEW Roundtable Report SCHOOL OF FORESTRY STRATEGIC PLAN
SETTING
National/Professional
The School of Forestry at Northern Arizona University is one of 47 accredited professional forestry programs in the United States. The forestry profession, as is the case for all conservation professions, is undergoing significant change. The previous focus on management for the production of wood products has been replaced by a focus on the management for other goods and services. Most recently, the concept of multiresource management has been replaced by ecosystem management where an ecological approach that blends the needs of people and environmental values to sustain our nation's forested ecosystems is the highest priority. Since 1971, NAU has been the national leader in interdisciplinary systems oriented forestry education (see Schultz and Thompson, 1971)1.
These changes are occurring at a time when the management of our nation's natural resources is a highly controversial and deeply polarized subject. The contentious issues of spotted owls versus old growth, level of grazing fees, reauthorization of the Endangered Species Act, and questions of development versus environmental protection serve as examples. More federal land management plans end up in litigation than do not.
This is the setting for forestry education as we end the 20th century and enter into the 21st century. Many other forestry schools and programs are also debating their future directions (Society of American Foresters 1992)2.
The School of Forestry at Northern Arizona University, however, is unique and unparalleled in its approach to the teaching of forestry. The School is the only program in North America that focuses on an interdisciplinary, team-taught immersion curriculum Our focus on the human-nature interaction in the Parks and Recreation Management major makes it unique as well.
1Schultz, A. J. and Thompson, W.P. 1971. A new era in environmental education. American Forests. April.
2Anon. 1992. Forest Resource Management in the 21st Century: Will Forestry Education Meet the Challenge? Proceedings of a Oct. 30-Nov. 2,1991 Symposium. Denver, CO. Society of American Foresters. State/Region
The School of Forestry is the only accredited forestry program in the Southwest (Arizona and New Mexico and the southern half of California, Utah, and Colorado). Northern Arizona University is also geographically well suited for forestry education. The University is located in the midst of the world's largest continuous ponderosa pine forest. In addition, nowhere else in the United States do forestry students have convenient access to a wider variety of vegetation zones than in northern Arizona.
Given the uniqueness of the teaching philosophy, the location of the mountain campus, and the importance that society places on the environment, Northern Arizona University is in an extraordinary position to be the leading forestry academic institution in the West if not the entire nation.
The University
The School of Forestry is a free standing unit in a new college — the College of Ecosystem Science and Management, formed in 1996. Unlike many forestry programs, the School of Forestry is not located at a land grant institution. This has both advantages and disadvantages. One advantage is that the School of Forestry has not historically had the strong traditional commodity based orientation associated with many schools of agriculture. This we believe was instrumental in paving the way for the School's present ecosystem sustainability approach. On the negative side, the lack of traditional agriculturally based programs such as entomology, pathology, resource economics and agricultural engineering etc., with their faculty and breadth of academic courses is a disadvantage.
The School, correctly or not, feels that there is a cross-campus perception that the School of Forestry is treated more favorably than many other programs. The new Southwest Forest Science Center appears to be a source of some consternation. We are also concerned that there is lack of understanding that our unique approach to instruction precludes teaching large numbers of undergraduates. On the other hand, the Forestry faculty uniformly believe that we have and still have a University administration who not only understand the importance of the School to the campus mission but also support it.
HISTORY OF THE SCHOOL
The forestry degree program at Northern Arizona University was initiated in 1958 as a Department of Forestry dedicated to the training of professional foresters at the bachelor of science level. Its existence as a department and later as a professional School supported the recharter of Arizona State College to Northern Arizona University in 1966. In 1972, under the leadership of Dean Charles O. Minor, an important and distinguishing change was made within the program. The faculty initiated resource integration in three intensive semesters — A, B, and C. In these three semesters, of the junior and senior year, students are taught the concepts of ecosystem management. A program in Native American Forestry was added in 1989, and the Park and Recreation Management major joined the School in 1992. A Master of Science degree was initiated in 1969 and the Doctor of Philosophy in 1994. A separate and distinct Department of Geography and Planning joined the School in 1992, which led to the aforementioned College creation in 1996.
MISSION
The fundamental educational mission of the School of Forestry is to foster the intellectual and personal development of our students, at both the undergraduate and graduate levels. We intend that our students be, first of all, liberally educated, secondly, good citizens, and finally, skilled professionals.
The School of Forestry educates students in ecosystem science and management by integrating instruction in biophysical and human systems. In Forestry, we cross traditional boundaries by applying a transdisciplinary approach and multiple resource knowledge to ecosystem studies. In Parks and Recreation Management, we emphasize humanrnature interactions.
Our scholarship mission features these integrative approaches to advance knowledge in ecosystem science and management and to bring this new knowledge back to the classroom. Our Master of Science in Forestry and Doctor of Philosophy programs play a special role in carrying out our scholarship objectives.
Our mission includes the development of educational and research activities which bring Native American views to the classroom.
SCHOOL GOALS AND STRENGTHS
Goals
• To be the leading undergraduate forestry education school in North America by maintaining our unique integrated undergraduate curriculum.
• To maintain our status as the leading educational/research academic institution for Native American forestry.
• To have our Parks and Recreation program attain a national reputation based on its focus on the human:nature interaction.
• To significantly increase the number of students applying for the Forestry degree program.
• To increase the School's role in across campus activities. This goal involves: Teaching more non-forestry undergraduates. Maintaining an active role in other graduate programs. Establishing an Environmental Management emphasis within the Environmental Science Program.
• To continue to strengthen the School's graduate programs by:
Strengthening the Ph.D. forest management and economics emphasis area. Implementing a new Master of Science graduate degree.
• To establish a University Forest for the purpose of education and research.
• Become a repository of knowledge of ecosystem science and management for the Colorado Plateau.
• To produce graduates with high competence in both oral and written communication skills.
Strengths
Through the years the School of Forestry has developed areas for which it has some measure of national recognition. These are generally areas that the School has deliberately chosen to focus its attention on and/or has concentrated resources. In addition, School faculty have identified several other areas that we believe will become areas of particular strength in the near future. We want, however, to emphasize that the School is a richly diverse academic unit with faculty working on a wide range of subjects and problem areas. While many of these are also unique and have strength in their own right, they simply are not large enough to be listed as a School strength. Their lack of inclusion as a School strength should in no way diminish their importance to the School's overall program and reputation.
We list and describe six areas of strength as follows:
Ecological Restoration
Ecological restoration is an interdisciplinary conservation discipline, involving not only biology, but also sociology, economics, and policy. Ecological restoration is founded upon fundamental ecological and conservation principles and involves research and management actions designed to restore degraded wildlands. The School of Forestry is already recognized nationally as a leader in ecological restoration as evidenced by reviews in the Society for Ecological Restoration newsletter, and grant awards from NSF, the Department of Interior, and the USDA Forest Service. Graduate student applications in the general area of ecological restoration are steadily increasing, and undergraduates have expressed a great deal of interest in the field. Because ecological restoration deals not only with restoring degraded ecosystems but also with developing mutually beneficial human:wildland interactions it is fundamental to ecosystem management and sustainable resource development. It seems highly probable that ecological restoration will continue to grow in importance in the conservation professions.
Forest Ecosystem Health
Ecosystem health is currently a goal of forest ecosystem management on most public and some private lands. Definition of forest health is difficult, with definitions depending on human perspective and spatial scale. Definitions of forest ecosystem health include ecosystem resilience, recurrence, persistence, and sustainability, and the production of forest conditions which directly satisfy human needs. The use of forest health as a management objective depends on defining healthy ecosystem conditions, the development of measurement indicators of those conditions, the implementation of monitoring programs, and the integration of forest ecosystem health criteria and monitoring data into forest management planning.
The NAU School of Forestry is a leader in national discussions on defining healthy ecosystem conditions. Forest health concepts are an increasingly important part of the School's curriculum at both the undergraduate and graduate levels. The School also has research and teaching expertise in many basic elements of forest ecosystem health including: wildlife behavior and habitat, soil productivity, nutrient cycling, tree physiology, abiotic environmental stress, vegetation dynamics, biodiversity, conservation biology, ecological restoration, and forest insects. Many faculty are currently involved in forest health-related research, including several major multi-disciplinary studies funded by external grants. Active research programs that are part of this focus include: insect plant interactions, plant genetic resistance to insects, biology and ecology of insects, insects as agents of ecosystem restoration, silvicultural management of tree resistance to insects, environmental remediation, quantification of pre-settlement forest structure and composition, and effects of ecological restoration treatments on forest ecosystems. Because of the comprehensive nature of forest health, this focus includes research activities which range from local to international in scope.
Ecosystem Management Planning Systems
Ecosystem management planning system research and development entails creating complex computer models which identify alternate management paths aimed at achieving targeted forest ecosystem structures while meeting resource production goals. Alternatively the models may be employed to project the consequences of specified management regimes on future ecosystems and resource flows. They are specifically designed as decision tools which enable managers to investigate the limits and potentials of forest systems and to resolve tradeoffs among conflicting goals. Once decisions have been made, the models produce schedules which spatially and temporally identify the management activities required to systematically work toward achievement of the targeted outcomes. The primary scientific emphasis in this area is operations research and related analytical fields which provide information needed for decision-making. In addition, the research involves the design of input and output procedures which facilitate use of the systems by managers. Ecosystem health criteria, ecosystem simulation models, and other elements of the system are drawn from the research and/or expert opinions of scientists specializing in these areas.
The School has been a leader in planning system development for the past decade. TEAMS (our name for the family of planning systems developed by the School) was the first major advance in ecosystem management planning technology since FORPLAN. While other organizations have subsequently entered the area and developed related technology, we continue to be unique in two respects. First, TEAMS is the only post- FORPLAN model to have been actually used in integrated multiresource forest planning. Different hierarchical versions of the system have been developed and employed in forest-wide planning efforts by the Navajo and Menominee Indian Nations. The Menominee ecological allocation model, which incorporates major advances in planning technology, is currently being employed by the Menominee in strategic and tactical planning. Their adoption of the model is particularly noteworthy because of the prestige enjoyed by the Menominee forestry organization both in Indian Country and the profession at large. The second unique feature in our planning system is its use in education. It serves as the primary instructional and analytical tool in Semester C and has been central to the thesis and dissertation research of several graduate students. Our involvement in real planning efforts has enabled us not only to provide students with state-of-the-art models but also to make planning exercises more realistic.
Integrated Undergraduate Instruction
In the School of Forestry's professional program, undergraduate students take 3 sequential semesters (48 units total) of integrated, immersion, and team-taught instruction. Students learn to understand forest ecosystems in the fall semester of their junior year, the emphasis shifts to management practices and human values of wildlands in the spring semester. In the capstone course (fall of senior year), students collect resource data on a large forest area, use a computer-aided decision support system to develop a management plan for that land, and write a report that comprehensively describes and analyzes how various management alternatives can meet multiple and often conflicting goals. Throughout these 48 units, the instruction integrates across disciplines and across resources.
Our integrated undergraduate teaching insures that our forestry professionals are trained as managers of wildlands, not as producers of narrowly defined commodities. NAU's Forestry Program not only pioneered this approach but is widely recognized as a leader in interdisciplinary teaching. In November 1995, the High Country News special issue on "Seeing the forest and the trees" praised NAU's Forestry program "not only because it has plotted the cleanest straightest path toward a new kind of forestry, but also because for years it has encouraged the interdisciplinary thinking needed for scientists to solve real problems." Native American Forestry
The mission of the Native American Forestry Program is to develop educational and research activities which support Native American tribes in achieving self-determination in the management of their forest ecosystems. Because of the respect for nature held by most Native societies, and because of the closeness of their governments to their publics, this mission has several immediate consequences. Respect for nature means taking ecosystem connections seriously, based on a sense of community with all living beings: ecosystem health is community health; humans cannot feel healthy if their ecosystem is not healthy. Respect for nature means concern for the legacy left for future generations, as far as seven generations from now. This provides a definition of sustainable use of forest ecosystems. Respect means being careful in all management actions.
Our curriculum appeals to native students because it addresses the concerns that arise from respecting nature. Working with tribal leaders on forest ecosystem management means working in a political system with close connections between the people owning and using the forest and those managing it. Ecosystem managers of reservation forests need skills in public communication, coalition building, conflict resolution, and participatory planning. As public managers, they need to understand budgeting, environmental law, and the dynamics of the federal-Indian relationship. Development of a focus on Native American forestry means supporting empowerment of ecosystem management from a native perspective.
Research with native communities is collaborative, with the communities defining their priorities and needs. The role of faculty and their students in carrying out research is to apply the standards and techniques of the academic community to answering the questions posed by the native community. Collaborative research involves dual consent: consent of the native community on the selection of projects and the eventual publication of the results; and consent of the academic community regarding project feasibility and likelihood of research success.
With a staff of two people, the Native American Forestry Program has achieved increases in student enrollment and graduation, with the average number of Native Americans receiving B.S. degrees being five per year for the last three years. Although the University of Oregon and Colorado State University have support programs, only the University of British Columbia has created a broad program such as ours, beginning in 1995. Our program was the first of its kind in North America and NAU can maintain that leadership position if we take action to do so.
Parks and Recreation Management
American views toward recreation and leisure are changing. Rather than being viewed simply as entertainment, recreation and leisure pursuits are now seen as providing significant and needed benefit to human lives. Recreation, whether in wildland settings or in human communities, whether for commercial aims or not for profit, can be a vehicle for enhancing individual well-being, strengthening community social and economic stability, and protecting the natural environment. Parks and recreation management practitioners and researchers seek to understand, document, plan for, and provide opportunities for such benefits to be realized.
Parks and recreation management is an emerging area of strength within the School of Forestry. This emergence is reflective of changing societal values in resource management, which place increasing emphasis upon amenity values such as recreation and scenic beauty. As an integral part of the School's intensifying focus on ecosystem- level processes and issues, parks and recreation management is uniquely poised to bring to bear the range of social theory and research methods upon looming questions about the role of human dimensions in ecosystem function and management. An active faculty research program provides vital support to this emerging area through broad-ranging efforts to document the benefits of recreation, integrate human dimensions into ecosystem management, and model regional recreation supply and demand.
UNDERGRADUATE EDUCATION-THE PROFESSIONAL FORESTRY DEGREE
Current Status
Basic Philosophy. As noted earlier, the underlying educational philosophy is integrated instruction of students in ecosystem management. This includes a team-teaching total- immersion approach for each professional forestry semester. By complete immersion, we mean that our students will only take forestry courses (a block) excluding taking other subjects in the three semester professional forestry sequence. In contrast, most of the freshman and sophomore years as well as the final semester of the senior year are devoted to course work in other departments.
By the nature of this philosophy and approach, the Forestry program offers neither any options in the forestry major nor a minor.
The manner in which the curriculum is reviewed and changed is another important aspect of our teaching philosophy. The Forestry faculty have adopted an "adaptive curricular design" approach. The subject matter to be covered and the nature of integrative teaching is continuously under review. While Semesters A, B, and C are each under the overall coordination of a single faculty member, the faculty involved each semester are expected to meet frequently to discuss and review both the curriculum and the students' progress and to make adjustments as warranted.
Accreditation. The undergraduate major in Forestry is accredited by the Society of American Foresters (SAF). This 18,000 member professional organization is the only forestry accrediting body in the United States. The School of Forestry was initially accredited in 1968. The School underwent its last on-site review in 1992 and was again accredited for another 10-year period. The accreditation process requires that each school notify the Society of any substantive changes when curricula are altered and that an interim 5-year status report be prepared five years after an on-site visit. Semester A - FOR 311 (16 credits). Semester A is the first semester in the three-semester sequence of professional instruction and is offered only in the fall semester, inasmuch as it is highly oriented toward field instruction until the middle of November. This is the "practical" semester, and covers basic forestry principles and techniques in ecology, plant identification, silvics, and silviculture, forest measurements, soils, and protection. A grade of C or better or approval of the School of Forestry faculty is required for progression to FOR 312.
Semester B - FOR 312 (16 credits). Semester B is offered only in the spring semester, and presents topics in multiresource management, economics, decision theory, and resource simulation, as well as management principles for timber, range, recreation, wildlife, and watershed resources. Again, a grade of C or better or approval of the forestry faculty is required for advancement to the next professional semester.
Semester C - FOR 421 (16 credits). Semester C, scheduled only in the fall semester, is a writing-intensive "capstone" course. It is designed to allow the students to integrate the technical aspects of forestry presented in FOR 311 with the ecosystem management principles, economics, and decision theory contained in FOR 312, while also expanding on these areas of knowledge. This objective is accomplished through individual student investigation of a realistic ecosystem management situation.
The first five weeks are devoted to field inventory and analysis, and identifying problems on a field laboratory site south of Flagstaff. The class performs these tasks as small crews on a designated portion of the area. The students then compile and individually analyze these data and prepare a professional report based on the parameters assigned to the project for that year. The report presents and justifies recommendations for managing the property for multiple goals utilizing ecosystem management principles. Intensive advice and guidance is given by the Forest Science - C faculty, both in the classroom addressing class assignments and standards and to the individual student as requested for clarification of specific problems.
The reports are submitted for grading three weeks before the end of the semester. Each report is read and graded by a minimum of two Forest Science C faculty; during this period the students investigate the policy and legal implications and procedures associated with implementing their recommendations on forest lands.
Semester A and B underwent a comprehensive review and were substantially redesigned last year as a result of this approach. The principal goals of the evaluation were to examine the effectiveness of the integrated approach. Both committees independently reaffirmed the importance of the team-taught integrated curriculum and modified the courses to improve the effectiveness of the team taught approach by strengthening the integrated systems orientation in the course. The systems approach culminates in a final capstone week in each semester. Semester C has received an annual evaluation and has been changed every year to adapt to changing student populations and an increased emphasis on ecosystem management. Connections
The professional nature and unique mode of instruction for the Forestry major limits across-campus student access to Forestry 311, 312, and 421. However, other forestry courses are frequently taken by non-forestry majors. These include FOR 101-Forestry Introduction and FOR 250-Arizona Forest and Wildlife. FOR 322 - Environmental Conservation is the program's sole Liberal Studies offering. FOR 403, 404, and 405, Project Learning Tree, Project Wild, and Project Wild Aquatic, are extremely popular one-credit courses frequently taken by education students.
In addition to general student interest, some Forestry courses should be of particular interest to Environmental Science and the proposed Environmental Management program.
We believe that the School of Forestry could attract significant undergraduate FTE credit if that ever became necessary. It would come, however, at a high cost to the existing unique mode of teaching professional forestry.
We are pleased to be able to say that the School of Forestry and the Department of Geography and Public Planning are successfully joint teaching. Geography and Public Planning faculty currently teach a section of FOR 322 - Environmental Conservation, both Fall and Spring semesters. Faculty members from the two academic units teach FOR 525 - Geographic Information Systems, each program on an alternate year basis. The School of Forestry takes pride in this across-department cooperation.
The Future
The School of Forestry proposes giving careful consideration to developing a "4th" semester as part of the accredited forestry degree. In this final semester, students with the guidance of their advisor would define an emphasis area in which to add specialization. This might include public administration, wildlife, tribal resource management, restoration ecology, and recreation, to name a few. This could make our students even more attractive to prospective employers and add to their competitive edge should they desire to pursue a graduate degree. The 12-credit upper division liberal studies University requirement is, however, a major impediment to this concept.
UNDERGRADUATE EDUCATION-PARKS AND RECREATION MANAGEMENT PROGRAM
Current Status
The Parks and Recreation Management Program joined the School of Forestry in 1992. At that time Dean Garrett formed a committee to develop a 5-year plan for the program. The 5-year program plan was completed and approved by the School of Forestry faculty in spring 1993. (A copy of the plan is included in Appendix C.
The 5-year plan included a name change to Parks and Recreation Management (PRM) (formerly Recreation and Leisure Services) along with significant curriculum changes to accommodate its new home in the School of Forestry. Those changes were approved by School of Forestry and NAU curriculum committees in early 1995 and by the Arizona Board of Regents in May 1995. Changes in the PRM program are expected to continue as PRM refines its academic programs and defines its place in ever-more integrated School of Forestry and College of Ecosystem Science and Management programs.
Basic philosophy. The PRM program's mission centers on providing high quality educational opportunities for students in the areas of community/commercial recreation, outdoor/environmental leadership, and forest recreation management. Underlying these three emphasis areas is the personal interest and commitment among PRM faculty to make students aware of the importance of the natural environment in parks and recreation management. Understanding the relationships between humans and nature is a key component of the PRM program, as many of the personal and societal benefits of recreation and leisure are facilitated through nature and natural settings. We will continue to stress the vital role of nature and its conservation as part of the PRM curriculum.
Accreditation. NAU's PRM program was designed with the possibility of accreditation through the National Recreation and Park Association (NRPA), the professional organization authorized to accredit park and recreation programs in institutions of higher education. The prospect of accreditation with NRPA, including the advantages and disadvantages of accreditation, were discussed by PRM faculty and are presented in the 5-year plan.
The PRM faculty decided to pursue accreditation and the application process has been initiated. The goal is to have the program accredited by Fall 1997.
Program Options. The PRM program has undergone considerable philosophical and programmatic change since coming to the School of Forestry. A belief in the vital role of nature and its conservation are strongly evident in the revised PRM program. The management of recreation, whether in wildland settings or in human communities, whether for commercial aims or not for profit, can often best be done by keeping nature as the central focus or theme.
The PRM program has a 27-hour core course program, including a 12 hour internship, that all PRM students must take. The core is divided into lower and upper division courses that are designed to conceptually build upon one another. In addition to the PRM core, students elect to specialize in one of three emphasis areas: 1) community/commercial recreation; 2) outdoor/environmental leadership; or 3) forest recreation management (see Appendix C for emphasis area requirements). Students have a fourth option to design and pursue an individualized recreation program subject to approval of at least three recreation faculty.
PRM also offers a 21-hour minor for students in other programs who wish to minor in PRM.
Connections
In Forestry and Across Campus. The PRM undergraduate curriculum was designed to take advantage of course offerings in the School of Forestry as well as across the NAU campus. Students in the forest recreation emphasis area must take FOR 311 (Semester A) along with elective courses from forestry, political science, geography, and anthropology. The outdoor/environmental leadership emphasis area includes elective courses in forestry, environmental science, geography, and political science. Community/commercial recreation students must select from courses in political science, planning, hotel/restaurant management, and geography.
Students from other majors routinely take PRM courses in program planning (PRM 374), research methods (PRM 447), and interpretation (PRM 360). Between 5 and 10% of the students in these courses, on average, are non-majors.
The PRM student organization (R.E.A.L. Association) is active in university and community projects such as homecoming and recycling efforts. The club also periodically sponsors on-campus workshops and meetings on relevant parks and recreation management issues.
Regional. Important connections with regional professionals in the PRM field are fostered and strengthened through the student internship program. All PRM students are required to take a 12 hour internship to gain work experience in the PRM field. Faculty work closely with employers in the public and private sectors to design and provide meaningful work experiences for PRM students and internships often result in permanent jobs for students. This close contact with recreation providers throughout the region helps keep faculty apprised of current happenings, needed employee skills, and job opportunities in the PRM field.
PRM, in cooperation with the Arizona Park and Recreation Association, worked to establish the Arizona Rural and Tribal Recreation Project to be housed in PRM at NAU. The goal of this project is to provide recreational development assistance to Arizona's rural communities. The new hire in community/commercial recreation is expected to assume a lead role in this project.
PRM faculty frequently invite public and private recreation providers to give guest lectures and host field trips for on-site learning opportunities.
Professional. PRM faculty are active in their profession. They attend local, regional, and national meetings of the parks and recreation profession. Each year PRM hosts a district conference of the Arizona Parks and Recreation Association at the NAU campus. Faculty also attend and participate in professional meetings of forestry and natural resource professionals.
Research interests among PRM faculty are multi-disciplinary and reach beyond parks and recreation management to include broader issues related to humans and the natural environment. Faculty are doing research for a variety of clients across the Colorado Plateau including the U.S. Forest Service, Bureau of Land Management, National Park Service, National Biological Service, and Arizona State Parks. PRM faculty also regularly conduct research and publish jointly with scientists at other institutions.
The Future
The PRM 5-year plan includes three specific recommendations for future direction of the PRM program:
1. Do a 5-year evaluation of the PRM program in 2000 to look at the new undergraduate program implemented in Fall 1995;
2. Move to have the PRM program accredited by NRPA (discussed above); and
3. Strengthen the community/commercial emphasis area by hiring a tenure- track faculty to teach and do research in this area. This would lessen the need to rely on part-time faculty and strengthen the undergraduate and graduate course offerings in PRM and the School of Forestry. The role of recreation in rural settings is expected to be a focus of this emphasis area as it is throughout the PRM program.
PRM will continue to emphasize the human-nature connections in the PRM curriculum and look for ways to increase that contribution to the School of Forestry and the College. This includes the potential of offering a new Forestry and PRM team-taught undergraduate course, "Humans and Nature," that introduces students to concepts related to the human-nature relationship. PRM initiated a course in Environmental Leadership in spring 1995. This course is intended to serve the college.
PRM faculty are beginning to work with Native American tribes to develop rural recreation program to provide activities that benefit tribal youth.
The issue of PRM moving from a program to departmental status was raised and discussed as part of the 5-year planning process. To capitalize upon existing interdisciplinary synergisms the PRM program intends to remain within the School of Forestry. There is no plan now or in the foreseeable future for the PRM program to move to become a department.
UNDERGRADUATE EDUCATION - ENVIRONMENTAL MANAGEMENT PROGRAM
Current Status
Dean Patton appointed a committee, Spring semester 1995, to review the possibilities for cooperation in an undergraduate major in environmental management between Environmental Sciences and the College. That committee now has a draft document in review for a proposed new major.
The School's basic philosophy with this major is to open the expertise of our faculty to other students and degree programs. We strongly believe that there will be a strong student interest in such an interdisciplinary major.
GRADUATE EDUCATION
The underlying philosophy of the School's graduate programs is to prepare students for public or private resource management or a related career in research and education. The emphasis is on the problems and opportunities associated with integrated multiresource management of forest ecosystems.
The School's graduate programs are greatly enhanced by our excellent ecological and computer laboratories, and a small full-time staff of research professionals. Our teaching programs are further strengthened by the presence of a U.S. Forest Service Rocky Mountain Forest and Range Experiment Station research unit also located in the Southwest Forest Science Complex, and the USDI Colorado Plateau Research Station located on the Northern Arizona University Campus.
Master of Science in Forestry
Non-thesis option
This is a terminal degree with the goal of preparing individuals for careers as land managers in contrast to careers in research or education. It was designed to accommodate both recent graduates and practicing professionals with career interests in ecosystem management and who wish to increase their effectiveness in dealing with ecosystem problems. The non-thesis degree incorporates multiresource concepts, analytical tools, and communication skills. The program emphasizes rigorous analysis of forest ecosystem problems and opportunities. This degree normally requires two calendar years of academic work. In addition to regular course work, students are required to prepare and orally present a professional paper on a subject related to forest ecosystem management.
Thesis option
This traditional thesis option is an individually tailored program of study requiring two calendar years of academic work. It is designed to give students experience in carrying out the kind of research they desire to do in their professional careers. For the thesis, students are expected to demonstrate their ability to work independently on a problem, their wide familiarity with the literature in their field, and their command of the techniques and principles of research. Another objective is to have students develop the ability to form valid generalizations from data. In addition to a written thesis, students must pass a final oral defense of their thesis.
The Doctor of Philosophy in Forestry
This is the terminal degree in the profession of forestry. Its goal is to prepare individuals for a career in research and/or education. The Ph.D. program has three emphasis areas: ecosystem science, forest management sciences and economics, and forest social science. Students are expected to demonstrate their skill in generating original ideas, a considerable command of the scientific literature, and skill at designing, analyzing, and interpreting research. Students must also have skill in scientific writing, including publication of research results in major professional journals and to have basic skills in teaching. Candidates are expected to be self-motivated and to largely direct their own research program with the advice and counsel of the major professor and dissertation committee. The goal of the dissertation is the generation of new knowledge. The program includes both comprehensive written and oral examinations designed to establish an individual's breadth and depth of subjects within the larger field of forestry. Students must also demonstrate reading competency in a foreign language.
Connections
Our graduate programs have maintained cooperative working relations with institutions from the local to the international level. We will continue to strengthen existing relations and develop new ones as appropriate.
At the College and University level, our graduate courses provide support for other academic units. We have strong relationships with Biology, Sociology, Political Science, Public Administration, Geography, and Mathematics. The School offers a graduate level sampling course (STA 575) through the Mathematics department, and is exploring the appointment of the instructor to adjunct status in Mathematics. We will continue to support Mathematics in the appointment of a faculty member with a specialty in Operations Research, and work towards establishing a means for providing statistical consulting services by Mathematics for our graduate students. The School is currently offering two graduate level economics courses that are designed to attract and serve the needs of Political Science and Public Administration graduate students. Several of our policy and recreation graduate courses also serve the needs of Political Science and Public Administration graduate students. Most of our graduate courses in ecosystem science serve needs of graduate students in biology. We will continue to strive to develop graduate courses that reach out to other academic units, while serving the needs of our students and non-degree seeking professionals. This course development approach recognizes that in addition to serving other programs, attracting a disciplinary diverse group of students improves graduate courses for our students. Our working relationships within our College is evidenced by the teaching of Forestry courses by Geography faculty, the team teaching of Research Methods which serves both programs, and the cross support of graduate students in both Forestry and Geography with funding and serving on thesis committees. We will continue to cooperate on the development of courses that serve both programs.
At the national and regional levels, we have developed a cooperative relationship with the USDA Forest Service and the Colorado Plateau Center. Having the Rocky Mountain Forest and Range Experiment Station (RMS) housed in the same building as the School has facilitated active participation of RMS scientists in our graduate programs. These scientists have provided graduate support and have served on thesis committees. We will continue to work to expand the participation of these scientists in the support of our graduate programs.
At the international level, we have established a cooperative relationship with the University of Sao Paulo - Piracicaba. One of the faculty at University of Sao Paulo has been appointed Adjunct Professor at the School, and similar status is being pursued by one of our faculty. We have maintained strong ties with the international community through graduate student recruitment and the operation of a Peace Corp's office within the School. The office has been managed by a funded graduate student whom has served in the Peace Corp.
The Future
Our graduate programs are reviewed on a regular basis to ensure that they are fulfilling the mission of the School. Continuing review occurs in the Graduate Studies Committee; and comprehensive review occurs through committees formed for said purpose.
In the Master's program there are two areas which will undergo comprehensive review in the next two years: the Master of Science in Forestry (non-thesis option) and the offering of a new Master of Science program in the School. The non-thesis option will be evaluated for conversion into a Masters of Forestry (MF) degree. The second review will examine the option of expanding our program to include a Master of Science in addition to the Master of Science in Forestry. The Master of Science would not be a pure forestry degree, and would allow increased flexibility for those students who wish to specialize in a forestry related discipline. The degree program could also serve as the Master's program for the Parks and Recreation Management Program and the proposed Environmental Management Program as these areas develop.
We will continue the implementation and strengthening of our Ph.D. program. Several new courses are being developed to expand the offerings in core and breadth requirements. In the biology area, courses are being developed in Ecological Restoration, Conservation Biology, Ecosystem Science and Management, and Landscape Ecology. Courses in Ecological Economics, Special Topics in Parks and Recreation Management, Parks and Recreation Management Systems, Wildlife Population Ecology, and International Forestry are being developed. The School will continue cooperating with other academic units on the development of campus expertise in Operations Research and Economics. The strengthening of these areas on campus is essential to the success of the forest management sciences and economics emphasis areas of our Ph.D. program. We have received permission from Provost Connell to begin the process of developing the capability to receive and offer graduate level courses through Interactive Instructional Television (IITV) to strengthen our Ph.D. Program. The courses under consideration for IITV include Resource Economics I and II from University of Arizona (UA AEC 576 and 577) and International Trade Theory from Arizona State University (ASU ENC 536). Over the next two years we plan to bring the concept of IITV course offerings to fruition.
RESEARCH
Directions
The faculty research program of the School of Forestry strongly supports the mission in both undergraduate and graduate education, and in interdisciplinary, team-conducted research focused on ecosystem management. The research mission of the School is to improve understanding of natural ecosystems and the practice of forestry and park and recreation management, broadly defined. Forest ecosystems include biological, physical, social, and political components. The focus of scholarly endeavor within the School of Forestry may be on one or more of these components or on the interaction between and among the components. Much research within the School is designed to produce results that can be quickly brought into the classroom. Also, in accordance with the overall mission of the University, forestry and parks and recreation management research at NAU tends to emphasize the Colorado Plateau region and rural Arizona. In particular, research activities supporting university-wide objectives such as contributing to the education and development of Native Americans is encouraged. The general focus is not intended to restrict faculty members from pursuing a wide range of research interests that will contribute to an improved understanding of forest ecosystems and the practice of forestry, either within or outside the Southwest. In the broadest terms, research activities within the School should emphasize the faculty role as a reservoir of expertise for the citizens of Arizona and the world.
The School identified six mission research objectives for the period 1990-1995. These are:
1. Ecosystem processes 2. Resource function and linkages 3. Ecosystem linkages and interactions 4. Social-political-technological research 5. Incorporating economics and social information in decision analysis 6. Integrating Native American values with current ecosystem management
The School's research activities are guided by a faculty committee. The Mission Research Board is responsible for recommending to the Chair the approval of proposals and the allocation of Mission Research funds and research staff support according to policy, and for proposing Mission Research direction.
The School of Forestry research program is obviously strengthened and enhanced by having a strong graduate program. In Fall Semester 1995, there were 41 students pursuing Master of Science in Forestry degrees and 12 Doctor of Philosophy graduate students.
Bureau of Forestry
In the late 1960's the president of Northern Arizona University created four research divisions on the campus. One of these divisions was the Bureau of Forestry Research. In keeping with the integrated approach to undergraduate education, the School in 1985 developed an integrated, interdisciplinary research and development program in ecosystem management. At that same time, major state funding increases were secured from the Arizona state legislature for implementation of the new ecosystem research and graduate academic efforts under the Bureau of Forestry Research. The level of funding in FY 1995 slightly exceeds $180,000.
The Bureau of Forestry was again reviewed in 1991 and was reauthorized for continuation. The specific research objectives of the Bureau as summarized in the 1991 Sunset Review are:
1. Study ecosystem processes necessary to develop response functions for important forest biota and resources.
2. Establish linkages among resources and response functions to determine important resource interactions.
3. Develop multiresource interrelationships through systems analysis and simulation.
4. Investigate changing social attitudes and economic values regarding forestry and forest management, including economic tradeoffs inherent in multiresource forest management.
5. Develop decision support system models that assess long term trends in forest ecosystem structure as well as economic supply and demand for forest resource outputs.
6. Develop an understanding of the role and value of Native American philosophies and knowledge of natural resources for improved forest management science. The allocation of funding under the Bureau of Forestry is decided by the Chair after considering recommendations from the School's Mission Research Board. Proposals may be submitted to the Mission Research Board on the initiative of individual faculty members or teams, or the Board may periodically circulate requests for proposals which identify specific areas of research, and with concurrence of the Chair, need to be addressed in order to maximize progress on ecosystem management.
In academic year 1995/96, the Bureau of Forestry funded 7 Master of Science students with stipends of $10,500; each with an additional $3,500 in research support funds.
Connections
The School has strong research linkages with business administration, mathematics, chemistry, biology, geology, engineering, computer sciences, and social sciences. Faculty from these other University departments serve as co-investigators on research projects and on graduate student committees. The presence of a USD A Forest Service Rocky Mountain Experiment Station research unit in the Southwest Forest Science Complex is also a strong asset.
The School's research program is funded by a wide variety of federal and private land management and conservation agencies/organizations/companies. Funds are routinely obtained by organizations such as the U.S. Forest Service, Park Service, Bureau of Land Management, Environmental Protection Agency, National Biological Survey, International Tropical Timber Organization Project, U.S. Fish and Wildlife Service, Stone Container, and the National Science Foundation. Annual extramural funding normally exceeds $1,000,000.
As is the case for teaching, the School has unusually strong research ties with the Department of Geography and Public Planning.
The Future
We strongly believe that the research function of the School of Forestry will continue to grow and gain in national stature. The unique focus on ecosystems, excellent facilities in the Southwest Forest Science Complex and strong connections with state-private-federal land/resource management agencies and organizations form an extremely strong foundation to build upon. The School needs, however, to be alert to continued decreases in federal research monies and increased emphasis on targeted research program areas. Both potentially could seriously and negatively impact research in the long term.
SERVICE
By Service, the School of Forestry refers exclusively to work that draws upon one's professional expertise and is an outgrowth of one's academic discipline. We expect that service will do one or more of the following: 1. Train others in the discipline or area of expertise.
2. Aggregate and interpret knowledge so as to make it understandable and useful.
3. Disseminate the knowledge to the appropriate user or audience.
4. Create new knowledge.
The School of Forestry does not have the formal extension or continuing education role that many land-grant institutions have. The School, however, does provide continuing education through workshops and short courses. For example the School has sponsored for more than ten years, jointly with Utah State University and Colorado State University, a silviculture short course for practicing forestry professionals. Three weeks of the ten- week silviculturist certification are held biannually at the School.
As part of our public service role, the management tools and techniques developed through our research are demonstrated and utilized in workshops and short courses. They are also made available to ecosystem managers, most often through cooperative research projects with managing agencies where, for example, managers provide data and expertise to develop and refine management decision models, thereby learning to utilize analytical tools and procedures. The School's on-going project with the Menominee Tribal Enterprises on an ecological allocation model serves as one example. The highly successful conference on "Adaptive Ecosystem Restoration and Management" held at Northern Arizona University June 6-8, 1995 is another example.
The School's faculty provide another important professional service that is often not fully recognized. Faculty are frequently sought to assist federal land management agencies in assessing aspects of, or assisting in the preparation, of management plans for public lands. For example faculty were funded by the U.S. Forest Service for a study "Assessing racial and ethnic minority use on the Tonto National Forest." This same agency also funded a study on visitor use on the Kaibab National Forest. This work is often instrumental in plotting the future for our region's and nation's public lands.
NATIVE AMERICAN FORESTRY PROGRAM
Mission and Scope
The program develops educational and research activities which support Native American tribes in achieving self-determination in the management of their forest ecosystems.
Because native world views support ecosystem management, this mission is an integral part of the overall mission of the School of Forestry. Setting, Background Factors, and History
Tribes are increasing their control of forestry programs. As they do so, some tribes are consolidating all natural resource activities into a single interdisciplinary department; for example, the San Carlos and Navajo Tribes. Others have kept forestry departments separate, such as the Salish and Kootenai and the Menominee.
One might anticipate that tribes will increasingly insist on close cooperation among the divisions that they inherit from the BIA, EPA, and so forth, because tribal leaders recognize ecosystem connections. But the inherited independent (hence, rivalry- inducing) structures are supported by federal policy and will probably survive.
The federal government currently is reducing funding, and is not as a consequence appropriating funds for the "National Indian Forest Resources Management Act." This act included a provision for supporting education which figured in the Native American Forestry Program strategy. The NSF funding for the undergraduate support program will probably end August 31, 1996. Chris Atine's Native American Forestry Program Advocate salary is being supported at $12,000 NSF and $20,000 School of Forestry funds at the present time.
Our achievement of moderately high levels of graduation of Native students has improved our reputation with tribes. We have shown the ability to meet our main mission, education.
We have developed good working relationships with the following tribes on many separate areas of research which are currently in process or under development:
Menominee: Application of TEAMS San Carlos: Ecological Restoration (several projects) Colville: Ecological Restoration Navajo: Value Orientations
These current projects are but a small portion of the total amount of research that has been completed for Indian tribes over the last twenty years at Northern Arizona University. There is a good possibility that the success of TEAMS at Menominee will interest other tribes in using TEAMS for their long-term vegetation management plans.
The long-term political consequences of BIA domination of tribal forest management must be recognized. Because the BIA used "professional judgement" as a justification for their management decisions, many of which caused changes in reservation forests that were not consistent with tribal values, there is a deep distrust of both professional forestry and of science among tribes. In addition, because some university-based forestry professionals agreed with the outlook of the BIA, university-based science is also viewed with skepticism. As a consequence, we in universities cannot expect to receive "trust" from tribes anytime soon. The political reality is that we must be very careful in obtaining tribal consent to research projects, and in communicating well with tribes
i regarding the purposes and nature of scientific research conducted on their lands and forests.
Undergraduate Teaching
The Native American program is not parallel to the other listed undergraduate programs, in that there is no curriculum or degree. Nor is it aiming in that direction. The desire, which corresponds to tribal desires, is for Native students to receive the same degree as all other forestry students receive.
Current Status
The Semester A, B, C system has worked well with native students.
The use of a student advocate has shown itself to be a key part of retaining native students. All faculty members have communicated quickly and well with the advocate in addressing student problems when they arise. An issue is full utilization of the position- (see Connections section). The student advocate has administered a program of hiring tutors as needed and as available for Native American undergraduates. We have developed an excellent network of Native American mentors for our students. Most of the mentors are graduates of NAU, and include all of our Native American graduate students.
The program had a series of lectures on Native culture and learning styles in 1990-91; it may be time to repeat the series or to address the issue in another format, given changes in the current composition of faculty.
Connections
The idea of environmental management as an undergraduate option is appealing. Interest among native students could be high for this major. The College of Engineering has an "Institute for Tribal Environmental Professionals" which runs training courses on EPA topics, and which could be connected to undergraduate training. The EPA has been active in recognizing tribal sovereignty.
The Future
The addition of an emphasis area or focus or Semester D is a good idea. One such area could be Native American perspectives. There are appropriate courses in other departments, and we could add a course, "Multicultural Perspectives on Ecosystem Management." Such an emphasis area should be shown on transcripts, but there is no need for a separate degree.
The possibility of filling all of the tribal forestry positions in Arizona-New Mexico tribes has to be faced. It has occurred for the Navajo Tribe, where there are more trained foresters than positions. It is a long way off at White Mountain. It will occur soon at San Carlos and other smaller tribal departments. There are many non-forestry positions, however, that could well be filled by our graduates, given the integrated nature of our curriculum. We need to address "marketing" issues in accurately describing what our training provides.
Graduate Programs - Native American
Current Status
As with the undergraduate program, all Native Americans meet the same professional requirements as other students. The Native American Program supports students; it does not have a separate curriculum. We currently have had a total of six Native Americans enrolled as graduate students. Two have completed their M.S. degrees. One, a student at the University of Idaho, has nearly completed her thesis. Another, Victoria Yazzie, is also close to completion.
These students have been jointly funded by the Ford Foundation and by other sources, primarily Mission Research matches to the Ford monies. Tribes have also supported the students, through cooperative programs, direct salary support, and in-kind support.
The Future
The Ford Foundation has indicated continued support for our graduate program, as long as there is a match from Tribes and from NAU. We need to negotiate the arrangement for future students in the current grant application.
Enrollment of one or more Native Americans as candidates for a Ph.D. should be a goal.
Research Foci
Decision Support Systems
The Menominee Tribe has proved to be the ideal client for TEAMS. Building on our success there, which should be clear in about 6-12 months, we may have the opportunity to expand generally our decision support work. One good option is to expand the menu of models from the current versions of TEAMS to others that members of the faculty like and would be willing to utilize with tribes that are interested. We are including further work with Menominee in our application to the Ford Foundation this fall.
Although the decision support system constructed for the Navajo was not completed, due to a change in administration at the Navajo Forestry Department, we intend to keep the system available as one of the ways to approach an even-aged planning program. P.J. Daugherty, forestry faculty member, and a graduate student are nearing completion of a study of value orientations in relation to the Navajo planning effort that will provide useful insights into our relationship with the Navajo Nation. Ecological Restoration and Forest Health
We are building a relationship with the San Carlos Tribe, based primarily on the good experiences their graduates had when at NAU. In November 1995 we sent a proposal to the Ford Foundation requesting support for two or more projects to be carried out by Native American master's students. These are a study to be directed by Assistant Professor Thomas Kolb on oak regeneration and establishment, and a study with Professor Maratha Lee on recreation opportunity spectrum.
Other projects in the talking stage are not precluded, namely studies on the effect of fire on forest understory and mountain meadow restoration.
Human Dimensions of Ecosystem Management
Since Native American world views are known for not drawing a sharp distinction between man and the natural world, it should be expected that the Native American program could contribute in the area of human-nature interactions. We have not realized this possibility as yet in our research program. One or more of the San Carlos projects may address this.
Professor Trosper's Pew grant will support research on the connections between traditional native institutions and sound ecosystem management. His starting point was covered in the lecture on the Kwakiutl potlatch last spring.
Connections
Several other subject areas are potentially relevant to ours: cultural geography, public planning, economics, anthropology.
Service
The Native American Forestry Program has an active service component. For example, the Director of the program has served on the planning committee of the National Indian Policy Center, including a one-year leave of absence from NAU in order to serve as Acting Director of the Center.
Also, the Director and other members of the faculty have participated in annual symposia of the Intertribal Timber Council, as panel participants and as full-session speakers. Our Dean served on the Indian Forest Management Assessment Team, which completed an important national study of management on reservations.
Because our TEAMS decision support system has been designed for application, the program of development of TEAMS has supported both the Navajo and Menominee Tribes in their consideration of long-term ecosystem management policy. STAFFING NEEDS
Faculty/Teaching
The School of Forestry faculty have been reviewing future faculty and other staff needs since the Faculty retreat in late August 1995. Early in the Semester the Faculty made several critical decisions regarding hiring priorities. The first of these was that the School's highest priority was in the area of Silviculture; and the Faculty charged the Chair with proceeding to fill this position as soon as possible. This position was rated as the highest priority for two principal reasons. The first is because of its centrality in forestry education. Forestry simply could not be taught without this subject matter. Second, the School's two faculty members with extensive training and experience in the silviculture area both will have retired after the 1995/96 academic year. If this position were not filled by that time the School would have a significant void in its teaching and research capabilities.
The second important decision made by the faculty was to establish a Planning Group charging it with preparing a five-year plan for the future. This was to include a staffing plan. The Strategic Planning Group began its deliberation by considering the immediate teaching needs of the School; that is, needs in addition to the silviculture position discussed above.
These deliberations led the Faculty to unanimously recommend that new faculty and staff be hired in the following three critical areas:
1. Community/Commercial Recreation
2. Wildlife Habitat Management
3. Research Specialist
These three positions all fill important and immediate roles in teaching portions of the professional forestry degree, i.e., Semesters A, B, and C. Separate justifications for each have been prepared by the School's Chair and are included with the position description/request for each.
Filling of these positions would still leave the School with sufficient funds to hire an additional two faculty positions. Having responded to the immediate short-term teaching needs, the faculty saw these positions as opportunities to creatively build upon the future.
It became clear, however, during these discussions that the School needed a set of criteria and procedures to assist in both identifying future faculty needs and then prioritizing these needs. These were established and a set of criteria to be used in evaluating individual faculty positions and procedures for prioritizing new positions are given in Appendix D. Both were approved by the Faculty as a whole. Using the process just described, the School of Forestry Faculty identified and then prioritized an additional six faculty needs. Three more positions were identified as future needs that should not be considered for filling at this particular time. Two additional positions were thereby selected and they are:
Forest ecosystem health Silvicultural operations
Descriptions of the remaining identified areas of faculty need are given unprioritized in Appendix G.
Professional Support Staff
The faculty recently reviewed and made recommendations as to the School's professional research support staff (May 12,1995 Committee Report). The faculty approved the recommendations of that report with the following exceptions:
1. Senior Applications Systems Analyst - under duties the "Visual aid support (e.g., 35 mm slides, graphics, and overheads) and production for faculty and associated grad student and faculty training" was changed to: "Visual aid support."
In addition, the responsibilities on the "production of presentation output" was changed to "training of presentation output."
2. The Senior Research Specialist position was altered to a Research Specialist as discussed earlier with duties as described in the position description as reviewed and approved by the faculty at their December 13, 1995 Faculty meeting.
No additional immediate needs were identified.
Clerical Staff
The faculty did not identify additional needs at this point in time.
IMPLEMENTING, MONITORING, AND UPDATING THE PLAN
Implementation
The School of Forestry Strategic Plan summarizes the current direction and plans for the future direction over the next five years. As the strategic plan is a living document, the current direction and much of the future direction is currently being implemented. To have successful implementation of any plan, three interrelated components much be in place: responsibility, authority, and accountability. Someone or some group must be assigned the responsibility of implementing a course of action. They must be given the authority to obtain the resources to carry out the task. And they must be held accountable for the success of the implementation. The absence of any one of these components can lead to the failure of implementation.
In order to continue successful implementation of this strategic plan, this section will specify individuals and groups who have the responsibility and authority, and will be held accountable for current and future tasks in the plan. Many of these tasks are currently being accomplished by committees as detailed in the "University, School, and Department Standing and Ad Hoc Committees Policy, Membership, and Procedures Manual," August, 1994. These responsibilities will be briefly discussed. The focus of this section will be on those current and future tasks that require changes or additional effort.
Overall Responsibility
The School's chair has the overall responsibility for implementing, monitoring, and updating the strategic plan. The authority for these tasks is granted by the School's Faculty. The Chair will ensure that responsibility for tasks is delegated, authority is granted, and accountability procedures are in place. The Chair will monitor the plan's implementation and initiate revisions and updates as indicated by the monitoring results. The annual performance evaluation of the Chair will provide for accountability. Specific questions regarding the Chair's role in implementing, monitoring, and updating the strategic plan should be included in the evaluation form.
Undergraduate Education — The professional forestry degree. The School's innovative teaching approach requires ongoing review and evaluation to ensure it continues to meet the goals of providing an integrated education while meeting professional standards. The overall responsibility for the undergraduate curriculum rests with the curriculum committee. This committee has the responsibility to review current curriculum and recommend changes to the faculty at large. To ensure integration in our team-taught professional courses, Semesters A, B, and C, the faculty have adopted an adaptive curriculum design approach. This approach involves an ad hoc committee of faculty participating in each course. The committee reviews and revises the curriculum as needed. As detailed above, this process has resulted in the major reorganization of Semesters A and B in the 1994-1995 academic year. While this approach has proved effective in maintaining the quality within each course, there is currently a lack of formal coordination between courses. The Chair needs to establish a procedure for ensuring that the adaptive curriculum design approach works across courses and semesters.
The School of Forestry proposes giving careful consideration to developing a fourth semester as part of the accredited forestry degree. The Chair needs to establish an ad hoc committee to begin developing the proposal for the fourth semester to forward to the faculty. The committee needs to define the emphasis areas to be offered and the procedures for establishing new courses. The committee must also address the University's current 12-credit upper division liberal studies requirement which provides a major impediment to this concept. Undergraduate Education — Parks and Recreation Management (PRM) Program. The Program's Director has overall responsibility for the review and revision of the undergraduate curriculum. The program has just initiated a new curriculum in 1995, and proposes a review of the new curriculum in 2000. The Director has the responsibility to ensure that this review is conducted. NAU's PRM program was designed with the possibility of accreditation through the National Recreation and Park Association, the professional organization authorized to accredit park and recreation programs in institutions of higher education. The PRM faculty decided to pursue accreditation and the application process has been initiated. The goal is to have the program accredited by Fall 1997. The program wishes to strengthen the community/commercial emphasis area by hiring a tenure-track faculty to teach and do research in this area. This position has been approved by the Faculty, and a search committee has been established to complete this task. The School's Chair should oversee the Director's administration of the PRM program.
Undergraduate Education — Environmental Management Program. A committee was established to review the possibilities for cooperation between the College of Ecosystem Science and Management and Environmental Sciences in order to develop an undergraduate major in environmental management. The School of Forestry plans to continue to be an active participant in this cooperative endeavor. The committee now has a draft document in review for a proposed new major. The Chair should act on the document recommendations as appropriate and assure that the program moves forward.
Graduate Education — Master Programs. The Graduate Studies Committee has the ongoing responsibility to review graduate programs and recommend changes to the faculty. Two areas will undergo comprehensive review in the next two years: the Master of Science in Forestry (non-thesis option) and the offering of a new Master of Science program in the School. The graduate studies committee needs to evaluate the possibility and desirability of converting the non-thesis option into a Masters of Forestry (MF) degree. The committee should forward a recommendation to the faculty. A second review is needed to examine the option of expanding our program to include a general Master of Science in addition to the Master of Science in Forestry. The School's Chair needs to establish an ad hoc committee to examine this option. This option represents a new endeavor in our graduate program, and the proposal for a degree with increased flexibility needs to be developed by an interdisciplinary committee.
Graduate Education — Doctor of Philosophy in Forestry. This degree program was implemented in 1994, the Graduate Studies Committee has the ongoing responsibility to review the program and its curriculum. The three emphasis areas are in place. The forest management sciences and economics emphasis area of our Ph.D. program needs strengthening to ensure success. The School will continue cooperating with other academic units on the development of campus expertise in operations research and economics. The Chair needs to continue to work for the appointment of a faculty member in Mathematics with a specialty in operations research. The School needs to begin the process of developing the capability to receive and offer graduate level courses through Interactive Instructional Television (IITV). Over the next two years we plan to bring the concept of IITV course offerings to fruition. The Chair needs to take the lead in initiating this process.
Research. The responsibility, authority and accountability for research rests with all faculty with a research appointment. Ongoing research work needs to be continued to maintain the success of our program. The School's Chair need to ensure that there are accountability procedures in place to complement the evaluation of faculty's contribution to research. The accountability procedures could involve a change in the appointment allocation to research (e.g., change from 50 % research to 25% or from 25 % to 50%) based on specified performance criteria.
Native American Forestry Program. The Program's Director has overall responsibility for the continued success of the program. He is responsible for contacts with tribes regarding research and service projects. Faculty are strongly urged to coordinate with the Director in development of such activities. In consultation with other faculty, the Director seeks funding for research projects and for support of students. The Director assists the faculty in understanding native culture and learning styles. He supervises the Student Advocate, who is responsible for coordinating the activities of the School in support of high retention rates for Native students. The program's first five-year plan covered 1990-1995. A major future task is planning for the period 1996-2001.
Staffing Needs. This plan includes a new procedure for evaluating and updating faculty/teaching needs. The faculty have used this procedure to establish hiring priorities, and has recommended the hiring of five new faculty members, and committees are or are being established to initiate searches. The plan also includes a recommendation for hiring a new Research Specialist, and a search committee has been established to implement its recommendation. The plan also incorporates faculty-adopted recommendations as to the School's professional research support staff. Included in these recommendations is a new procedure for allocating staff time to individual faculty. The Chair needs to take steps to ensure that modifications required by the changes are implemented.
Monitoring
The School of Forestry Strategic Plan requires ongoing monitoring to ensure the School is moving towards its goals. Monitoring is also required to ensure successful implementation, to provide a basis for accountability, and to recognize changes that require plan revisions and updating. The School's Chair has the overall responsibility for monitoring the strategic plan implementation and success. If monitoring is to provide information on how well the School is meeting its goals and implementing the Plan's future direction, goal and evaluation criteria are needed. Goal Criteria
The Strategic Plan has established eight goals for the School of Forestry. The following section will reiterate the goals and specify criteria for measuring goal accomplishment.
Goal: To be the leading undergraduate forestry education school in North America by maintaining our unique integrated undergraduate curriculum.
Criteria: • Success of our students in the forestry profession; percent of students that receive jobs upon graduation. • School's ranking in national evaluations.
Goal: To maintain our status as the leading educational/research academic institution for Native American forestry.
Criteria: • Number of Native Americans receiving undergraduate degrees. • Amount of Native American content in the forestry curriculum. • Number of Native Americans attaining advanced degrees. • Number of School alumni holding professional positions in Native American communities. • Number of collaborative projects with Native American communities.
Goal: To have our Parks and Recreation program attain a national reputation based on its focus on human: nature interaction.
Criteria: • Attainment of accreditation through the National Recreation and Park Association. • Success of our students in the profession; percent of students that receive jobs upon graduation. • Program's ranking in national evaluations.
Goal: To significantly increase the number of students applying for the Forestry degree program.
Criteria: • Number of undergraduate students applying to the program, and average grade point average of students entering program
Goal: To increase the School's role in across campus activities. This goal involves: teaching more non-forestry undergraduates, maintaining an active role in other graduate programs, and establishing an Environmental Management emphasis within the Environmental Science Program.
Criteria: • Number of non-forestry undergraduate students enrolling in classes. • Number of undergraduate classes available to non-forestry undergraduate students. • Number of non-forestry graduate students enrolling in classes. • Number of cross-listed courses and courses in other departments taught by School Faculty. • Number of outside thesis committees served by School Faculty. • Formal proposal for the establishment of an Environmental Management emphasis. • Establishment of Environmental Management emphasis.
Goal: Continue to strengthen the School's graduate programs by implementing a new Master of Science graduate degree, and strengthening the Ph.D. forest management and economics emphasis area.
Criteria: • A Department of Mathematics position in operations research. • Interactive Instructional Television course offerings in economics from U of A and/or ASU. • Recommendation on the conversion of Non-thesis degree to Master of Forestry (MF) degree. • Committee established for proposing a new Master of Science graduate degree. • Proposal for establishment of a new Master of Science graduate degree.
Goal: Establish a University Forest for the purpose of education and research. Become a repository of knowledge of ecosystem science and management for the Colorado Plateau.
Criteria: • Proposal for establishment of a University Forest. • Existence of a University Forest. • Plan for repository of knowledge of ecosystem science and management for the Colorado Plateau. • Recognition by the University of formal repository.
Goal: To produce graduates with high competence in both oral and written communication skills.
Criteria: • Quality of oral and writing skills as measured by performance in capstone courses. Review and evaluation of writing skills should be conducted by faculty and the writing teaching assistant. Evaluation of oral presentation skills should be conducted by the faculty.
Criteria for Evaluating Implementation
The strategic plan specifies tasks that are required for meeting our goals The following section specify criteria for measuring plan implementation. These criteria primarily track accomplishment, and overlap with the goal criteria. The overlapping criteria are included in this section for completeness and clarity, and are grouped under implementation categories.
Overall Responsibility • Annual monitoring reports documenting task accomplishment and recommended changes to the plan (see Revision Calendar below). • Inclusion of questions regarding plan implementation, monitoring, and revision in Chair's performance evaluation.
Undergraduate Education - The professional forestry degree • The adaptive curriculum design approach can be monitored and evaluated by creating an annual teaching portfolio for each semester. The teaching portfolio should document course content of the professional semesters A, B, and C. At a minimum, the teaching portfolio will contain the schedule for the course and copies of all syllabi used in the course. The course coordinator will be responsible for preparing the teaching portfolio. The coordinator may include any teaching innovations, special projects, and annual review of the course. • Development of a procedure which coordinates the adaptive curriculum design approach across courses and semesters. The teaching portfolios described above can serve as a starting point for curriculum coordination. • Formal proposal for a fourth semester as part of the accredited forestry degree. The proposal should address emphasis areas and new courses. The committee should also address the University's 12-credit upper division liberal studies requirement.
Undergraduate Education — Parks and Recreation Management (PRM) Program • Appointment of a tenure-track faculty to teach and do research in the community/commercial emphasis area. • Attainment of accreditation through the National Recreation and Park Association, with target date of Fall 1997. • Report on the effectiveness of the newly established curriculum in the year 2000.
Undergraduate Education — Environmental Management Program • Formal proposal for the establishment of an Environmental Management emphasis. • Establishment of Environmental Management emphasis. Graduate Education — Master Programs • Recommendation on the conversion of Non-thesis degree to Master of Forestry (MF) degree. • Committee established for proposing a new Master of Science graduate degree. • Proposal for establishment of a new Master of Science graduate degree.
Graduate Education — Doctor of Philosophy in Forestry Number of new graduate courses taught in the School. A Department of Mathematics position in operations research. Interactive Instructional Television course offerings in economics from U of A and/or ASU.
Research • Dollar amount research grants obtained. • Number of research publications. • Establishment of research endowments. • Establishment of accountability procedures to complement faculty evaluations.
Native American Forestry Program • Number of collaborative research projects with Native American communities. • Dollar amount of funding for research projects with Native American communities. • Dollar amount of funding for support of Native American students. • Retention rate for Native American students. • Five-year plan revision for the period 1996-2001.
Staffing Needs • Number of faculty/teaching staff hired. • Number of professional staff hired. • Establishment of procedures for allocating professional staff time to faculty members. • Annual report on professional staff time allocation.
Plan Revision
The School of Forestry Strategic Plan is a living document, and as such the plan is never completed. As the plan must be approved by the School's faculty at large, at some point in time a document is presented for approval. The document represents a vision, frozen at a point in time, of where the School is and where it plans to go. In order to remain a living document, the plan must adapt to new challenges and changing needs of the School, College, and University. This section of the plan defines the procedures for updating and revising the plan.
We anticipate four types of plan revisions:
• The first type of plan revision begins as soon as the plan document is completed. This type of plan revision addresses weakness recognized in the process of developing the plan, and should occur immediately after approval of the plan. At the end of the each year, ongoing monitoring must be summarized into an annual monitoring report. The annual monitoring report along with newly recognized directions, challenges, or needs must be reviewed by the faculty and incorporated into the plan document. Depending on the monitoring results and magnitude of changes the incorporation may consist of an addendum to the plan or a major revision.
• Whenever actions or circumstances require a change that needs to be addressed outside the annual review.
• When recognition of indicators of change necessitate the abandonment of incremental planning in favor of a comprehensive revision of the plan.
This five-year strategic plan is a result of this final type of plan revision. The following sections will detail procedures for each type of plan revision.
Immediate Revision Needs
In the process of developing and reviewing the plan, the Strategic Planning Committee has recognized areas of the plan that requires additional work. The first area is the development of a stronger vision for the future. While the plan presents a strong picture of where the School has been, were we are now, and tasks we need to accomplish to move forward, the plan lacks a strong vision for the future. The kernel of our vision is contained in our Goals and Strengths and in our Research Foci statements. This vision needs to be focused and strengthened. The Strategic Planning Committee see this area as the highest priority for plan revision, and has assumed the responsibility to accomplish this revision over the next several months. Faculty input is encouraged.
The School of Forestry now exists within the College of Ecosystem Science and Management. The strategic plan does not adequately address the relationship of the School to the College and other units within the college. Issues of cooperation and resource sharing needs to be addressed. The relation of our strategic plan to a College plan, and our input into the College plan also needs resolution.
The implementation section of the plan lacks a budget. In a major way, the budget determines the authority the School has to implement the plan. The plan recommends the undertaking of new tasks. New tasks require new resources or a reallocation of existing resources. A budget / resource analysis will allow us to see opportunities for reallocation, and direct our efforts at obtaining new resources and endowments. The Strategic Planning Committee will also begin work on these revisions immediately.
Annual Monitoring Report and Updating the Plan
The Five-Year Strategic Plan can also be viewed as a one-year plan with a rolling five- year planning horizon. The plan specifies tasks needed for goal accomplishment, and goal and evaluation criteria for measuring success. The School's Chair is responsible for ensuring that tasks are undertaken and results monitored. A annual report of accomplishments and needed changes to plan will be prepared for faculty review. When approved the report becomes part of the five-year plan as an addendum. The report should include an analysis of actions / circumstances that require plan revision. As appropriate, and at least every five years, the report should include an analysis of indicators of change which can trigger comprehensive plan revision. The Chair is responsible for recommending comprehensive plan revision when warranted by indicators of change.
Actions / Circumstances Which Require Plan Revision
This type of revision covers a wide range of causes for plan changes. A faculty member can at any time recognize a new direction, challenge, or need that the School should address. At this point the faculty member should meet with the Chair and discuss drafting a plan revision. This type of revision is built into the School's procedure for evaluating faculty staffing needs. At any time, one or more faculty may define a position to be incorporated in the plan under staffing needs. A second case of this type of revision occurs with a change in circumstance. This change could be the departure of a faculty member, an opportunity for a new program, attaining a new position, or new direction from the Dean or University Administration. When this type of change occurs the Chair will initiate the appropriate action to address the change. This type of revision is also built into the School's procedure for evaluating faculty staffing needs. Upon a change in faculty or the opportunity for a new faculty position, staffing needs identified in the plan will be reviewed by faculty and modified as. A period of time will be allowed for development and evaluation of new staffing needs. The positions will be ranked by the faculty and positions not filled will be incorporated into the plan as non prioritized staffing needs. Faculty members are primarily responsible for ensuring this type of continuous plan revision is accomplished.
Indicators of Change and Comprehensive Plan Revision
This five-year strategic plan document is the result of a comprehensive plan revision resulting from the recognition of significant changes in the School, University, higher education, and the forestry profession. The School's faculty has changed significantly over the past five years. The School implemented a new Ph.D. degree program. The College of Ecosystem Science and Management was being defined, accompanied by a change in Dean and a new Chair. The new University President brought a new vision and new challenges to the campus. The PEW foundation held a round table on higher education needs (Appendix H). The forestry profession was embracing ecosystem management as a new paradigm. Ecosystem health and ecological restorations emerged as significant forestry issues and as strengths of our School. These indicators of change necessitated a comprehensive plan revision. The particular trigger mechanism that initiated the process is less important than the sum of the changes occurring. The monitoring of the plan requires identification of indicators of changes that can trigger a comprehensive plan revision. The following is a list of indicators of change that should be monitored:
• Changes in the composition of faculty: the addition of new faculty members can lead to significant changes in the vision, strengths and foci of the School
• Paradigm shifts in the profession can lead to new opportunities, and can require changes in the direction of the School.
• Changes in the amount or composition of undergraduate enrollment. The Native American Forestry Program has changed the composition of our student population, leading to changes in the way we teach.
• Changes in the employment opportunities for our graduates.
• Changes in the University or College mission.
• Changes in higher education trends.
• New issues moving to the forefront of the profession.
Revision Calendar
The following specifies dates for completion of revisions and annual monitoring reports.
May 15, 1996 Report on immediate plan revisions, including a revised vision statement, goals and strengths, and research foci.
May 15,1997 First annual monitoring report and revisions submitted to faculty for review.
May 15, 1998 Second annual monitoring report and revisions submitted to faculty for review.
May 15, 1999 Third annual monitoring report and revisions submitted to faculty for review.
May 15, 2000 Fourth annual monitoring report and revisions submitted to faculty for review.
May 15, 2001 Fifth annual monitoring report and revisions. Unless already undertaken, this report will include an analysis of indicators of change with a recommendation on the need for a comprehensive plan revision. The faculty will review the analysis and decide if a comprehensive revision should be undertaken.
Note: For brevity, the Appendices to the unit's strategic plan are not included. Appendix A2. School of Forestry Faculty Background Summary, Academic Year 2002/2003.
Faculty Academic 12mo./9mo. Major Field Highest Degree Held Experience (years) Member1 Rank Degree/Yr./Inst. Present Inst. Other Inst. Non-Academic Alcoze, T. Professor 9 month Restoration Ph.D./l981/Michigan 14 13 0 Ecology & State University Indigenous Knowledge Arganbright, D. Professor 9 month General Ph.D./1971/University 8 31 0 forestry and of California-Berkeley natural resource conservation Bailey, J. Associate 9 month Silviculture Ph.D./1997/ Oregon State 7 6 9 Professor University Beier, P. Professor 9 month Wildlife Ph.D./1988/ University of 10.5 6.25 .3 Ecology and California, Berkeley Conservation Biology
Chambers, C. Associate 9 month Wildlife Ph.D./1996/ Oregon State 7.5 8 0 Professor Ecology University
Covington, W. Regents' 9 month Forest Ecology Ph.D./1976/Yale 28 0 0 Professor University Daugherty, P.J. Interim 12 month Forest Ph.D./1991/ University of 11 1 0 Chair, Management California, Berkeley Associate and Economics Professor Faculty Academic 12mo./9mo. Major Field Flighest Degree Held Experience (years) Member1 Rank Degree/Yr./Inst. Present Other Inst. Non-Academic DeWald, L. Associate 9 month Forest Genetics Ph.D./1986/Virginia 8.5 5 0 Professor and Polytechnic Institute & Conservation State Biology University Dewhurst, S. Assistant 9 month Forest Ph.D./1999/Northern 0.5 8 0 Professor Management Arizona University Fule, P. Assistant 9 month Ecological Ph.D./l996/Northern 5 0 4 Professor Restoration and Arizona University Fire Ecology 'Fox, B. Professor 9 month Ph.D./1980/University of 17 6 7.7 Michigan Hart, S. Professor 9 month Forest Ecology Ph.D./1990/University 11.5 .5 0 of California, Berkeley Hospodarsky, D. Associate 9 month Forest Ph.D./1993/Oregon State 11 0 0 Professor Sociology University Kim,Y. Assistant 9 month Natural Ph.D./1998/ Oregon State 4.5 0 0 Professor Resource University Economics Kolb, T. Professor 9 month Forest Ecology Ph.D./1988/ 10 5 0 and Tree Pennsylvania State Physiology University Larson, R. Professor 9 month Wood Ph.D./1976/ Colorado 27 0 0 Technology State University Lee, M. Associate 9 month Wildland Ph.D./1991/ Oregon State 12 0 0 Professor Recreation University Mathiasen, R. Associate 9 month Forest Health, Ph.D./l977/University 13 1 9 Professor Forest of Arizona Pathology
Faculty Academic 12mo./9mo. Major Field Highest Degree Held Experience (years) Member1 Rank Degree/Yr./Inst. Present Other Inst. Non-Academic Moore, M. Professor 9 month Forest and Ph.D./1987/University of 16.5 3 0 Range Minnesota Ecology, Landscape Ecology, GIS/Remote Sensing Parysow, P. Assistant 9 month Forest Ph.D./1998/University of 3.5 2 0 Professor Biometrics Illinois at Urbana- Champaign Tecle, A. Professor 9 month Hydrology and Ph.D./l988/University 14.5 13.5 0 Decision of Arizona Systems Analysis Trosper, R. Professor, 9 month Ecological Ph.D./l974/ Harvard 14 8 0 Director Economics, University Native American American Indian Forestry Economic Program Development, Forest Policy Wagner, R. Regents' 9 month Forest Ph.D./1980/University of 23 0 0 Professor Entomology Wisconsin Worssam, J. Instructor 9 month p/t Environmental MA/2002/Northern 3 10 Practices Arizona University
1 Currently serving as Director of the NAU Honors Program. Appendix A3. School of Forestry Faculty Academic Summary, Academic Year 2002/2003.
Faculty Member1 Budgeted Time Allocation (%) Teaching Research Service Course# Credit Total Enrollment #of UG Hours Undergrad Grad Advisees Alcoze, T. 50 25 25 FOR 270 3 16 5 FOR 370 3 Arganbright, D. 40 10 50 FOR 326W 1.5 29 25 Bailey, J. 70 20 10 FOR 212 2 58 13 FOR 315 3 36 FOR 316 3 36 FOR 381 3 18 FOR212w 3 21 FOR 692 2 19
Beier, P. 50 40 10 FOR 240 3 25 0 7 FOR 504 3 0 14 FOR 690 3 0 16 FOR 698 2 0 11 Chambers, C. 60 30 10 FOR 255 3 22 8 FOR 325W 1.5 29 FOR 506 1 5 6 FOR 398 3 1 Covington, W. 50 40 10 FOR 580 3 8 1 Daugherty, P.J. 100% Administrative (Interim Chair) 0 Facultv Member1 Budgeted Time Allocation (%) Teaching Research Service Course# Credit Total Enrollment #of UG Hours Advisees Undergrad Grad DeWald, L. 70 20 10 FOR 101 3 67 7 FOR 313/ 8 30 314 3 FOR 611 3 8 FOR 250 3 53 FOR 693 2 Fule,P. FOR 7 382/582 3 16 13 FOR 382H 3 3 FOR 506 3 10 FOR 380/580 3 18 8 FOR 380H 3 5 FOR 551 3 21 FOR551L 1 13 Hart, S. 50 40 10 FOR 498 1,1 2 4 FOR 698 1,1 14 FOR 313/ 6 31 314 FOR 213 3 42 FOR 521 3 8 Faculty Member1 Budgeted Time Allocation (%) Teaching Research | Service Course# Credit Total Enrollment #of UG Hours Advisees Undergrad Grad Hospodarsky, D. 70 20 10 PRM360 3 31 25 FOR 499 3 3 FOR 211 3 34 PRM430 3 8 FOR 690 3 15 FOR423C 6 20 FOR424C Kim, Yeon-Su 70 20 10 UC1Ol 3 25 10 FOR 440 3 5 FOR 499 3 3 FOR423C 6 20 424C Kolb, T. 50 30 20 FOR 220 2 24 8 FOR 212 2 55 FOR 212wb 2 19 FOR313/ 1.6 31 314 Larson, R. 70 20 10 FOR 101 3 37 6 FOR 222 3 15 FOR 541 3 4 Lee, M. 70 20 10 PRM346 3 25 12 FOR 325W 1.5 29 FOR 500 3 19 FOR 692 2 19 FOR 445 3 9 1 Faculty Member Budgeted Time Allocation (%) Faculty Member1 Teaching Research Service Course# Credit Total Enrollment #of UG Hours Advisees Undergrad Grad Trosper, R. 50 30 20 FOR 326W/ 13 29 5 326W FOR 633 3 7 AIS490 3 Wagner, R. On Sabbatical 0 Worssam, Jillian Seasonal FOR 403 24 0 FOR 404 24 FOR 405 24 FOR 499 24 FOR 499 24 Appendix A4: School of Forestry Faculty Vitae (two-page format)
THOMAS M. ALCOZE
Education 1981 Doctor of Philosophy: Zoology - Michigan State University 1972 Master of Science: Environmental Biology - University of North Texas 1969 Bachelor of Arts: Biology - University of North Texas
Professional Employment 2001-Present Professor, Zoology, Ecology and Native Science 1997-2001 Associate Professor, Restoration, Wildlife Ecology and Indigenous Conservation Knowledge, College of Ecosystem Science and Management, Northern Arizona University 1994-1997 Principal Investigator, N.S.F. Native Science Connections: Culture Based Curriculum 1990-1997 Associate Professor Multicultural Education, Northern Arizona University 1990-1995 Director, Division of Native Education and Cultural Diversity, Northern Arizona University 1989-1996 Adjunct Professor, School of Forestry, Northern Arizona University 1986-1990 Coordinator, Native Human Services Program; School of Social Work, Laurentian University, Ontario, Canada 1977-1990 Associate Professor of Native Studies, Laurentian University, Ontario Canada 1977-1987 Assistant Professor of Native Studies, Laurentian University, Ontario Canada 1979-1985 Chair, Department of Native Studies, Laurentian University, Ontario Canada 1984-1987 Laurentian University Board of Regents-Faculty Member 1975 Graduate Assistant, Michigan State University, Department of Racial and Ethnic Studies 1974-1976 Graduate Assistant, Michigan State University, Department of Zoology 1972-1974 Director of Terrestrial Ecology Research. Ichthyological Associates. Inc., Drewmore, PA 1966-1972 Teaching Assistant, North Texas State University, Department of Biological Sciences. 1971 Instructor for Adult Basic Education: Cook County Junior College. Duties: Taught adult basic Mathematics, English, Science, and History in order to qualify students for the General Equivalency Diploma (G.E.D.).
Research Summary
Scholarly Contributions 1999-2003 Total Number of peer-reviewed journal articles 2 Number of books/book chapters 2 Number of other publications 3
Current Research (projects ending 12/31/03 or later) Number of active research projects 11 Number of graduate students advised 5 Courses Taught FOR 695 Advanced Studies in Forestry FOR 370 Indigenous Knowledge: Ecological Implications FOR 270 Native American Ecology FOR 380 Ecological Restoration Principles FOR 382 Ecological Restoration Applications AIS 399 Undergraduate Research
Honors and Awards (March, 2003) Honoring Traditional Knowledge in Scientific Research: Ecological Research and Science Education with Two Native American Communities. Recognized as one of twenty Native American US scientists invited to participate in the Minority Breakfast Session, Annual Meeting, American Association for the Advancement of Science, Denver, CO (July, 2000) Invited Keynote Address: Humans, Fire and the Land. International Conference on Indigenous Burning Practices and Modern Land Management Applications. Hobart, Tasmania.
Service to the Profession and University (top 5 contributions 1999-2003) Advisor and Field Supervisor, Ecological Restoration Institute Native American Forestry Program, Advisor and Mentor Ecological Natural Resources Advisor: Kaibab Paiute Tribe Collaborative Research with Jeff Bradybaugh, Natural Resources Chief, Zion National Park NAU/UNT Partnership Liaison, School of Forestry and Department of Biological Sciences DONALD. G. ARGANBRIGHT
Education BS, Forestry, Iowa State University, 1962; MS, Wood Technology, Iowa State University, 1964; Ph.D., Wood Science and Technology, University of California-Berkeley, 1971
Professional Employment
2002 - present Professor of Forestry, School of Forestry
2001-2002 Dean, College of Ecosystem Science and Management
1999 - 2001 Interim Dean, College of Ecosystem Science and Management
1995 - 1999 Chair, School of Forestry, Northern Arizona University 1986-1995 Head, Department of Forestry and Wildlife Management College of Food and Natural Resources, University of Massachusetts. Amherst, Massachusetts.
1981-1986 Director, Forest Products Laboratory, Professor of Forestry, College of Natural Resources, University of California-Berkeley. Berkeley, California.
1978-1981 Professor of Forestry, Department of Forestry and Resource Management; Wood Technologist, Agricultural Experiment Station, Forest Products Laboratory, College of Natural Resources, University of California-Berkeley. Berkeley, California.
1974-1978 Associate Professor of Forestry, Department of Forestry and Resource Management; Associate Wood Technologist, Agricultural Experiment Station, Forest Products Laboratory, College of Natural Resources, University of California-Berkeley. Berkeley, California.
1972-1974 Assistant Professor of Forestry, Department of Forestry and Resource Management; Assistant Wood Technologist, Agricultural Experiment Station, Forest Products Laboratory, School of Forestry, University of California-Berkeley. Berkeley, California.
1970-1972 Acting Assistant Professor of Forestry, Department of Forestry and Resource Management; Acting Assistant Wood Technologist, Agricultural Experiment Station, Forest Products Laboratory, School of Forestry, University of California-Berkeley. Berkeley, California.
1964-1970 Assistant Specialist, Agricultural Experiment Station, Forest Products Laboratory, School of Forestry, University of California-Berkeley. Berkeley, California. Research Summary
Scholarly Contributions 1999-2003 Total Number of peer-reviewed journal articles 0 71 Number of books/book chapters 0 0 Number of other publications 3 3
Current Research (projects ending 12/31/03 or later) Number of active research projects 0 Number of graduate students advised 2
Courses Taught
UC 101 University Colloquium FOR 326W Forest Ecosystem Management IV FOR 424C Forest Ecosystem Planning II
Honors and Awards
Society of American Foresters Fellow 2003
Service to the Profession and University (top 5 contributions 1999-2003)
Board of Directors - Grand Canyon Forest Foundation (Grand Canyon Forest Partnership) 1997-2001
Chair - Western National Association of Professional Forestry Schools and Colleges 2001
Chair - Society of American Foresters National Committee on Forest Policy 1999 and 2000
Member - Executive Board Colorado Plateau Forum Member - Kane Ranch Advisory Council JOHN DUFF BAILEY
Education Ph.D., Oregon State University (Corvallis, OR) in Forest Science - Silviculture September 1991 -June 1997.
M.F., Virginia Tech (Blacksburg, VA) in Forest Biology September 1983 -June 1985.
B. S., 1983, Virginia Tech (Blacksburg, VA) in Forestry and Wildlife Management September 1979-June 1983.
Professional Employment School of Forestry, Northern Arizona University, Flagstaff, AZ. Assistant Professor (1996- 2002)/Associate Professor (2002-present).
Department of Forest Resources, Oregon State University, Corvallis OR. Faculty Research Assistant/Lecturer, 1994-96 (3 years).
Departments of Forest Science and Forest Resources, Oregon State University, Corvallis, OR. Graduate Research Assistant, 1991-94 (3 years).
USDA Forest Service, PNW Station, Corvallis, OR. Research Technician GS-5 (part-time), 1992-93 (2 years).
ManTech Environmental Technology Inc., Corvallis, OR. Senior Scientist and Quality Assurance Program Manager, 1985-91 (6.5 years).
Westvaco Corporation Timberlands Research, Summerville, SC and Crozet, VA. Summer Forestry Intern, 1984 and 1982 (2 summers).
USDA Forest Service, Winema National Forest, Chemult, OR. Research Technician Seasonal GS-4, 1983 (one summer).
Research Summary
Scholarly Contributions 1999-2003 Total Number of peer-reviewed journal articles 5 12 Number of books/book chapters 0 1 Number of other publications 2 4
Current Research (projects ending 12/31/03 or later) Number of active research projects 6 Number of graduate students advised 5
Courses Taught Oregon State University, as a Lecturer Introduction to Forestry Silviculture Integrated Projects
Northern Arizona University, as an Assistant/Associate Professor Sustainable Management of Tropical Forests - FOR499/599 Silviculture-FOR315/316 Forest Ecosystem Management - FOR381 - Trees and Forests of North America - FOR212 Applied Forest Stand Dynamics - FOR620 Professional Seminar - FOR692 University Colloquium - UC101 "The Future in a Word" New Paradigms in Forestry - FOR398/HON398 Semester B Biometrics - FOR312 Introduction to Forestry - FORI01
Honors and Awards
2003 College of Ecosystem Science and Management, Professor of the Year 2002 selected to Society of American Forester Certified Foresters Examination Panel 2000 Northern Arizona University representative to Great Teachers Summit (one of 10 on campus) 1999 NAU College of Ecosystem Science and Management, Centennial Teacher of the Year 1998 Governor's Pride Award, State of Arizona for the book: "Beyond the Ponderosa" 1998 Northern Arizona University School of Forestry, Teacher of the Year 1995 Oregon State University, Outstanding Undergraduate Educator (one of 15 on campus) 1994 Oregon State Univ., Department of Forest Science, Outstanding Graduate Student, nominee 1993 Oregon State University, Outstanding Teaching Assistant, nominee 1989 US Environmental Protection Agency, Special Achievement Award
Service to the Profession and University (top 5 contributions 1999-2003)
University and School service • Academic Standards Committee (2000-2003) • Acting Director and Technical Committee Chair, NAU Centennial Forest • Information Technology Committee (1999-2003)
Society of American Foresters • 1999-2001 Chair-Elect, Chair and Past-Chair, San Francisco Peaks Chapter
Reviewer for: Canadian Journal of Forest Research, Forest Ecology and Management, Forest Science, Western J. of Applied Forestry, New Forests, and Journal of Applied Ecology.
Board Member, The Arboretum at Flagstaff (2003-2005) PAUL BEIER
Education Ph.D. (Wildland Resource Science), 1988, University of California, Berkeley. M.S. (Wildland Resource Science), 1985, University of California, Berkeley. B.A. (Philosophy), 1973, Catholic University of America, Washington D.C.
Professional Employment Professor, Conservation Biology and Wildlife Ecology, Northern Arizona University, School of Forestry. August 2002-present. Associate Professor, Northern Arizona University, School of Forestry. September 1997-August 2002. Assistant Professor, Northern Arizona University, School of Forestry. May 1992-August 1997. Project Leader, Santa Ana Mountains Cougar Study (post-doctoral position, University of California). August 1988-February 1993.
Research Summary
Scholarly Contributions 1999-2003 Total Number of peer-reviewed journal articles 9 22 Number of books/book chapters 2 3 Number of other publications 2 2
Current Research (projects ending 12/31/03 or later) Number of active research projects 9 Number of graduate students advised 5
Courses Taught Current Forest Wildlife Ecology (FOR313) - 1 unit Current Topics in Wildlife Ecology and Conservation Biology (FOR504) - 3 units Conservation Biology (FOR240) - 3 units Research Methods (FOR690) - 3 units Past Wildlife Management (BI0478) - 3 units Wildlife Population Modeling (MAT542) - 5 units Forest Planning (Semesters C&D) - 6 units Wildlife Habitat Relationships (FOR604) - 3 units
Honors and Awards Fulbright Scholar, African Regional Research Program, 1999-2000.
Service to the Profession and University (top 5 contributions 1999-2003) • Board of Governors, Society for Conservation Biology (International Society), 3 year term started 2003 • Science Advisor, Board Member, and founding member, South Coast Wildlands Project. • Member, Recovery Team for the ocelot Felis pardalis, starting spring 2003 • Scientific Review Team, Florida panther (2002-2003) • Science Advisory Council, Grand Canyon Trust, 2000-2002.. CAROL L. CHAMBERS
Education
Ph.D., Oregon State University, Corvallis, 1996
M.S., University of Kentucky, Lexington, Forestry, 1989
B.S., University of Kentucky, Lexington, Biology, 1979
Professional Employment Associate Professor, February 2001 to present, Northern Arizona University, School of Forestry, Wildlife ecology and management instruction in the forestry undergraduate and graduate program (65%), research (25%) and service (10%) Assistant Professor, September 1996 to January 2001, Northern Arizona University, School of Forestry, Wildlife ecology and management instruction in the forestry undergraduate and graduate program (65%), research (25%) and service (10%) Senior Faculty Research Assistant, March 1995 to September 1996, Oregon State University, Department of Forest Resources and National Biological Service Senior Faculty Research Assistant, January 1990 to March 1994, Oregon State University, Department of Forest Resources Faculty Research Assistant, June 1988 to December 1989, Oregon State University, Department of Forest Sciences
Research Summary
Scholarly Contributions 1999-2003 Total Number of peer-reviewed journal articles 5 13 Number of books/book chapters 3 6 Number of other publications 6 8
Current Research (projects ending 12/31/03 or later) Number of active research projects 5 Number of graduate students advised 19 as major professor 10 as committee member
Courses Taught Forestry 250 Arizona Forests and Wildlife Forestry 255 International Wildlife Issues Forestry 311 Wildlife Ecology, Forest Science Semester A Forestry 325 Wildlife Habitat Management, Forest Science Semester B Forestry 423/424 Forest Ecosystem Planning I and II Biology 478 Wildlife Management Forestry 506 Forest Ecosystem Sustainability (1998) Forestry 506 Field Identification of Birds Forestry 604 Wildlife Habitat Relationships Forestry 690 Research Methods and Design Honors and Awards NA
Service to the Profession and University (top 5 contributions 1999-2003) • Wildlife Habitat and Plant Management - Coordinator for USDA Forest Service Continuing Education 2-week short course (odd years, started fall 2001). • Board Member, Arizona Chapter of The Wildlife Society (2000-2001) • Northern Arizona University Organized Research Committee (1997-2003) • Involvement with Research and Monitoring: Consortium Member, Great Basin Biological Research Conference (1999-2000); Vertebrate Monitoring Workshop, Sonoran Desert Institute, Tucson (July 2003), Panel to develop parameters for ecological monitoring • Development of web site for Arizona Chapter of The Wildlife Society (www.aztws.org) WILLIAM WALLACE COVINGTON
Education
Ph.D., 1976, Yale University, Forest Ecology
Dissertation - Forest floor organic matter and nutrient content and leaf fall during secondary succession in northern hardwoods. Dissertation advisors: F.H. Bormann, D.B. Botkin, D.M. Smith, G.K. Voigt.
1980. Covington, W.W. and J.D. Aber. Leaf production during secondary succession. Ecology 61:200-204.
1981. Covington, W.W. Changes in forest floor organic matter and nutrient content following clear cutting in northern hardwoods. Ecology 62:41-48.
M.S., 1972 University of New Mexico, Ecology
Thesis - Altitudinal variation of chlorophyll concentration and reflectance of the bark of Populus tremuloides. Thesis advisors: James R. Gosz, L.D. Potter, D.E. Johnson.
1975. Covington, W.W. Altitudinal variation of chlorophyll concentration and reflectance of the bark of Populus tremuloides. Ecology 56:715-720.
B.A., honors, 1969, University of North Texas
Major - Biology, Minor - Chemistry. Undergraduate research advisor: V.D. Scholes.
Conducted three published independent undergraduate research projects.
Professional Employment
1997-Present Director. The Ecological Restoration Institute, Northern Arizona University
1995-Present Regents' Professor of Forest Ecology, Northern Arizona University
1987-1995 Professor of Forest Ecology, Northern Arizona University
1979-1987 Associate Professor of Forest Ecology, Northern Arizona University
1975 -1979 Assistant Professor of Forest Ecology, Northern Arizona University
1972-1975 Graduate Research Specialist, Hubbard Brook Ecosystem Study, Yale University
1970-1972 Graduate Research Assistant, Tesuque Watershed Ecosystem Study, University of New Mexico Research Summary
Scholarly Contributions 1999-2003 Total Number of peer-reviewed journal articles 23 ? Number of books/book chapters 4 ? Number of other publications 9 ?
Current Research (projects ending 12/31/03 or later) Number of active research projects ? Number of graduate students advised 3
Courses Taught
Disturbance Ecology (FOR 313/4) Ecosystem Science and Management Ecological Restoration Applications Ecological Restoration Principles
Honors and Awards
Governor's Pride in Arizona Award for Environmental Leadership, 1999.
Outstanding Teaching Scholar Award, Northern Arizona University 1982, 1989, 1997
Service to the Profession and University (top 5 contributions 1999-2003)
Chair, Governor's Forest Health/Fire Plan Advisory Committee, 2001-present.
Commission Member, National Commission on Science for Sustainable Forestry, 2000-present.
Co-chair, Science and Policy Working Group, Society for Ecological Restoration, 1997-2000
Lead author on interagency restoration ecology synthesis paper, 1998.
Invited testimony before Congressional Committees, 1994-2003.
Chair, Research Working Group, Society for Ecological Restoration, 1994-1997.
Invited Presentations to Western Governor's Association, 2002-2003.
Selected to President's Blue Ribbon Task Force for University Restructuring, 2003. P. J. DAUGHERTY
Education: Ph.D. Wildland Resource Science 1991. Field of study: Forest Management and Economics. University of California, Berkeley. B.S. Forestry 1984. University of California, Berkeley. A.B. Political Science / Dramatic Art 1976. University of California, Berkeley.
Positions Held: 2002-2003. Interim Chair, School of Forestry, Northern Arizona University. 1998-2002. Associate Professor, School of Forestry, Northern Arizona University. Area of Teaching and Research: Forest Management and Ecological Economics. 1992-1998. Assistant Professor, School of Forestry, Northern Arizona University. Area of Teaching and Research: Forest Management and Ecological Economics. 1988-1989. Lecturer, School of Forestry, University of California, Berkeley. Area of Teaching: Forest Management. 1989-1991 Postgraduate Researcher: Forest Management. Design of forest planning system for Hoopa Tribal Council. University of California, Berkeley, Department of Forestry and Resource Management. 1985-1988 Junior Specialist: Forest Management. University of California, Berkeley, Department of Forestry and Resource Management. 1984-1985 Postgraduate Researcher: Forest Biometrics. University of California, Berkeley, Department of Forestry and Resource Management. 1983-1984 Laboratory Assistant: Forest Biometrics. University of California, Berkeley, Department of Forestry and Resource Management.
Research Summary
Scholarly Contributions 1999-2003 Total Number of peer-reviewed journal articles 3 4 Number of books/book chapters 1 1 Number of other publications 3
Current Research (projects ending 12/31/03 or later) Number of active research projects 5 Number of graduate students advised 0
Courses Taught FOR 323-326W Forest Management I -IV FOR 413-414C Forest Ecosystem Assessment I-II FOR 423-424C Forest Ecosystem Planning I-II FOR 498 Senior Seminar FOR 503 Management Science Modeling for Multi-Resource Management FOR 593 Natural Resource Economics FOR 633 Ecological Economics FOR 690 Research Honors and Awards
2002 Honorable Mention. Teaching Scholar Award. Northern Arizona University 2002 Teacher of the Year. School of Forestry. Xi Sigma Pi Forestry Honor Fraternity, Alpha Pi Chapter, Northern Arizona University
Service to the Profession and University (top 5 contributions 1999-2003)
Chair, Southwestern Section. The Society of American Foresters (2000) Graduate Coordinator, School of Forestry, Northern Arizona University (1999-2001) Chair of Graduate Studies Committee, School of Forestry (1999-2000) Mission Research Committee, School of Forestry (2001, 1999) Curriculum Review Committee, School of Forestry (1999 -2001) LAURA E. DEWALD
Education Ph.D., 1986, Forestry (genetics/tree physiology), Virginia Polytechnic Institute & State University, Blacksburg, VA Dissertation: Changes in Loblolly Pine Seedling Root Growth Potential Over Time, During Cold Storage, and Among Half-sib Families M.S., 1982, Forest Resources (genetics), Pennsylvania State University, University Park, PA Thesis: Juvenile Performance in a Range-Wide Provenance Study of Alnus glutinosa (L.) Gaertn. B.S., 1980, Forestry, Michigan Technological University, Houghton, MI
Professional Employment July 2003 - present: Associate Dean, School of Forestry, Northern Arizona University, Flagstaff, AZ. August 1998 - present: Associate Professor of Forest Genetics and Conservation Biology, School of Forestry, Northern Arizona University, Flagstaff, AZ. August 1994 - July 1998: Assistant Professor of Genetics and Conservation Biology, School of Forestry, Northern Arizona University, Flagstaff, AZ. September 1993 - July 1994: Forest Resources Technology Faculty, Green River Community College, Auburn, WA. Served as Department Chair for one year. July 1989 - August 1992: Forest Supervisor and Forest Biology Faculty, Warren Wilson College, Swannanoa, NC. Responsibilities included manager of 650-acre mixed hardwood/conifer productive school forest (inventory and management planning, firewood and small products harvesting, recreation planning, Shiitake Mushroom demonstration project), supervising student forest technicians, and undergraduate student research projects. November 1987 - June 1989: Post-Doctoral Research Associate, Department of Forestry, University of Florida, Gainesville, FL. Designed and implemented a study examining the role often levels of nitrogen on seedling carbon allocation in fast- and slow-growing half-sib families of slash pine. July 1986 - November 1987: Post-Doctoral Research Associate, Forest Resources Department, University of Minnesota, St. Paul, MN. Designed and implemented studies examining effects of soil aluminum on the nutrition, water relations and growth of red and white spruce, and northern red oak seedlings. September 1982 - June 1986: Research Assistant, Department of Forestry, Virginia Polytechnic Institute and State University, Blacksburg, VA. Manuscript editing, cartography and stand map preparation for the Appomattox Court House National Historical Park Forest Management Plan, assisted with Fraser fir genetics and physiology studies, assisted with water relations and ozone research. Also responsible for dissertation research, and other research and teaching support. September 1980 - May 1982: Research Assistant, School of Forest Resources, Pennsylvania State University, University Park, PA. Responsible for graduate research, research support for other School projects. Research Summary
Scholarly Contributions 1999-2003 Total Number of peer-reviewed journal articles 12 18 Number of books/book chapters 2 2 Number of other publications 7 20
Current Research (projects ending 12/31/03 or later) Number of active research projects 3 Number of graduate students advised 4
Courses Taught UC 101: University Colloquium (3 credits) FOR 101: Web-based Introduction to Forestry (3 credits) FOR 240 and 240Honors: Introduction to Conservation Biology (3 credits) FOR 250: Arizona Forests and Wildlife (3 credits) FOR 313-314: Forest Ecology (0.84 credits). FOR 485: Independent Research (1-3 credits) FOR 408: Field Experience (1-3 credits) FOR 498: Stream Eco-Hydrology (3 credits) FOR 500: Multi-Resource Forest Management Principles (3 credits) FOR 611: Forest Ecological Genetics (3 credits) FOR 625: Forest Conservation Biology (3 credits) FOR 692: Pro-Seminar (2 credits) FOR 693: Teaching Practicum (2 credits) ANT 697: Independent Study (1-3 credits)
Honors and Awards Northern Arizona University 1998 Nominated for NAU's Teaching Scholar Award 1998 Nominated for the American Association of State Colleges of Agriculture and Renewable Resources Outstanding Teacher Award College of Ecosystem Science and Management Outstanding Professor of the Year: 2002-2003 Green River Community College: 1994 Certificate of Appreciation, Washington Science Olympiad
Service to the Profession and University (top 5 contributions 1999-2003) Society of American Foresters, proposal reviews (NAU and National), journal reviews, University program review committee, NAU Commission on the Status of Women STEPHEN M. DEWHURST
Education
Ph.D., 1996, School of Forestry, Northern Arizona University. Dissertation Title: A Decision Support Approach for Hierarchical Forest Ecosystem Management.
M.Sc, 1988, Forest Resources, University of Minnesota. Thesis Title: A System for the Collection and Analysis of High-Resolution Spectral Data of Forest Canopies.
B.A., 1985, Double Major: Geography and Anthropology, University of California, Santa Barbara. Graduation with Highest Honors (GPA 3.89 on 4.0 scale)
A.A., 1982, Freshman/Sophomore-level University Preparatory Program, Santa Rosa Junior College, California
Professional Employment
Assistant Professor, School of Forestry, Northern Arizona University. August, 2003 to current
Assistant Professor, Forestry Programme, University of Northern British Columbia. August, 1995 to July, 2003. Tenure granted July, 2000.
Lecturer, Forestry Programme, University of Northern British Columbia. August, 1995 to December, 1996.
Senior Research Specialist, School of Forestry, Northern Arizona University. May 1990 to August 1995.
GIS Applications Specialist, TYDAC Technologies Corporation, Washington DC, USA and Ottawa Canada 1988-1990
Instructor, University of Minnesota. Remote Sensing and GIS for Natural Resources Management (Graduate Course with 40 students). 1988.
Research Summary
Scholarly Contributions 1999-2003 Total Number of peer-reviewed journal articles 3 5 Number of books/book chapters 1 1 Number of other publications 1 1
Current Research (projects ending 12/31/03 or later) Number of active research projects 1 Number of graduate students advised None Currently * Note: I supervised 2 MSc students and served on the committees of 5 more before coming to NAU, all of them graduated. Courses Taught
At University of Northern BC: • Forest Management (4th year) • Integrated Resource Management (2nd Year) • Resource Planning (4th Year) • Life Sciences (1st Year)
At Northern Arizona University: • Professional Seminar (Graduate) • Forest Ecosystem Assessment I & II (4th Year) • Forest Ecosystem Planning I & II (4th Year)
Honors and Awards
None
Service to the Profession and University (top 5 contributions 1999-2003)
I led the establishment of the John Prince Research Forest in British Columbia, the first research forest managed jointly by an Aboriginal community and a University. I served on the Board of Directors for 3 years.
Supervised the development and publication of "The Aboriginal Forest Planning Process: A Guidebook for Identifying Local-Level Criteria and Indicators". This guidebook is becoming widely recognized as a significant contribution in BC and elsewhere.
I developed the Lurch decision support system for sustainable forest management, which I used to teach forest management and planning in BC. I am currently adapting this system for use at NAU.
I recently reviewed the forest management plan for the Teslin Nation in the Yukon, which describes the primary development of a pristine landscape in a wonderful part of the world. I believe my input was of significant help to the community in ensuring that their concerns were addressed and that development would proceed in a responsible and sustainable fashion.
I currently serve on the Dean's Advisory and Information Technology Committees of the School of Forestry. BRUCE FOX
Education University of Michigan, Ann Arbor Ph.D., Natural Resources. Forest Economics and Policy. June 1980. Dissertation Topic: A Long Term Timber Sale Policy for Michigan's State Forests University of California, Berkeley. Master of Forestry. June 1976. Bachelor of Science, Forestry. March 1975. (With Honors)
Professional Employment Northern Arizona University. Flagstaff, AZ. Director, University Honors Program. Leadership and administrative responsibility for University Honors Program. Honors Program faculty member. May 2002 to present.
Northern Arizona University. Flagstaff, AZ. Chair, School of Forestry. Leadership and administrative responsibility for School of Forestry. July 2001 to May 2002. Interim Chair August 1999 to July 2001.
Northern Arizona University. Flagstaff, AZ. Assistant, Associate, and Professor, Forest Management. Undergraduate and graduate teaching and research responsibilities in forest management. July 1985-July 1991, August 1991-June 1991, July 1998 to present.
Pacific Meridian Resources. Emeryville, CA. Forest Management Specialist. Project and corporate planning and management. Design and implementation of forest inventory systems. Analytical support. Proposal writing. June 1992 through April 1993. June and July 1993. (Sabbatical position).
U. S. Forest Service. Flagstaff, AZ. Forester. Evaluation and analysis of multiresource impacts and response functions associated with the management of Southwestern ponderosa pine. June to August 1986.
Champion International, Winnsboro, SC. Area Forester. Land management responsibility for developing and implementing harvesting, inventory, and regeneration plans. Direct supervisory responsibility for five-person hourly crew and one professional forester. Annual budget responsibility. February 1984 to July 1985.
Champion International, Greenville, SC. Business Planning Analyst. Forest management, business and economic planning for Champion Timberlands' forest land in the Southeast including harvest scheduling, land and timber appraisal, and timber sourcing analyses. April 1980 to February 1984.
University of Michigan. Research Assistant. Development of a long term timber sale policy for use by the Michigan Department of Natural Resources. April 1979 to April 1980.
U.S. Forest Service, Washington, D.C. Forester. Development of computerized data banks for Resources Planning Act Program Analysis. Summer 1978.
University of Michigan. Teaching Assistant. Teaching Forest Surveying and Forest Measurements at the University's Summer Forestry Camp (Summer 1977). Teaching Assistant in Forest Economics (Fall 1977, 1978), Natural Resource Economics (Winter 1978) and Forest Management (Winter 1979). Instructor, Forest Harvesting (Winter 1980).
University of Michigan. Research Assistant. Development of operational procedures for incorporating public involvement data into Forest Service decision making. 1976-77 Academic Year.
University of California, Berkeley. Teaching Assistant. Two years assisting in the teaching of undergraduate professional courses in forest ecology and forest management, including 10-week forestry summer field program. Fall 1974, Spring and Fall 1975, Winter, Spring, and Summer 1976.
University of California, Berkeley. Research Assistant. Field work establishing permanent inventory plots, timber cruising, and marking. Blodgett Experimental Forest. Summer 1975.
Taffi Forest Management Co., Chester, California. Timber faller. Summer 1974.
Research Summary
Scholarly Contributions 1999-2003 Total Number of peer-reviewed journal articles 1 7 Number of books/book chapters 0 0 Number of other publications 0 23
Current Research (projects ending 12/31/03 or later) Number of active research projects 0 Number of graduate students advised 0
Courses Taught Critical Reading and Writing I & II; Leadership Theory and Practice; Arizona Forests and Wildlife; Proseminar; Forest Management I, II, III, & IV; Forest Ecosystem Planning I & II; Research Methods.
Honors and Awards
NA
Service to the Profession and University (top 5 contributions 1999-2003)
Member, Coconino County Comprehensive Plan Steering Committee. January 2002 to September 2003. Member, Curriculum Review Committee, School of Forestry. 1997 to 2002. Coordinator, Focused Site Visit of the Higher Learning Commission of the North Central Association of Colleges and Schools. 2002-2003. Member, Presidential Installation Planning Committee. March to September 2002. Member, Provost's Faculty Development Committee. Spring 2001 :,; PETER Z.FULE
Education
Ph.D. Forest Ecology 1996 Northern Arizona University, Flagstaff AZ. M.S. Forestry 1990 Northern Arizona University, Flagstaff AZ. B.A. Chemistry 1986 Vassar College, Poughkeepsie NY.
Professional Employment
2000-present Assistant Professor, School of Forestry and Associate Director for Ecological Research, Ecological Restoration Institute, Northern Arizona University, Flagstaff AZ. 1998-2000 Assistant Research Professor, School of Forestry and Staff Director, Ecological Restoration Institute, Northern Arizona University, Flagstaff AZ. 1992-1998 Sr. Research Specialist, School of Forestry, Northern Arizona University, Flagstaff AZ. 1991-1992 Forester/Fire Planning, Bureau of Indian Affairs, Albuquerque Area Office, NM. 1990-1991 Peace Corps Volunteer Forester/Agroforestry & Extension, U.S. Peace Corps, La Paz, Bolivia, South America. 1990 Forester, Southern Ute Agency, Bureau of Indian Affairs, Ignacio CO. 1988-1990 Graduate Research Assistant, Forestry, Northern Arizona University, Flagstaff AZ. 1989 Firefighter/Prescribed Fire, Grand Canyon National Park, AZ. 1983-1988 Construction Foreman/Carpenter, Chama NM.
Research Summary
Scholarly Contributions 1999-2003 Total Number of peer-reviewed journal articles 19 27 Number of books/book chapters 4 4 Number of other publications 14 22
Current Research (projects ending 12/31/03 or later) Number of active research projects 14 Number of graduate students advised 12 chaired, 17 member
Courses Taught
FOR 313 Forest Ecology (Semester A), ecosystem processes and disturbance sections. FOR 380 Ecological Restoration Principles (+ Honors section). FOR 382 Ecological Restoration Applications (+ Honors section). FOR 506 Dendroecology Seminar. FOR 551 Fire Ecology and Management (+ lab). FOR 580 Ecological Restoration Principles. FOR 582 Ecological Restoration Applications. Honors and Awards
Recognized as influential faculty member by Aaron Green, NAU Golden Axe Award recipient, 2002.
Service to the Profession and University (top 5 contributions 1999-2003)
1. Technical Representative, Coconino County (AZ) Parks & Open Space - Science Advisory Committee, 2003-2004. 2. Chair-elect, Society of American Foresters, Northern Arizona Chapter, 2003. 3. Coordinating editor, Restoration Ecology, Blackwell Science Publishing. 2003-2006. 4. Treasurer, Arizona Natural History Association, 2002-2003. 5. NAU Commission on the Status of Women. STEPHEN C. HART
Education Post-Doctoral, 1989-91, Oregon Sate University, Forest Biogeochemistry Ph.D., 1990, University of California, Berkeley, Soil Microbiology. Thesis: Control of decomposition processes and nutrient flow in a California forest and grassland M.S., 1984, Duke University, Forest Ecology and Soils. Thesis: Soil fertility assessment and growth in young loblolly pine plantations B.S., 1982, University of California, Berkeley, majors in Forestry AND Conservation of Natural Resources (ecology emphasis)
Professional Employment May 2001 - Present: Professor of Ecosystem Ecology, Northern Arizona University 1999 - Present: Faculty Associate, Merriam-Powell Center for Environmental Research, Northern Arizona University May 1996 - May 2001: Associate Professor of Forest Ecosystem Ecology, Northern Arizona University Aug. 1997 - Jul. 98: Center Fellow, National Center for Ecological Analysis and Synthesis, University of California, Santa Barbara (on sabbatical leave from NAU) Oct. 1991 - May 1996: Assistant Professor of Forest Ecosystem Ecology, Northern Arizona University 1989-1991: Research Associate with H.J. Andrews Long-term Ecological Research Group, Oregon State University Spring 1991: Lecturer in Forest Biogeochemistry, Oregon State University 1984-1989: Graduate Research Assistant in Soil Microbiology, University of California, Berkeley Spring 1987: Graduate Teaching Assistant in Soil Chemistry, University of California, Berkeley Summer 1985: Consulting Soil Scientist, Berkeley, CA 1982-84: Graduate Research Assistant in Forest Ecology and Soils, Duke University Fall 1983: Graduate Teaching Assistant in Forest Ecology and Soils, Duke University Summer 1981: Research Assistant in Plant Ecology, University of California, Davis
Research Summary
Scholarly Contributions 1999-2003 Total Number of peer-reviewed journal articles 34 63 Number of books/book chapters 3 5 Number of other publications 2 15
Current Research (projects ending 12/31/03 or later) Number of active research projects 9 Number of graduate students advised 7 Courses Taught FOR. 213/599: Ecology and Management of Forest Soils/Introduction to Soil Science FOR. 311, 313, 314: Forest Ecology BIO. 479, 599/FOR 479, 599: Ecosystem Ecology: Case Studies of the Colorado Plateau FOR 485: Undergraduate Research FOR 498/698: Senior and Graduate Seminar in Ecosystem Ecology BIO. 499/680: Stable Isotope Techniques FOR. 506: Soil Microbiology FOR. 521: Forest Soils
Honors and Awards 2000-2001 Board of Representatives, Division S-7, Forest and Range Soils, Soil Science Society of America 1999-2000 Chair of Division S-7, Forest and Range Soils, Soil Science Society of America University of California Regents' Fellowship 1984-86 Honorable Mention 1983 National Science Foundation Fellowship Competition Mellon Fellowship 1982-84 Departmental Citation (highest GPA of graduating class) in Forestry and Resource Management 1982 Graduated summa cum laude in Forestry AND Conservation of Natural Resources 1982. Member of Sigma Xi Scientific Research Honors Society Member of Phi Beta Kappa Honors Society Member of Xi Sigma Pi Forestry Honors Society
Service to the Profession and University (top 5 contributions 1999-2003)
2003 - Proposal review panelist for the United States Department of Agriculture National Research Initiative Competitive Grants Program, Soils and Soil Biology Program. 2001 - Long-term Ecological Research Site Review Panelist for the National Science Foundation, Niwot Ridge, CO. 2001 to 2002: Member of the Committee on Faculty Status 1999 to 2002: Member of Merriam-Powell Center for Environmental Research Executive Committee 1999 - Proposal review panelist for the National Science Foundation Ecosystems Program Spring panel. DENVER HOSPODARSKY
Education
Ph.D. 1993. Oregon State University, College of Forestry (Resource and Community Development emphasis)
M.S. 1982. University of Washington, College of Forest Resources (Forest Resources Policy and Planning emphasis)
B.S. 1978. Mississippi State University, School of Forestry (Forest Management)
Professional Employment
1998-present. Associate professor, School of Forestry, Northern Arizona University
1999-2001. Coordinator, Environmental Management Emphasis Area, College of Ecosystem Science and Management, Northern Arizona University
1993-1997. Director, Parks and Recreation Management Program, School of Forestry, Northern Arizona University
1992-1998. Assistant professor, School of Forestry, Northern Arizona University
Research Summary (for period 1999-2003)
Scholarly Contributions 1999-2003 Total Number of peer-reviewed journal articles 2 Number of books/book chapters 1 Number of other publications 3
Current Research (projects ending 12/31/03 or later) Number of active research projects 2 Number of graduate students advised 5 (2 as Chair)
Courses Taught (1999-2003)
Research and Evaluation Methods (undergraduate) Research Methods (graduate) Environmental Interpretation Advanced Interpretation Leisure and Society Environmental Leadership Forest Measurements Forest Ecosystem Planning I & II (Semester D) Regional Planning for Natural resources Awards Certified Forester [awarded by Society of American Foresters (SAF)]
Service to the Profession and University (top 5 contributions 1999-2003)
Secretary, SAF, E2 - Land Use Planning, Organization, and Management Working Group Member, SAF, Science Fund Planning and Implementation Committee Advisory Board, Greater Flagstaff Forest Partnership Board of Directors, Arizona Natural History Association Faculty Senate, NAU - School of Forestry alternate YEON-SU KIM
Education 1998 Doctor of Philosophy in Forest Resources Specializing in Economics with a Ph.D. minor in Statistics Oregon State University, Corvallis, OR 1994 Master of Science in Forest Resources Specializing in Economics and Recreation Seoul National University, Korea 1992 Bachelor of Science in Forestry Seoul National University, Korea
Professional Employment
May 2003 - Aug. 2003: Economic Consultant, Museum of Northern Arizona, Flagstaff, AZ Jan. 2003 - present: Subcontractor for Colorado River Management Plan Environmental Impact Statement, SWCA Environmental Consultants Inc., Flagstaff, AZ Aug.1998 - present: Assistant Professor, School of Forestry, Northern Arizona University, Flagstaff, AZ.
Dec. 1994-June 1998: Graduate Research/Teaching Assistant, Department of Forest Resources, Oregon State University, Corvallis, OR.
Sep. 1996-June 1998: Computer Lab Consultant, College of Forestry, Oregon State University, Corvallis, OR.
Aug. 1993 - Aug. 1994: Research Assistant, Forest Science Institute, Korea
Mar. 1992-Feb. 1994: Graduate Research/Teaching Assistant, Department of Forest Resources, Seoul National University, Korea
Research Summary
Scholarly Contributions 1999-2003 Total Number of peer-reviewed journal articles 1 1 Number of books/book chapters 0 0 Number of other publications 4 6
Current Research (projects ending 12/31/03 or later) Number of active research projects 1 Number of graduate students advised 1 Courses Taught
UC 101 The University Colloquium FOR 493/593 Natural Resource Economics FOR 423C/424C Forest Ecosystem Planning I&II FOR 440 Benefit-Cost Analysis FOR 499 Resource Planning for Natural Resources& Recreation THOMAS E. KOLB
Education 5/88 - Ph.D. Forest Resources. Pennsylvania State University. 5/84 - M.S. Forest Resources. Pennsylvania State University. 3/82-B.S. Forest Resource Management. University of Tennessee.
Professional Employment 6/02 - present Professor of Forest Ecophysiology. School of Forestry, Northern Arizona University (50% teaching, 30% research, 20% service; 9-month appointment) 6/97 - 5/02 Associate Professor of Forest Ecophysiology. School of Forestry, Northern Arizona University (65% teaching, 25% research, 10% service; 9-month appointment) 1/93 - 5/97 Assistant Professor of Forest Ecophysiology. School of Forestry, Northern Arizona University (65% teaching, 25% research, 10% service; 9-month appointment) 8/89 -12/92 Research Associate. School of Forest Resources, Pennsylvania State University (12- month appointment) 1/89 - 5/89 Instructor in Forest Ecology and Silvics. School of Forest Resources, Pennsylvania State University 5/87 -12/88 Research Assistant. School of Forest Resources, Pennsylvania State University (12- month appointment) 9/82 - 4/87 Graduate Research Assistant. School of Forest Resources, Pennsylvania State University (12-month appointment)
Research Summary
Scholarly Contributions 1999-2003 Total Number of peer-reviewed journal articles 30 64 Number of books/book chapters 3 5 Number of other publications 40 82
Current Research (projects ending 12/31/03 or later) Number of active research projects 6 Number of graduate students advised 6
Courses Taught
ENV 101 - Environmental Sciences (guest lecturer - fall 1993) FOR 101 - Forestry Introduction (guest lecturer - fall 1993) FOR 201 - Foundations of Forestry - Silvics (fall 1994,1995) FOR 212 - Trees and Forests of North America (spring 1997,1998, 1999, 2000, 2001, 2002, 2003) FOR 212wb - Trees and Forests of North America web version (spring 2003) FOR 220 - Introduction to Forest and Range Plants (fall 1999, 2000, 2001, 2002) FOR 250 - Arizona Forests and Wildlife (guest lecturer - spring 1995) FOR 298 - Forest Sustainability (guest lecturer - fall 2002) FOR 311 - Overall coordinator of a 16-credit-hour course on forest biology/ecology (fall 1996, 1997,1998) • FOR 311 - Forest Ecology (fall 1993, 1996, 1997, 1998, 1999, 2000, 2001, 2002, 2003) • FOR 311 - Forest Genetics (fall 1993) • FOR 398 - Forest Plant Taxonomy (fall 1996, 1997,1998) • FOR 506 - Forest Sustainability (fall 1998) • FOR 550 - Forest Tree Ecophysiology (fall 1994, spring 1996, 1998, 2000, 2002) • FOR 554/454 - Integrated Forest Health (spring 1993, 1995, 1997, 1999,2001) • FOR 601 - Southwest Forest Ecosystems (spring 1993, 1995) • FOR 612 - Forest and Range Ecology (spring 1994) • FOR 690 - Research Methods (spring 1996, 1997, 1998; fall 2003) • FOR 692 - Proseminar (fall 1999, 2000, 2001) • FOR 695 - Advanced Studies in Forestry - Silviculture (fall 1996) • UC101 - University Colloqium (spring 2002)
Honors and Awards
• Outstanding Forestry Student (1980) at the University of Tennessee. Awarded by the Kentucky- Tennessee Chapter of the Society of American Foresters to the undergraduate student with the highest grade point average. • First Place Award in the 1988 Graduate Student Research Competition, Life and Health Sciences Division, The Pennsylvania State University. • "Centennial Teacher of the Year" (1997-1998) in the College of Ecosystem Science and Management, Northern Arizona University. • "Teacher of the Year Award" (1998-1999) in the School of Forestry from the Alpha Pi Chapter of Xi Sigma Pi, Northern Arizona University. • "Editor's Award for Excellence in Manuscript Review - 2002" from the Canadian Journal of Plant Science and the Canadian Society of Horticultural Science.
Service to the Profession and University (top 5 contributions 1999-2003)
• Graduate Studies Coordinator, School of Forestry, Northern Arizona University (2002-4) • Tree Physiology (International Botanical Journal), Editorial Review Board (1999, 2002, 2003, 2004) • Representative to the Grand Canyon Forest Partnership - Southwest Society of American Foresters (1999-2004) • President, Board of Directors, Greater Flagstaff Forests Foundation, Inc. (2002-4) • Newsletter Editor/Communications Chair - Southwest Society of American Foresters (1999, 2000, 2001, 2002) ROBERT LARSON
Education: B.A. Biology, University of Northern Colorado, 1966 M.A. Biology, University of Northern Colorado, 1968 Ph.D. Colorado State University, 1976
Professional Employment:
Northern Arizona University, January 1976 to present
Research Summary
Scholarly Contributions 1999-2003 Total Number of peer-reviewed journal articles 0 Number of books/book chapters (reviewed) 1 1 Number of other publications 0 0
Current Research (projects ending 12/31/03 or later) Number of active research projects 1 Number of graduate students advised 1
Courses Taught Forestry 101 Introduction to Forestry Forestry 222 Environmental Conservation Forestry 398 Wood Technology Forestry 541 Marketing of Wood Products
Honors and Awards
Xi Sigma Pi Professor of the Year 1996
Service to the Profession and University (top 5 contributions 1999-2003)
Trustee: Rocky Mountain Section, Forest Products Society 2002- present Private and public consulting in the area of Wood Science and Technology Member: Forest Products Society, Society of American Foresters, Society of Wood Science & Technology Served as member of four school committees and three university committees during this time Xi Sigma Pi Advisor MARTHA E. LEE
Education:
B.S., 1975, Utah State University M.S., 1982, Oregon State University Ph.D., 1991, Oregon State University
Professional Employment:
1980-82, Graduate Research Assistant, Dept. of Resource Recreation Mgt, Oregon State Univ. 1982-1986, Research Assistant (full-time), Oregon State University 1986-1990, Research Assistant (half-time), Oregon State University 1990-1996, Assistant Professor, Northern Arizona University 1996-present, Associate Professor, Northern Arizona University
Research Summary:
Scholarly Contributions 1999-2003 Total Number of peer-reviewed journal articles 4 Number of books/book chapters 2 Number of other publications 2
Current Research (projects ending 12/31/03 or later) Number of active research projects 7 Number of graduate students advised 3
Courses Taught:
FOR 325W, Forest Management - B, Wildland Recreation Unit FOR 413C-414C, Forest Ecosystem Assessment I & II, Recreation Mgt. and Visual Quality Units FOR 445, Wilderness Management FOR 500, Ecosystem Science and Management Principles (team) FOR 573, Issues in Recreation Management FOR 692, Proseminar (team) PRM 346, Wildland Recreation Management
Honors and Awards:
Xi Sigma Pi Forestry Honor Fraternity Teacher of the Year, 1992-93 Service to the Profession and University (top 5 contributions 1999-2003):
Invited facilitator, SAF Southwest Section Meeting, "Foresters—Do We Still Matter?" November 7-9 2002, Payson, AZ. Member, Faculty Senate, 1999-present Member, Search Committee, Vice Provost for Research and Graduate Studies and Dean of the Graduate School. 2000-01. Invited participant, workshop on the application of visitor carrying capacity frameworks to management and protection of non-renewable resources. September 14-16, 1999, Flagstaff, AZ. Co-coordinator of the "Wilderness for Science" symposia of the 1999 National Conference on Wilderness Science. May 23-27, 1999, Missoula, MT. ROBERT L. MATHIASEN
Education
Ph.D. Plant Pathology University of Arizona 1977 Tucson, AZ GPA 4.0/4.0
M.A. Community College Northern Arizona 1984 Education University GPA 3.7/4.0 Specializations: Flagstaff, AZ Forestry/Biology
M.S. Plant Pathology Colorado State 1974 Minors: Forestry/ University GPA 3.7/4.0 Botany Fort Collins, CO
B.A. Biology California State 1972 Minors: Botany/ University - Stanislaus GPA 3.3/4.0 Chemistry Turlock, CA
Professional Employment
Associate Professor of Forest Ecosystem Health, School of Forestry, Northern Arizona University, Box 15018, Flagstaff, AZ 86011. August, 2001 - Present
Assistant Professor of Forest Ecosystem Health, School of Forestry, Northern Arizona University, Box 15018, Flagstaff, AZ 86011. July, 1997-July, 2001
State Forest Pathologist, Idaho Department of Lands, Coeur d'Alene, ID 83814. October, 1990 - May, 1997
Plant Pathologist, USDA Forest Service, Forest Health Protection, State and Private Forestry, 324 25th St., Ogden, UT 84401. October, 1988 - October, 1990
Adjunct Professor and Research Fellow, School of Forestry, Northern Arizona University, Flagstaff, AZ 86011. June, 1986 - October, 1988
Adjunct Professor and Research Fellow, School of Forestry, Northern Arizona University, Flagstaff, AZ 86011. June, 1981 -June, 1986
Assistant Professor, Department of Botany and Plant Pathology, Michigan State University, East Lansing, MI 48823. February - June, 1978
Graduate Teaching and Research Assistant, Department of Plant Pathology, University of Arizona, Tucson, AZ 85721. September, 1975 - June, 1976 Research Summary
Scholarly Contributions 1999-2003 Total Number of peer-reviewed journal articles 10 37 Number of books/book chapters 0 0 Number of other publications 19 28
Current Research (projects ending 12/31/03 or later) Number of active research projects 8 Number of graduate students advised 7
Courses Taught Forestry 101 - Introduction to Forestry Forestry 211 - Forest Measurements and Mapping Forestry 250 - Arizona Forests and Wildlife Forestry 413 - Forest Resource Assessment I Forestry 414 - Forest Resource Assessment II Forestry 421 - Forest Science C Forestry 452 - Forest Pathology Forestry 454 - Forest Health Forestry 552 - Forest Tree Diseases Forestry 554 - Integrated Forest Health
Honors and Awards
Xi Sigma Pi - Forestry Teacher of the Year - 2003
Service to the Profession and University (top 5 contributions 1999-2003)
University committees: University Scholarship Committee
College committees: CESM Curriculum Committee
School of Forestry committees: Faculty Status Committee Undergraduate Curriculum Committee, Awards Committee
Service to the Profession: Chair, Dwarf Mistletoe Working Committee, Western International Forest Disease Work Conference.
Reviewed 14 professional papers for professional journals. MARGARET M. MOORE
Education
1982-1987 University of Minnesota, St. Paul, MN. Ph.D. degree, Forest Ecology and Remote Sensing/GIS 1980-1982 North Dakota State University, Fargo, North Dakota, M.S. degree, Range Ecology and Natural Resource Management
1977-1980 Valley City State University, Valley City, North Dakota, B.A. degree, General
Biology and Earth & Environmental Science - double major
1976-1977 Southside Virginia Community College, Alberta, Virginia, General Science
Professional Employment
August 1999- present: Professor. School of Forestry, Northern Arizona University, Flagstaff, AZ
May 1992-1999: Associate Professor, School of Forestry, Northern Arizona University, Flagstaff, AZ
Fall 1986-1992: Assistant Professor. School of Forestry, Northern Arizona University, Flagstaff, AZ
Spring 1986: Instructor. Department of Forest Resources, University of Minnesota, St. Paul
Winter 1985-1986: Instructor. Department of Forest Resources, University of Minnesota, St. Paul
Fall 1985: Instructor. Department of Forest Resources, University of Minnesota, St. Paul Fall 1982-1986: Graduate Research/Teaching Assistant. Department of Forest Resources, University of Minnesota, St. Paul
Fall 1980-1982: Graduate Research and Teaching Assistant. Botany/Biology Department, North Dakota State University, Fargo, ND.
Research Summary
Scholarly Contributions 1999-2003 Total Number of peer-reviewed journal articles (author or co-author) 12 20 Number of books/book chapters 0 0 Number of other publications 4 12
Current Research (projects ending 12/31/03 or later) Number of active research projects 4 Number of graduate students advised 7 (3 co-advise) Courses Taught (1999-2003)
- FOR 101 - Introduction to Forest Science (3 cr.) - FOR 220 - section 1 - Forest and Range Plants (2 cr.; team-taught inl999-2001) - FOR 220 - section 2 - Forest and Range Plants (2 cr.) - FOR 312 (Sem B) - Habitat Management (~ 1 cr.; team-taught) - FOR 313/314 (Sem A) - Landscape Ecology section (~ 1 cr.) - FOR 544/ENV544 - Landscape Ecology (3 cr.)
Honors and Awards
Science, 2002 (Sept. 2002), Vol. 297, p. 2196, "Out of the Vault, Into the Forest"; special insert on historical permanent plot research
Semi-finalist, NAU's 9th Annual "Woman of the Year" award (Teaching, Research, Service), 2003
NAU, LOUIE Award, 2002, Teaching
School of Forestry's "Teacher of the Year" award, 1999-2000 academic year
Co-recipient of the "Contributing to Forestry Award" for Distinguished Professional Forest Resource Management in the Southwest; presented by the Southwest Section of The Society of American Foresters.
Service to the Profession and University (top 5 contributions 1999-2003)
Presented testimony for Hearings before Subcommittee on Forest and Public Land Management; Senate Committee on Energy and Natural Resources (on Restoration of Forest Ecosystem Health), Flagstaff, AZ, S.HAG 104-182 (P+2), pp. 189-208.
Member, Interagency and University Review Team, to examine the initial results of a community stewardship and land management effort in SW Colorado called "The Ponderosa Pine Forest Partnership" (San Juan National Forest). June - October, 2001.
Reviewer, proposals: USDA-National Research Initiative (NRI) competitive grants (2001, 2002)
Reviewer, manuscripts submitted for publication for the following journals: Forest Science, Ecological Applications, Forest Ecology and Management, Photogrammetric Engineering and Remote Sensing, Remote Sensing of Environment, Landscape Ecology, Ecology, and Madrono
Judge, Buell/Braun Student Awards, 88th Annual Ecological Society Meetings, Tucson, AZ; Aug. 2002; and Field Trip co-host.
Participant, USDI - National Park Service, Grand Canyon National Park's "Forest Ecosystem Landscape Analysis (FELA) Project. February, 2003. PABLO PARYSOW
Education Ph.D. Biometrics in Natural Resources and Environmental Sciences, 1998. University of Illinois at Urbana-Champaign.
M.S. Forest Biometrics, 1994. University of Illinois at Urbana-Champaign.
B.S. Forestry, 1990. National University of Santiago del Estero, Argentina
Professional Employment 1999-present Assistant Professor of Forest Biometrics. School of Forestry, Northern Arizona University
1997-1999 Postdoctoral Research Associate. Department of Natural Resources and Environmental Sciences, University of Illinois at Urbana-Champaign.
Research Summary Scholarly Contributions 1999-2003 Total Number of peer-reviewed journal articles 8 11 Number of books/book chapters - - Number of other publications 7 8
Current Research (projects ending 12/31/03 or later) Number of active research projects 6 Number of graduate students advised 3
Courses Taught Forest Measurements, Biometrics section of Forest Management, Forest Ecosystem Assessment, Aerial Photo Interpretation, Forest Biometrics, Applied Statistics
Honors and Awards Teacher of the Year award, School of Forestry, Northern Arizona University, 2001. Xi Sigma Pi, Honor Society of Forestry Gamma Sigma Delta, Honor Society of Agriculture .V Service to the Profession and University (top 5 contributions 1999-2003) • I conduct peer-reviews for Forest Science, Journal of Mathematical Modelling and Scientific Computing, and Agronomy Journal • I represented the College of Ecosystem Science and Management in the Faculty Senate between 2000-2003 • I represent the School of Forestry in the University Program Review Committee • I am a member of the following School of Forestry Committees: Graduate Studies, Information Technology, and Native American Advisory • I provide statistical advice to School of Forestry graduate students DAVID R. PATTON
ACADEMIC RANK
Professor Emeritus
AREA OF SPECIALIZATION
Forest Wildlife Ecology
APPOINTMENT
Dean, School of Forestry, 12 Month Administrative Appointment
EDUCATION
1974. Ph.D. in Watershed Management with an emphasis in systems analysis, University of Arizona. 1963. Master of Science in Wildlife Management, Virginia Polytechnic Institute. 1960. Bachelor of Science in Forestry with an emphasis in Wildlife Management, West Virginia University. f PROFESSIONAL EXPERIENCE
2003. July 1 to present. Dean, School of Forestry, 2002. November 2002 to April 2003. Interim Director, Center for Rainforest Studies, Yungaburra, QLD, Australia. 1999-2000. Director, Center for Wildlife Management Studies, Kenya. School for Field Studies, Beverly, MA. 1995-1999. Dean and Professor, College of Ecosystem Science and Management. 1993-1995. Chair, Department of Forestry and Associate Dean, School of Forestry. 1989. Promoted to Professor, Forest Wildlife Ecology, School of Forestry. 1986-1989. Associate Professor, School of Forestry, Northern Arizona University Coordinator of Graduate Programs (1987-88). Director of Research (1989-1991). Director of Non-thesis graduate program (1991-1992). 1974-1986. Principal Wildlife Research Biologist and Project Leader, Rocky Mountain Forest and Range Experiment Station, Arizona State University, Tempe, Arizona. 1967-1974. Wildlife Research Biologist and Project Leader, Rocky Mountain Forest and Range Experiment Station, Arizona State University Campus, Tempe, Arizona. 1966-1967. Wildlife Expert, Food and Agriculture Organization, United Nations, Rome, Italy. 1964-1966. Wildlife Research Biologist, Rocky Mountain Forest and Range Experiment Station, Arizona State University, Tempe, Arizona. 1963-1964. Wildlife Management Biologist, Santa Fe National Forest, Santa Fe, New Mexico. 1961-1963. Research Assistant, Virginia Polytechnic Institute, Blacksburg, Virginia. 1961. Wildlife Management Biologist, U.S. Fish and Wildlife Service, Decatur, Alabama. 1960. Forester, Cleveland National Forest, San Diego, California.
COURSES TAUGHT AT NAU
Teaching load averaged 10 hours per semester plus 3-5 hours credit for graduate students (1986-1996).
FOR 500 Introduction to multi-resource management. FOR 311 Forest Science A FOR 312 Forest Science B FOR 250 Forests and Wildlife of Arizona FOR 421 Forest Science-C FOR 501 Ecological Response Functions FOR 603 Data Classification and Analysis FOR 102 Introduction to Forestry FOR 322 Environmental Conservation FOR 601 Advanced Ecological Relationships FOR 504 Forest Wildlife Management FOR 604 Wildlife Habitat Relationships AREGAI TECLE
Education Date Dates of Year Degree Institution of study Major field Minor 1988 Ph.D. University of Arizona Hydrology/WS. Mgmt Agric. Econ. Tucson, Arizona 1986 M.S. University of Arizona Hydrology Tucson, Arizona 1979 M.S. Ball State University, Natural Res./ Energy Geology Muncie, Indiana 1971 B.A. Anderson University, Major: Biology Chemistry Anderson, Indiana
Professional Employment 2000 - to date Professor of hydrology and decision systems analysis, School of Forestry, Northern Arizona University 1992 - 2000 Associate Professor of hydrology and decision systems analysis, School of Forestry, Northern Arizona University 1995 -1996 Visiting Associate Professor of Hydrology, Department of Civil and Environmental Engineering, Stanford University, Stanford California. 1988-1992 Assistant Professor of hydrology and decision systems analysis, School of Forestry, Northern Arizona University. 1988 -1989 Organizer and Coordinator, Conference on Multiresource Management of Ponderosa Pine Forests which was held on Nov. 14-16, 1989 in Flagstaff, AZ. 1988 - Research Scientist, School of Renewable Natural Resources, University of Arizona, Tucson, Arizona 85721. 1985 -1987 Computer System Management - (4-terminal HP-1000), School of Renewable Natural Resources, University of Arizona, Tucson, AZ 1982 -1985 Graduate Research Associate and Course Co-coordinator, School of Renewable Natural Resources, University of Arizona, Tucson, Arizona 85721 1980 -1982 Graduate Research Associate, School of Renewable Natural Resources, University of Arizona, Tucson, AZ 85721. 1979 -1980 Doctoral Fellow, Ball State University, Muncie, Indiana 1975 -1976 Curriculum Expert, Ethiopian Ministry of Education, Addis Ababa, Ethiopia. 1972 -1975 Head Science Department, WoUaita Soddo Comprehensive Secondary School, WoUaita, Ethiopia. 1973 - 1975 Director, WoUaita Soddo Evening Secondary School, WoUaita, Ethiopia.
Research Summary
Scholarly contributions 1999 -2003 Total Number of peer-reviewed journal articles 9 9 Number of books/ book chapters 3 3 Number of other publications 36 36
Current Research Projects Ending 12/31/2003 Number of active research projects 5 Number of graduate students advised
Courses Taught UC 101, Citizenship, community and Env. FOR 298, Env. Hydrology *FOR 31, For. Science A (Hydrology portion) *FOR 312, For. Science B - Watershed Mgt *FOR 312, For. Science B - Lin. Progr. *FOR 324W, For. oper. & watershed mgt FOR/GGr 340 + Lab, Environ. Hydrology FOR 398, Environ. Hydr. (w/ Lab) FOR 398, Watershed Restor. (Policy-Oriented) FOR 399, Env. Hydr. *FOR421, For. Science C (team-taught) FOR 497, Independent study FOR 499, Watershed mgt practice (summer) *FOR 501, Physical Response Functions *FOR 503, Oper. Res. Mgt Sci. FOR 506, Watershed Restor. (Policy-Oriented) FOR 506, Watershed Restor. (Struct./biophys.) FOR 506, Multicrit. Decision Env. Mgt FOR 563, Watershed Hydr. MLS 697, Human activities/riparian *FOR 692, Pro-seminar I *FOR 693, Pro-seminar II FOR 699, Thesis Advisement *Team Taught
Honors and Awards since 1999 2003 - Northern Arizona University, Student Advisor of the Year Award 2003 - Selected, funded and trained as problem-solving and conflict resolution Facilitator 2002 - Elected to the European Academy of Sciences 1997 - to date Certified Professional Hydrologist (P.H.) by the American Institute of Hydrology 2002 - Guest Editor, Journal of the Arizona-Nevada Academy of Sciences (Vol. 35, No.l), special issue on Watershed Management in the Southwest. 2001- to date Appointed member, Colorado Plateau Water Resources Advisory Board 2000 - to date Associate editor, Journal of the Arizona Nevada Academy of Sciences 2000- to date Advisory Board member, Verde Watershed Research and Education Prog.
Service to the Profession and University (top 5 contributions 1999-2003) 2003 - to date Past-president and Corporate Board member, Arizona-Nevada Academy of Sciences 2002 - to date Member, Life Time Achievement Award Selection Com., AZ Hydrol. Soc. 2002 -2003 Guest Editor, Journal of the Arizona-Nevada Academy of Sciences (Vol. 35, No.l), special issue on Watershed Management in the Southwest. 2002 - to date Chairman, Grad. Student Scholarship Committee, Arizona-Nevada Academy of Sciences. 2002- 2003 Chairman, Arizona-Nevada Academy of Sciences, Annual Symposium organizing committee RONALD L. TROSPER
Education
A.B. magna cum laude (Social Studies) Harvard College, 1967 M.A. (Economics) Harvard University, 1970 Ph.D. (Economics) Harvard University, 1974
Professional Employment Professor and Director, Native American Forestry Program, School of Forestry, Northern Arizona University, P. O. Box 15018, Flagstaff, AZ 86011
Research Summary
Scholarly Contributions 1999-2003 Total Number of peer-reviewed journal articles 2 9 Number of books/book chapters 3 12 Number of other publications 0 9
Current Research (projects ending 12/31/03 or later) Number of active research projects 0 Number of graduate students advised 0
Courses Taught
Multicultural Perspectives on Environmental Management Ecological Economics Senior Seminar in Strategic Analysis and Planning American Indian Expression Research in Applied Indigenous Studies Forest management IV
Honors and Awards
Presidents Award, Northern Arizona University, May 2003 Pew Scholar in Conservation and the Environment, 1995 - 1998
Service to the Profession and University (top 5 contributions 1999-2003)
President, Indigenous Community Ventures, April, 2003- present Member, Organizing Committee for the conference, Global Perspectives on Indigenous Peoples' Forestry, Vancouver, BC, June 4-6, 2002 Member, Scientific Advisory Committee, Maidu Cultural Development Group, 2001- present Member, First Nations Council of Advisors for the Faculty of Forestry, University of British Columbia, 2001 -present Member and Secretary, Board of Directors, Indigenous Community Enterprises, 1999-present Member, Forestry Advisory Committee, First Nations Development Institute, 1997-present Member, Committee of Scientists, U.S. Forest Service and Department of Agriculture, December, 1997-October, 1999. i •
• i i i i i • • i MICHAEL R. WAGNER Education
Ph.D. Entomology University of Wisconsin-Madison 1980 Minor: Plant Pathology M.Sc. Entomology University of Wisconsin-Madison 1977 B.Sc. Forest Science University of Wisconsin-Madison 1972
Professional Employment
2000-Present Director of NAU Centennial Forest 1999-Present Regents' Professor, School of Forestry, Northern Arizona University 1991-1999 Professor, School of Forestry, Northern Arizona University 1986-1991 Associate Professor, School of Forestry, Northern Arizona University 1980-1985 Assistant Professor, School of Forestry, Northern Arizona University 1976-1979 Research Assistant, University of Wisconsin, Department of Entomology. Research topic: Chemical ecology of the larch sawfly, Pristiphora erichsonii, on tamarack, Larix laricina. 1973-1975 Forestry Instructor, Forestry Training School, Sunyani, Ghana (Peace Corps Volunteer). Courses taught: Forest Management, Forest Entomology and Pathology, Botany, Power Saw Operation and Maintenance.
Research Summary
Scholarly Contributions 1999-2003 Total Number of peer-reviewed journal articles 26 94 Number of books/book chapters 4 15 Number of other publications 11 33
Current Research (projects ending 12/31/03 or later) Number of active research projects 11 Number of graduate students advised 5
Courses Taught Forestry 101 Introduction to Forestry (I) Forestry 102 Introduction to Forestry (II) Forestry 311 Semester A (Forest Pest Management) Forestry 312 Semester B (Forest Protection) Forestry 398 Forest Pest Management Forestry 421 Semester C (Multiresource analysis) Forestry 421 Semester C (Multiresource inventory) Forestry 485 Global Climate Change (undergrad res.) Forestry 497 Independent Study (3 students) Forestry 499 Sustainable Forestry in Tropical Ecosystems Forestry 501 Pest Management Decision-making Forestry 506 Bark Beetle Ecology Forestry 506 Apiculture Forestry 506 Forest Health Seminar Forestry 515 Forestry in Developing Countries Forestry 653 Forest Entomology Forestry 654 Forest Pathology Forestry 654 Integrated Forest Health Forestry 685 Insect Physiology Forestry 690 Research Methods Forestry 695 Insect Pest Management Forestry 699 Thesis Forestry 799 Dissertation Biology 799 Dissertation
Honors and Awards 1999-Present Fellow in the Society of American Foresters 2001 External Examiner - Doctoral dissertation defense. Simon Fraser University Vancouver, British Columbia 1999 Ghana Tourism Board Ecotourism Initiative Award to the Bobiri Butterfly Sanctuary Project (I serve as co-director) 1998 Chair, Southwestern Society of American Foresters (Arizona and New Mexico) 1997 Governor's Pride in Arizona Award - award given to Stone Container Wastewater Reuse Project for which I serve as Project Director 1996-97 Fulbright U.S. Senior Scholar 1996-02 Co-Chair, International Union of Forestry Research Organizations Subject Group: Physiology and Genetics of Tree/Phytophage Interactions 1995-98 Western Forest Insect Work Conference - Executive Committee (Counselor) 1991-02 Board of Directors, Transition Zone Horticulture Institute 1994-98 Camp Navajo (AZ National Guard) Natural Resources Advisory Panel 1995 Transition Zone Horticulture Institute - Chair, Director Search Committee 1994, 95 Chair, Northern Arizona Chapter Sigma Xi 1994 Chair, Fulbright Life Sciences Advisory Committee 1993 NAU Distinguished Teaching Scholar Award 1993 Phi Kappa Phi Faculty Scholar Award 1993 Honors Week Convocation Speaker 1993 Executive Committee, San Francisco Peaks Chapter of the Society of American Foresters 1992 Chair, San Francisco Peaks Chapter, Society of American Foresters 1992-94 Council for International Exchange of Scholars - Fulbright Life Sciences Advisory Committee 1991 Xi Sigma Pi Teacher of the Year Award
Service to the Profession and University (top 5 contributions 1999-2003)
Chair Society of American Foresters World Forestry Committee - 2003 Northern Arizona University Centennial Forest - Director 2000-02 XII Simposio Nacional Sobre Parasitologia Forestal and 54th Annual Western Forest Insect Work Conference Joint Meeting - organizer XXI International Union of Forestry Research Organizations - symposium organizer and moderator XXI International Congress of Entomology - symposium organizer and moderator Appendix A5: School of Forestry Faculty Sabbatical Policy
FORMAT GUIDELINES AND EVALUATION CRITERIA FOR SABBATICAL PROPOSALS IN NAU SCHOOL OF FORESTRY - APPROVED 14 MARCH 2001
1. This policy specifies the format for sabbatical proposals, and criteria for evaluating them in the School of Forestry. This policy does not relieve the faculty member's obligation to follow requirements in the NAU Faculty Handbook (Section 7.8.1) regarding deadlines, one year of service after the sabbatical, a written report and public seminar, and other issues. 2. A Sabbatical Proposal must be a coherent goal-driven document with sections titled Introduction, Rationale & Significance, Methods, Expected Results, Time Line, and Impact on Instruction/Mentoring. 3. The Rationale & Significance section must explicitly address at least 2 of the 5 criteria listed in the NAU Faculty Handbook (7.8.1.6 a through e), and the School of Forestry mission and goals. 4. The proposal should also address 3 additional School of Forestry criteria of (a) feasibility of the project, (b) probability that the faculty member will successfully complete the project, and (c) contribution to the School and College. 5. The Impact on Instruction/Mentoring section must be a copy of a dated memo from the faculty member to the Chair, clearly listing: (a) Classes for which a replacement instructor will be needed during the sabbatical period. The applicant is encouraged to include suggestions for covering these needs. (b) Names of the graduate students of the faculty member. The applicant must explain how graduate students will be mentored during the sabbatical. (c) Other important impacts on the School that may arise from the absence of the faculty member.
The applicant is encouraged to include suggestions for covering these needs. It is the responsibility of the Chair - not the applicant or the Faculty Status Committee (FSC) - to insure that staffing needs are met during the sabbatical. 1. The faculty member should be engaged in sabbatical activities for at least 17 weeks (1-semester sabbatical) or 34 weeks (2-semester sabbatical), during which the faculty member should not be distracted with NAU or School of Forestry activities. If the sabbatical plan includes or allows the faculty member to spend significant amount of time in or near Flagstaff, the applicant must explain how he or she will avoid routine work in their office. 2. The FSC will not consider the fiscal impact of the sabbatical on the School of Forestry.
Faculty submitting Sabbatical Proposals should be aware that the Faculty Status Committee must forward all proposals to the Chair, with a cover letter that evaluates each proposal as acceptable or unacceptable and ranks all of the acceptable proposals using the 3 School criteria listed above. Consistent with NAU Faculty Handbook, a sabbatical proposal can be related to teaching (7.8.1.6., criteria a & c), research (criteria a, c, & d), or service (criteria e & c), or a combination thereof. The following policies relate to these 3 types of sabbatical activities.
Proposals related to teaching: • New courses: The faculty must clearly commit to create a specific course. The proposal should clearly state the intention of the faculty member to offer the new course as a regular course line (i.e., at least once every 2 years). The Sabbatical Proposal must explain how the course will further the mission of the School, and should include an estimate of the demand for the course based on a survey or other empirical evidence. The proposal must include a memo from the Chair assessing the impact of the proposed course on faculty teaching load and the School's ability to deliver core courses. • Existing courses: Revision of an existing course is not suitable as a sabbatical project, except when the Chair strongly supports a proposed major revision of a professional upper-division core course. In this case, the Chair's support letter must be appended to the Sabbatical Proposal. • Other activities to enhance teaching effectiveness: A clear well-justified plan must be presented. For instance, if a faculty intends to take classes to improve their quantitative skills, the proposal should specify the particular classes to be taken, how these classes will enhance teaching effectiveness, how the material will fit into a particular course, and how the effort will advance the mission and goals of the School.
Proposals related to research: • The faculty member must commit to carry out a certain project. The Sabbatical Proposal should include a plan for the contingency that anticipated additional funding does not materialize. • A promise to write and submit a research proposal is not suitable as a sabbatical project. • The research activity should demonstrate that the faculty member is taking the opportunity to significantly expand their research agenda to new questions, techniques, approaches, or systems. It should not be a continuation of existing local research projects.
Proposals related to service: • The NAU Faculty Handbook specifies that the service must be "outstanding" and prohibits certain commercial activities as sabbatical projects. • The School of Forestry requires a service-based sabbatical project to involve indisputably extraordinary service, such as service as editor-in-chief of a professional journal, writing a major book under contract to a publisher, or full-time service to a non-governmental organization in a field related to his or her profession. Appendix A6: Articles in Refereed Journals - Last Five Years
Adams, H.D., T.E. Kolb. In review. Drought sensitivity of conifers in ecotone forests of northern Arizona: tree ring growth and leaf 13C. Oecologia. Adams, H.D., T.E. Kolb. In review. Sensitivity of tree growth to drought and climate along an elevation gradient in northern Arizona. Journal of Biogeography. Alcoze, T. 2001. The Ecological Indian: Myth and History. Ethics, Place and Environment, V. 4, No.3. Alstad, K.P., and S.C. Hart. In review. Differences in leaf gas exchange and water relations among five woody species along a diverted mountain stream in the Sierra Nevada. Tree Physiology. Amentt, M.A., A.E. Springer, T.E. Kolb, and R. M. Mullen. In review. Evapotranspiration of two vegetation communities in a high-elevation riparian measow at Hart Prairie, AZ. Water Resources Research. Bailey, J.D. and N.A. Harjanto. In review. Coppice forestry for Tectona (teak) plantations in Java, Indonesia. New Forests: submitted. Bailey, J.D. and W.W. Covington. 2002. Evaluating ponderosa pine regeneration rates following ecological restoration treatments in northern Arizona, U.S.A. For. Ecol. and Mgt. 155/1-3: 271-278. Bailey, J.D., A.M. Gascho Landis and K.E. Smith. 2004. Long-term development of southwestern ponderosa pine stands following improvement selection management. ACCEPTED: Western Journal of Applied Forestry. Behan, J. R.; M. T. Richards, and M. E. Lee. 2001. Effects of tour jeeps in a wildland setting on non- motorized recreationist benefits. J. Park and Recreation Admin. 19(2): 1-19. Beier, P, M van Drielen, and BO Kankam. 2002. Impact of habitat fragmentation on forest birds in West Africa. Conservation Biology 16:1097-1 111. Bernardos, D. A., C. L. Chambers, and M. J. Rabe. In review. Use of ponderosa pine - Gambel oak forests by bats in northern Arizona. Journal of Wildlife Management. Besculides, A., M. E. Lee, and P. J. McCormick. 2002. Cultural benefits of tourism to Hispanic and non- Hispanic residents. Annals of Tourism Research 29(2):303-319. Bosu, P.P., F.D. Miller, S.J. Campbell, and M.R. Wagner. In review. Susceptibility of elms to the elm leaf beetle, Pyrrhalta luteola (Coleoptera: Chuysomelidae) in east central Arizona. Journal of Economic Entomology. Bosu, P.P., J. R. Cobbinah, E. Frempong and M. R. Wagner. In press. A quantitative evaluation of indigenous predators on the Iroko gall bug Phytolyma lata (Scott) (Homoptera: Psyllidae) in Ghana. Ghana Journal of Forestry. Bosu, P.P., J.R. Cobbinah E. Frempong, J.D. Nichols and M. R. Wagner. In review. Evaluation in Ghana of indigenous parasitoids of the Iroko (Milicia) gall bug, Phytolyma lata (Scott) (Homoptera: Psyllidae). Agriculture and Forest Entomology. Boyle, S.I., S.C. Hart, J.P. Kaye, and M.P. Waldrop. In review. Long-term responses of soil microbial communities to ecological restoration in a ponderosa pine-bunchgrass ecosystem. Plant and Soil. Cazares, E., D.L. Luoma, M.P. Amaranthus, C.L. Chambers, and J. Lehmkuhl. 1999. Interaction of fungal sporocarp production with small mammal abundance and diet in Douglas-fir stands of the southern Cascade Mountains. Northwest Science 73:64-76. Chambers, C. L., V. Alm, M. S. Siders, and M. J. Rabe. 2002. Use of artificial roosts by forest-dwelling bats in northern Arizona. Wildlife Society Bulletin 30:1085-1091. Chambers, C.L., W.C. McComb, and J.C. Tappeiner, II. 1999. Breeding bird responses to three silvicultural treatments in the Oregon Coast Range. Ecological Applications 9:171-185. Chambers, C.L., W.C. McComb, J.C. Tappeiner, II, L.D. Kellogg, R.L. Johnson, G. Spycher. 1999. CFIRP: What we learned the first 10 years. The Forestry Chronicle 75:431-434. Chapman, S. K., N.S. Cobb, S.C. Hart, T.G. Whitham, and G.W. Koch. In press. Insect herbivory increases litter quality and decomposition: an extension of the acceleration hypothesis. Ecology. Chen, Z., K.M. Clancy, T.E. Kolb. 2003. Variation in budburst phenology of Douglas-fir related to western spruce budworm (Lepidoptera: Tortricidae) fitness. Journal of Economic Entomology 96:377-387. Chen, Z., T.E. Kolb, K.M. Clancy, V.D. Hipkins, and L.E. DeWald. 2001. Allozyme variation in interior Douglas-fir: Association with growth and resistance to western spruce budworm herbivory. Canadian Journal of Forest Research 31:1691-1700. Chen, Z., T.E. Kolb, K.M. Clancy. 2001. Mechanisms of Douglas-fir resistance to western spruce budworm defoliation: budburst phenology, photosynthetic compensation, and growth rate. Tree Physiology 21:1159-1169. Chen, Z., T.E. Kolb, K.M. Clancy. 2002. Effects of artificial and western spruce budworm (Lepidoptera: Tortricidae) defoliation on growth and biomass allocation of Douglas-fir seedlings. Journal of Economic Entomology 95:587-594. Chen, Z., T.E. Kolb, K.M. Clancy. 2002. The role of monoterpenes in resistance of Douglas-fir to western spruce budworm defoliation. Journal of Chemical Ecology 28:987-920. Church R. and P.J. Daugherty. 1999. Considering intergenerational equity in linear programming-based forest planning models with MAXMIN objective functions. For. Sci. 45(3):366-373. Clancy, K.M., Z. Chen, T.E. Kolb. In press. Foliar nutrients and induced susceptibility: genetic mechanisms of Douglas-fir resistance to western spruce budworm defoliation. Canadian Journal of Forest Research. Classen, A.T., S.C. Hart, and R.J. Wright. In review. Long-term interval burning alters mycorrhizal and fine root dynamics in a ponderosa pine forest. Canadian Journal of Forest Research. Classen, A.T., S.C. Hart, T.G. Whitham, N.S. Cobb, and G.W. Koch. In review. Insect herbivory on resistant and susceptible pines alters soil microclimate: potential ecosystem consequences. Ecology. Classen, A.T., S.I. Boyle, K.E. Haskins, S.T. Overby, and S.C. Hart. 2003. Community-level physiological profiles of bacteria and fungi: plate type and incubation temperature influences on contrasting soils. FEMS Microbiology Ecology 44:319-328. Covington, W.W., P.Z. Fule, S.C. Hart, and R.P. Weaver. 2001. Modeling ecological restoration effects on ponderosa pine forest structure. Restoration Ecology 9(4):421-431. Covington, W.W., P.Z. Fule, T.M. Alcoze, and R.K. Vance. 2000. Learning by doing: ecological restoration education at Northern Arizona University. Journal of Forestry 98(10):30-34. Cox, G., D.G. Fischer, and S.C. Hart. In review. Non-response of native Cottonwood trees to water additions during summer drought. Western North American Naturalist. Czech, B., E Allen, D Batker, P Beier, H Daly, J Erickson, P Garrettson, V Geist, J Gowdy, L Greenwalt, H Hands, P Krausman, P Magee, C Miller, K Novak, G Pullis, C Robinson, J Santa-Barbara, J Teer, D Trauger, and C Wilier. 2003. The iron triangle: why The Wildlife Society needs to take a position on economic growth. Wildlife Society Bulletin 31:574-577. Daugherty, C. M., and R. L. Mathiasen. 2000. Adult sex ratio of Phoradendron juniperinum in ten severely infected Juniperus monosperma in northern Arizona. Madrono 46:169-176. Daugherty, C. M., and R. L. Mathiasen. 2003. Incidence of mistletoes in the pinyon-juniper woodlands of the Coconino National Forest, Arizona. Western North American Naturalist 63:392-401. DeGomez, T. and M. R. Wagner. 2003. Insect colonization of exotic and native trees and shrubs. Agriculture and Forest Entomology (in review). DeGomez, T., and M.R. Wagner. 2001. Arthropod diversity of exotic vs. native Robinia species in northern Arizona. Agricultural and Forest Entomology 3: 19-27. DeGomez, T., and M.R. Wagner. 2001. The culture and use of black locust. Horticultural Technology. 11(2): 1-11. Delaney, DK, TG Grubb, P Beier, LL Pater, and MH Reiser. 1999. Activity patterns of nesting Mexican spotted owls. Condor 101:42-49. Delaney, DK, TG Grubb, P Beier, LL Pater, and MH Reiser. 1999. Effects of helicopter noise on Mexican spotted owls. Journal of Wildlife Management 63:60-76. DeWald, L.E. and A.E. Springer. 1999. Riparian restoration improves a rare Bebb willow community (Arizona). Ecological Restoration - Research Notes. Dewhurst, S.M. and W.B. Kessler. 1999. Using Scenario Planning to Educate the Next Generation of Natural Resource Managers. Journal of Forestry 97 (11): 43-47 Dickson, BG, and P Beier. 2002. Home range and habitat selection by adult cougars in southern California. Journal of Wildlife Management 66:1235-1245. Dickson, BG, JS Jenness, and P Beier. 2004. Influence of vegetation, roads, and topography on cougar movement in southern California. Journal of Wildlife Management 68:In Press. Dijkstra, P., A. Ishizu, R. Doucette, S.C. Hart, and B.A. Hungate. In review. Natural abundance stable N- isotope enrichment in soil microbial biomass: potential application in biogeochemistry of nitrogen. Soil Biology and Biochemistry. DiSalvo, A.C., and S.C. Hart. 2002. Climatic and stream flow controls on tree growth in a western montane riparian forest. Environmental Management 30:678-691 DiSalvo, A.C., and S.C. Hart. In review. Net primary productivity of a western montane riparian forest: potential effects of stream flow diversion. Western North American Naturalist. Drennan, JE, and P Beier. 2003. Winter foraging habitat of northern goshawks. Journal of Wildlife Management 67:177-185. Ffolliott, P., M.B. Baker, Jr., and A. Tecle. 2003. Watershed management approach to land stewardship. Journal of the Arizona-Nevada Academy of Sciences 35(1): 1-4. Fischer, D.G., S.C. Hart, T.G. Whitham, and G.D. Martinsen. In press. Genetic variation in water-use parameters of cottonwoods: ecosystem implications. Oecologia. Fischer, D.G., T.E. Kolb and L.E. DeWald. 2002. Changes in whole-tree water relations during ontogeny of Pinus flexilis and Pinus ponderosa in a high-elevation meadow. Tree Physiology 22(10):675-685. Fulé, P. Z., J. E. Crouse, A. E. Cocke, M. M. Moore, and W. W. Covington. Changes in canopy fuels and potential fire behavior 1880-2040: Grand Canyon, Arizona. Ecological Modelling. Accepted. Fulé, P. Z., A. Garcia-Arevalo, and W.W. Covington. 2000. Effects of an intense wildfire in a Mexican oak-pine forest. Forest Science 46(1):52-61. Fulé, P. Z., A.E. Cocke, T.A. Heinlein, and W.W. Covington. In press. Effects of an intense prescribed forest fire: is it ecological restoration? Restoration Ecology. Fulé, P. Z., A.E.M. Waltz, W.W. Covington, and T.A. Heinlein. 2001. Measuring forest restoration effectiveness in hazardous fuels reduction. Journal of Forestry 99(11):24-29. Fulé, P. Z., and W.W. Covington. 1999. Fire regime changes in La Michilia Biosphere Reserve, Durango, Mexico. Conservation Biology 13(3):640-652. Fulé, P. Z., J. E. Crouse, T. A., Heinlein, M. M. Moore, W. W. Covington, and G. Verkamp. 2003. Mixed severity fire regime in a high-elevation forest: Grand Canyon, Arizona. Landscape Ecology 18:465- 486. Fulé, P. Z,, T.A. Heinlein, W.W. Covington, and M.M. Moore. 2003. Assessing fire regimes on Grand Canyon landscapes with fire scar and fire record data. International Journal of Wildland Fire 12(2):129-145. Fulé, P. Z., W. W. Covington, M. M. Moore, T.A. Heinlein, and A. E. M. Waltz. 2002. Natural variability in forests of Grand Canyon, USA. Journal of Biogeography 29:31-47. Fulé, P. Z., W.W. Covington, H.B. Smith, J.D. Springer, T.A. Heinlein, K.D. Huisinga, and M.M. Moore. 2002. Comparing ecological restoration alternatives: Grand Canyon, Arizona. Forest Ecology and Management 170:19-41. Galuszka, D.M. and T.E. Kolb. 2002. Tree growth and regeneration response to climate and stream flow in a species-rich Southwestern riparian forest. Western North American Naturalist 62:266-279. Garnett, G. N., R. L. 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Forest fire and logging effect on ground beetles (Coleoptera:Carabidae) species assemblage: review and synthesis. Agricultural and Forest Entomology 5812:1-16 (in press). Villa-Castillo, J. and M.R. Wagner. 2003. Ground beetle (Coleoptera:Carabidae) species assemblage as an indicator of forest health in bark beetle (Coleoptera:Scolytidae) infested and sanitized stands in Nevado de Colima National Park, Mexico. Ecological Indicator (in press). Wagner, M.R. and Z. Chen. In review. Long-term residual impact of Rhyacionia neomexicana (Dyar) and vegetation competition on Pinus ponderosa growth in Northern Arizona. Forest Science. Wagner, M.R., C.L. Webber, J.D. McMillin. 1999. Yield and cultural recommendations for kenaf (Hibiscus cannabinus): a new bioenergy crop for Arizona, pp. 1152-1158 In: Bioenergy '98: Expanding Bioenergy Partnerships. Symposium Proceedings. Madison Wisconsin. October 4-8, 1998. Great Lakes Regional Biomass Energy Program, US Department of Energy. 1352 pp. Wagner, M.R., W.M. Block, B.W. Geils, and K.F. Wenger. 2000. Restoration Ecology: A New Forest Management Paradigm, or Another Merit Badge for Foresters? Journal of Forestry 98(10):22-27. Wallin, K. F., T.E. Kolb, K. Skov and M.R. Wagner. 2003. Seven year results of the influence of thinning and burning restoration treatments on pre-settlement ponderosa pines at the Gus Pearson Natural Area. Restoration Ecology (in review). Wallin, K.F., T.E. Kolb, K. Skov, and M.R. Wagner. 2003. Effects of crown scorch on ponderosa pine resistance to bark beetles. Environmental Entomology 32:652-661. Waltz, A.E.M., P.Z. Fulé, W.W. Covington, and M.M. Moore. 2003. Diversity in ponderosa pine forest structure following ecological restoration treatments. Forest Science 49(6):885-900. Wang, G., G. Gertner, V. Singh, S. Shinkareva, P. Parysow, A. Anderson. 2002. Spatial and Temporal Prediction Uncertainty Analysis of Rainfall and Runoff Erosivity for revised Universal Soil Loss Equation. Ecological Modelling 153: 143-155 (Special Issue on Modeling Complex Ecological Systems) Wang, G., G.Z. Gertner, P. Parysow and A. Anderson. 2000. Spatial prediction and uncertainty analysis of topographic factors for the Revised Universal Soil Loss Equation (RUSLE). Journal of Soil and Water Conservation 55: 374-384. Wang, G., G.Z. Gertner, P. Parysow and A. Anderson. 2001. Spatial prediction and uncertainty assessment of topographic factor for revised universal soil loss equation using digital elevation models. ISPRS Journal of Photogrammetry and Remote Sensing 56: 65-80. Wass, E. F., and R. L. Mathiasen. 2003. A new subspecies of hemlock dwarf mistletoe (Arceuthobium tsugense subsp. contortae, Viscaceae) from British Columbia and Washington. Novon 13:268-276. Wells A., and Yeon-Su Kim (2002). Quantifying Forest Externalities at the Wildland Urban Interface. Forestry. In Review. Wells, A and Yeon-Su Kim (2002). Economic Measures for the U.S.D.A. Forest Service Visual Management System: An Hedonic Price Method and Geographic Information Systems Approach. Forest Science. In Review. Zimmerman, J.A.C., L.E. DeWald and P.G. Rowlands. 1999. Vegetation diversity in an interconnected ephemeral riparian system of north-central Arizona, USA. Biological Conservation. 90:217-228 Appendix A7: Books and Book Chapters - Last Five Years
Alcoze, T. and Hurteau, M. (2001) Implementing the Archeo-Environmental Reconstruction Technique (ART): Rediscovering the Historic Ground Layer of Three Plant Communities in the Greater Grand Canyon Region. In D. Egan and E. Howell (Eds.).The Historical Ecology Handbook: A Restorationist's Guide to Reference Ecosystems. Island Press: Washington, DC Alcoze, T. (2003) First Peoples in the Pines: Historical Ecology of Humans and Ponderosas, Pp. 48-57. In (Peter Federici (Ed.).Ecological Restoration of Southwestern Ponderosa Pine Forests. Island Press: Washington, DC Anderson, D. H., R. Nickerson, T. V. Stein, and M. E. Lee. 2000. Planning to provide community and visitor benefits from public lands. Pp. 197-212 in, Gartner, W. C. and D. W. Lime, eds. Trends in outdoor recreation, leisure and tourism. New York: CABI Publishing. Bailey, J.D., M.R. Wagner and JJ. Smith. 2001. Stand Treatment Impacts on Forest Health (STIFH): Structural responses associated with silvicultural treatments. IN: Proceedings of the 5th Biennial Colorado Plateau Meeting (Van Riper et al. eds.) USGSFRESC/COPL/2001/24, pp.137-146. Beier, P, and J Maschinski. 2003. Threatened, endangered, and sensitive species. Pages 306-327 In P Friederici, editor. Ecological restoration of southwestern ponderosa pine forests. Island Press. Beier, P, KL Penrod, C Luke, WD Spencer, and C Cabanero. 2005. South Coast Missing Linkages: restoring connectivity to wildlands in the largest metropolitan area in the United States. Invited Chapter In KR Crooks and MA Sanjayan, editors, Connectivity and Conservation. Cambridge University Press, Cambridge. The editors are still negotiating with Cambridge. Beier, P. 2004 In Press. Impact of artificial night lighting on terrestrial mammals. T. Longcore and C. Rich, editors, Environmental consequences of artificial night lighting. Island Press, Covelo CA. This book will be in galley phase by March 2004; Island Press is firmly committed. Chambers, C. L. and R. S. Holthausen. 2000. Montane ecosystems used as rangelands. Pages 213 - 280 In R. Jemison and C. Raish, co-editors. Livestock Management in the American Southwest: Ecology, Society, and Economics. Amsterdam, The Netherlands: Elsevier Science. Chambers, C. L. and W. C. McComb. Chapter 5 Wildlife responses. In C. Maguire and C. Chambers, eds. Ecological and socioeconomic aspects of the College of Forestry Integrated Research Project (CFIRP). (In press) Chambers, C. L., and S. S. Germaine. 2003. Chapter 16: Vertebrates. In P. Freiderici, ed. Ecological Restoration of Southwestern Ponderosa Pine Forests, Washington, D.C.: Island Press. Chambers, C. L., L. D. Kellogg, and others. Chapter 2 Methods. In C. Maguire and C. Chambers, eds. Ecological and socioeconomic aspects of the College of Forestry Integrated Research Project (CFIRP). (In press) Covington, W. W., W. A. Niering, E. Starkey and J. Walker. 1999. Ecosystem restoration and management: scientific principles and concepts. Ecological Stewardship: A Common Reference for Ecosystem Management. Chapter 5, 600-617. Covington, W.W and Vosick, D. Conclusion: Key Concepts and Questions in Adaptive Ecosystem Restoration of Ponderosa Pine Forest Ecosystems. 2003. In: Friederici, P. (ed.), Ecological Restoration of Southwestern Ponderosa Pine Forests. Island Press, Washington, D.C. 429-431. Covington, W.W. The Evolutionary and Historical Context. 2003. In: Friederici, P. (ed.), Ecological Restoration of Southwestern Ponderosa Pine Forests. Island Press, Washington, D.C. 26-47. Daugherty, P. J., and G. B. Snider. 2003. Ecological and Market Economics. In: Friederici, P. G. (ed.). Ecological Restoration of Southwestern Ponderosa Pine Forest: A Sourcebook for Research and Monitoring. Island Press. Washington, D.C. DeWald, L.E. 2003. Conserving genetic diversity during restoration thinning. Pages 226-227 In: Peter Friederici (editor) Ecological Restoration of Southwestern Ponderosa Pine Forests Island Press. Fule, P.Z. 2001. Why Forests Need to Burn. Science Year Special Report 2002 (pages 42-55), World Book Publishing, Chicago, IL. Fule, P.Z. 2003. Monitoring. In: Friederici, P. G. (ed.), Ecological Restoration of Southwestern Ponderosa Pine Forests: A Sourcebook for Research and Application. Island Press, Washington, D.C. Hospodarsky, D. 2005. Regional analysis of outdoor recreation supply and demand variables. In Regional Social Analyses in Natural Resource Management. Field, D.R. and W. Burch, eds., Social Ecology Press, Madison, WI. Kaufmann, M.R., W.R. Romme, K. Ryan, and P.Z. Fule. In Press. Restoration of ponderosa pine forests in the interior western United States after logging, grazing, and fire suppression. In: Stanturf, J.A., and P. Madsen (eds.), Restoration of Boreal and Temperate Forests. CRC Press. Kolb, T.E. 2001. Ageing as an influence on tree response to ozone: Theory and observations. Pages 127- 155 In: S. Huttunen, H. Heikkila, J. Bucher, B. Sundberg, P. Jarvis, and R. Matyssek (editors), Trends in European Forest Tree Physiology Research. Cost Action E6: EUROSILVA, Kluwer Academic Publishers, Netherlands. Kolb, T.E. 2002. Ecophysiology of parasitism in the plant kingdom. Pages 57-85 In: Lopez Saez, J.A., P. Catalan, and L. Saez (editors), Plantas Parasitas de la Peninsula Iberica e Islas Baleares (Guide on Parasitic Plants of the Iberian Peninsula and the Balearic Islands). MundiPrensa, Madrid, Spain. Kolb, T.E., and R. Matyssek. 2003. Limitations and perspectives about scaling ozone impacts in trees. Pages 137-170 In: Karnosky, D.F., K.E. Percy, A.H. Chappelka, C. Simpson, and J. Pikkarainen (editors), Air Pollution, Global Change and Forests in the New Millennium. Elsevier Press. Lee, M. E. and B. L. Driver. 1999. Benefits-based management: A new paradigm for managing amenity resources. In Aley, J.; W. R. Burch; B. Conover; and D. R. Field (Eds.), Ecosystem management: Adaptive strategies for natural resources organizations in the 21st century. Philadelphia: Taylor and Francis Publishers. Lieutier, F., W.J. Mattson, M.R. Wagner (Editors). 1999. Physiology and Genetics of Tree-Phytophage Interactions. Les Colloques de I' Institut National de le Recherche Agronomique (INRA), Paris. 374 pp. Maguire, C. and C. L. Chambers, editors. Ecological and socioeconomic aspects of the College of Forestry Integrated Research Project (CFIRP). (In press) McComb, W. C. and C. L. Chambers. Chapter 1 Introduction. In C. Maguire and C. Chambers, eds. Ecological and socioeconomic aspects of the College of Forestry Integrated Research Project (CFIRP). (In press) Neary, D.G., S.T. Overby, and S.C. Hart. 2002. Soil carbon in arid and semiarid forest ecosystems. In J.M. Kimble, R. Lal, R. Birdsey, and L.S. Heath (eds.), The Potential of U.S. Forest Soils to Sequester Carbon and Mitigate the Greenhouse Effect. CRC Press. 448 p. Nichols, J.D., M.R.Wagner and J.R. Cobbinah. 2002. Using resistance in tropical plantations, pp 287-310 In: Mechanisms and Deployment of Resistance in Trees to Insects. M.R. Wagner, K.M. Clancy, T.D. Paine and F. Lieutier (Editors), Kluwer Academic Press, Dordrecht, The Netherlands. 332 pp. Overby, S.T., S.C. Hart, and D.G. Neary. 2002. Impacts of natural disturbance on soil carbon dynamics in forest ecosystems. In J.M. Kimble, R. Lai, R. Birdsey, and L.S. Heath (eds.), The Potential of U.S. Forest Soils to Sequester Carbon and Mitigate the Greenhouse Effect. CRC Press. 448 p. Patton, David R. 2003. Chifungwe: An African Adventure. Dorrance Publications. Pittsburgh, PA. Selmants, P.C., A. Elseroad, and S.C. Hart. 2003. Chapter 9: Soils and nutrients. In P. Friederici (ed.), Ecological Restoration of Southwestern Ponderosa Pine Forests, Island Press, Washington, D.C. pp. 144-160. Shamoun, S.F. and L.E. DeWald. 2003. Management strategies for dwarf mistletoes: Biological, chemical and genetic approaches. Chapter 7 In: Geils, B.W., J.C. Tovar and B. Moody (eds.) Mistletoes of North American Conifers. USDA Forest Service, Gen. Tech. Report RMRS-GTR-98, Ogden, UT. 123 pages. Stahle, D.W., J. Villanueva, M.K. Cleaveland, M.D. Therrell, G.J. Paull, B.T. Burns, W.Salinas, H.Suzan, and P.Z. Fule. 2000. Recent Tree-Ring Research in Mexico. In: Dendrocronologia en America Latina, F.A. Roig (compiler), EDRJNC, Mendoza, Argentina. Tecle, A. and L. Duckstein. 2002. Multicriterion Analysis in Water Resources Management. In: Water Resources Management, Savenije, H.H.G., and A.Y. Hoeksta (eds.), Encyclopedia of life support systems (EOLSS), developed under the auspices of the UNESCO, EOLSS Publishers, Oxford, UK [http://www.eolss.net]. Tecle, A., and D. Rupp. 2002. Stochastic precipitation-runoff modeling for water yield from a semi-arid forested watershed, Chapter 11, pp. 86-100. In: J.J. Bogardi and Z.W. Kundzewicz (eds.), Risk, reliability, uncertainty and robustness of water resource systems. Cambridge University Press, Cambridge, United Kingdom. Trosper, R. L. "American Indian Business and Enterprise" Native North American Almanac, Second Edition, edited by Duane Champagne. Detroit: Gale Research, Inc., 2001 Trosper, R. L. "Indian Economic Life," submitted to the Dictionary of American History at the request of editor Frederick E. Hoxie, September 2001. Accepted March, 2002 Trosper, R. L. "Policy Transformations In the US Forestry Sector, 1970-2000: Implications for Sustainable Use and Resilience," in Navigating Social-Ecological Systems: Building Resilience for Complexity and Change, edited by Fikret Berkes, Johan Colding and Carl Folke. (Cambridge: University of Cambridge Press, 2003), pp.328-351 Wagner, M.R., K.M. Clancy, T.D. Paine, F. Lieutier (Editors). 2002. Mechanisms and Deployment of Resistance in Trees to Insects. Kluwer Academic Press, Dordrecht, The Netherlands. 332 pp. Wagner, M.R., L. Ren, T.G. Huntsberger, M. Mihay, R.D. Foust. 1999. Role of resin acids in ponderosa pine, Pinus ponderosa, resistance to Neodiprion fulviceps (Hymenoptera: Diprionidae). pp. 221-229 In: Physiology and Genetics of Tree-Phytotype Interactions. Lieutier, F., W.J. Mattson, M.R. Wagner. (Editors) Les Colloques de F Institut National de le Recherche Agronomique, Paris. 374 pp. Appendix A8: Professional Presentations Last Five Years
Alcoze, T. (1999) Effective Strategies in Publishing and Native American Scholarship. Association of Native American Professors, Haskell Indian Nations University, Lawrence, KS. Alcoze, T. (1999) Keynote Address: Respecting Traditional Knowledge through Participatory Endeavors. International Geographical Union Conference on Tourism and World Trade, Flagstaff, AZ. Alcoze, T. (2000) Keynote Address: Humans, Fire and the Land. International Conference on Indigenous Burning Practices and Modern Land Management Applications. Hobart, Tasmania. Alcoze, T. (2000) Keynote: Ambassador between Native American Forestry and Maori Studies, University of Waikato. Waikato, New Zealand. Alcoze, T. (2000) Native Solutions: Indigenous Knowledge and Today's Fire Management. International Conference on Indigenous Burning Practices and Modern Land Management Applications. Hobart, Tasmania. Alcoze, T. (2000) Reconnecting Humans and the Environment. Truity International, Brisbane, Australia. Alcoze, T. (2001) Kaibab Environmental Education Network (KEEN): A Model for Restoration Education in Native Communities. Arizona Association for Environmental Education, Flagstaff, AZ. Alcoze, T. (2001) Presentation to the Tribal Council, Eastern Band of Cherokee Indians on Behalf of Ecological Restoration Institute, NAU. Cherokee, NC. Alcoze, T. (2001) Reconnecting to the Earth: Using Traditional Language and Science Terminology. International Association for the Improvement of Mother Tongue Education, University of Amsterdam. Amsterdam, Netherlands. Alcoze, T. (2003). The Relevance of Native American Ecology and National Resources Management. Grand Canyon National Parks Professional Leadership Seminar. Grand Canyon, AZ. Alcoze, T. (August, 2002). Applying Traditional Knowledge to Modern Ecological Restoration. ESA/SER Joint Conference, Tucson, AZ. Alcoze, T. (August, 2002). Back on Track: Research Designs that Honor Native American Ecological Knowledge. Symposium: Traditional Ecological Knowledge (TEK): What Is It and What Does It Have To Do With Ecological Restoration and Conservation Biology? ESA/SER Joint Conference,Tucson, AZ. Alcoze, T. (January, 2003). Ethical Guidelines for Research in Native American Communities. Hawaii International Conference on Arts and Humanities. University of Hawaii. Waikiki, HI. Alcoze, T. (March, 2003). Honoring Traditional Knowledge in Scientific Research: Ecological Research and Science Education with Two Native American Communities. Invited. Minority Breakfast Session, Annual Meeting, American Association for the Advancement of Science, Denver, CO. Alcoze, T. (Spring, 2003). Indigenous Natural Resources Management Practices in the Southwest, Canada, and Australia. An invited presentation. Sister Cities International, Flagstaff, AZ. Alcoze, T. (Spring, 2003). Who Speaks for the Land? A Model for Ecological Restoration Research, Application, and Education in Indigenous Communities. ERI Southwest Fire Initiative Conference, NAU, Flagstaff, AZ.Alcoze, T., Oran, S., Cooley, N., & Manzo, A. (June, 2003). 27th Annual National Intertribal Timber Council Symposium. Invited posters. Eastern Band of Cherokee Indians, Cherokee, NC. Bailey, J. D. "21st Century Forestry - What's Old and What's New". New West Conference. June 11-12, 1999 in Flagstaff, AZ. Bailey, J. D. "A Forest Story" Northern Arizona University Program in Community, Culture and Environment. Spring and Fall of 2002 in Flagstaff, AZ. Bailey, J. D. "Centennial Forest: Forest Resource Enterprise Center (FREC)" Four Corners Steering Committee meeting. March, 2003 in Albuquerque, NM. Bailey, J. D. "Changing the Paradigm: Sustainable Forestry for the New West" Denali Foundation Lecture Series. August 17,2001 in Denali, AK. Bailey, J. D. "Changing the Paradigm: Sustainable Forestry for the Intermountain West" Laird Norton Endowment Foundation Seminar Series. May 3, 2000 in Flagstaff, AZ. Bailey, J. D. "Deja vu: The Coming of the Flagstaff Fire Season". First Friday Colloquia (a regionally televised panel discussion). April 27, 1999 in Flagstaff, AZ. Bailey, J. D. "Forest Resources Assessment for the Four Corners Sustainability Initiative" Four Corners Sustainability Initiative Roundtable. August 23-25, 1999 in Taos, NM. Bailey, J. D. "Foresteria Sostenible: Sustainable Forest Management in the Semi-arid Southwest" Humboldt State University Natural Resources Seminar. May 11, 2001 in Areata, CA. Bailey, J. D. "Forests and Sustainable Forest Management in the Southwest: 1900 to 2000" Society of American Foresters - National Convention. November 16-20, 2000 in Washington, DC. Bailey, J. D. "Reconstructing Pre-European Woodlands" Northern Arizona University Forest Service briefing. January, 2003 in Flagstaff, AZ. Bailey, J. D. "Regeneration Goals for Southwestern Ponderosa Pine Ecosystem Restoration". 2nd North American Forest Ecology Workshop. June 27-30, 1999 in Orono, Maine. Bailey, J. D. "Stand Structure and Ecological Restoration" Ecological Restoration Institute - Short Course. April, 2003 in Flagstaff, AZ. Bailey, J. D. "Sustainable Forest Management in the Semi-arid Southwest: Amazing parallels to the "non- arid" Northwest" USFS Pacific Northwest Research Station. March, 2003 in Olympia, WA. Bailey, J. D. "Sustainable Forestry in Southwestern Ponderosa Pine Forests IS Multi-aged, Group Selection Management" Southwestern Society of American Foresters - Section Meeting. March 23- 25, 2000 in Show Low, AZ. Bailey, J.D., and Marc Trenam. 2001. Implementing fire and fire surrogate treatments in northern Arizona ponderosa pine forests - changes in stand structure with and after treatment. Presentation at: 6th Biennial Conference of Research on the Colorado Plateau. November 5-9, 2001 in Flagstaff, AZ. Bailey, J.D., J.J. Smith and C. Miller. 2003. Centennial Forest: Restoring forests with multi-aged group selection management. Presentation at: Southwest Fire Initiative Conference. April 29, 2003 in Flagstaff, AZ. Bailey, J.D., M.R. Wagner and J.J. Smith. 1999. Stand Treatment Impacts on Forest Health (STIFH): Structural responses associated with silvicultural treatments. Poster at: 5th Biennial Colorado Plateau Meeting - Flagstaff, AZ. October 26-29. Bailey, J.D., P. Parysow, M. R. Wagner and M. H. Paz. 2000. Tropical Forestry Short Course with Field Experience in Honduras. Poster at: Society of American Foresters - National Convention. November 16-20, 2000 in Washington, DC. Beier, P. Avifaunal collapse in West African forest fragments." Society for Conservation Biology annual meeting, Hilo, Hawaii, June 2001. Also given at The Wildlife Society annual meeting, Reno, Nevada, September 2001. Beier, P. Do corridors provide connectivity? Invited Speaker, International Workshop on Ecological Corridors, Sevilla, Spain, June 1-5, 1999. Beier, P. Habitat corridors: if we build it, they will come. Keynote address at "Missing Linkages" conference, San Diego, November 2 2000. Beier, P. Managing with potential for cougar attacks on humans. 6th Biennial Conference for Research on the Colorado Plateau, Flagstaff, Arizona, November 2001. Beier, P. Restoring wildland connectivity to the largest urban area in the United States. Society for Conservation Biology annual meeting, Duluth, Minnesota, June 2003. Chambers, C. L. 1999: Arizona/New Mexico Chapters of The Wildlife Society 32nd Joint Annual Meeting (February), Speaker, Developing Forest Restoration Plans to Include Wildlife Objectives Chambers, C. L. 1999: Symposium on the Ecology and Management of Dead Wood in Western Forests (November), Speaker, Ecological Restoration and the Dead Wood Resource in Ponderosa Pine Forests: Effects on Vertebrates Chambers, C. L. 2000: Arizona/New Mexico Chapters of The Wildlife Society 33rd Joint Annual Meeting (February), Speaker, Forest Management and the Dead Wood Resource in Ponderosa Pine Forests: Effects on Vertebrates Chambers, C. L. 2001: Arizona Game and Fish Department School (June), Invited Instructor, Historical Habitat Conditions as a Reference for Wildlife Management Chambers, C. L. 2001: Arizona/New Mexico Chapters of The Wildlife Society 34th Joint Annual Meeting (February), Speaker, Effects of ungulate grazing on small mammals in cold temperate wetlands in northern Arizona Chambers, C. L. 2002: Society for Range Management Ecological Restoration in the Southwest Ponderosa Pine Forests Symposium (August), Invited Speaker, Effects of Restoration on Animal Species Chambers, C. L. 2003: 33rd Annual North American Symposium on Bat Research (October), Poster, Mummified remains of spotted bats (Euderma maculatum) indicating historic roosting habitat in eastern Grand Canyon, Arizona Chambers, C. L. 2003: Southwest Fire Initiative Conference (April), Speaker, Dead wood, wildlife habitat, and forest management Covington, W. W. Ponderosa Pine Ecosystem Restoration within the Greater Grand Canyon Ecosystem. W.W. Covington, M.M. Moore, and P.Z. Fule. Ecological Society of America annual meeting, Spokane, WA, August 1999. DeWald, L.E. 1999. Genetic concerns in ecological restoration. Western Forest Genetics Association Annual Meeting Flagstaff, AZ July 27-29, 1999 DeWald, L.E. 2000. Application of ecological genetics to management of Douglas-fir on the Navajo Reservation. Invited presentation, Graduate Seminar series, Dept. Botany and Range Sciences, Brigham Young University, Provo, UT March 30, 2000 DeWald, L.E. 2000. Genetic concerns in ecological restoration. Invited presentation. Arizona Native Plant Society Annual Meeting Prescott, AZ October 9-10 DeWald, L.E. 2002. Issues related to forest genetics in ecosystem restoration. Soc. Range Mgt. Symposium: Ecological Restoration in the Southwest Ponderosa Pine Forests Flagstaff, Aug. 2002. DeWald, L.E. 2003. Effect of ecological restoration on ponderosa pine population genetics. NAU Environmental Research on the Coconino National Forest and Adjacent Lands, Merriam-Powell Center for Environmental Research Symposium, NAU Flagstaff, AZ DeWald, L.E. and D. Anderson. 2003. Clover Springs project - presentation to Arizona Department of Water Resources, Water Protection Fund Commission. DeWald, L.E. and J.E. Steed. 2000. Evaluation of Carex species for use in riparian restoration. Information Transfer Forum on Riparian and Stream Restoration in Arizona. Arizona Water Protection Fund Commission/Arizona Dept. Water Resources. Phoenix, AZ March 22-23, 2000 DeWald, L.E. and J.E. Steed. 2002. Revegetation guidelines for sedges (Carex spp.) in southwestern riparian meadows. Arizona Riparian Council, Wickenburg, AZ April 2002. DeWald, L.E., A.E. Springer, D.G. Fischer, M.A. Amentt, S.S. Silbert, E.B. Smith. 2000. Balancing cultural, aesthetic, wildlife, and recreational concerns with effective ecological restoration of a rare, high-elevation Bebb willow riparian community. Steps Toward Stewardship: Ponderosa pine ecosystems restoration and conservation conference. April 25-27, 2000. Flagstaff, AZ Fule, P Z. Diversity in forest restorationlnvited presentation to the workshop, "Seeking Common Ground in Fire, Wildlife and Forest Restoration." Arizona Chapter of The Wildlife Society, Flagstaff, AZ, October 24, 2002. Fule, P Z. Ecological issues in forest restoration. Forest Management Seminar Series, Environmental Law Society, College of Law, Arizona State University, Tempe, October 30, 2002. Fule, P Z. Fire ecology and forest restoration at Grand Canyon. Merriam-Powell Seminar Series, Northern Arizona University, Flagstaff, October 25,2002. Fulé, P Z. Fire regimes and natural variability in Grand Canyon forests. Presentation to Forest Ecosystem Landscape Analysis team, Grand Canyon National Park, January 13, 2003. Fulé, P Z. Fire, forest change, and ecological restoration. Presentation to the R1-R4 Joint Forest Management Meeting, Phoenix, AZ, December 3, 2003. Fulé, P Z. Fire-dominated landscapes at Grand Canyon. NAU Environmental Research on National Forests and Adjacent Lands Meeting, February 3, 2003. Fulé, P Z. Grand Canyon forest fires: past, present, and future. School of Forestry seminar, Northern Arizona University, Flagstaff, October 1, 2003. Fulé, P Z. Multi-Century Fire Modeling on Landscape Gradients. Joint Fire Science Program Investigators' Meeting, Phoenix, AZ, March 11, 2003. Fulé, P Z. Natural disturbance regimes in mixed conifer. Presentation to Goshawk guidelines field trip, North Kaibab Ranger District, October 24, 2003. Fulé, P Z. Restoration science and prescriptions. Presentation to Building Trust for Forest Restoration Through Collaborative Partnerships Symposium, Showlow, AZ, December 5, 2003. Fulé, P Z. Science and practice. Restoration and Fuel Management Symposium: Moving Forward Together. Flagstaff, AZ, November 13, 2002. Fulé, P. Z. Catastrophic Fire Field Trip (leader). Flagstaff Festival of Science, September 23, 2000. Fulé, P. Z. Differences in Grand Canyon forest structures over environmental and disturbance gradients. Fifth Biennial Conference on Colorado Plateau Research, October 27, 1999, Flagstaff, AZ. Fulé, P. Z. Ecologia de Incendios en la Sierra Madre Occidental. Presentation to the Instituto de Ecologia, SEMARNAP, CIDIIR-IPN, and UAJD, Durango, Mexico, July 6, 1999. Fulé, P. Z. Ecological Restoration and Fire Behavior. National Fire Roundtable, The Nature Conservancy and USDA Forest Service. March 14, 2001, Flagstaff, AZ. Fulé, P. Z. Effects of an intense prescribed fire: is it ecological restoration? Sixth Biennial Conference of Research on the Colorado Plateau, November 7, 2001. Fulé, P. Z. Festival of Science In-School Talk, South Beaver School (4th grade), Flagstaff, AZ, September 25,2001. Fulé, P. Z. Fire and Restoration. Montessori School of Flagstaff, Switzer Mesa (grades 1-3), Flagstaff, AZ, October 12, 2001. Fulé, P. Z. Fire ecology and forest restoration at Grand Canyon, with a detour to Mexico. Tree Ring Talk (seminar series), Laboratory of Tree-Ring Research, University of Arizona, Tucson, May 8, 2002. Fulé, P. Z. Fire in the Ecosystem. PPublic presentation at forest meeting, Lakeside, AZ, November 13, 1999. Fulé, P. Z. Forest Conditions at Mt. Trumbull and Mt. Logan Wilderness Areas. Wilderness Task Force, Bureau of Land Management. March 13, 2001, Flagstaff AZ. Fulé, P. Z. Forest restoration field tour, Taos and Los Alamos, NM, September 26-28, 2002. Fulé, P. Z. Forest Restoration. Presentation to Arizona Project CENTRL, October 20, 2000, Flagstaff AZ. Fulé, P. Z. Forest Science Panel, Steps Toward Stewardship conference, Flagstaff, AZ, April 25, 2000. Fulé, P. Z. Grand Canyon fire ecology. Training session for Northern Arizona Conservation Corps, Fort Tuthill, AZ, August 28, 2002. Fulé, P. Z. Grand Canyon Forest Restoration Research. Seminar Series, Grand Canyon National Park, January 6, 1999. Fulé, P. Z. Gus Pearson restoration site, field trip leader, Forests Festival, April 28, 2001. Fulé, P. Z. Joint Fire Science Program, Principal Investigators Workshop, October 3-5, 2000, Reno, NV. Fulé, P. Z. Reducing Fire Behavior. Ponderosa Fire Advisory Council, November 6, 2000, Flagstaff AZ. Fulé, P. Z. Reducing Fire Hazards. Presentation to American Association of Botanical Gardens and Arboreta, Interior West Regional Meeting, September 13-15, 2001, Flagstaff, AZ. Fulé, P. Z. Restoration at Gus Pearson Natural Area. Field presentation to the international meeting of the Ecological Society of America, Flagstaff, AZ, August 2, 2002. Fule, P. Z. Restoring Flagstaff s Forests. Presentation to the Flagstaff Leadership Program, January 20, 2000. Fule, P. Z. School presentation on wildfire. Knoles School, Flagstaff, AZ, October 3, 2002. Fule, P. Z. School presentation on wildfire. Sechrist School, Flagstaff, AZ, October 8, 2002. Fule, P. Z. Simposium Sobre Incendios Forestales. Presentation to the IV Congreso Mexicano Sobre Recursos Forestales, Durango, Mexico, November 26, 1999. Fule, P. Z. Southwestern Forests: Restoring our Natural Legacy. Presentation to Laird Norton Foundation. Poco Diablo, Sedona, AZ. June 22, 1999. Fule, P. Z. USFS Gus Pearson Research Plots. Field presentation to the international meeting of the Society of Range Management, Flagstaff, AZ, August 13, 2002. Fule, P. Z. White Mountain Apache Tribal Council field trip leader, Fort Valley, May 4, 2001. Fule, P. Z. Wildfire's dangerous new role. Presentation for Flagstaff Festival of Science, Lowell Observatory, Flagstaff, AZ, October 2, 2002. Fule, P. Z. Xtreme Fire. Presentation for Flagstaff Festival of Science, Lowell Observatory, Flagstaff, AZ, October 1,2001. Hart, S. C. 1999 - Restoration of structure and function in a ponderosa pine-bunchgrass ecosystem. USDA Forest Service Riverside Fire Laboratory, Riverside, CA on 5/99. Hart, S. C. 1999 - Scaling from the bottom up: Linking microbial activity to nitrogen cycling processes in forest soils. Presentation made by J.M. Stark (co-authored by S.C. Hart) at the annual national meeting of the Soil Science Society of America, Salt Lake City, UT on 10/99. Hart, S. C. 2000 - Mighty or minuscule? The role of the microflora in nitrogen cycling and retention in forest soils. Swedish University of Agricultural Sciences, Department of Ecology and Environmental Research, Uppsala, SWEDEN on Oct. 2. Hart, S. C. 2000 - Potential impact of climate change on trace gas emission and N cycling in forest soils. Department of Biological Sciences, Northern Arizona University, Flagstaff, AZ on 1/00. Hart, S. C. 2001 - Integrating terrestrial and aquatic biogeochemistry: concepts, techniques, and emerging paradigms. Presentation made by W. McDowell (co-authored by N. Grimm, P. Groffman, S.C. Hart, C. Johnston). Presented at the annual national meeting of the Ecological Society of America held in Madison, WI on 8/01. Hart, S. C. 2001 - There's a hair in my dirt: The role of the soil microflora in the sustainability of forests. Presented at the Sixth Biennial Conference of Research on the Colorado Plateau on 11/01. Hart, S. C. 2002 - Water, nutrient, and carbon fluxes following ecological restoration of southwestern ponderosa pine forests (co-authored by J.P. Kaye, J.P, W.W. Covington, P.Z. Fule, and M.M. Moore). Presented at the annual meetings of the Ecological Society of America and the Society for Ecological Restoration held in Tucson, AZ on 8/02. Hart, S. C. 2002 -Restoration of structure and function in southwestern ponderosa pine-bunchgrass ecosystems. Joseph W. Jones Ecological Research Center, Ichauway, GA on Oct. 7. Invited Presentation Hart, S. C. 2003 - Over-Extended Phenotypes? Linking genetically based traits in a dominant tree to ecosystem processes. Ohio University, Athens, OH on Oct. 16. Invited Presentation Hart, S.C. 1999. Historical reconstruction of ecosystem structure and function of a ponderosa pine forest. Presented at the 11th annual international conference of the Society of Ecological Restoration, San Francisco, CA on 9/99. Hart, S.C. 1999. Historical reconstruction of structure and function of a ponderosa pine-bunchgrass ecosystem. Presented at the Fifth Biennial Conference of Research on the Colorado Plateau, Flagstaff, AZ on 10/99. Hart, S.C. 1999. Historical reconstruction of structure and function of a ponderosa pine-bunchgrass ecosystem. Presented at the annual national meeting of the Ecological Society of America held in Spokane, WA on 8/99. Hart, S.C. 1999. Long-term decomposition of forest detritus in a Mediterranean-type climate. Presented at the 1999 Blodgett Forest Research Symposium, Blodgett, CA on 2/99. Hart, S.C. 2000. Ecological restoration alters decomposition and nutrient release from ponderosa pine needle litter. Presented at the annual national meeting of the Ecological Society of America held in Snowbird, UT on 8/00. Hart, S.C, and A.T. Classen. 2002.. Potential for assessing long-term dynamics in soil nitrogen availability from variations in 815N of tree rings. Presented at the 3rd International Conference on the Applications of Stable Isotope Techniques to Ecological Studies held in Flagstaff, AZ on 4/02. Hart, S.C, and J.M. Stark 2002. The role of plants in nitrogen retention in disturbed forest ecosystems: carbon providers or nitrogen sequestrants? Presented at the Annual Meetings of the Soil Science Society of America held in Indianapolis, IN on Nov. 10-14. Hart, S.C, and T.H. DeLuca. 2003. Post-fire vegetative dynamics as drivers of microbial community structure and function in forest soils. Presented at the Tenth North America Forest Soils Conference held in Sault Ste. Marie, Canada on 7/03 (this presentation was one of a few selected for presentation under the "Fire Effect Session"). Hart, S.C, E. Pendall, and S.W. Leavitt. 2000. Microbial respiration of soil carbon in free-air carbon dioxide enrichment experiments. Presented at the Annual Meetings of the Soil Science Society of America held in Minneapolis, MN on Nov. 5-9. Hart, S.C, S.I. Boyle, J.P. Kaye, D.R. Guido, and J. Thomas. 2003. Long-term effects of restoration on the soil ecology of a ponderosa pine-bunchgrass ecosystem. Presented at the Soil Ecology Society Ninth Biannual International Conference in Palm Springs, CA on 5/13/03. Hart, S.C, S.I. Boyle, J.P. Kaye, D.R. Guido, and J. Thomas. 2003. Long-term effects of restoration on the function of a ponderosa pine-bunchgrass ecosystem. Presented at the Southwest Fire Initiative Conference held at Flagstaff, AZ on 4/29/03. Hospodarsky, D. (presenter), M. Lee, and T. Combrink. 2003. The role of public-private partnerships in forest restoration: Some intermediate findings. Southwest Fire Initiative Conference. Flagstaff, AZ. Hospodarsky, D. 2002. Toward indicators and standards for the integration of biophysical and social variables in NPS backcountry area management. Backcountry Impacts Research Symposium, National Park Service, Hilton Conference Center, Seattle, WA; September 16-19. Hospodarsky, D., M. Lee, and T. Combrink. 2003. An evaluation of approaches to public-private partnerships in forest restoration: Final results and implications. 7th Biennial Conference of Research on the Colorado Plateau, du Bois Center, Northern Arizona University, November 3-6. Kim, Yeon-Su (2000). Ecological Economics in American Southwest. Invited Seminar, Graduate School of Environmental Studies, Seoul National University, May 2000. Seoul, South Korea. Kim, Yeon-Su (2003). Economic Benefits of Ecological Restoration and Fire Risk Reduction in the Flagstaff Wildland-Urban Interface: An application of the Hedonic Property Price Model. SWSAF/AMPF Biannual reunion meeting. Nov. 2003. Chihuahua, Mexico. Kim, Yeon-Su, and Daniel Morse (2001). Using the Hedonic Price Method and GIS to Measure the Effects of Urban Open Space Amenities on Housing Prices in Flagstaff, Arizona. Western Economics Association International, July 2001. San Francisco, CA. Kim, Yeon-Su, and Rebecca Johnson (1999). The Impact of Forest and Forest Management on Neighboring Property Values. Pacific Northwest Environmental and Resource Economist meeting, May 1999. Eugene, OR. Kolb, T.E, and R. Matyssek. 2000. Scaling Ozone Chronic Impact in Trees: Limitations and Perspectives. Keynote address at the IUFRO 7.04.00 Conference entitled "Air Pollution, Global Change and Forests in the New Millennium" and the 19th International Meeting for Specialists in Air Pollution Effects on Forest Ecosystems, Houghton, Michigan. Kolb, T.E. 1999. Differences in leaf gas exchange and water relations among species and tree sizes in an Arizona pine-oak forest. Fifth Biennial Conference of the Colorado Plateau Field Station, Flagstaff, Arizona. Kolb, T.E. 1999. Seasonal variations in leaf gas exchange and water relations in a southwestern pine-oak forest. The Ecological Society of America 84th Annual Meeting, Spokane, Washington Kolb, T.E. 2000. Ageing as an Influence on Tree Response to Ozone: Theory and Observations. Keynote address at the EUROSILVA Workshop on Development and Ageing in Forest Trees, Florence, Italy. Kolb. T.E. 2000. Differences in leaf gas exchange and water relations among species and tree sizes in an Arizona pine-oak forest. Northern Arizona University Department of Biological Sciences Seminar, Flagstaff, AZ. Kolb, T.E. 2000. Gus Pearson Natural Area Field Trip. Annual Meeting of the Western National Association of Professional Forestry Schools and Colleges. Flagstaff, AZ. Kolb, T.E. 2001. Linkages between tree stress and defensive processes in southwestern ponderosa pine. Symposium on use of ecophysiology to assess stand/site/insect interactions at the 2001 Meeting of the North American Forest Insect Work Conference, Edmonton, Canada. Kolb, T.E. 2001. Water use by tamarisk and native riparian trees. Symposium on Tamarisk, Tamarisk Coalition of Western Colorado, Grand Junction, Colorado. Kolb, T.E. 2003. Long-term effects of the drought on Southwestern forests. Flagstaff Forest Festival, Flagstaff, Arizona. Kolb, T.E. 2003. NAU research permit system. Northern Arizona Research on National Forests and Adjacent Lands Conference, Northern Arizona University, Flagstaff, Arizona. Kolb, T.E. 2003. Testimony on "Crisis on the National Forest: Containing the Threat of Wildland Fire to the Environmental and Communities" to the United States House of Representatives Subcommittee on Forests and Forest Health, Committee on Resources, Flagstaff, Arizona. Kolb, T.E. 2003. Water use by Tamarix and native riparian trees. Northern Arizona University, School of Forestry Seminar Series, Flagstaff, Arizona. Kolb, T.E. Research at the Gus Pearson Natural Area. 2002. The Ecological Society of America 87th Annual Meeting Northern Arizona Field Trip, Flagstaff, Arizona. Kolb, T.E., and P.Z. Fule. 2003. Altered fire regimes and forest thinning in Major biomes - ponderosa pine forests. 2003 Southwest Drought Summit, Flagstaff, Arizona. Kolb, T.E., C.E. McHugh, K.R. Skov, M.R. Wagner, and K.F. Wallin. 2002. Impacts of forest restoration treatments on tree-feeding insects and host suitability in Southwestern ponderosa pine forests. Symposium on Adaptive Management Experimentation in Ponderosa Pine Ecosystems, The Ecological Society of America 87th Annual Meeting, Tucson, Arizona. Kolb, T.E., C.W. McHugh, and J. Wilson. 2001. Bark beetle infestations following fire in northern Arizona. The North American Forest Insect Work Conference, Edmonton, Alberta. Kolb, T.E., L.E. DeWald, and PJ. Daugherty. 2000. Core education for forestry graduate students at Northern Arizona University. The Third Biennial Conference on University Education in Natural Resources, Columbia, Missouri. Kolb, T.E., P.Z. Fule, M.R. Wagner, and W.W. Covington. 2000. Five-year changes in mortality and crown condition of old-growth ponderosa pines in different ecological restoration treatments at the G.A. Pearson Natural Area. Steps Towards Stewardship: Ponderosa Pine Ecosystems Restoration and Conservation Conference, Flagstaff, Arizona. Lee, M. 2003. From OHVers to Solitude Seekers: An overview of wildland recreation on the Colorado Plateau. Seventh Biennial Conference of Research on the Colorado Plateau. Flagstaff, AZ. Lee, M. 2003. Recreation and wildlife in the Flagstaff wildland-urban interface. Invited presentation, Flagstaff Forest Festival. Flagstaff, AZ. Lee, M. E. 1999. Desired future conditions: Managing for positive outcomes. Invited presentation, Recreation or Wreckreation: What's It Going to Be in the Greater Grand Canyon. Sponsored by Grand Canyon Trust. Flagstaff, AZ Lee, M., A. Hiller (presenter), and R. Miller. 1999. Attitudes of Flagstaff residents toward elk management. Poster, 4th International Symposium on Urban Wildlife Conservation. Tucson, Arizona. Mathiasen, R. L. 2001. Mistletoes parasitizing pines in Central America. Invited seminar given on April 21, 2000 at the University of Arizona, Tucson, AZ. Mathiasen, R. L. 2002. Ecology of dwarf mistletoes in western North America: Fire and wildlife relationships. Symposium presentation at the Third International Canopy Conference, Cairns, Australia, June 23, 2002. Mathiasen, R. L. 2003. Loranthaceous mistletoes parasitizing pines in southern Mexico and Central America. Presentation at the Western Forest Insect Work Conference, Guadalajara, Mexico, November 7, 2003. Mathiasen, R. L. 2003. Shore pine dwarf mistletoe: Should it be a race or subspecies of hemlock dwarf mistletoe. Presentation at Western International Forest Disease Work Conference, Grants Pass, OR, August 19, 2003. Mathiasen, R. L., C. G. Parks, D. L. Nickrent, J. S. Beatty, and B. W Geils. 2002. Status of dwarf mistletoes in Central America. Presentation at the 48th Western International Forest Disease Work Conference, Kona, Hawaii, August 15, 2000. Moore, M. M., and D. W. Huffman. 2000. Aspen encroachment on meadows of the North Rim, Grand Canyon National Park. Invited oral presentation; Conference on Sustaining Aspen in Western Landscapes, June 13-15, 2000; Grand Junction, CO.,. Moore, M. M., C. A. Casey, J.D. Springer, P. Z. Fule, and W. W. Covington. 2002. When is understory herbaceous biomass and diversity restored?: A seven-year case study from southwestern ponderosa pine. Poster presentation at the 87th Annual Meeting of the Ecological Society of America, Tucson, AZ. August, 2002. Moore, M. M., W. W. Covington, D. W. Huffman, and J. E. Crouse. 1999. Eighty-three years of understory vegetation change in a northern Arizona ponderosa pine forest. Abstract (& oral presentation) presented at the Ecological Society of America, 84th Annual Meeting, Aug. 1999, Spokane, WA. Moore, M.M, W.W. Covington, P. Fule, P. Parysow, D. Huffman, J. Bakker, A. Meador. 2003. Quantifying Forest Reference Conditions for Ecological Restoration: The Woolsey Plots. Southwest Fire Initiative Conference (Flagstaff, Arizona, April 29, 2003) Parysow, P. and G. Gertner. 2000. Accounting for Interactions in Hypothesis Testing of Simulated Scenarios with a Forest Growth Process Model. IUFRO World Congress 2000 (Kuala-Lumpur, Malaysia, August 2000). Tecle, A. 1999. Managing America's Natural Resources for the Future: A Holistic Approach. An invited presentation at the Ninth Annual Western Advanced Leadership Institute Retreat, "The Marketplace of Ideas". Organized by the 1999 Black Board of Directors Project in Santa Fe, NM (June 24-27). Tecle, A. 1999. Modeling event-based rainfall-runoff relationships in the ponderosa pine forest area of Arizona. Presented at the Fifth Biennial Conference: A Century of Research on the Colorado Plateau, Perspectives on the Past, Visions for the Future, held at Northern Arizona University, Flagstaff, AZ (Oct. 25 -29). Tecle, A. 1999. Relationship between streamflow and sediment yield from three small relatively similar upland forested watersheds. Presented at the 1999 Arizona Hydrological Society Annual Symposium, Hon Dah Resort in Pinetop, Arizona (September 15-17) Tecle, A. 1999. The state of energy and water resources in Africa. Invited presenter and session moderator, at "Africa 99", A Conference and EXPO on Business, Trade and Investment Opportunities in Africa, Holiday Inn Old Town Scottsdale, Scottsdale, AZ, Oct. 31-Nov. 3). Tecle, A. 2000. Current research and instrumentation in the Beaver Creek Watersheds. Presented to a gathering of former and present research scientists who participated in the Beaver Creek Watershed Experimental Study (June 3 and 4). Tecle, A. 2000. Luncheon talk and Arizona Hydrological Society scholarship award presentation. 2000 Arizona Hydrological Society Annual Symposium, Hilton Hotel, Phoenix, AZ (September 23-25). Tecle, A. 2000. Petroleum and other contaminant threats to the Upper and Lower Moenkopi villages' water supply. Invited talk given at the Little Colorado River Multiobjective Management Group Meeting in Upper Moenkopi, Hopi Reservation (April 18-19). Tecle, A. 2000. The environmental and social costs of hydropower generation in the Colorado River. An invited presentation at the GlobeEx 2000: Energy and International Cooperation, Coordination, and Communication - The Beginning of a New Millenium. Organized by the International Energy Foundation, Held at the Riviera Hotel Convention Center in Las Vegas, NV (July 24 - 28). Tecle, A. 2001. AHS Scholarship presentation and luncheon talk. 2001 AHS Annual Symposium, Sheraton Hotel, Tucson, AZ, (September 14). Tecle, A. 2001. Northern Arizona participation in the sustainability for aridland hydrology and riparian areas (SAHRA) project. First Annual SAHRA Meeting, Double Tree Inn, Tucson, AZ. February 21- 23. Tecle, A. 2002 The role of multicriterion decision-making in managing and resolving conflicts in ecosystem management. Presented at the Conference on the Environmental Conflict Resolution: The State of the Field and Its Contribution to Environmental Decision-Making, Loews Ventana Canyon Resort in Tucson, AZ, May 14-16. Tecle, A. 2003. Group decision and conflict management in Southwestern forest ecosystem restoration. Invited presentation to the Greater Flagstaff Forest Partnership, Flagstaff City Hall, Flagstaff, AZ on May 3. Tecle, A. 2003. Modeling impacts of different levels of forest fuels management on potential soil erosion and flood flows. Invited presentation at the IEA Bioenergy Task 31, Bioenergy from Conventional Forestry Annual Workshop, Flagstaff, AZ, 5-15 October. Tecle, A. 2003. The role of multicriterion decision-making in managing and resolving conflicts in ecosystem management. Presented at the Arizona-Nevada Academy of Sciences Annual Meeting on April 12. Tecle, A. 2003. Wildland fire effects on water supply. Presented at the International Conference on Water Supply at the Millenium Hotel Broadway, New York, NY, June 29-July 2. Tecle, A., and B. Poff. 2003. Use of multiobjective decision analysis as the basis for Southwestern forest ecosystem restoration. Presented at the NAU Environmental Research on National Forests and Adjacent Lands symposium held at the du Bois Conference Center, Northern Arizona University, Flagstaff, AZ. Tecle, A., and R. Morgan. 2002. Salinity and nutrient availability in soils of the Oraibi Basin, Hopi Reservation. Presented at the 43rd Annual Symposium of the Arizona-Nevada Academy of Sciences at Midwestern University in Glendale, Arizona, April 6. Tecle, A., and R. Morgan. 2002. Soil Salinity in the Oraibi Basin, Hopi Reservation. Presented at the Second Annual meeting of SAHRA in Tucson, Arizona, February 25 - March 1. Tecle, A., B. Poff, and D. Leao. 2003. Hydrologic implications of forest thinning to reduce fire hazard. Presented at the Southwest Fire Initiative Conference in Flagstaff, AZ on April 29. Tecle, A., J. Long, B. Poff, G. Seymour, and P. Phillips. 2003. The spectrum of hydrological studies in the School of Forestry at NAU. Presented at the NAU Environmental Research on National Forests and Adjacent Lands symposium held at the du Bois Conference Center, Northern Arizona University, Flagstaff, AZ. Tecle, A., M. Nelson. 2002. Expanding water resources education in native American lands. Presented at the Second Annual meeting of SAHRA in Tucson, Arizona, February 25 - March 1. Trosper, R. L. "Fire Watching" Keynote address to the Intertribal Timber Council's Twenty-sixth National Indian Timber Symposium, Mescalero, New Mexico, April 23, 2002. Trosper, R. L. "Chiefs were Generous Facilitators: Renaming Indian Diplomacy in the Age of Group Processes and Learning Organizations." Keynote Address, Workshop on Tribal Integrated Resource Management Planning, Bureau of Indian Affairs, Lakewood, Colorado, September 15, 1999. Trosper, R. L. "Contingent Proprietorship: an American Indian Approach to Resilience," Presented at the Conference, "Building Bridges with Traditional Knowledge," May 28-June 2, 2001, Honolulu, Hawai'i, and also at the conference, "Pathways to Sustainability: Theory and Practice," the initial conference of the United States Society for Ecological Economics, July 11-July 13, 2001, Duluth, Minnesota. The paper was also presented to "Re-Figuring the Ecological Indian," the 10th Annual Symposium, American Indian Heritage Center, University of Wyoming, Laramie, Wyoming, April 24-26, 2002, and at the Second World Congress of Environmental and Resource Economists, Monterey, California, June 24-27, 2002. Trosper, R. L. "Native American Sustainability Concepts Expressed in Economics Terminology," Presented at the Conference, Modern Native America: Building Successful Communities, Northern Arizona University, August 16-18, 2000. Submitted to American Indian Culture and Research Journal, Sept. 2001. Trosper, R. L. "Perils of Contradiction: The Demise of Sustained Yield Forestry" Paper presented twice: Spring 2000 Seminar Series in Sustainable Forestry, School of Forestry, Northern Arizona University, and at the biannual conference of the International Association for the Study of Common Property, University of Indiana, Bloomington, Indiana, May 31- June 4, 2000. Wagner, M. R. 2002. Basic and applied research in laboratory, greenhouse and forest at NAU. Celebrate NAU Week presentation. Flagstaff, AZ. Wagner, M.R. 1999. Genetic resistance and companion planting as pest management strategies for a West African timber species. Invited seminar at University of California, Riverside. Riverside, CA. Wagner, M.R. 1999. Societal values, ecosystem function and forest insects: a model to assess global change impacts on the Colorado Plateau. Plenary Symposium. 5th Biennial Conference of Research on the Colorado Plateau. Flagstaff, AZ. Wagner, M.R. 1999. US wood products industry perspective on wood products trade with Ghana. USAID Trade and Investment Opportunities Workshop for American and African Manufacturers and Trades in Wood/Wood Products Conference. Raleigh, NC. Wagner, M.R. 2000. Forest health opportunities and challenges in American Samoa. American Samoa Community College Workshop on Forest Health. Pago Pago, American Samoa. Wagner, M.R. 2001. Northern Arizona University School of Forestry model for training forest managers: changing with the times. The North American Forest Insect Work Conference. Edmonton, Alberta, Canada. Wagner, M.R. 2001. Ponderosa pine restoration ecology: Paradigm shift or uneven-aged management repackaged? The North American Forest Insect Work Conference. Edmonton, Alberta, Canada. Wagner, M.R. 2002. National fire/fire surrogate program: opportunities for research. 53rd Western Forest Insect Work Conference. Whitefish, MT. Wagner, M.R. and B.E. Steed. 1999. Overview of agents and patterns of coarse woody debris in western forests. The Western Section of the Wildlife Society Symposium on the Ecology and Management of Dead Wood in Western forests. Reno, NV. Wagner, M.R. and D.G. Arganbright. 1999. Northern Arizona University's unique approach to forestry education: instituting curricular changes to maintain the vision. Pinchot Institute for Conservation Conference: Facilitating the Evaluation in Forestry Education. Washington, D.C. Wagner, M.R. and J.D. Bailey. 2001. Entomological aspects of long-term large scale forest health research at Northern Arizona University. The North American Forest Insect Work Conference. Edmonton, Alberta, Canada. Wagner, M.R., and J.R. Cobbinah. 2000. Response of Phytolyma lata (Homoptera: Psyllidae) to varying host density in Ghana, West Africa. Invited Symposium. XXI International Congress of Entomology, Iguassu Falls, Brazil. Wagner, M.R., J. Villa-Castillo, and G. Sanchez-Martinez. 1999. Sustainability and forest insects. XVII Biennial Reunion Asociacion Mexicana de Profesionales Forestales and Southwestern Society of American foresters. Chihuahua, Mexico. Wagner, M.R., J.D. Bailey, P. Parysow and E. Zipkin. 2002. NAU's great summer adventure: field course on sustainable tropical forestry in Honduras. Northern Arizona Chapter Society of American Foresters Meeting. Flagstaff, Arizona. Wagner, M.R., J.R. Cobbinah, S. Adu-Bredu, V. Agyeman, J. Appiah-Kwarteng, P. Bosu, J.D. Nichols, and D. Ofori. 2000. Integrated pest management to sustain Iroko production in West Africa. Poster Presentation. XXI International Union of Forestry Research Organizations World Congress, Kuala Lumpur, Malaysia. Wagner, M.R., K.L. Griffis, and S.S. Mann. 1999. Butterfly abundance and diversity in managed and unmanaged ponderosa pine forests on the Colorado Plateau. 5th Biennial Conference of Research on the Colorado Plateau. Flagstaff, AZ. Wallin, K.F., K. Skov, T.E. Kolb and M.R. Wagner. 2001. Insect population and tree resistance responses to restoration thinning treatments in ponderosa pine. Ecological society of America National Meeting. Madison, Wisconsin. Wallin, K.F., T.E. Kolb,------K.R. Skov and M.R. Wagner. 2001. Role of host availability in population dynamics. The North American Forest Insect Work Conference. Edmonton, Alberta, Canada. Appendix A9: Current Research Projects Ending on or after December 31 2003
THOM ALCOZE
Title: Native American Ecological Restoration Program: Community Fire Protection and Restoration Cooperators: Kaibab Band of Paiute Indians; Danny Bulletts, Jr. Director of Wildlife, Fisheries, and Parks for the Kaibab Paiute Tribe; Ecological Restoration Institute; Thom Alcoze, Professor of Zoology, Ecology and Native Science, NAU. Duration: 2001-2003 Objectives: Design and implement fuels reduction and community fire protection for five Kaibab Paiute villages with approximately 100 homes; pre and post-burn research; pinyon-juniper research; mule-deer habitat restoration research. Funding amount: $300,000 Funding source: Ecological Restoration Institute
Title: Understanding Traditional Ecological Knowledge for Ecological Restoration: A Qualitative Interview Study with Cherokee and Southern Appalachian Community Members. ERI/Coweeta Hydrologic Laboratory Partnership with Eastern Band of Cherokee Indians. Cooperators: Eastern Band of Cherokee Indians; Coweeta Hydrologic Laboratory, USFS Southeastern Region, Ecological Restoration Institute Duration: 2001-2004 Objectives: Document fire history of western NC and historical Cherokee lands in elders' traditional knowledge Funding amount: $74,000 Funding source: US Forest Service; Ecological Restoration Institute
Title: Kaibab Environmental Education Network (KEEN) Cooperators: Kaibab Paiute Tribe; Danny Bulletts, Jr. Director of Wildlife, Fisheries, and Parks for the Kaibab Paiute Tribe; Fredonia-Moccasin School District; Dr. Bruce Barnson, Principal, Fredonia Elementary School; College of Education, NAU; Thom Alcoze, Professor of Zoology, Ecology and Native Science, NAU; Sally M. Oran, Associate Professor, Department of Teaching and Learning. Duration: 2001-2003 Objectives: Establish a network of Kaibab Paiute elders, ecologists, educators to teach 4-8th grade students about environmental issues and restoration research on the Kaibab Paiute Reservation. Funding amount: $24,000 Funding source: NAU Intramural Grant Program
Title: Kaibab Paiute Reservation Wildland Urban Interface Community Fire Protection Cooperators: Danny Bulletts, Jr. Director of Wildlife, Fisheries, and Parks for the Kaibab Paiute Tribe; Thom Alcoze, Professor of Zoology, Ecology and Native Science, NAU Duration: 2001-2002 Objectives: Post-fire research and soil conservation. Funding amount: $327,000 Funding sources: Bureau of Indian Affairs JOHN BAILEY
Title: Effects of mechanical treatment and fire on forest vegetation dynamics Cooperators: Carl Edminster, Steve Overby, Dr. Steve Hart Duration: 2003-2005 Objectives: Support work of Fire and Fire Surrogates research sites and additional Joint Fire Sciences projects examining wild and prescribed fire effects on southwestern forest ecosystems. Funding amount: $111K Funding source: USDA Forest Service Rocky Mountain Research Station
Title: Assessing 140 years of juniper cover and repeat aerial photography Cooperators: Paul Whitefield Duration: 2003-2004 Objectives: To assess infill and encroachment of juniper into savannas and grasslands within Wupatki National Monument with aerial photos and ground truthing, including age and spatial arrangement analysis. Funding amount: $28K Funding source: USDI National Park Service CESU
Title: Understory vegetation and insect diversity as indicators of forest health Cooperators: Dr. Karen Clancy, Dr. Carolyn Seig Duration: 2003-2005 Objectives: To assess understory vegetation as it relates to a suite of insect-keyed health indicators across different management regimes, with a particular eye to diversity, richness and invasion by exotics. Funding amount: $99K Funding source: USDA Forest Service Rocky Mountain Research Station
Title: Fuels production, slash treatments and burning options following pinyon-juniper restoration Cooperators: Carl Edminster, Diablo Trust Duration: 2002-2005 Objectives: To examine options for post thinning slash disposal and ecosystem restoration in the pj woodland and savanna ecosystems of northern Arizona. Funding amount: $164K Funding source: USDA Forest Service Rocky Mountain Research Station
Title: Restoring age structure, spatial arrangement and watershed health in pinyon/juniper woodlands Cooperators: Dr. Pete Fule Duration: 2001-2003 Objectives: To map spatial arrangement and age structure of pj woodland and savanna ecosystems as a guide to restoration activities. Funding amount: $35K Funding source: USDI Bureau of Land Management, Southwest Fire Initiative
Title: Using group selection, multi-aged management silviculture to enhance prescribed fire Cooperators: Carl Edminster Duration: 1999-2004 Objectives: To assess the use of GSMAM as a surrogate for restoration treatments in Southwest in terms of vertical and horizontal structure, diameter distribution and reintroduction of fire. Funding amount: $470K Funding source: USDA Forest Service Rocky Mountain Research Station
PAUL BEIER
Title: South Coast Missing Linkages Cooperators: South Coast Wildlands, The Nature Conservancy, Conservation Biology Institute, US Forest Service, National Park Service, California State Parks Duration: August 2001-December 2004 Objectives: Develop parcel-level conservation plans for 15 major wildland linkages in the South Coast Ecoregion of southern California. Funding amount: $450,000 Funding source: The Wildlands Conservancy ($350,000) plus various contributions from other partners. Note: I wrote the proposal that funded this project. This is primarily a service (conservation) project rather than traditional research.
Title: An analysis of scientific literature related to the Florida panther Cooperators: MR Vaughan, MJ Conroy (US Geological Survey), H Quigley (Wildlife Conservation Society) Duration: May 2002-Dec 31 2003. Objectives: Critically review all published and unpublished literature on the Florida panther, summarize reliable knowledge and major unreliable inferences in the literature, and recommend re-analyses of existing data and priorities for future research. Funding amount: $57,386 Funding source: Florida Fish and Wildlife Conservation Commission.
Title: The role of small aspen patches in the population dynamics of insectivorous forest birds. Cooperators: Coconino National Forest, Arizona Game and Fish Department Duration: 2001-2004 Objectives: Determine the importance of small aspen patches, within a matrix of ponderosa pine forests, to the population dynamics of insectivorous forest birds. Funding amount: $126,000 Funding source: Arizona Board of Forestry ($66,000) and State Wildlife Grant, Arizona Game and Fish Department ($60,000)
Title: Avian predation, phytophagous insects, and growth of ponderosa pine and Gambel oak Cooperators: NAU Centennial Forest, US Forest Service Duration: January 2003 - December 2006. Objectives: Do insectivorous birds control phytophagous insects to the extent that growth of Southwestern trees is enhanced? Funding amount: $68,000 Funding source: Arizona Board of Forestry. We will also apply to NSF in January 2004.
Title: Hippopotamus feeding ecology in northern Ghana. Cooperators: Nature Conservation Research Centre (Ghana), Kwame Nkrumah University of Science and Technology (Ghana), EarthWatch International Duration: February 2003 - November 2005 Objectives: Determine feeding preferences (locations with respect to Black Volta River, preferred forage plants) for the hippopotamus population in the Wechiau Community Hippopotamus Sanctuary, Ghana. Funding amount: -$100,000, exact amount depends on numbers of volunteer subscriptions. Funding source: EarthWatch International
Title: Using forest structure near goshawk nests of known demographic value to model goshawk response to ponderosa pine restoration. Cooperators: Ecological Restoration Institute, US Forest Service Duration: 2 years Objectives: Determine how goshawk fitness varies with stand structural characteristics within a 3,000- acre area centered on goshawk nests. From these results, draw inferences about the probable response of goshawks to large-scale implementation of restoration prescriptions or large-scale implementation of the Forest Service's goshawk guidelines for Region 3. Funding amount: Ecological Restoration Institute Funding source: $131,678 Note: Funding ended in Fall 2003, but data analysis will continue until Spring 2004
CAROL CHAMBERS
Title: Importance of desert wildlife water developments to migrating passerine birds Cooperators: Arizona Game & Fish Department, Department of Defense Yuma Proving Grounds, Kofa National Wildife Refuge Duration: 2-1/2 years Objectives: (1) quantify use of wildlife waters by migratory birds during Spring and Fall migrations, (2) compare use of watered versus unwatered sites by migrant and resident bird species, and (3) identify management options for developed wildlife waters that may benefit migratory birds. Funding amount: $60,000 Funding source: Arizona Game & Fish Department
Title: Summer movements and genetics of spotted bats in eastern Grand Canyon Arizona Cooperators: Navajo Nation, Arizona Strip District Bureau of Land Management, Kaibab National Forest, Grand Canyon National Park Duration: 1 year Objectives: (1) To describe foraging habitat for male spotted bats using a long-occupied cave as roost habitat, (2) To carbon date mummified spotted bats to determine extent of time they have used a cave as habitat, (3) To determine genetic diversity over time in a population of spotted bats that has occupied the same habitat for 9000 thousand years. Funding amount: $7545 Funding source: Northern Arizona University Intramural Grant Program
Title: Effects of ungulate grazing on Mexican voles in northern Arizona Cooperators: Kaibab National Forest Duration: 1 year Objectives: (1) Determine if Mexican voles (Microtus mexicanus) serve as indicator species of grazing intensity on rangelands in northern Arizona, (2) Determine if Mexican vole runway density serves as a surrogate indicator for presence/absence of Mexican voles Funding amount: $8000 Funding source: Kaibab National Forest
Title: Effects of ungulate grazing on Mexican voles in northern Arizona Cooperators: Coconino and Kaibab National Forests Duration: 1-1/2 years Objectives: (1) Determine if Mexican voles (Microtus mexicanus) serve as indicator species of grazing intensity on rangelands in northern Arizona, (2) Determine if Mexican vole runway density serves as a surrogate indicator for presence/absence of Mexican voles Funding amount: $16,725 Funding source: USDA MacIntire-Stennis
Title: Using dead wood as monitoring indicators for wildlife Cooperators: Bureau of Land Management, Kaibab and Coconino National Forests Duration: 2 years Objectives: (1) To describe characteristics, spatial patterns, density, decay rates, and dynamics of snags in ponderosa pine forests of northern Arizona, (2) To predict the probability of snag use by cavity nesters based on snag characteristics, (3) To start a database of snag information to be used to develop a predictive computer-based model of snag dynamics for resource managers in the Southwest, (4) To determine the effect of dead and down wood on small mammals. Funding amount: $69,834 Funding source: Southwest Fire Initiative, Bureau of Land Management
Title: Effects of ungulate grazing on small mammals in cold temperate wetlands Cooperators: Coconino National Forest Duration: 1 year Objectives: (1) Document the presence of Navajo Mountain Mexican vole {Microtus mexicanus) in cold temperate riparian areas along the Mogollon Rim, (2) Test hypotheses regarding response of species and communities to riparian area restoration (exclosures) that alter habitat within riparian zones, (3) Evaluate opportunities to manipulate vegetation (e.g., through placement of livestock and/or elk [Cervus elaphus] exclosures) for maximum benefit to wildlife habitat. Funding amount: $17,600 Funding source: Coconino National Forest
Title: Effects of ungulate grazing on small mammals in cold temperate wetlands Cooperators: Coconino National Forest Duration: 1 year Objectives: (1) Document the species of small mammals in cold temperate riparian areas along the Mogollon Rim, (2) Test hypotheses regarding response of species and communities to riparian area restoration (exclosures) that alter habitat within riparian zones Funding amount: $7000 Funding source: Coconino National Forest
Title: Relating decay rate to cavity-nesting bird use of ponderosa pine snags Cooperators: Kaibab and Coconino National Forests Duration: 1 year Objectives: (1) To describe characteristics, spatial patterns, density, decay rates, and dynamics of snags in ponderosa pine forests of northern Arizona, (2) To predict the probability of snag use by cavity nesters based on snag characteristics, (3) To start a database of snag information to be used in seeking external funding to develop a predictive computer-based model of snag dynamics for resource managers in the Southwest. Funding amount: $9000 Funding source: Northern Arizona University Intramural Grant Program
Title: Wildlife habitat relationships on the north Kaibab Ranger District, Kaibab National Forest Cooperators: Kaibab National Forest Duration: 1 year Objectives: Species accounts for sensitive plant and wildlife species, literature review on spotted bat, Euderma maculatum Funding amount: $20,000 Funding source: Kaibab National Forest
Title: Characteristics of Gambel oak roosts used by reproductive bats in northern Arizona Cooperators: Coconino National Forest, USD A Forest Service Rocky Mountain Research Station Duration: 1 year Objectives: Identify roost sites in Gambel oak for southwestern myotis (Myotis auriculus) Funding amount: $2000 Funding source: USDA Forest Service Rocky Mountain Research Station
Title: Snag dynamics in ponderosa pine ecosystems of northern Arizona Cooperators: Coconino and Kaibab National Forests Duration: 1 year Objectives: (1) To describe characteristics, spatial patterns, density, decay rates, and dynamics of snags in ponderosa pine forests of northern Arizona, (2) To predict the probability of snag use by cavity nesters based on snag characteristics, (3) To start a database of snag information to be used in seeking external funding to develop a predictive computer-based model of snag dynamics for resource managers in the Southwest. Funding amount: $11,090 Funding source: Northern Arizona University Intramural Grant Program
Title: Snag dynamics in ponderosa pine ecosystems of northern Arizona Cooperators: Coconino and Kaibab National Forests Duration: 1 year Objectives: (1) To describe characteristics, spatial patterns, density, decay rates, and dynamics of snags in ponderosa pine forests of northern Arizona, (2) To predict the probability of snag use by cavity nesters based on snag characteristics, (3) To start a database of snag information to be used in seeking external funding to develop a predictive computer-based model of snag dynamics for resource managers in the Southwest. Funding amount: $8,900 Funding source: USDA Forest Service Rocky Mountain Research Station
Title: Bird diversity in dwarf mistletoe-infested and uninfested ponderosa pine forests in northern Arizona (Co-PI with Dr. Robert Mathiasen) Cooperators: Kaibab and Coconino National Forests, USDA Rocky Mountain Research Station Duration: 1 year Objectives: (1) Evaluate relationships between the severity and type of southwestern dwarf mistletoe infestation and diurnal breeding bird community, (2) Develop dwarf mistletoe related habitat management recommendations for breeding birds of southwestern ponderosa pine forests Funding amount: $33,595 Funding source: USDA Rocky Mountain Research Station
WALLACE COVINGTON
NA
P. J. DAUGHERTY
Title: Restoration of Leroux Springs Cooperators: G.B. Snider, Co-principle investigator Duration: 2001 Objectives: Develop restoration plan Funding amount: $10,000 Funding source: Fear Not Foundation
Title: Watershed and soil assessment on Prescott N.F. Cooperators: R.A. Valencia, Co-principle investigator Duration: 2001 Objectives: Funding amount: $74,545 Funding source: USDA Forest Service Challenge cost-share agreement.
Title: Technical support for Department of Water Resources, Water Protection Fund Cooperators: R.A. Valencia, Co-principle investigator Duration: 2001 (Initiated in 1998) Objectives: Funding amount: Modification $30,000 in funding. Total contract $109,000 Funding source: Arizona Department of Water Resources Intergovernmental Agreement.
Title: Total economic value of the wildland-urban interface fire risk reduction and ecological restoration Cooperators: D. Larson, Co-principle investigator Duration: 1999 Objectives: Funding amount: $30,000 Funding source: USDA Forest Service, Rocky Mountain Research Station, Research Joint Venture
Title: Regional assessment of forestry resources in the four corners area Cooperators: J.D. Bailey, Y. Kim, and D. Larson, Co-principle investigators Duration: 1999 Objectives: Funding amount: $39,000 Funding source: Forest Trust - State of New Mexico LAURA DEWALD
Title: Watershed restoration of a high-elevation riparian community. Cooperators: Dr. Abe Springer (NAU Geology, Co-PI), NAU Engineering, USFS, The Nature Conservancy Duration: 1999-2003 Objectives: Restore hydrologic and ecological function to a high-elevation riparian community. Funding amount: $286,275 Funding source: Arizona Dept. Water Resources Water Protection Fund
Title: Evaluating grass seed, seedlings and wildlings for ponderosa pine ecosystem restoration. Cooperators: USFS, NAU Centennial Forest Duration: 2001-2003 Objectives: Evaluate the need for a national policy regarding seed transfer of grasses, evaluate the geographic genetic variation among five grass species native to Arizona, and to compare regeneration success of seed, seedlings and wildings of two native grass species. Funding amount: $86,120 Funding source: USDA Forest Service: SW Fire Initiative and NAU Ecological Restoration Institute.
Title: Genetic structure within and among four grasses native to ponderosa pine ecosystems. Cooperators: USFS Duration: 2002-2006 Objectives: Quantify molecular geographic variation patterns of four native grasses. Funding amount: $76,900 Funding source: USDA Mclntire-Stennis, AZ Bureau of Forestry
BRUCE FOX
Title: Honors Program Symposia Cooperators: Anne Scott and Ellen Riek Duration: August 2003-July 2004 Objectives: Improve recruitment and retention of Honor students Funding amount: $1,050 Funding source: President's Office
PETER FULE
Title: Stand structure and fire behavior, Rodeo-Chediski fire. (Investigators: Fule, P.Z., and C. Hull Sieg). Cooperators: Rocky Mountain Research Station. Duration: 2003-2006. Objectives: Assess impacts of pre-fire cutting and burning on fire effects and post-fire succession. Funding amount: $195,589. Funding source: USDA Forest Service.
Title: Forest restoration in the Southwest: information for forest managers. (Investigators: Covington, W.W., and P.Z. Fule). Cooperators: USDA Forest Service, Southwestern Region. Duration: 2003-2004. Objectives: Assemble, analyze, and transfer scientific information related to ecological restoration of forests. Funding amount: $1,000,000. Funding source: USDA Forest Service, Southwestern Region.
Title: Understory response following two southwestern wildfires. (Investigators: Fule, P.Z., and C. Hull Sieg). Cooperators: Rocky Mountain Research Station, Coconino National Forest. Duration: 2002-2005. Objectives: Measure plant community and exotic species responses to wildfires of varying severity. Funding amount: $90,156. Funding source: Rocky USDA Forest Service.
Title: Long-term and anticipated changes in southwestern conifer forests: analysis and modeling of historical USDA permanent plot data. (Investigators: Moore, M.M., P.Z. Fule, P.F. Parysow, and D.W. Huffman). Cooperators: Southwestern National Forests. Duration: 2002-2006. Objectives: Measure long-term permanent plots in AZ and NM. Funding amount: $310,000. Funding source: USDA National Research Initiative.
Title: Resolving "uncertainty" in fire history methods at Centennial Forest. Cooperators: Centennial Forest, NAU. Duration: 2002-2004. Objectives: Test of fire regime reconstruction methods in ponderosa pine forest. Funding amount: $35,126. Funding source: Mission Research Board, School of Forestry, Northern Arizona University.
Title: Fire and Fuels Treatments: Grand Canyon National Park. (Investigators: Fule, P.Z., T.A. Heinlein, H.B. Smith, W.W. Covington, and M.M. Moore). Cooperators: Grand Canyon National Park, Kaibab National Forest. Duration: 2001-2003. Objectives: Carry out forest restoration/fuel treatment experiments at Grand Canyon. Funding amount: $224,505. Funding source: Bureau of Land Management, Southwest Fire Initiative.
Title: Landscape Fuels and Fire: San Francisco Peaks. (Investigators: Fule, P.Z., M.M. Moore, J. Crouse, T.A. Heinlein, and W.W. Covington). Cooperators: Coconino National Forest. Duration: 2001-2003. Objectives: Assess changes in forest structure, fire regime, and fire behavior over elevational gradient. Funding amount: $99,780. Funding source: Bureau of Land Management, Southwest Fire Initiative.
Title: Quantifying Forest Reference Conditions for Ecological Restoration: The Woolsey Plots. (Investigators: Moore, M.M., W.W. Covington, P.Z. Fule, and P.F. Parysow). Cooperators: Southwestern National Forests. Duration: 2001-2003. Objectives: Measure long-term permanent plots in AZ and NM. Funding amount: $191,578. Funding source: Bureau of Land Management, Southwest Fire Initiative.
STEPHEN HART
Title: Ecosystem responses to a high-severity wildfire: a serendipitous opportunity to enhance the Fire/Fire Surrogate study Cooperators: S. Overby (USDA FS RMRS), J. Bailey (Forestry, NAU) Duration: 11/03-10/05 Objectives: Determine the impacts of high severity wildfire on vegetation dynamics and soil processes. Funding amount: $150,174 Funding source: USDI/USDA Joint Fire Science Program and USDA Forest Service Rocky Mountain Experiment Station
Title: Carbon, nitrogen, and phosphorus dynamics during ecosystem development in semiarid pinyon- juniper woodlands, northern Arizona (sponsoring scientist). Cooperators: Graduate Fellowship to P.C. Selmants Duration: 8/03-7/06 Objectives: Test model of ecosystem development for the first time in an arid climate Funding amount: -$90,000 Funding source: US EPA STAR
Title: Ecosystem development along a three million-year chronosequence in northern Arizona: a test of biogeochemical theory Cooperators: G.S. Newman (Ph.D. student) Duration: 7/03-6/07 Objectives: Assess changes in the plant and mycorrhizal dynamics during soil development in semiarid pinyon-juniper woodlands Funding amount: -$76,900 Funding source: School of Forestry Mission Research Board (Mclntire-Stennis/AZ Bureau of Forestry)
Title: Insects as ecological indicators southwestern ponderosa pine forests Cooperators: M. Wagner, T. Kolb, J. Bailey (all Forestry, NAU) Duration: 9/02-9/04 Objectives: Test the efficacy of using ground dwelling insects as indicators of forest health Funding amount: $210,000 Funding source: USDA NRICGP in Entomology and Nematology
Title: A stable isotope and eddy covariance system for monitoring ecosystem metabolism Cooperators: B. Hungate (Biology, NAU), G. Koch B. Hungate (Biology, NAU), T. Kolb (Forestry, NAU) Duration: 8/02-7/05 Objectives: Develop the technology to measure bas exchanges between terrestrial ecosystems and the atmosphere in northern Arizona. Funding amount: $279,101 Funding source: NSF Major Research Instrumentation Program Title: Soil nutrient availability and biodiversity responses to fire and fire surrogate treatments Cooperators: S. Overby (USDA FS RMRS) Duration: 9/00-9/05 Objectives: To determine the pre- and post-treatment conditions of the soil biota and rates of soil net N transformations in two of the Fire, Fire Surrogate study sites. Funding amount: $317,970 Funding source: USDI/USDA Joint Fire Science Program and USDA Forest Service Rocky Mountain Experiment Station
Title: Plant genetic structure as a controlling factor in community and ecosystem functioning: studies using natural and synthetic hybrids of a dominant riparian tree Cooperators: T. Whitham (Biology, NAU), P. Keim (Biology, NAU), G. Martinsen (Biology, NAU), R. Lindroth (Univ. Wisconsin) Duration: 9/00-8/05 Objectives: To link genetic information to community and ecosystem processes in natural cottonwood ecosystems Funding amount: $3,060,000 (including Research Experience for Undergraduates supplements). Funding source: National Science Foundation IRCEB Program
Title: Human impacts on ecosystems of the Colorado Plateau (Faculty Mentor) Cooperators: L. Drickamer (Biology, NAU), N. Johnson (Biology/Environmental Sciences, NAU), and 15 others Duration: 9/00-8/04 Objectives: Mentor primarily minority undergraduates in research Funding amount: $274,928 Funding source: National Science Foundation UMEB Program
Title: Biological, chemical, and physical responses of the soil ecosystem to fuel management and forest health restoration in the Flagstaff wildland-urban interface Cooperators: B. Hungate (Biology, NAU), C. Gehring (Biology, NAU), S. Overby (USDA FS RMRS) Duration: 9/99-1/04 Objectives: To assess the impacts of restoration treatments on soil properties and processes Funding amount: $153,778 Funding source: USDA Forest Service Rocky Mountain Experiment Station
DENVER HOSPODARSKY
Title: Petrified Forest National Park Wood Theft Monitoring Project Cooperators: M. Lee Duration: 2003 - 2005 Objectives: Document methods and extent of wood theft; recommend theft prevention strategies Funding amount: $37,600 funded first year (potentially $101,000 by project end) Funding source: DI - National Park Service
Title: Identification and Evaluation of Approaches to Public-private Partnerships in Ecological Restoration Cooperators: M. Lee and T. Combrink Duration: 2001-2003 Objectives: Evaluate approaches to partnership arrangements; recommend partnership strategies for restoration applications Funding amount: $27,600 Funding source: Ecological Restoration Institute, NAU
YEON-SU KIM
Title: Understanding the Role of Forest Health Restoration in Relationships Between Community Socioeconomic Conditions and Wildfire Management in the Ponderosa Pine Region of the Southwest: Assessment of Community Economies Cooperators: Evan Hjerpe Duration: June 2006 Objectives: This study is part of the project that investigates the complex of factors inter-relating the human condition and natural environment, which include community values regarding forest ecosystems and their management, and the social organization of communities and institutional effectiveness in dealing with community problems such as fire, including economic responses to fire threat and fire management activities. The purpose of this study is to understand the economic impacts of wildfire and various forest restoration regimes on communities in the Ponderosa Pine Region of the Southwest. Funding amount: $56,500 Funding source: Maclntire-Stennis
THOMAS KOLB
Title: Ecophysiological and environmental controls on tree-dwarf mistletoe interactions. Cooperators: Thomas Kolb and Chris Bickford (NAU Forestry), Brian Geils (USDA Rocky Mountain Research Station) Duration: 2001-2004 Objectives: 1) To evaluate whether water and light stress influence establishment of dwarf mistletoes on saplings of four tree species (Douglas-fir, lodgepole pine, ponderosa pine, western hemlock) in a controlled greenhouse environment. This study addresses effects of water and light stress on the duration of mistletoe establishment (i.e., latency period) in four tree species using a model system of small saplings growing in a controlled greenhouse environment. 2) To evaluate whether stand thinning in ponderosa pine forests influences regrowth of dwarf mistletoe on ponderosa pine (Study 2). This study will evaluate whether growth of dwarf mistletoe aerial shoots is influenced by stress on mature ponderosa pine caused by intense tree-to-tree competition under more realistic forest environmental conditions. Funding amount: $57,000 Funding source: Northern Arizona University - Mission Research Program/ McIntyre Stennis Program; USDA Forest Service Research Joint Venture
Title: Effects of fire, precipitation, and competition from native plants on knapweed invasion in southwestern ponderosa pine forests. Cooperators: Thomas Kolb and Barbara Satink-Wolfson (NAU Forestry); Carolyn Sieg and Karen Clancy (USDA Forest Service, Rocky Mountain Research Station) Duration: 2002-2005 Objectives: To evaluate effects of wildfire and controlled burning on germination, establishment, and reproduction of a noxious, exotic, invasive plant, diffuse knapweed, in southwestern ponderosa pine forests. Funding amount: $98,937 Funding source: USDA Forest Service, Rocky Mountain Research Station
Title: A stable isotope and eddy covariance system for monitoring ecosystem metabolism Cooperators: Thomas Kolb and Steve Hart (NAU Forestry); George Koch and Bruce Hungate (NAU Biology) Duration: 2002-5 Objectives: 1) To purchase equipment to construct portable eddy covariance systems for measurement of fluxes of carbon and water in ecosystems; 2) To establish a network of eddy covariance systems to compare fluxes of carbon and water over climatic gradients and major land-use practices; 3) To purchase an isotope-ratio mass spectrometer for measuring the isotopic composition of C02 and water vapor in samples of air within and above the canopy to partition components of ecosystem metabolism among sources. Funding amount: $279,101 Funding source: National Science Foundation
Title: Insects as ecological indicators for southwestern ponderosa pine forests Cooperators: John Bailey, Steve Hart, Thomas Kolb, Mike Wagner (NAU Forestry); Carolyn Sieg and Karen Clancy (USDA Forest Service, Rocky Mountain Research Station) Duration: 2002-5 Objectives: 1) To assess whether abundance, diversity, and community structure of carabid beetles and bark beetles can be used to predict variations in ecological characteristics such as: tree growth efficiency, tree water stress, stand net primary productivity, abundance of exotic weeds, soil nutrient transformation rates. 2) To compare a suite of ecological characteristics among ponderosa pine stands representing two levels of human management (thinned and unthinned), two levels of natural disturbance (burned and unburned) and one old-growth condition. Funding amount: $210,000 Funding source: USDA National Research Initiative Competitive Grants Program
Title: Seasonal dynamics in bark beetle flights and ponderosa pine growth and physiology. Cooperators: Thomas Kolb, Monica Gaylord, Mike Wagner (NAU Forestry); Eric Smith and Drew McMahan (USDA Forest Service, Forest Health Enterprise Team) Duration: 2001-4 Objectives: To measure seasonal variations in tree growth, physiology, and resin defenses, and flights of several bark beetle species in a northern Arizona ponderosa pine forest during 2002 (extreme drought) and 2003 (non-drought). In addition, we will measure information needed for Forest Service cooperators to run the FVS-BGC tree growth/ecosystem process model for our study site in order to explore its capacity for predicting seasonal patterns in ecosystem processes in northern Arizona forests. The specific objectives of this proposed research are to: 1. Determine intra-annual variation in tree resin defenses. 2. Determine intra-annual variation in tree phloem temperature. 3. Determine intra-annual variation in above- and below-ground tree growth. 4. Determine intra-annual variation in tree photosynthesis. 5. Determine intra-annual variation in tree water stress. 6. Determine intra-annual variation in flights and attacks of bark beetles. 7. Measure stand, site, and climate information needed to simulate intra-annual variations in tree growth, tree physiological characteristics, and ecosystem-level processes with the FVS-BGC model. Funding amount: $52,833 Funding source: USDA Forest Service, Forest Health Enterprise Team
Title: Inter- and Intra-specific variation in xylem cavitation for Arizona forest trees. Cooperators: Thomas Kolb (NAU Forestry); Anna Sala (Univ. Montana Biology) Duration: 2004-6 Objectives: 1) To compare xylem vulnerability to cavitation and xylem hydraulic efficiency among co- occurring tree species at the following forest types in northern Arizona: pinyon-juniper/ponderosa pine ecotone, mid-elevation ponderosa pine/Gambel oak, ponderosa pine/mixed conifer ecotone; 2) To compare genetic differences in xylem vulnerability to cavitation and xylem hydraulic efficiency among populations of ponderosa pine from different geographic locations growing in a provenance test on the Fort Valley Experimental Forest: Coconino National Forest, Arizona, Black Hills, South Dakota, Lasal Mountains, Utah, San Isabel National Forest, Colorado; 3) To compare xylem vulnerability to cavitation and xylem hydraulic efficiency among pinyon pines growing on high- and low-stress sites. Funding amount: $36,650 Funding source: Northern Arizona University - Mission Research Program/ McIntyre Stennis
MARTHA LEE
Title: Wood theft monitoring, Petrified Forest National Park Cooperators: D. Hospodarsky, Co-PI Duration: 3 years Objectives: 1. Design a monitoring strategy that can distinguish between displacement and theft of petrified wood (i.e., intra- and inter-site vs. off-site movement of petrified wood); 2. Evaluate the effectiveness of two types of wood-theft intervention: (1) hypothetical intervention recommendations - based on an extensive research and literature review; and (2) actual interventions implemented at PEFO; and 3. Evaluate the impact on wood theft of discontinuing petrified wood sales at PEFO gift shops. Funding amount: $39,600 for year 1 Funding source: National Park Service Title: Aztec Ruins National Monument Visitor Survey Cooperators: Duration: 1 year Objectives: The purpose of the survey was to gather information on visitors to Aztec Ruins National Monument to be used in developing the General Management Plan for the monument. Such information will be used in developing alternatives for monument management, including programs in interpretation, visitor services, facility development, and resource management. Information on visitors, including their preferences for monument management will also be useful for evaluating the impact of management alternatives on visitors and visitor satisfaction. Funding amount: $16,524 Funding source: National Park Service Title: Colorado National Monument Visitor Survey Cooperators: Duration: 1 year Objectives: Determine: • why visitors come to Colorado NM, how long they stay, where they go, and how long they stay; • whether or not visitors feel the amount and type of traffic within the monument affected visitor experiences; • whether visitors experienced crowding during their visit; and • how visitors felt about a number of management issues including allowing dogs in the monument, information services, and expanding cultural and natural resource information programs. Funding amount: $14,557 Funding source: National Park Service
Title: Managing Outdoor Recreational Opportunities in Durango, Mexico Cooperators: Duration: 1.5 years Objectives: The purpose of this project was to examine recreation preferences and manager perceptions; determine policy changes needed to implement recreation changes; and use this information to classify areas for outdoor recreation opportunities in the La Michilia Biosphere Reserve (MBR) located southeast of Durango, Mexico. Funding amount: $19,439 Funding source: U.S. Forest Service Title: Colorado Canyons national Conservation Area Visitor Study. Cooperators: Duration: 2 years Objectives: 1. Describe current visitors to the CCNCA including selected demographic characteristics, how they use the area, and their preferences for the area's physical, social, and managerial setting characteristics. 2. Determine CCNCA users' feelings about current management of the area, conflict with other users, and their perceptions of the quality of service provided within the CCNCA and in nearby communities. 3. Gather basic expenditure data and assess CCNCA visitor travel patterns while in the Grand Valley, Colorado. 4. Determine visitors' preferences for and realization of recreation benefits at selected zones within the CCNCA. Funding amount: $58,000 Funding source: Bureau of Land Management
Title: Heritage Opportunity Spectrum for Tourism (HOST) Project Cooperators: Duration: 2 years Objectives: 1. Identify key experiences and benefits desired by visitors to heritage sites; 2. Identify the physical, social, and managerial setting characteristics important for facilitating heritage site experiences and benefits; 3. Identify key social indicators and standards of experience quality for heritage sites; and 4. Develop a working model of the Heritage Opportunity Spectrum for Tourism (HOST) based on survey data. Funding amount: $70,000 Funding source: U.S. Forest Service
Title: Petrified Forest National Park Visitor Survey Cooperators: Duration: 2 years Objectives: The purpose of this study was to gather information on Petrified Forest National Park visitors to be used as input into a planned revision of the Park's General Management Plan and a Wilderness Management Plan. Researchers at Northern Arizona University, in coordination with the social science office of the National Park Service, and Petrified Forest National Park created a visitor survey to collect information on visitor and trip characteristics, on-site activities, perceptions of Park services, experiences, and management activities. Funding amount: $12,000 Funding source: National Park Service
Title: Kaibab National Forest Desired Future Conditions Social Research. Cooperators: Duration: 2 years Objective: The purpose of this research was to gather information from users of the Kaibab National Forest, specifically the Tusayan and Williams Districts, regarding the values they hold toward the Forest including how they use they currently use the Forest and how they would like to see the Forest managed. Three populations were targeted: 1) current forest recreation users, 2) local public and private sector recreation providers, and 3) local community residents. Funding amount: $48,498 Funding source: U.S. Forest Service
Title: Navajo National Monument Visitor Survey. Cooperators: Duration: 1 year Objectives: The purpose of the survey was to gain a better understanding of visitors to the monument to use as input to the management planning process. The questionnaire was developed by National Park Service staff and was distributed to visitors and collected on-site by employees of Navajo National Monument. Completed questionnaires were sent to Northern Arizona University (NAU) for data entry and analysis. Funding amount: $2,264. Funding source: National Park Service
Title: Analysis of Public Attitudes and Intentions Toward Forest Health Restoration and Fire Risk Reduction. Cooperators: Duration: 2 years Objectives: 1. Analyze public attitudes and beliefs about various stand treatments to reduce fire hazard. 2. To draw conclusions enabling managers to anticipate public concerns regarding the methods used and outcomes resulting from treatments, and that direct the development and implementation of education and other public involvement activities to build understanding and support for management activities. Funding amount: $59,001 Funding source: U.S. Forest Service Title: Attitudes of Flagstaff Residents Toward Elk Management Cooperators: Duration: 2 years Objectives: The purpose of this study was to explore issues related to seeing and hunting elk within an urban environment, specifically: to document the type of frequency of contacts Flagstaff residents have with elk in the urban setting; to assess the importance to Flagstaff residents of seeing elk relative to the potential consequences of having elk in an urban environment; and to determine resident attitudes toward hunting elk within and near the Flagstaff urban environment.
ROBERT MATHIASEN
Title: Forest health inventory on the Camp Navajo Army Depot, Arizona. Cooperators: Tom Parker Duration: February 15, 2003 - December 31, 2003 Objectives: Evaluate forest health conditions on the Camp Navajo Army Depot, AZ. Funding amount: $51,600 Funding source: Arizona National Guard
Title: Effects of dwarf mistletoe infection on cone and seed production of ponderosa and pinyon pines in northern Arizona. Cooperators: Shawn Kenaley Duration: July 1, 2002 - June 30, 2004 Objectives: Evaluate the effects of dwarf mistletoe infection on seed and cone production of ponderosa pine and pinyon pine in northern Arizona. Funding amount: $31,600 Funding source: Mission Research Board, School of Forestry, Northern Arizona University.
Title: Effects of wildfire and fire-management options on forest pathogens in ponderosa pine and pinyon- juniper forests in the Southwest. Cooperators: Chad Hoffman, Dr. Karen Clancy Duration: July 1, 2001 - September 30, 2005 Objectives: Evaluate the interactions between prescribed burning and pathogens in the Southwest. Funding amount: $267,000 Funding source: USDA Forest Service, Rocky Mountain Research Station.
Title: Using group selection to enhance prescribed fire. Cooperators: Dr. John Bailey (Principal Investigator), Dr. Mike Wagner, Carl Edminster Duration: July 1, 2000 - September 30, 2004 Objectives: Evaluate the use of thinning and prescribed burning in southwestern ponderosa pine forests. Funding amount: $469,632 Funding source: USDA Forest Service, Rocky Mountain Research Station
MARGARET MOORE
NA PABLO PARYSOW
Title: Construction of Site Curves for White Fir, Ponderosa Pine, and Engelmann Spruce in the Southwest Cooperators: R. Mathiasen Duration: 1999-2003 Objectives: Development of site index curves using stem analysis and guide curve methods for white fir, ponderosa pine, and Engelmann spruce in Arizona and New Mexico Funding amount: $77,638 Funding source: USDA Forest Service Rocky Mountain Research Station
Title: Quantifying forest reference conditions for ecological restoration: The Woolsey Plots Cooperators: M. Moore, W. Covington, P. Fule, and D. Huffman Duration: 2001-2003 Objectives: Assess presettlement conditions and changes in ponderosa pine forests in the Southwest Funding amount: $191,578 Funding source: Ecological Restoration Institute, Northern Arizona University
Title: Long-term and anticipated changes in southwestern conifer forests: Analysis and modeling of historical USDA permanent plot data Cooperators: M. Moore, P. Fule, ,and D. Huffman Duration: 2002-2006 Objectives: Model changes in ponderosa pine forests in the Southwest from presettlement to current conditions, as well as simulate future scenarios under alternative management prescriptions Funding amount: $310,000 Funding source: USDA NRI
Title: Are Historical Permanent Plots Representative of Contemporary Ponderosa Pine Populations in the Southwest? Cooperators: M. Moore Duration: 2003-2005 Objectives: Assess to what degree the Woolsey Plots are representative of Ponderosa Pine forests in the Southwest Funding amount: $33,450 Funding source: NAU School of Forestry, Northern Arizona University, Mission Research Project
Title: Assessing uncertainty of maps made from remote sensing data Cooperators: T. Sisk, H. Hampton Duration: 2003-2004 Objectives: Assess precision and bias of maps made with remote sensing data using field sampling and computer simulation Funding amount: $4,980 Funding source: NAU Environmental Sciences and Education
Title: Appraising Long-Term Permanent Plots in Southwestern Forests: Essential Information for Forest Restoration Cooperators: M. Moore Duration: 2003-2004 Objectives: Evaluate to what degree the Woolsey Plots are representative of Ponderosa Pine forests in the Southwest Funding amount: $6,000 Funding source: NAU Intramural Grant Program
AREGAI TECLE
Title: Water Resources Research, Development and Education for the New Economy. Cooperators: None Duration: Annually (July 1, 2003 to June 30, 2004). Objectives: The objective to support graduate student theses and do research on the hydrology and water resources influence of natural and anthropogenic disturbances in the Colorado Plateau. Funding amount: $31,500.00 Funding source: State of Arizona Prop. 301 Funding
Title: Impacts of forest thinning to reduce fire hazard on watershed yield. Cooperators: None Duration: July 1, 2001 to December 31, 2003. Objectives: Use of a water balance model to determine the impacts of forest thinning on water yield. Funding amount: $32,000.00 Funding source: Bureau of Reclamation through NAU's Ecological Restoration Institute.
Title: Hydrological and water quality impacts of forest fire and fire hazard reducing forest management activities in the Southwest Cooperators: None Duration: October 1, 2001 to September 30, 2004. Objectives: Funding amount: $45,798.00 Funding source: USDA Forest Service, Rocky Mountain Research Station.
Title: Water Sustainability in Semi-Arid Regions and water resources educational outreach to Native American communities. Cooperators: Mansel Nelson, ITEP Duration: January 1, 2000 to December 31, 2005 Objectives: Support for salinity assessment on the Oraibi Watershed, Hopi Reservation and support for Native American K-12th water resources educational outreach and knowledge transfer Funding amount: $214,448.00 Funding source: National Science Foundation through the University of Arizona's Science and Technology Center for the Sustainability of Water Resources in Semi-Arid Regions (SAHRA). Title: Event-based Precipitation-Runoff Modeling for Predicting Water Yield from a Ponderosa Pine Forest Watershed Cooperators: None Duration: January 2000 through December 31, 2003 Objectives: Development a rainfall-runoff model based on precipitation events occurring in the ponderosa pine forest system of north central Arizona Funding amount: $69,265.00 Funding source: Bureau of Forestry Research and Mclntyre-Stennis Funding
MICHAEL WAGNER
Title: Montoya fire risk reduction on Centennial Forest. Cooperators: Arizona State Land Department, Northern Arizona University Centennial Forest Duration: 2003-2005 Objectives: to reduce current stand density using mechanical thinning. Thinning will follow uneven-aged, group selection prescriptions. Funding amount: $196,240 Funding source: Arizona State Land Department Fire Assistance Grant.
Title: Promoting biological research on the Colorado Plateau with the Merriam-Powell Research Station. Cooperators: National Science Foundation, Northern Arizona University Centennial Forest, Arizona State Land Department. Duration: 2002-2005 Objectives: Improvements in Facilities, Communications, and Equipment at Biological Field Stations and Marine Laboratories. Funding amount: $249,710 Funding source: National Science Foundation
Title: Insects as ecological indicators for southwestern ponderosa pine forests. Cooperators: USDA, Northern Arizona University Duration: 2002-2005 Objectives: assess whether abundance, diversity, and community structure of carabids (Coleoptera: Carabidae), bark beetles (Coleoptera: Scolytidae), and ants (Hymenoptera: Formicidae) can be used to predict variations in ecological characteristics. To compare the following suite of ecological characteristics among stands representing 2 levels of human management (thinned and unthinned), 2 levels of "natural" disturbance (burned and unburned) and 1 natural old growth condition: vegetation structure and density, plant biodiversity, presence and absence of exotic weeds, net primary productivity (NPP), litter decomposition, soil carbon:nitrogen ratio, soil nitrogen transformations, soil microbial biomass and functional groups, soil respiration, abundance and diversity of carabids, bark beetles and ants. Funding amount: $210,000 Funding source: USDA National Research Initiative Competitive Grants Program
Title: Seasonal dynamics in bark beetle flight. Cooperators: USDA Forest Service, Northern Arizona University Duration: 2001-2003 Objectives: to address bark beetle effects on ponderosa pine forest ecosystems. Funding amount: $52,833 Funding source: USDA Forest Service
Title: Fischer wildfire hazard reduction on Centennial Forest. Cooperators: Arizona State Land Department, Northern Arizona University Centennial Forest Duration: 2002-2004 Objectives: to reduce wildfire hazard on the Centennial Forest. Funding amount: $117,340 Funding source: Arizona State Land Department State Fire Assistance Grant.
Title: Response of insect bioindicators to restoration treatments. Cooperators: Ecological Restoration Institute. Arizona State Land Department. Northern Arizona University Centennial Forest. Duration: 2001-2003 Objectives: to evaluate the effect of a full range of landscape level forest treatments including restoration on diversity and abundance of insect indicators. Funding amount: $55,287 Funding source: Southwest Fire Initiative.
Title: Centennial forest restoration treatments. Cooperators: Ecological Restoration Institute. Arizona State Land Department. Northern Arizona University Centennial Forest. Duration: 2001-2003 Objectives: fuels reduction and restoration of lands in the Centennial forest. Funding amount: $249,450 Funding source: Southwest Fire Initiative.
Title: Bioavailibility of dioxin as assessed by invertebrate sampling at Stone Container Effluent Reuse Project. Cooperators: Stone Container Corporation Duration: 1998-2005 Objectives: Bioavailibility of dioxin as assessed by invertebrate sampling. Funding amount: $77,412 Funding source:
Title: Fire and fire surrogate effects in Arizona and New Mexico ponderosa pine forests. Cooperators: USDI-USDA Joint Fire Science Program. Northern Arizona University Duration: 2000-2006 Objectives: to examine the fire effects of ponderosa pine in the southwest. Funding amount: $684,000 Funding source:
Title: Patterns of occurrence of bark beetles colonizing ponderosa pine in northern Arizona. Cooperators: Northern Arizona University Duration: 2001-2003 Objectives: how bark beetles colonize ponderosa pines in Arizona. Funding amount: $32,000 Funding source: Mission Research - MS Project Title: Insect population and tree resistance responses to restoration thinning treatments in ponderosa pine forests. Cooperators: USFS Rocky Mountain Experiment Station. Northern Arizona University. Duration: 1999-2003 Objectives: to see if restoration treatments change insect populations in ponderosa pine forests. Funding amount: $229,743 Funding source:
Title: Resistance of selected tree species in northern Arizona to insects and environmental stress. Cooperators: Northern Arizona University. Duration: 1998-2003 Objectives: to compare resistance of selected tree species in northern Arizona to insects and environmental stress. Funding amount: $66,500 Funding source: Mission Research - Ph.D. Project Appendix AlO: Journal of Forestry Article - Core Graduate Education at NAU Paving the Way from School to Work
Core Graduate Education at Northern Arizona University
Thomas E. Kolb, Peter J. Daugherty, and Laura E. DeWald
The School of Forestry at Northern Arizona University requires three courses that provide all stand important current topics in sci- graduate students with a core education. The research development and methods course entific research. The course was first helps prepare graduate students to conduct high-quality research, the proseminar course im- taught in 1980 and became required proves students' ability to prepare and present scientific talks and posters, and the teaching for all master's students in 1985. The practiojm course provides students with opportunities to explore and practice traditional and requirement was added to the PhD alternative teaching techniques. Feedback from graduate students and faculty indicates that program when it started in 1995. Stu- these courses help promote students' professional development. dents are assessed on a pass—fail basis in this three-semester-hour course. Keywords: employment; professional development; research Designing a research methods course in a multidisciplinary field like forestry is challenging. A typical class ost recent papers published Northern Arizona University (NAU). includes students who are studying var- in the Journal of Forestry on The overall purpose of these courses is ious aspects of forest ecology, ecologi- Mthe subject of forestry educa- to develop skills that our faculty feel are cal restoration, silviculture, forest eco- tion have emphasized undergraduate critical to a meaningful graduate educa- nomics, recreation, wildlife manage- programs (e.g., Dewhurst and Kessler tion and a successful professional career. ment, human dimensions, and other 1999; Ginger et al. 1999; Sample et al. Our purpose is to describe the concept, disciplines. This range of thesis topics 1999). Likewise, recent natural re- content, and implementation of this precludes a teaching approach that source educational conferences (Heis- core curriculum and to share informa- covers in detail methods that are spe- ter 1998) also have focused on under- tion on how these courses have been re- cific to certain research disciplines. We graduate education. Literature on grad- ceived by graduate students. address this issue by limiting course uate student education in forestry is topics to those that apply to all research less common, but an increasing num- Research Development and Methods topics. Also, the course is team-taught ber of presentations at these confer- The objective of the research devel- by three faculty with research expertise ences on graduate education suggest a opment and methods course is to pre- in different disciplines. growing interest in the topic. pare graduate students to conduct The course uses active, experiential This article describes three courses— high-quality research in any forestry research development and methods, discipline. The desired outcomes are proseminar, and teaching practicum— the ability to prepare a detailed re- Above: Graduate student Kjerstin Skov that are required for all graduate stu- search study plan, provide critical peer presents a poster for the proseminar course dents in the School of Forestry at review of research plans, and under- at NAU School of Forestry.
10 Journal of Forestry • September 2001 learning. All students are required to on introducing students to the types of The survey results were consistent with prepare a detailed research study plan. hypotheses that can be tested with sta- comments on class and faculty evalua- Students are also required to participate tistics, statistical software tools, guid- tion forms. Of the 18 respondents who in an iterative peer-review process de- ance on statistics course selection, and had taken the course, 15 stated that the signed to improve the study plans. At statistics help available to students and course should remain required for both the beginning of the process, we ask the faculty. Staff members from the Office master's and PhD students. The peer- students to define scientific research of Grants and Contracts participate in review process was highlighted as a and to construct a framework for a sessions on funding sources and budget strength of the class. All students study plan by identifying key elements planning. In the sessions on research agreed that the class improved the of scientific research. Student-generated publishing, faculty give students advice planning and implementation of their ideas are steered toward a consistent on choosing journals for publication, research. The portions of the course on study plan format using a framework submission letters, and responses to re- research skills and important research based on Smith (1990), Leedy (1997), viewers' comments. topics received mixed reviews: Some and our experiences. The study plan is The next part of the course is de- students really enjoyed these portions, developed in sections: research question signed to develop student awareness of whereas others, especially more experi- and hypothesis, outline of the entire important topics in research that are not enced PhD students, found these por- study plan, introduction and justifica- taught often in other forestry curricula. tions to be redundant and too intro- tion, literature review, methods and The current topics are the philosophy of ductory. However, our observations budget, and final study plan. science, research ethics, and managing suggest that master's students with lit- The faculty team and invited lectur- your advisor. Students are introduced to tle prior research experience learn ers introduce students to skills required the topics through assigned readings, much about research from more expe- rienced PhD students in the course. for developing each section of the study which are discussed in a seminar format. plan. For example, the class discusses The discussion on managing your advi- literature searches using both comput- sor also includes anecdotal accounts Proseminar erized and traditional approaches and from faculty and students of different The primary objective of the pros- managing the literature with emphasis models (successful and unsuccessful) of eminar course is to improve graduate on computerized bibliographic systems. student-advisor relationships. student skills in the preparation and Critical review, synthesis, and evalua- Student development of the research presentation of talks and posters. Such tion skills are developed though the it- study plan serves several additional ob- communication skills are essential for erative peer-review process in small jectives. At the end of this spring se- success as a natural resource scientist or groups facilitated by the faculty. In the mester course, successful students are professional, as well as for success in small groups, each student provides well prepared to begin their summer re- many other fields. We started the pros- written and oral constructive reviews of search and have a good start on the first eminar course in 1995 at the same time three other students' work. The faculty parts of their thesis or dissertation text. our PhD program started, and the facilitators also provide reviews for all Requiring the signature of the student's course is required for all master's and students in their group. The student's major professor on the study plan en- PhD students. Like the research meth- major professor must sign the final re- courages students to interact frequently ods and development course, prosemi- search study plan. A passing study plan with their major professor in designing nar uses an active-learning, experiential is typically 20 to 40 pages long. their research project, and encourages model, and it is team-taught with The desired research skills are faculty to actively mentor their stu- pass-fail grading. taught in a variety of formats and often dents. The peer reviews are helpful in The course is intended for graduate use expertise beyond the faculty teach- polishing the research question and students near the end of their programs ing team. An introduction to method- methodology, and they help students who have original research data suit- ologies commonly used in social, bio- develop critical review skills. able for a scientific presentation. Stu- logical, ecological, and management We believe the research develop- dents who do not have such data are research includes discussions of current ment and methods course is effective in encouraged to take the course at a later or seminal topics in research such as improving student research plans. For time. Students do not need to have pseudoreplication (Hurlburt 1984) example, several students in the course their entire thesis or dissertation data and large-scale ecological studies (Car- have obtained substantial outside fund- collected and analyzed to benefit from penter 1990; Eberhardt and Thomas ing from state and federal programs for the course; preliminary or partial data 1991). Statistics is introduced in coop- their research using their study plan as is often sufficient. The key point is that eration with faculty from the Depart- the proposal. Moreover, the Forestry we want students to use data from their ment of Mathematics and Statistics, Graduate Student Association (FGSA) own research in the course. Reasons for who manage the Statistical Consulting at NAU conducted a survey to obtain this requirement include greater stu- Research Center that is partially views on the graduate curriculum, in- dent motivation to excel and providing funded by the university. The focus is cluding opinions on required courses. opportunities to polish presentations
September 2001 • Journal of Forestry 11 Honing High-Tech Skills at Allegany College: A Case Study
ecause Allegany College of Maryland has one of 24 (DACUM), an occupational analysis performed by expert BSAF-recognized forest technology programs in North workers in a given profession. A DACUM produces an oc- America, our faculty was certain that forestry educational cupational skill profile that can be used for instructional pro- standards were being met. However, because new tech gram planning, curriculum enhancement, graduate profi- nologies are changing the way technicians practice forestry, ciency, and other employment-related activities. The educa- we wanted to enhance our program by incorporating tion department at Oregon State University led the geographic information systems (GIS), global positioning DACUM, and 10 graduate technicians served on Allegany systems (GPS), and computer-aided surveying into the College's DACUM panel. Both the needs assessment and curriculum. the DACUM verified the importance of incorporating new In 1997 we began a comprehensive strategy to ensure technologies into the curriculum. that field applications with these new technologies were Forestry has taken on many new concepts in the past part of our program. Rather than simply adding a separate two decades: new forestry; adaptive resources manage- GIS and GPS course to the curriculum, we want to infuse ment; ecosystem management; and sustainable forestry. these new technologies throughout the course load. The Many of these concepts are difficult to define and apply, and Forestry Department was awarded a curriculum enhance can also be difficult to teach in a field laboratory setting. In ment planning grant from Phi Theta Kappa, the national addition, all of these concepts tend to rely on the use of GIS honor society for community colleges. This grant provided and GPS for resource management decisionmaking. We re- "mentors" to help facilitate the planning process. The ceived a curriculum test site grant from NCSR to help us mentors were part of the Northwest Center for Sustain evaluate the appropriateness of these concepts to technical able Resources (NCSR), a partnership of community col forestry education. As a result, we chose to embrace sus- lege educators and agencies dealing with natural re tainable forestry as a lead concept in our curriculum. sources-based education programs, and included NCSR forestry and GIS faculty from Central Oregon Community Acquiring the Systems College in Bend and Chemeketa Community College in A GPS grant from the Appalachian Regional Commission Salem. The grant helped us identify required changes to provided us with Trimble GPS base stations for three west- the curriculum, computer hardware and software needs, ern Maryland community colleges, survey-grade GPS units, and budget requirements. Of equal importance, NCSR mapping-grade units, and all the necessary software. The staff helped us develop a software-hardware procurement college houses and maintains the equipment and in return strategy. provides training to the surveying community. The forestry Thanks to Phi Theta Kappa and NCSR, Allegany College program also earns income to maintain and upgrade the forestry faculty was able to transform a traditional forestry equipment by renting it to surveyors and natural resource program to a state-of-the-art curriculum, a transition that managers. To complement the Trimble software, a Perkins took place in several stages. grant allowed us to purchase Microsurvey, a computerized surveying package. Improving Graduate Success Acquiring an appropriate GIS was more challenging. In Before we started altering the curriculum, we needed addition to software, local data needed to be purchased. A some assurance that our changes would increase graduate GIS grant was approved from Autocad for Autodesk GIS, marketability and wages. Among the methods we used to and we formed an educational partnership with Environmen- assess successful graduates included a graduate and em tal Systems Research Institute (ESRI) to obtain Arc View ployer needs assessment and Developing a Curriculum software. Local data was purchased from Maryland state
for thesis or dissertation seminars and eminar course. In a recent survey of re- allowed for students who can demon- professional meetings. quired courses by the FGSA, 16 of the strate previous experience or compe- The main activities are described in 17 responding students who had taken tency in presenting talks and posters. "Required Activities in the Proseminar the course agreed that proseminar Many of our faculty have noticed im- Course," p. 14. To pass the course, stu should be required for master's and provement in the quality of oral pre- dents must complete each activity with PhD degrees in our program. The sur- sentations and posters by graduate stu- satisfactory performance. We handle vey also indicated that students appre- dents since the course started. unsatisfactory performance by insisting ciated the opportunity to share their that the student redo the activity until research with each other and noted Teaching Practicum the performance is satisfactory. that the coutse was effective at "broad- Awareness is growing of the need to Judging from course evaluations ening their horizons." On the other prepare today's graduate students and from the past four years, most students hand, most students also felt that ex- tomorrow's future faculty fot teaching felt that they benefited from the pros- ceptions to taking the course should be challenges in forestry. Consequently,
12 Journal of Forestry • September 2001 needed was a state-of-the-art forest re- sources technology lab so that our envi- sioned curriculum enhancements could come to fruition. We sought and obtained a Na- tional Science Foundation Grant for Course, Curriculum, and Laboratory Improvements to implement these changes and to install a Sustainable Forest Resources Computer Laboratory. The newly established laboratory is an 11- workstation networked lab running 750 MHz computers with two 20-GB hard drives, 384 MB of RAM, a 250-MB Zip drive, and 19- inch flat-screen monitors. The lab includes an HP 755 CM color inkjet plotter, Epson 836 XL scanner, laser color printer, ink jet printer, Altiris educational viewing software, and a Proxima projection system. The lab runs all the GIS, GPS, CADD, and mapping software and is tied to the Allegany College GPS base This image represents a traditional "work map." Each three-person crew was given two field station. days to cruise and map a 175-acre parcel. Mapping was conducted using the GPS units and The Sustainable Forest Resources Labora- timber cruising was accomplished with a GPS data dictionary and field data recorders. tory is the most powerful computer lab in The GPS data was imported into ArcView to create a map, tree data from the field recorders Maryland devoted entirely to students. The lab were downloaded into a stand-volume software program, and the resulting spreadsheets serves as the main forestry classroom. While were then linked to the image. The students who created this map had used GIS and GPS for the computers are used for routine course approximately eight weeks in other forestry classes. work (spreadsheets, word processing, statis- tical packages, and Internet access), the new agencies and several private vendors. In addition, Perkins technologies are used in the following courses: software ap- funds allowed us to purchase two Huskey handheld data plications in forestry, surveying, forest measurements, silvi- recorders (bringing the total number of handheld recorders culture, forest management, summer surveying, forest fire to five) and a high-resolution digital graphics camera. control, and field measurements. Another goal of the planning grant was to conduct train Our hope is that all Allegany College forest technology ing in sustainable forestry and technology for high school graduates are fluent in computer-based field applications of math and science teachers. It is hoped that this will result in GIS, GPS, and CADD and able to gain employment in a di- "seamless education," an initiative seeking to reduce the verse workforce with state-of-the-art technology tools. Our percentage of new college students requiring remedial goal is that the graduates of the class of 2001 and beyond courses. are as comfortable using GIS and GPS as they are using a prism and a Biltmore stick. The Lab Takes Shape The systems were purchased, the curriculum changes Contributed by John Jastrzembski ([email protected]. were planned, and support from the natural resources busi- md.us), associate professor of forestry, Allegany College of ness community and educators was ensured. Now all we Maryland, 12401 Willowbrook Road, Cumberland, MD 21502.
programs providing structured educa- training associated with this teaching tional and alternative teaching and tion in teaching and learning in forestry experience. The teaching practicum classroom techniques that are new to are being developed at some universities course was developed as a required many students. Three required text- (e.g., Jacobson and Wellman 1998; Mc- course for PhD students to address this books (Herman et al. 1992; Johnson et Cormick 1998). The NAU School of deficiency. al. 1994; Brooks and Brooks 1996) Forestry has always had a teaching re- The objectives of teaching prac- provide students with background quirement tor PhD students, but this ticum are to stimulate thinking about reading and reference materials for al- requirement was not rigorous and had effective teaching and to provide a for- ternative and innovative teaching tech- no formal mechanism for fulfilling it. mal mechanism for students to gain niques. The two-credit course meets Students usually taught several classes training and experience in teaching. In once per week and uses a seminar for- ill one of their advisor's courses, and a addition, in response to a National Sci- mat and pass-fail grading. faculty member provided feedback on ence Foundation report (George et al. In the first half of the semester, stu- their performance. There was no formal 1996), the course includes both tradi- dents are assigned several activities that
September 2001 • Journal of Forestry 13 ternative classroom model examined in the teaching practicum course. Required Activities Following the activities and discus- sions during the first half of the semes- in the Proseminar Course ter, the rest of the course focuses on ac- tual teaching experiences. Students In the proseminar course, all students are expected to teach at least three class periods in a • Be prepared to read aloud to the class for two minutes to develop 100- or 200-level forestry course using comfort in addressing an audience and to promote camaraderie in the class. alternative classroom methods. Stu- Students may read anything they choose. dents work with the course instructor • Attend workshops arranged by the faculty on topics concerning presen- tations such as: how to write a research abstract; differences between oral and the teaching practicum instructor and poster presentations; use of scanners, presentation software, and slide to develop appropriate constructivist printers; tips on making posters and slides with computer software; do's and exercises. The teaching experience is don'ts of talks; and using a computer to present information in a talk. peer-reviewed by other students in the • Read and critique research posters that are currently being displayed course and videotaped. The student in our building by faculty and other students. teachers review their videotaped per- • Prepare an abstract of their research. formance and meet with the course in- • Attend four scientific talks outside class to expose students to differ- structor after each classroom session so ent oral presentation styles. We typically use conferences or talks held on that adjustments can be made before campus during the course for this assignment. the next teaching session. Finally, stu- • Present to the class a 15-minute talk about their research using a com- dents write a paper summarizing their puter projection system. All students and faculty in the audience provide teaching experience. written suggestions for improving the talk, and the talk is videotaped for In a recent survey of required later review. courses by the FGSA, 13 of the 14 stu- • Prepare a written self-evaluation of their presentation that includes changes to improve the next presentation based on the videotape review dents who had taken the course sup- and constructive comments from faculty and other students. ported it as a requirement for the PhD • Present to the class a revised version of the 15-minute talk using a tra- degree. The one negative response was ditional slide projector. The presentation is graded by all students and fac- based on the idea that some PhDs ulty using a standard evaluation form that also allows comments for further would go into research without teach- improvement. ing. Students were excited to have an • Prepare a poster about their research using guidelines from a profes- opportunity to learn about and prac- sional conference. These posters are often presented later at professional tice teaching in a more formal environ- meetings. ment, and they appreciated being ex- posed to new and innovative classroom models. Several students who are now are addressed in short papers and class thinking has been used to justify the teachers reported that that they have discussions. The specific activities se- traditional lecture format to which been able to effectively use construc- lected to stimulate thought on effec- most college faculty and PhD students tivist techniques and cooperative learn- tive teaching and learning include the are exposed. Consequently, many new ing in their classes. following: faculty often use this approach. How- • Preparing a syllabus. ever, research supporting knowledge Conclusion • Evaluating the relationship be- reception as an effective learning ap- The graduate degrees offered by the tween an instructor's presentation style proach is equivocal, and there is grow- NAU School of Forestry have more re- and student learning. ing dissatisfaction with the level of un- quired courses than similar degree pro- • Evaluating instructor effective- dergraduate knowledge and under- grams at many other universities. Some ness. standing of science (George et al. of our required courses are similar to • Comparing traditional and non- 1996). Universities are being asked to and modeled after requirements of traditional models of teaching. produce students capable of higher other programs (e.g., statistics, breadth This last activity involves attending learning rather than merely instructing in coursework for PhD students). several lectures taught by a highly ef- students in current knowledge. Alter- However, the research development fective instructor who uses both con- natives to the passive, faculty-delivered and methods, proseminar, and teach- structivist and traditional teaching ap- lecture format, such as the construc- ing practicum courses arose largely proaches. tivist model (Atkin and Karplus 1962; from efforts by our faculty to improve The theory that people learn by re- Brooks and Brooks 1996), may help in student skills in subjects that typically ceiving knowledge and that knowledge this effort. George et al. (1996) recom- are not taught in forestry graduate can be passed largely intact from mended this model for science educa- courses. The argument could be made teacher to student underlies much tra- tion to the National Science Founda- that outstanding graduate students will ditional educational thinking. This tion and, therefore, it is the primary al- learn research, presentation, and teach-
14 Journal of Forestry • September 2001 ing skills on their own or from their faculty advisors. However, our observa- tions suggest that development of these skills can fall by the wayside for many graduate students. Consequently, our faculty have chosen to emphasize these skills by requiring courses on these sub- jects as part of the core education of graduate students. Limited survey data from graduate students and comments from faculty indicate broad support for continuing to require these courses for graduate students. However, we acknowledge that there are tradeoffs between requir- ing these courses and other important activities of graduate students, such as taking courses in their research disci- pline and devoting time to research. We have not yet rigorously assessed these tradeoffs. Such an assessment would be appropriate in the future after more graduate students have completed the program and reflected on their educational experience. Recently, Stewart et al. (1998) sug- gested ways to enrich the experience of graduate students in natural resource fields. They emphasized that faculty should facilitate greater contacts with students in other disciplines and pro- GINGER, C., D. WANG, and L. TRITTON. 1999. Integrat- SMITH, R.V. 1990. Graduate education: A guide for stu- vide an environment conducive to the ing disciplines in an undergraduate curriculum. Jour- dents in the sciences. New York: Plenum Press. professional development of graduate nal of Forestry <)7(\):\7-2\. STEWART, K.J., P. GOMBEN, and D.C. BRAGG. 1998. The students. We believe that the research HEISTER, C.G., comp. 1998. Proceedings of the Second Bi- role of graduate students in university education in development and methods, prosemi- ennial Conference on University Education in Natural natural resources: A view from wirhin. In Proceedings Resources, March 7-10, Utah State University. of the Second Biennial Conference on University Educa- nar, and teaching practicum courses are HERMAN, J.L., P.R. ASCHBACHER, and L. WINTERS. 1992. tion in Natural Resources, comp. C.G. Heister, 248, a step in the right direction. A practical guide to alternative assessment. Alexandria, March 7-10, Utah State University. VA: Association for Supervision and Curriculum De- velopment. Literature Cited HURLBURT, S.H. 1984. Pseudoreplication and the design ATKIN, J.M., and R. KARPLUS. 1962. Discovery or inven- of ecological field experiments. Ecological Monographs Thomas E. Kolb ([email protected]) is tion? Science Teacher 29(5):45—50. 54:187-211. associate professor, Peter J. Daugherty is BROOKS, J.G., and M.G. BROOKS. 1996. In search of un- JACOBSON, M.G., and J.D. WELLMAN. 1998. Educating associate professor, and Laura E. DeWald derstanding: The case for constructivist classrooms. the educators: Graduate student involvement in is associate professor, School of Forestry, Alexandria, VA: Association for Supervision and Cur- teaching natural resources. In Proceedings of the Second riculum Development. Biennial Conference on University Education in Natural Northern Arizona University, Flagstaff, CARPENTER, S.R. 1990. Large-scale perturbations: Op- Resources, comp. C.G. Heister, 226, March 7-10, AZ, 86011-5018. portunities for innovation. Ecology 11:2038^3. Utah State University. DEWHURST, S.M., and WB. KESSLER. 1999. Scenario JOHNSON, D.W., R.T. JOHNSON, and E.J. HOLUBEC. planning: Wading into the real world. Journal ofFor- 1994. Cooperative learning in the classroom. Alexan- atrjr 97(11):43-47'. dria, VA: Association for Supervision and Curriculum EBERHARDT, L.L., and J.M. THOMAS. 1991. Designing Development. environmental field studies. Ecological Monographs LEEDY, P.D. 1997. Practical research: Planning and design. 61:53-73. 6th ed.. Upper Saddle River, NJ: Merril. GEORGE, M.D., S. BRAGG, A.G. DE LOS SANTOS JR., MCCORMICK, T.C. 1998. Experimental education for D.D. DENTON, P. GERBER, M.M. LINDQUIST, J.M. environmental educators. In Proceedings of the Second ROSSER, D.A. SANCHEZ, and C. MEYERS. 1996. Shap- Biennial Conference on University Education in Natural ing the future: New expectations for undergraduate edu- Resources, comp. C.G. Heister, p. 232, March 7-10, cation in science, mathematics, engineering and technol- Utah State University. ogy. A report on its review of undergraduate education by SAMPLE, V.A., P.C. RINGGOLD, N.E. BLOCK, and J.W the advisory committee to the National Science Founda- GlLTMlER. 1999. Forestry education: Adapting to the tion, Directorate for Education and Human Resources. changing demands on professionals. Journal of For- Washington, DC: National Science Foundation. estry 97(9) :4-10.
Reprinted from the Journal of Forestry, Vol. 99, No. 9, September 2001. Not for further reproduction. 15 Appendix All: Faculty Service
THOM AL COZE
Non-University Association for Native American Professors Society for Ecological Restoration/Indigenous Peoples' Network Pinyon Juniper Research Taskforce/Arizona Strip. Sister Cities International, Invited speaker and member Grant Consultant, Kaibab Paiute Tribe Consultation and Collaborative Research with Jeff Bradybaugh, Natural Resources Chief, Zion National Park Collaborative Research with Dr. Lawrence Packard, York University, Ontario NAU/UNT Partnership Liaison, School of Forestry and Department of Biological Sciences Collaborative Research with Dr. Earl Zimmerman, University of North Texas NAU/University of Waikato Partnership Liaison, Waikato, New Zealand Grand Canyon Partnership Advisory Committee
University NAU Faculty Rights and Responsibilities Council NAU Mariachi President's Council on Ethnic Diversity Native American Institute Applied Indigenous Studies (Founding) Advisory Committee
College Advisor and Field Research Faculty Supervisor, Ecological Restoration Institute Search Committee Forest Biometrics Position
School Chair, SOF Mission Research Board Native American Forestry Program, Advisor and Mentor Member, Promotion and Tenure Committee Member, Faculty Annual Review Committee
JOHN BAILEY
Non-University Society of American Foresters 2001 and 2003 Southwest Section Meeting, Program Coordinator 1999-2001 Chair-Elect, Chair and Past-Chair, San Francisco Peaks Chapter 1998 Secretary/Treasurer, San Francisco Peaks Chapter 1997-8 Faculty Advisor to Student Chapter of the SAF SAF/AMPF Biennial Meeting (1997), Program Sessions Chair Reviewer for: Canadian Journal of Forest Research, Forest Ecology and Management, Forest Science, Western J. of Applied Forestry, New Forests, and Journal of Applied Ecology. Proposal reviewer for: USDA Research and Scientific Exchanges Division, NAU School of Forestry, and USDA Forest Service Rocky Mountain Research Station Community Flagstaff Community Tree Board, member The Arboretum at Flagstaff, Board Member Flagstaff Big Brothers - Big Sisters "NAU Pipeline" program Teaching/speaking to local Middle and High Schools, businesses and organizations Unitarian-Universalist Fellowships of Corvallis and Flagstaff: teacher, committee service and chair, and Board of Trustees (including executive offices)
University Center for Sustainable Environments - Steering Committee (2002- Academic Standards Committee (2000-2003) Distributed Learning Program Delivery Coordination Council (2000-2002)
School Biennial Natural Resources Education Conference Planning Committee (2003) School of Forestry Strategic Plan Committee (2003) Acting Director, NAU Centennial Forest (2003) School of Forestry Curriculum Committee (2002-2003) School of Forestry Graduate Studies Committee (2001-2003) NAU Centennial Forest Technical Committee (Chair, 2000- International Academic Exchanges Committee (2000-2001) Faculty Advisor to Xi Sigma Pi, Alpha Pi chapter (1998-2003) Information Technology Committee (1999-2003) School of Forestry Curriculum Review Committee (1998-2000) Mission Research Review Committee (1999-2000, 2002-2003) Forest Biometrician Search Committee (Chair, 1998) Chair's Advisory Committee (1997-8, 2001-2, 2002-3) Recruitment, Retention and Placement staff search committee (1997) Continuing Education in Ecosystem Management (CEEM) (1997-
PAUL BEIER
Non-University Member, Recovery Team for ocelot in the United States. May 2002-summer 2004. Board of Governors, Society for Conservation Biology, 2003-2005 (3 year term). Board Member, South Coast Wildlands. I am also a founding member of this group, which is leading the South Coast Missing Linkages effort. Journal Reviews - an average of 12 reviews per year for each of the last 5 years for major ecological journals including Ecology, Conservation Biology, Journal of Wildlife Management, Animal Ecology, Biological Conservation and others. In 2003, outgoing editor Michael Schwarz asked me to serve as co-editor of Biological Conservation, and Editor Michael Morrison asked me to serve as an Associate Editor of Journal of Wildlife Management. In both cases, I declined. University Institutional Animal Care and Use Committee (since 1999) Executive Committee, Merriam Powell Center for Environmental Research (since 2002) Technical Advisory Committee, NAU Centennial Forest I serve on about 2 School of Forestry Committees per year. CAROL L. CHAMBERS
Non-University Journal reviews for Journal of Wildlife Management, Wildlife Society Bulletin, Conservation Biology, Condor, Cooper Ornithological Society, Ecological Society of America, Forestry Chronicle, The Southwest Naturalist The Wildlife Society (TWS), Board Member Arizona Chapter TWS, Program Chair 2000 (and 2004), Web Manager (www.aztws.org); Member, Subcommittee for Symposia, The Wildlife Society 8th Annual Conference, Reno, NV (2000-2001) Vertebrate Monitoring Workshop, Sonoran Desert Institute, Tucson (July 2003), Panel to develop parameters for ecological monitoring Board Member, Northern Arizona Audubon Society (2000-2001) Mexican Spotted Owl Upper Gila Mountains Recovery Unit Working Team Member (Alternate for Dr. Paul Beier 1998-1999; Team Member 1999-present) Consortium Member, Great Basin Biological Research Conference (1999-2000) Associate Editor, Journal of Wildlife Management (starting 2004)
University 2 NAU committees, 3 School of Forestry Committees Northern Arizona University Organized Research Committee (1997-2003) Center for Environmental Sustainability - Committee to develop Mission Statement (1999) Graduate Studies Committee, School of Forestry (1998-2001, 2003-2004) Chair's Advisory, School of Forestry (1997-1998, 1999-2000) Faculty Workload Committee, School of Forestry (1999)
LAURA DEWALD
Non-University Society of American Foresters Chair, SW Section Secretary, Chair-elect and Chair Dl working group (Tree Improvement/Forest Genetics) National SAF Committee on Accreditation NAU representative to the National Office Proposal and Journal Article Reviews US Civilian Research and Development Foundation (CRDF) USFS RMRS Technical Assistance Visits American Journal of Botany Theoretical and Applied Genetics Prentice Hall Biology Inc. USFS GTR's Canadian Journal of Botany Western Forest Genetics Association: Treasurer
University NASA Steering Committee University Curriculum Committee Advisory Committee for Graduate certificate in Conservation Ecology NAU Commission on the Status of Women NAU Intramural Grant Program review committee University Program Review Committee Associate Dean for the School of Forestry
BRUCE FOX
Non-University Member, Coconino County Comprehensive Plan Steering Committee. January 2002 to September 2003. Chair, Northern Arizona University United Way Campaign. 2001. Member, Resource Allocation Team. Northern Arizona United Way. 2001 and 2002. Member, Arizona Forest Stewardship Committee. 1991-present. Referee for manuscripts submitted for publication to Environmental Management (1988 to present), Southern Journal of Applied Forestry (1983 to present), USDA Forest Service Intermountain Forest and Range Experiment Station (1994 to present), National Biological Survey (1996 to present) Society of American Foresters Chair-elect. 2002. Chairperson. San Francisco Peaks Chapter. 1989. Chairperson-elect. San Francisco Peaks Chapter. 1988. Program Committee. San Francisco Peaks Chapter. 1985 to 1989. Member. 1975 to present.
University Member, Greater Expectations Institute Team. June 2003 Member, Space Planning and Utilization Committee. September 2003 to present Staff Member, Freshman Task Force. October 2003-present Chair, UC101 Faculty Director Search Committee. Spring 2003. Member, Alumni Director Search Committee. July 2003 to present. Member, Vice President for Enrollment Management and Student Services Search Committee. March 2002-December 2002 Coordinator, Focused Site Visit of the Higher Learning Commission of the North Central Association of Colleges and Schools. 2002-2003. Member, Presidential Installation Planning Committee. March to September 2002. Member, Faculty Senate Curriculum Review Committee. Spring 2001. Member, Provost's Faculty Development Committee. Spring 2001. Member, Director of Orientation and Transition Services Search Committee. 2000. University Mediator Training, August 1999 Member, University Planning Council. 1999. Member, Liberal Studies Council. June 1998 to present. Co-chair, November 2001-June 2002. Chair, assessment sub-committee. September 2003 to present. PETER Z. FULE
Non-University Symposium organizer, Historical Ecology Applied to Forest Conservation and Restoration, 7th Biennial Conference "Integrating science and management on the Colorado Plateau," Nov. 4-6, 2003. Field trip presentation on fire ecology, interdisciplinary goshawk management team, North Kaibab Ranger District, October 24, 2003. Southwestern forest tour leader, Vassar College, Biology class, October 22-23, 2003. Field trip leader, Fire & Stone Guided Hike, Flagstaff Festival of Science, October 3, 2003. Peer panel reviewer for Forest Service research scientist, September 16,2003. Technical Representative, Coconino County (AZ) Parks & Open Space - Science Advisory Committee, 2003-2004. Technical Assistance Visit participant for Rocky Mountain Research Station (RWU-RMRS-4152), USDA Forest Service, April 15-16, 2003. Chair-elect, Society of American Foresters, Northern Arizona Chapter, 2003. Coordinating editor, Restoration Ecology, Blackwell Science Publishing. 2003-2006. Treasurer, Arizona Natural History Association, 2002-2003. Leader, Forest Restoration Field Trip, combined meetings of the Ecological Society of America/Society for Ecological Restoration, August 1-4, 2002. Symposium coordinator, Forest Restoration Symposium, combined meetings of the Ecological Society of America/Society for Ecological Restoration, August 4-9, 2002, Tucson, AZ. Instructor, International Dendroecology Field Week, August 12-17, 2001, Saltillo, Coahuila, Mexico. Board of Directors, Arizona Natural History Association, 2000-2002.
University Faculty advisor, Student Association for Fire Ecology, 2003-2004. University Commission on the Status of Women, 2001-2003. Graduate Studies Committee, School of Forestry, 2001-2004. Summer reading group leader, NAU freshmen, 2002 and 2003. Research Permit Committee, Merriam Powell Center, 2001-2002. Co-chair, review panel for $1.4 million funding program, ERI, January-May, 2001. Latin America/CESM committee, 2001-2002 Mentorship 101 (Tuba City High School), March 1, 2001, November 8, 2000. Mission Research Board, School of Forestry, 2000-2001 and 2003-2004. Centennial Forest (NAU) technical advisory committee, 2000-2003. Chair, College of Ecosystem Science and Management enrollment/distance learning committee, 2000. Member, Faculty Council on Planning & Budget (2000-01). Search committees (5, 1 as chair)
STEVE HART
Non-University Arizona Riparian Council California Forest Soils Council Ecological Society of America, including memberships in Rocky Mountain Chapter and Soil Ecology Sections International Society of Soil Science Sigma Xi Society of American Foresters, including Southwest Chapter Society of Ecological Restoration Soil Science Society of America, including membership in Western Chapter Reviewer of professional papers submitted to: Australian Journal of Soil Science, Biogeochemistry, Biology and Fertility of Soils, Canadian Journal of Forest Research, Ecology, European Journal of Soil Science, Forest Ecology and Management, Functional Ecology, Journal of Environmental Quality, Oecologia, Microbial Ecology, Plant and Soil, Soil Biology and Biochemistry, Soil Science Society of America Journal, Trends in Plant Science, Water Resources Journal. Typically review 10 to 20 papers for these journals each year. Reviewer of proposals submitted to the National Science Foundation Ecology, Ecological and Evolutionary Physiology, Ecosystems, and Long-Term Ecological Research Programs; the United States Department of Agriculture National Research Initiative Competitive Grants Forest/ Range/ Crop/ Aquatics Ecosystems and Soil Biology Programs; and NASA/NSF/DOE/USDA/NOAA Joint Program on Terrestrial Ecology and Global Change. Typically review 3 to 6 proposals for these agencies each year when not a member of a grant panel. 2003 - Invited participant for Joint Fire Sciences Program Fire - Fire Surrogate Study Scientific Management and Integration Committee held in Sequoia National Park, CA, on Oct. 21-23. 2003 - Proposal review panelist for the United States Department of Agriculture National Research Initiative Competitive Grants Program, Soils and Soil Biology Program. 2003 - Invited participant for Joint Fire Sciences Program Fire - Fire Surrogate Study soil workshop held in St. Louis, MO, on April 10-11. 2003 - Invited participant in the Technical Assistant Visit for the purpose of re-chartering Rocky Mountain Research Station Research (RMRS) Work Units RMRS-4251, titled "Sustainability of Southwest Forest and Woodland Terrestrial Ecological Systems" and RMRS-4302, "Sustainability of Riparian Ecological Systems in Southwestern Forests and Woodlands" held in Flagstaff, AZ, on Jan. 27-29. 2002 - Reviewed two research grant proposals submitted to the Kearney Foundation of Soil Science, University of California 2002 - Invited participant at the Long-term Intersite Decomposition Experiment Team Workshop held in Corvallis, OR, on September 21. 2002 - Invited Reference for the Promotion of Dr. David Valentine to Associate Professor with tenure, School of Agriculture and Land Resources Management, University of Alaska, Fairbanks. 2002 - Field trip guide to the Gus Pearson Natural Area as part of the Ecological Society of America and Society of Ecological Restoration joint Annual Meeting held in Tucson, AZ on Aug. 3. Approx. 50 scientists attended the field trip. 2001 - Invited Reference for the Promotion of Dr. Robert Sanford, Jr. to Full Professor, Department of Biological Sciences, Denver University. 2001 - Long-term Ecological Research Site Review Panelist for the National Science Foundation, Niwot Ridge, CO. 2001 - Invited participant in "Workshop on Biocomplexity in pinyon-juniper woodlands," sponsored by the National Science Foundation and held at Flagstaff, AZ on 1/01. 2001 - Invited participant at the "Aquatic-Terrestrial Biogeochemistry" working group IV, held at the National Center for Ecological Analysis and Synthesis, Santa Barbara, CA, on June 18-21. 2000 - 2001: Board of Representatives, Division of Forest and Range Soils, Soil Science Society of America. 2000 - Invited to be the "opponent" in R.M. Sjoberg's dissertation defense, a student of Prof. T. Persson, Section of Soil Ecology, Department of Ecology and Environmental Research, Swedish University of Agricultural Sciences, Uppsala, Sweden on Sep. 29. 2000 - Invited participant at the "Aquatic-Terrestrial Biogeochemistry" working group HI, held at the National Center for Ecological Analysis and Synthesis, Santa Barbara, CA, on Sep. 24-28. 2000 - Invited participant at the "Aquatic-Terrestrial Biogeochemistry" working group II, held at the National Center for Ecological Analysis and Synthesis, Santa Barbara, CA, on Feb. 8-12. 1999 - 2000: Chair, Division of Forest and Range Soils, Soil Science Society of America. 1999 - Proposal review panelist for the National Science Foundation Ecosystems Program Spring panel. Reviewed 17 proposals as a panel member. 1999 - Buell/Braun Awards Judge for the Ecological Society of America at their annual meeting held in Spokane, WA on 8/99. 1999 - Invited participant at the "Aquatic-Terrestrial Biogeochemistry" working group I, held at the National Center for Ecological Analysis and Synthesis, Santa Barbara, CA, on Jul. 6-10. 1999 - Invited participant at the "Analysis of the Age-Related Decline in Aboveground Net Primary Production: Potential Causes and Stand to Global Implications" working group III, held at the National Center for Ecological Analysis and Synthesis, Santa Barbara, CA, on Jan. 24-27. University 2003 to present: Member of the School of Forestry Dean Search Committee 1999 to present: Member of University Library Committee 1999 to present: Member of Merriam-Powell Center for Environmental Research Steering Committee 1999 to 2002: Member of Merriam-Powell Center for Environmental Research Executive Committee 1999: Member of Geotechnical Engineering Faculty Search Committee, Department of Civil and Environmental Engineering 2003 to 2004: Faculty Advisor for Forestry Seminar Series 2003 to 2004: Chair of Faculty Review Panel 2003 to 2004: Chair of Mission Research Board 2002 to 2003: Member of the Chair's Advisory Committee 2001 to 2002: Member of the Committee on Faculty Status 2001: Member of the Community/Commercial Recreation Faculty Search Committee 2000: Member of the Ad Hoc Committee for Adjunct Faculty Appointments 1999 to 2001: Member of the Forestry Scholarship Committee 1999 to 2000: Member of the Ad Hoc Committee on Faculty Workloads 1999 to present: Member of Faculty Review Panel 1999 to present: Forestry Library Liaison
DENVER HOSPODARSKY
Non-University Peer reviewer to several research journals Peer reviewer to the USDA-Forest Service Roads Analysis Procedures process and guidelines, PNW Research Station, Portland, OR. 100 Secretary, Society of American Foresters (SAF), E@ - Land Use Planning, Organization, and Management Working Group (national) Member, SAF, Science Fund Planning and Implementation Committee (national) Advisory Board, Greater Flagstaff Forest Partnership Board of Directors, Arizona Natural History Association
University Faculty Senate (School of Forestry alternate), Northern Arizona University (NAU) NAU committees Undergraduate mentoring programs
YEON-SU KIM
Non-University Member of Society of American Forestry (Chair for the Northern Arizona Chapter of Society of American Foresters in 2003) Associated Editor for Korean Journal of Forest Economics. Associated Editor for Korean Journal of Parks and Recreation. I teach ecosystem valuation in the Institute for Ecosystem Management for Continuing Education in Ecosystem Management (IEM-CEEM) every spring. The Institute has developed and is offering a continuing education program for the Central and Southern Rockies and the Great Basin.
University • I have served various ongoing committees for the department and the university, such as the School of Forestry Graduate Studies Committee, PRM strategic planning committee, the University's Assessment Council and the International Hot Team. I am currently serving the University Assessment Committee, the School of Forestry Undergraduate Curriculum Committee and Information Technology Across the Curriculum (ITAC) committee. I also served on several ad hoc committees, such as Information Technology Across the Curriculum (ITAC) committee, Community Commercial Recreation Faculty Search Committee, Support System Analyst Search Committee, International Emphasis Committee, Enrollment Committee and several Adjunct Faculty Application Review Committees. • I initiated an exchange program between NAU and Woosong University in Korea. I have been advising and mentoring exchange students from Woosong University since 2001. In 2000,1 went on the American Education Opportunities tour and traveled to six southeastern Asian counties to promote NAU internationally. I prepared for the educational opportunity fairs and met with thousands of perspective students. I'm working with the International Office and International Recruitment to promote diversity on campus and recruit students internationally.
THOMAS E. KOLB
Non-University • Reviewed 23 manuscripts for the following journals: Canadian Journal of Plant Science, Ecology, Ecoscience, Environmental Entomology, Environmental Pollution, Forest Science, Tree Physiology, Journal of the American Society of Horticultural Science, Northern Journal of Applied Forestry, United States Department of Agriculture - Forest Service - Rocky Mountain Experiment Station, Trees - Structure and Function, Trends in Plant Science, Wetlands • Tree Physiology, Editorial Review Board (1999, 2002, 2003, 2004) • Reviewed 6 proposals for: USDA National Research Initiative Competitive Grants Program - Forest/Rangeland/Crop/Aquatic Ecosystems Program; NSF Ecological and Evolutionary Physiology Program; USDA National Research Initiative Competitive Grants Program - Managed Ecosystems Research Program; NSF Long-Term Research in Environmental Biology Program; NSF Ecology Program • Invited technical reviewer of USDA Forest Service Work Unit RM-4152, Impact of Natural Ecological Disturbances on Western Conifers, Flagstaff, Arizona, 2003. • Invited External Promotion and Tenure Reviewer: University of Kentucky, Department of Entomology, 2001, 2002; The Pennsylvania State University, School of Forestry, 2001. • Technical paper coordinator for the XVII Biennial Reunion: Southwestern Society of American Foresters/Associacion Mexicana de Profesionales Forestales, October 6-10, 1999. Technical paper and poster coordinator for the XVI Biennial Reunion: Southwestern Society of American Foresters/Associacion Mexicana de Profesionales Forestales, September 17-21, 1997, Flagstaff, AZ. • Moderator for the oral paper session, "Employment and Forestry Curriculum," the Third Biennial Conference on University Eduction in Natural Resources, March 27, 2000, Columbia, MO. • Moderator for the oral paper session, "Monitoring and Evalution I," Steps Towards Stewardship: Ponderosa Pine Ecosystems Restoration and Conservation Conference, April 25, 2000, Flagstaff, AZ. • Participant in "The National Conference on Sustainable Forest Management - Graduate Curriculum", November 10-12, 2002, Kansas City, MO. • Judge for the Braun and Buell Awards for Excellence in Ecology, 2002 Annual Meeting of the Ecological Society of America, Tucson, Arizona. • Invited participant in the Arizona Governor's Annual Forest Health and Safety Conference, March 10, 2003, Prescott, Arizona. • Newsletter Editor/Communications Chair - Southwest Society of American Foresters (1999, 2000, 2001, 2002) • Representative to the Grand Canyon Forest Partnership - Southwest Society of • American Foresters (1999-2004) • President, Board of Directors, Greater Flagstaff Forests Foundation, Inc. (2002-3) University University Campus Improvement and Beautification Committee (1999-2003) University Organized and Applied Research Task Group (1999-2000) Promotion and Tenure Committee - College of Ecosystem Science and Management (2000-1) Dean Search Committee - College of Ecosystem Science and Management (2000-1) Merriam-Powell Center for Environmental Research, Research Steering Committee (2000-2) Merriam-Powell Center for Environmental Research, Research Permit Committee Chair (2002-4) School of Forestry Graduate Studies Coordinator (2002-4) College of Ecosystem Science and Management, Promotion and Tenure Committee (2003-4) School of Forestry Mission Research Board Chair (2002-3) University Graduate Council (2003-4)
MARTY LEE
Non-University Journal reviews - review articles for 2 journals Professional societies - membership in 6 Invited facilitator, panelist, participant - 4 workshops and conferences Symposia co-coordinator Forest Service volunteer - 1 summer University University committees - 5 School committees -10 Coordinator of a School of Forestry professional program
ROBERT L. MATHIASEN
Non-University Editorial boards: 0 Journal reviews: 14 Proposal reviews: 3 Professional Societies: 1 Conferences: 5
University NAU Committees: 5
PABLO PARYSOW
Non-University Journal Reviews: I conduct peer-reviews for Forest Science, Journal of Mathematical Modelling and Scientific Computing, and Agronomy Journal Professional and Honor Societies: Xi Sigma Pi, Honor Society of Forestry Gamma Sigma Delta, Honor Society of Agriculture Society of American Foresters
University I represented the College of Ecosystem Science and Management in the Faculty Senate, 2000-2003 I represent the School of Forestry in the University Program Review Committee I am a member of the following School of Forestry Committees: Graduate Studies, Information Technology, and Native American Advisory I provide statistical advice to School of Forestry graduate students
DAVID PATTON
Non-University (Selected Examples) Established a cash award through the Wildlife Society for a professional making a significant contribution to understanding wildlife habitat relationships. Established the Doris G. Patton scholarship for a deserving undergraduate student in the School of Forestry. Established a scholarship at NAU for a forestry student interested in a wildlife emphasis. 1999
Associate Editor. 1995-1997. Forest Science. Society of American Foresters. Faculty Advisor for the Northern Arizona University Student Chapter of the Wildlife Society. 1989 to 1994. Appointed by the Inter-Tribal Timber Council to a Task Force to review the status of forest management on Indian Reservations in the U.S. The Task Force was requested by and is funded by Congress under the Indian Forest Management Act of 1990. 2000-2003.
AREGAI TECLE
Non-University 2003- to date Past-president and Corporate Board member, Arizona-Nevada Academy of Sciences 2002- to date Member, Life Time Achievement Award Selection Com., AZ Hydrol. Soc. 2002 - Guest Editor, Journal of the Arizona-Nevada Academy of Sciences (Vol. 35, No.l), special issue on Watershed Management in the Southwest. 2002- todate Chairman, Grad. Student Scholarship Committee, Arizona-Nevada Academy of Sciences. 2002-2003. Guest editor of a special issue of the Journal of the Arizona-Nevada Academy of Sciences 2002- 2003 Chairman, Arizona-Nevada Academy of Sciences, Annual Symposium organizing committee 2002 - 2003 President, Arizona-Nevada Academy of Sciences 2002 - to date Appointed Member, European Academy of Sciences 2001 - 2002 President-elect, Arizona-Nevada Academy of Sciences 2001- to date Appointed member, Colorado Plateau Water Resources Advisory Board 2000- to date Advisory Board member, Verde Watershed Research and Education Prog. 2000- to date Associate Editor, Journal of the Arizona-Nevada Academy of Sciences 1999 -to date Member Board of Governors, Arizona Nevada Academy of Science 1999 - 2000 Chairman, Annual Symposium Organizing Committee, Arizona-Nevada Academy of Sciences.. 1991 - to date, Chairman, Corporate Scholarship Committee, Arizona Hydrological Society. Developed rules, criteria and a procedure to select winners for the award, which includes 3 - $1500.00 winners a year and plaques. Every year I select three referee to help me select the winners. 1999 - date Hopi Tribe internal consultant and coordinator for comprehensive long-term study of the Oraibi Wash Basin. 1998 - date Hopi Tribe Environmental Protection Program, Scientific Consultant for Under ground Petroleum Contaminant Leak Remediation Program and Other Related tribal problems. 1998 - date Hopi Tribe Water Resources Program, Scientific Consultant for Water Quality, Tribal Watershed Conditions and Other Water-Related Issues. 1981 -to date, Member, American Water Resources Association (AWRA) 1991 - to date Certified member, American Institute of Hydrology 1987 - to date, Member, American Society of Agricultural Engineers(ASAE) 1988 - to date, Member, Arizona Hydrological Society (AHS) 1989 - to date, Member, Arizona-Nevada Academy of Science (ANAS) 1989 - to date, Member, International Union of Forestry Research organization (RJFRO), Hydrology Working Group 1989 - to date, Member, International Water Resources Association IWRA) 1989 - to date, Member, Society of American Foresters (SAF) 1996 -to date Member, International Society of Multiple Criteria Decision Making 1994 -to date, Member, Institute for Operations Research and the Management Science 1987 -to date, Member, American Society of Civil Engineers(ASCE) 1983 -to date, Member, American Geophysical Union (AGU) 1993 - Member, review panel/reviewer for USDA/CSRS Competitive Grant proposals on water quality program. 1990 - 2003 reviewed 60 journal articles submitted to the following journals: 1. Water Resources Research, 2. Journal of the American Water Resources Association 3. ASCE Journal of Water Resources Planning and Management, 4. TRANSACTIONS of the American Society of Agricultural Engineers, 5. Journal of the Arizona-Nevada Academy of Sciences 6. Water International, 7. ASCE Journal of Hydraulics, 8. Water Resources Bulletin, 9. Forest Service Rocky Mountain Research Station publications, 10. Environmental Management, 11. Forest Science 12. Biogeochemistry 13. Canadian Journal of Forest Research University NAU Grievance Committee 2003 - to date Faculty Search Committee, Department of Physics2002 - 2003 NAU Liberal Studies Committee 2002 - to date Grad. Student Admission Committee, Masters in Liberal Studies2001 - to date NAU External Relations Committee 2001- to date NAU Commission on Ethnic Diversity (CED) 1996-todate NAU CED Executive Board Member 1997-to date Special Recognition - 2003 Norther Arizona University, Student Advisor of the Year Award - 2003 Selected, funded and trained as problem-solving and conflict resolution facilitator Certified Professional Hydrologist (P.H.) by the American Institute of Hydrology since 1997 - 2002 -Selected to the European Academy of Sciences
RONALD TROSPER
Non-University President, Indigenous Community Ventures, April, 2003- present Member, Organizing Committee for the conference, Global Perspectives on Indigenous Peoples' Forestry, Vancouver, BC, June 4-6, 2002 Member, Scientific Advisory Committee, Maidu Cultural Development Group, 2001- present Member, First Nations Council of Advisors for the Faculty of Forestry, University of British Columbia, 2001-present Member and Secretary, Board of Directors, Indigenous Community Enterprises, 1999-present Member, Forestry Advisory Committee, First Nations Development Institute, 1997-present Member, Committee of Scientists, U.S. Forest Service and Department of Agriculture, December, 1997 - October, 1999. Peer Reviews of articles for American Indian Quarterly, American Indian Culture and Research Journal, and Conservation Ecology I served as a member of a peer review panel for the Sustainable Forest Management Network for the Government of Canada in February, 2001 University Executive Committee of the Commission on Ethnic Diversity Minority Recruitment and Retention Committee University Grievance Committee Forestry Curriculum Committee Mission Research Board Awards Member, Search Committee for the Dean of the College of Arts and Sciences Forestry Curriculum Committee College P&T Committee Chair, Search Committee for Education Coordinator (AIS and NAFP) Search Committee for Dean of Arts and Sciences Search Committee for Director, Center for American Indian Economic Development, College of Business Administration Chair, Search Committee for Education Coordinator, Native American Forestry Program and Applied Indigenous Studies Search Committee for Program Coordinator (Fundraising) Search Committee for Administrative Assistant, School of Forestry
MICHAEL R. WAGNER
Non-University 2003 Chair Society of American Foresters World Forestry Committee 2003 External Faculty Opponent, Swedish University of Agricultural Sciences Uppsala, Sweeden 1999-Present Fellow in the Society of American Foresters 2001 External Examiner - Doctoral dissertation defense. Simon Fraser University Vancouver, British Columbia 1999 Ghana Tourism Board Ecotourism Initiative Award to the Bobiri Butterfly Sanctuary Project (I serve as co-director) Annals of Forest Science, International Scientific Committee Agricultural and Forest Entomology, Editorial Board Ghana Journal of Forestry, Advisory Board Journal Referee: Annals des Science Forestieres, Annals of Entomological Society of America, Biochemical Systematics and Ecology, The Canadian Entomologist, Canadian Journal of Forest Research, Ecological Applications, Ecological Monographs, Ecology, Ecological Entomology, Entomological News, Environmental Entomology, Forest Ecology and Management, Forest Science, Ghana Journal of Forestry, Journal of Chemical Ecology, Journal of Economic Entomology, Journal of Entomological Science, Journal of Forestry, Journal of Insect Behavior, Journal of Tropical Forest Science, New Forests, Northwest Science, Northern Journal of Applied Forestry, Oecologia, Pan Pacific Entomologist, Proceedings of the Entomological Society of Washington, Scandinavian Journal of Forest Research, Southern Journal of Applied Forestry, Southwestern Entomologist, Tropical Agriculture, Western Journal of Applied Forestry Proposal Review: DOE, EPA, Fulbright, NSF, USDA, USDA Forest Service Entomological Society of America American Entomological Society Entomological Society of Washington Society of American Foresters International Society of Tropical Foresters International Society of Arboriculture Nitrogen Fixing Tree Association Poplar Council Sigma Xi Phi Kappa Phi XII Simposio Nacional Sobre Parasitologia Forestal and 54th Annual Western Forest Insect Work Conference Joint Meeting - organizer XXI International Union of Forestry Research Organizations - symposium organizer and moderator XXI International Congress of Entomology - symposium organizer and moderator XIX International Congress of Entomology - forest entomology field trip organizer. XTX International Congress of Entomology - Co-organizer of symposium "Population Dynamics of Forest Insects."
University Northern Arizona University Centennial Forest - Director 2000-02 Center for Environmental Sustainability - Development Committee 1999-00 International Office Advisory Committee 1999-02 University Greenhouse Committee 1990-02 Mission Research Board: 2001-2002 Space Utilization Committee (College of Ecosystem Science and Management) 2002 Forest Management Search Committee 2001-02 Faculty Status Committee 2000-01 Professional Review Committee, Chair 1999-00 Faculty Workload Committee, Chair 1999-00 International Emphasis/Development Committee, Chair 1999-01 Mission Research Board, Chair 1999-01 Chairs Advisory Committee 1997-00 Committee on Faculty Status 1998, Chair 1993-94 Appendix A12: Graduate student table of enrollment, graduation, GPA, gender and ethnicity data for years 1999,2000,2001,2002 and 2003, and in the second table, retention rates for years 1994-2002. Information was accessed from the NAU Office of Planning and Institutional Research (http://www4.nau.edu/pair/) and Business Objects Reporting Software.
M.S. - Forestry graduate students characteristics Number of students 1999 2000 2001 2002 Fall 2003 New enrollment 16 10 13 12 NA Number graduating 11 11 17 12 NA Total enrollment 80 80 83 81 48 GPA graduate 3.64 3.64 3.69 3.65 3.64
Fall Enrollment Data Only Gender Female 20 17 20 18 NA Male 32 29 30 26 NA Minority status African American 0 0 0 0 NA Hispanic 1 1 1 2 NA International 2 0 2 1 NA Native American 1 2 1 2 NA Unknown 1 2 2 1 NA White 47 41 44 38 NA
PhD. - Forestry graduate students characteristics Number of students 1999 2000 2001 2002 Fall 2003 New enrollment 2 2 6 5 NA Number graduating 1 3 6 3 NA Total enrollment 35 34 29 31 22 GPA graduate 3.78 3.79 3.81 3.77 3.78
Fall Enrollment Data Only Gender Female 7 7 8 6 NA Male 15 13 12 17 NA Minority status African American 0 0 0 0 NA Hispanic 2 1 1 0 NA International 6 6 2 3 NA Native American 0 0 1 1 NA Unknown 0 0 0 0 NA White 14 13 16 19 NA Retention Rates for Forestry Graduate Students MS Cohort after 1 yr after 2 yrs after 3 yrs after 4 yrs after 5 yrs after 6 yrs head count graduated retained graduated retained graduated retained graduated retained graduated retained graduated retained 1994 9 0 66.7 11.1 33.3 22.2 33.3 44.4 0 44.4 0 44.4 0 1995 8 0 100 25 62.5 50 50 75 12.5 87.5 0 87.5 12.5 1996 4 0 100 0 75 25 50 75 0 75 0 75 0 1997 13 0 100 15.4 84.6 46.2 38.5 53.8 23.1 53.8 15.4 1998 7 0 100 14.3 57.1 57.1 28.6 71.4 0 1999 16 0 93.8 43.8 56.3 75 18.8 2000 10 0 90 30 50 2001 13 0 100 2002 12 Average 10.2 0.0 93.8 19.9 59.8 45.9 36.5 63.9 7.1 65.2 3.9 69.0 4.2 Avg since 1998 11.6 0.0 96.0 29.4 54.5 66.1 23.7 71.4 0.0 PhD Cohort after 1 yr after 2 yrs after 3 yrs after 4 yrs after 5 yrs after 6 yrs head count graduated retained graduated retained graduated retained graduated retained graduated retained graduated retained 1994 10 0 80 0 70 20 30 30 40 40 20 50 10 1995 3 0 100 0 100 33.3 66.7 33.3 66.7 66.7 33.3 100 0 1996 2 0 100 0 100 0 100 100 0 100 0 100 0 1997 7 0 100 0 100 0 100 57.1 42.9 57.1 42.9 1998 3 0 100 0 100 0 100 66.7 33.3 1999 2 0 100 0 100 0 100 2000 2 0 100 0 100 0 2001 6 0 83.3 0 2002 5 Average 4.4 0.0 95.4 0.0 95.7 7.6 82.8 57.4 36.6 66.0 24.1 83.3 3.3 Avg since 1998 3.6 0 95.8 0 100 0 100 66.7 33.3 Appendix A13. Graduate Student Employment Survey.
Last First In Name Name Degree Forestry? Post-graduate employment Adams Henry MS Considering PhD programs Alstad Karen PhD Yes Post-doctoral researcher at the University of Victoria, Canada Baum Bradley MS Bemardos Debra MS Yes Urban Wildlife Biologist, Kansas City, MO Besculides Antonia MS Bosu Paul PhD Yes Forestry Research Institute of Ghana Boyle Sarah MS Yes Environmental consulting firm in Kansas City, MO Bressler Eddy MS Yes Working for forestry consulting company Brischler Erik MS No Social work with Coconino County, AZ Cencioso John MS No Systems Administrator, College of Arts and Sciences, NAU Chen Zhong PhD Yes Research Associate, School of Forestry, NAU Church Roger PhD Church Stephaney MS Unknown Last known employment: dispatcher for the NPS DeGomez Thomas PhD Yes Forestry Extension Specialist, University of Arizona and NAU DeLost Jeremy MS DeMillion Marcy MS Yes Bureau of Land Management Dickson Brett MS Yes PHD in Management of Natural Resources at Colorado State Univ DiSalvo Angela MS Yes International Fellowship Program Manager, World Forest Institute, Portland, OR Dwyer Jill MS Yes Halton Natural Areas Inventory Project Coordinator, Guelph, Ontario, Canada Elseroad Adrien MS Yes The Nature Conservancy, Portland, Oregon Elson Michael MS Yes Forest Service Fischer Dylan MS Yes PhD Candidate, School of Forestry, NAU Galuszka Donna MS No GIS specialist, USGS, Flagstaff, AZ Garnett Gregg MS Yes Biologist, Bureau of Reclamation, Nevada Gatto Angela MS Yes Botanist, California Department of Fish and Game Gildar Cara MS Yes ' Botanist, USDA Forest Service, Bismark, ND Goodwin Aimee MS Griffis-Kyle Kerry MS Yes Completing PhD program in ecology at University of New York, Syracuse Guerra-De la Cruz Vidal PhD Yes Forest Researcher, Tlaxcala, Mexico Hall Patricia PhD Yes Ecological consultant Harjanto Natalas MS Yes Forest manager, Indonesia Hazelhurst Sherry MS Yes U.S. Forest Service, Tahoe National Forest, CA Hedwall Shaula MS Yes Wildlife Biologist, Fish and Wildlife Service Herpe Evan MS Yes Pursuing PhD with School of Forestry, NAU Horton Johathon PhD Yes Assistant Professor, Department of Biology, University of North Carolina, Asheville Howell Brian MS Yes Rocky Mountain Research Station, Flagstaff, AZ Huffman David PhD Yes Research Specialist - Ecological Restoration Institute - NAU Hutt Sheny PhD Ingraldi Michael PhD Yes Wildlife Biologist, Arizona Game and Fish Department Ifliquez Jose MS Yes Pursuing PhD with University of Arizona Jenness Jeff MS Yes Wildlife Biologist, USDA Forest Service Rocky Mountain Research Station; 1 yr in Rome with UN's Food & Agriculture Organization Kaufmann G. Alan MS Yes Outdoor education, Flagstaff, AZ Kerns Becky PhD Yes Researcher, USFS PNW Experimental Station - Corvallis, OR Kimmel Nadia MS No Teaching Wilderness First Responder Kolanoski Kristin MS Yes Research technician, NAU (plant ecologist on a forestry/biology project) Korb Julie PhD Kyle Sean MS Yes Wildlife biologist position with Rocky Mountain Research Station Landis Andrew MS No Lab supervisor at Ohio State University Lesh Tammi MS Yes Wildlife Biologist, The Nature Conservancy, Oregon Long Jonathon PhD Yes Post-doctoral appointment with the Rocky Mountain Research Station, Flagstaff, AZ Mann Sheri MS Martinez Alex MS Yes Forestry consulting company, California McClory Adam MS McHugh Charles MS Yes Fire Scientist, USDA Fire Sciences Laboratory, Missoula, Montana Meyer Cecilia MS Miller Andrew MS Just completed degree Monroe Stephen MS Morse Dan MS Yes Consulting, Salt Lake City, UT Moser Laura MS Yes Working for the US Forest Service in exotic plant control program Mummert Dan MS Unknown Worked several positions as wildlife biologist, recent interest in becoming high school science teacher Nodal Kerry MS Nowicki Brian MS Yes Working for the Southwest Center for Biodiversity Onkonburi Jeanmarie PhD Pagdee Adcharaporn MS Yes Pursued PhD with School of Forestry, NAU Pagdee Adcharaporn PhD Yes Painter Mikele MS Yes Wildlife Biologist, North Kaibab Ranger District, Fredonia, AZ Parker Thomas MS Yes Wildlife Biologist, Camp Navajo Army Depot, Bellmont, AZ Parma C. MS Phillips Patrick MS Just completed degree Pinjuv Guy MS Yes Forest Service, Pacific Northwest Forest Experiment Station. Portland, OR Poff Boris MS Yes Doctoral student in the SOF, NAU, Research Assistant with Rocky Mountain Research Station, Flagstai Rabe Michael MS Yes Small Game Biologist, Arizona Game and Fish Department, Phoenix, AZ Reading Heather MS Yes Wildlife Biologist, North Kaibab Ranger District, Fredonia, AZ Roberts Ann MS No Recent graduate, job searching for Forest Service position Sanchez-Martinez Guillermo PhD Yes Forest Entomologist, Mexico Santos Mario Joao MS Yes Conservation of natural resources for government of Portugal Schweitzer Jen PhD Yes Post-doctoral researcher at Northern Arizona University; University of Victoria, Canada Sesnie Steve MS Yes PhD candidate, University of Idaho Seymour Geoffrey MS Just completed degree Sieg Matthew MS No Home Depot Simonin Kevin MS Yes Teaching Assistant and PhD Student, Department of Integrative Biology, University of California, Berkeley Skov Kjerstin MS Yes Research Assistant and PhD student, School of Forestry, University of Montana Smith Kathryn MS Yes US Forest Service, Forest Inventory and Analysis Springer Judith MS Yes Research Specialist - Ecological Restoration Institute - NAU Steed James MS Yes Working for the US Forest Service as a range specialist Swope Sarah MS Yes Working on her PhD in Plant Ecology Teich Gretchen MS Yes Research Technician, NAU (temporary position) Villa-Castillo Jaime PhD Yes Chief of Forest Entomological Research, Mexico Waskiewicz Justin MS Yes PhD in Forestry (Univ. of Georgia or Purdue Univ) Wells Aaron MS Yes PhD Candidate, University of Tennessee White Mitchel PhD Yes Range manager for the Apache-Sitgreaves National Forest
Tally Total Percent Yes - employed in forestry 64 71.1 No - not employed in forestry 7 7.8 Unknown 20 22.2 Sum 91
Tally Total Percent Yes - employed in forestry 64 91.4 No - not employed in forestry 7 10.0 Sum 71 9 Appendix A14: Degree Productivity Table. Northern Arizona University Forestry Graduate and Ph.D. Majors Spring 1998 through Fall 2002
19981 62 FY M.S.F. FORESTRY 2 19987 62 FY M.S.F. FORESTRY 2 19991 62 FY M.S.F. FORESTRY 9 19991 92 FY PH.D. FORESTRY 1 19995 62 FY M.S.F. FORESTRY 2 19997 62 FY M.S.F. FORESTRY 3 19997 92 FY PH.D. FORESTRY 3 20001 62 FY M.S.F. FORESTRY 6 20005 62 FY M.S.F. FORESTRY 6 20005 92 FY PH.D. FORESTRY 1 20007 62 FY M.S.F. FORESTRY 4 20007 92 FY PH.D. FOREST SCIENCE 2 20011 62 FY M.S.F. FORESTRY 7 20011 92 FY PH.D. FOREST SCIENCE 3 20015 62 FY M.S.F. FORESTRY 4 20017 62 FY M.S.F. FORESTRY 5 20017 92 FY PH.D. FOREST SCIENCE 2 20021 62 FY M.S.F. FORESTRY 3 20021 92 FY PH.D. FOREST SCIENCE 1 20025 62 FY M.S.F. FORESTRY 4 20025 92 FY PH.D. FOREST SCIENCE 1 20027 62 FY M.S.F. FORESTRY 5 20027 92 FY PH.D. FOREST SCIENCE 1 20031 62 FY M.S.F. FORESTRY 9 20031 92 FY PH.D. FOREST SCIENCE 1 20035 62 FY M.S.F. FORESTRY 2 20035 92 FY PH.D. FOREST SCIENCE 2
*Semester codes: "1" = Spring, "3" = Summer 1, "4" = 10 week, "5" = Summer 2, and "7" = Fall. Example: 19957 = Fall Semester 1995.
sly:\\PAIRSrv1\DataShare$\Projects\Department Profiles\FOR ACAD PROG REV_Graduate Degrees 98-02.xls Page 1 of 1 source:Department Proflles.mdb 10/9/2003 5 Appendix A15: PhD and MS forestry students who have graduated in the last five years (1999-2003). PhD 1. Alstad, Karrin P. 2003. Historical reconstruction of water utilization by riparian trees using stable isotopes. Ph.D. Dissertation. 2. Bosu, Paul. 2003. Genetic and environmental factors influencing susceptibility of elms to the elm leaf beetle. Ph.D. Dissertation. 3. Huffman, D. W. 2003. Population ecology of fendler ceanothus: responses to herbivory and forest restoration treatments. Ph.D. Dissertation. 4. DeGomez, Thomas E. 2002. Patterns of insect occurrence on exotic and native trees. 5. Long, Jonathan. 2002. Evaluating recovery of riparian wetlands on the White Mountain Apache Reservation. Ph.D. Dissertation. 6. Schweitzer, Jennifer A. 2002. Genetic variation associated wt natural hybridization in cottonwood affects riparian structure and function. Ph.D. Dissertation. 7. White, Mitchel. 2002. Characterization of, and changes in the subalpine and montane grasslands, Apache-Sitgreaves National Forests, Arizona. Ph.D. Dissertation. 8. Chen, Zhong. 2001. Role of Douglas-fir genotype in resistance to western spruce budworm herbivory. Ph.D. Dissertation. 9. Guerra-De la Cruz, Vidal. 2001. Stand structure and dynamics of isolated Pseudotsuga forests in southern North America. Ph.D. Dissertation. 10. Hall, Patricia A. 2001. Size and composition of northern goshawk (Accipiter gentilis) home ranges in north-central Arizona. Ph.D. Dissertation. 11. Hurt, Sherry. 2001. The decision making process in a fifth amendment taking for public lands managers. Ph.D. Dissertation. 12. Korb, Julie E. 2001. Understory plant community dynamics in southwestern ponderosa pine forest restoration. Ph.D. Dissertation. 13. Horton, Jonathan L. 2000. Relationships between depth to ground water and Southwestern riparian tree physiological condition. Ph.D. Dissertation. 14. Sanchez-Martinez, Guillermo. 2000. Interactions between bark beetles (Coleoptera: Scolytidae) and habitat structure in pine forests. Ph.D. Dissertation. 15. Villa-Castillo, Jaime. 2000. Ground beetle community structure as a bioindicator of forest health. Ph.D. Dissertation. 16. Church, Roger. 1999. Sustainability, intergenerational equity and intergenerational justice in forestry. Ph.D. Dissertation. 17. Ingraldi, M. F. 1999. Population biology of northern goshawks (Accipiter gentilis) in east-central Arizona. Ph.D. Dissertation. 18. Kerns, Becky K. 1999. Phytolith assemblages and soil characteristics from a southwestern ponderosa pine-bunchgrass community. Ph.D. Dissertation. 19. Onkonburi, Jeanmarie. 1999. Growth response of gambel oak to thinning and burning: implications for ecological restoration. Ph.D. Dissertation.
MS 1. Adams, Henry D. 2003. Differences in tree-ring response to drought in northern Arizona among species, elevations, and communities. M.S. Thesis. 2. Bressler, Eddy. 2003. Genetic structure and variation of isolated Douglas-Fir populations in southwestern North America and northern Mexico. M.S. Thesis. 3. Cencioso, John 2003. Evaluating the relationship between Urban-Rural Residence and Environmental Value Orientation. M.S. Thesis. 4. Perez-Verdin, Gustavo. 2003. Evaluating strategies for managing outdoor recreation opportunities in southern Durango, Mexico. M.S. Thesis. 5. Hjerpe, Evan. 2003. Regional Economic Impacts of Grand Canyon River Runners and Amenity- Driven Markets in the Rural, Intermountain West. M.S. Thesis. 6. Howell, Brian E. 2003. Growth impacts of Psittacanthus angustifolius on Pinus oocarpa at two sites in Honduras. 7. Landis, Andrew G. 2003. Age structure and spatial arrangement of pinyon-juniper woodlands and savannas, Anderson Mesa, northern Arizona. 8. Miller, Andrew. 2003. Birds of a harvested pine-oak (Pinus-Quercus) forest, Chihuahua, Mexico: Biological and ethnoecological warning signs. M.S. Thesis. 9. Nowicki, Brian. 2003. Genetic diversity and dwarf mistletoe resistance in a southwestern Douglas-fir population. M.S. Thesis. 10. Painter, Mikele L. 2003. Foraging ecology of spotted bats (Euderma maculatum) on the Kaibab Plateau, Arizona. M.S. Thesis. 11. Phillips, Patrick, T. 2003. An assessment of human settlement impacts in the riparian areas of the Beaver Creek watershed. M.S. Thesis (MLS). 12. Roberts, Ann R. 2003. Ponderosa pine restoration treatment effects on Peromyscus truei and Peromyscus maniculatus in northwestern Arizona M.S. Thesis. 13. Santos. M. J. 2003. Habitat selection by European badgers at multiple spatial scales: implications for the conservation of the montado. M.S. Thesis. 14. Seymour, Geoffrey. 2003. Impact of slash pile burning on soils and herbaceous community in the Ponderosa pine forest type. M.S. Thesis. 15. Simonin, Kevin. 2003. The effect of contemporary restoration on whole tree and forest stand water use. M.S. Thesis. 16. Swope, Sarah. 2003. Exotic plant invasions in relation to diversity, limiting resources and livestock grazing in Arizona grassland. M.S. Thesis. 17. Teich, Gretchen. 2003. Analysis Paralysis?: Examining Administrative Appeals Of Forest Service Decisions 18. Waskiewicz, J. D. 2003. Snags and partial snags in managed, relict, and restored ponderosa pine forests of the Southwest. M.S. Thesis 19. Boyle, Sarah I. 2002. Impact of ecological restoration in soil microbial communities in Pinus ponderosa ecosystems in northern Arizona. 20. Brischler, Erik J. 2002. Size structure and spatial arrangement of Gambel Oak in northern Arizona. M.S. Thesis. 21. Garnett, Gregg N. 2002. Wildlife use of witches' brooms induced by dwarf mistletoe in ponderosa pine forests of northern Arizona. M.S. Thesis. 22. Gatto, Angela E. 2002. Foraging ecology and parental behavior of red-tailed hawks sympatric with northern goshawks on the Kaibab Plateau, Arizona. M.S. Thesis. 23. Gildar, Cara. 2002. Plant community and arbuscular mycorrhizal dynamics have implications for determining ponderosa pine reference conditions. M.S. Thesis. 24. Kolanoski, Kristin. 2002. Genetic variation of ponderosa pine in northern Arizona: implications for restoration. M.S. Thesis. 25. Monroe, Stephen. 2002. Travertine and concrete: a geomorphological and historical study of a damsite at Fossil Creek, Arizona. M.S. Thesis. 26. Poff, Boris. 2002. Modeling southwestern ponderosa pine forest ecosystem management in a multi- objective decision-making framework. M.S. Thesis. 27. Skov, Kjerstin, R. 2002. Effects of restoration thinning on tree physiology and growth of Pinus ponderosa: Variation between young and old trees. M.S. Thesis. 28. Sieg, Matthew J. 2002. The influence of landscape-scale habitat quality on female Abert squirrel survivorship, predator-based mortality, home-range size and movement in a ponderosa pine ecosystem. M.S. Thesis. 29. Bernardos, Debra A. 2001. Use of ponderosa pine-Gambel oak forests by bats in northern Arizona. M.S. Thesis. 30. Delost, Jeremy. 2001. Public attitudes toward forest restoration methods in Arizona. M.S. Thesis. 31. Dickson, B. G. 2001. Home range and habitat selection by adult cougars in the Santa Ana Mountain Range of Southern California. M.S. Thesis. 32. DiSalvo, Angela C. 2001. Climatic and stream flow controls on ecosystem function in a western montane riparian forest. M.S. Thesis. 33. Elseroad, Adrien. 2001. Forest roads in northern Arizona: recovery after closure and revegetation techniques. M.S. Thesis. 34. Fischer, Dylan G. 2001. Transpiration and canopy conductance in Pinus ponderosa and Pinus flexilis in a high-elevation prairie. M.S. Thesis. 35. Goodwin, Aimee J. 2001. Modeling with historic data and GIS to estimate runoff from a southwestern ponderosa pine forest. M.S. Thesis. 36. McHugh, Charles W. 2001. Prediction of ponderosa pine mortality following fire in northern Arizona. M.S. Thesis. 37. Morse, Dan. 2001. Non-Market valuation and hedonic pricing of open space in Flagstaff, Arizona. M.S. Thesis. 38. Nodal, Kerry. 2001. Values and management preferences of rock climbers in Northern Arizona. M.S. Thesis. 39. Parker, Thomas J. 2001. Bird communities in dwarf mistletoe infested ponderosa pine forests. M.S. Thesis. 40. Pinjuv, Guy. 2001. Economic Analysis of ecological restoration treatments in Flagstaff Arizona's wildland-urban interface. M.S. Thesis. 41. Reading, Heather A. 2001. Response of small mammals and Sin Nombre virus to ecological restoration of ponderosa pine in northern Arizona. M.S. Thesis. 42. Sesnie, Steve E. 2001. Environmental histories: a foundation for adaptive forest management on the Kaibab Plateau in northern Arizona. M.S. Thesis. 43. Steed, James. 2001. Evaluation of Carex species for use in restoration of Southwestern riparian meadows. M.S. Thesis. 44. Tuma, Gerald. 2001. Comparing environmental education outcomes in 6th grade classrooms between Internet and traditional delivery. M.S. Thesis. 45. Wells, Aaron. 2001. Applications of the hedonic price method and geographic information systems in Northern Arizona. M.S. Thesis 46. Church, Stephaney. 2000. Response of Bebb willow, Salix bebbiana, to riparian restoration, Hart Prairie, Arizona. M.S. Thesis. 47. Dwyer, Jill K. 2000. Response of secondary cavity-nesting birds to wildfire in ponderosa pine forests of northern Arizona. M.S. Thesis. 48. Galuszka, Donna M. 2000. Riparian tree response to variability in climate and streamflow: West Clear Creek. M.S. Thesis. 49. Harjanto, Natalas. 2000. Quality of teak (Tectona grandis L.) stem development using coppiced plantations in Java, Indonesia. M.S. Thesis. 50. Hedwall, Shaula J. 2000. Bird and mammal use of dwarf mistletoe-induced witches' brooms in Douglas-fir in the southwest. M.S. Thesis. 51. Iniquez, Jose. 2000. Cover type and structural classification in the sky islands of Southeastern Arizona. M.S. Thesis. 52. Jenness, J. S. 2000. The effects of fire on Mexican spotted owls in Arizona and New Mexico. M.S. Thesis. 53. Kaufmann, G. Alan. 2000. Effects of prescribed burning on mortality of presettlement ponderosa pines in Grand Canyon National Park. M.S. Thesis. 54. Kimmel, Nadia V. 2000. Degradation of human feces and fecal bacterial movement from catholes in Southwest canyon country. M.S. Thesis. 55. Kyle, Sean C. 2000. Small mammal abundance and habitat correlates following varied-severity wildfire in ponderosa pine-bunchgrass forests. M.S. Thesis. 56. Meyer, Cecilia L. 2000. Microclimatic changes and biotic effects across forest structural gradients associated with ponderosa pine restoration. M.S. Thesis. 57. Pagdee, Adcharaporn. 2000. Ecological economic factors influencing the success of community forest management in Thailand. M.S. Thesis. 58. Parma, C. 2000. A comparison of electronic technologies for human impact monitoring of wildland campsites in southwestern environments. M.S. Thesis. 59. Smith, Kathryn. 2000. A long-term evaluation of uneven-aged ponderosa pine management in Northern Arizona. M.S. Thesis. 60. Baum, Bradley M. 1999. Evaluating the BROOK90 watershed model for predicting water-yield from southwestern montane watersheds. M.S. Thesis. 61. Besculides, Antonia. 1999. Culture and community development: a benefits-based approach to tourism management. M.S. Thesis. 62. DeMillion, Marcy A. 1999. Mount Logan Wilderness reference condition and social preferences for ecological restoration. M.S. Thesis. 63. Elson, Michael T. 1999. Tassel-eared squirrel foraging patterns and projected effects of ecological restoration treatments at Mt. Trumbull, Arizona. M.S. Thesis. 64. Griffis-Kyle, K. L. 1999. Bird use of small aspen stands in a northern Arizona ponderosa pine forest. M.S. Thesis. 65. Hazelhurst, Sherry L. 1999. Restoration ecology of subalpine ski runs at Heavenly Ski Resort, California/Nevada. M.S. Thesis. 66. Lesh, T. D. 1999. Habitat selection by breeding passerine birds in pine-oak forests of northern Arizona. M.S. Thesis. 67. McClory, Adam. 1999. Managing for the benefit of visitors and residents: Los Caminos Antiguos Scenic and Historic Byway, Colorado. M.S. Thesis. 68. Moser, Laura P. 1999. Genetic structure and variation in a southwestern Douglas-fir population. M.S. Thesis. 69. Mann, Sheri S. 1999. Poplar (Populus spp.) tolerance and suitability for industrial and ornamental uses in Northern Arizona. M.S. Thesis. 70. Martinez, Alex P. 1999. A southwestern ponderosa pine density management diagram by Alex P. Martinez. M.S. Thesis. 71. Mummert, Daniel P. 1999. The use of sandhill cranes as a surrogate for whooping cranes in reintroduction experiments in northern Arizona. M.S. Thesis. 72. Rabe, Michael J. 1999. Bat habitat use in pinyon-juniper woodland and grassland habitats in northern Arizona. M.S. Thesis. 73. Springer, Judith D. 1999. Soil seed bank in southwestern ponderosa pine: implications for ecological restoration. M.S. Thesis. Appendix A16: Library Assessment of Holdings
LIBRARY SUPPORT FOR GRADUATE PROGRAMS IN THE SCHOOL OF FORESTRY
CLINE LIBRARY
NORTHERN ARIZONA UNIVERSITY
FALL 2003 PREPARED BY: PATTY SHANHOLTZER, LIBRARY SPECIALIST AND CLINE LIBRARY'S SCIENCE AND ENGINEERING TEAM
NORTHERN ARIZONA UNIVERSITY
Cline Library Assessment - Forestry Graduate Programs
November 2003
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The Cline Library is the central library for Northern Arizona University. From the single shelf of reference materials available in the original college library, to the expanded book and journal collections of the 1930s and 40s and the availability of microfiche and photocopiers in the 1960s and 70s, the Cline Library has evolved to provide virtual and physical access to an expanding universe of resources, including online books and comprehensive databases offering access to research in every academic area at NAU.
Increasingly, the emphasis within research libraries lies on gaining access to the broad world of information available rather than simply the maintenance of a physical collection of materials. The Library's web page (www.nau.edu/library ) provides online access to the Cline Library's catalog, a rapidly expanding number of full text electronic resources and periodical indexes, electronic course reserves and other resources, the library collections of Arizona State University and University of Arizona, as well as numerous other libraries throughout the country. A current list of the resources available electronically to NAU-affiliated students, staff, and faculty through the Cline Library is attached to this report. SERVICES AND INNOVATIONS
Library users may choose to visit the Library in person, call with research questions (1- 800-247-3380, or in Flagstaff, 523-6805), or confer online with a member of the Cline Library's staff using Ask a Librarian at: http://www4.nau.edu/library/reference/aal/askalibrarian.html. Turn-around time for Ask a Librarian questions is under 24 hours, and questions requiring in-depth consultation may be referred to the appropriate resource specialist team in the Library.
The general library collections are open to all library users, and over 160 computers with access to the Cline Library's online catalog, electronic reserves, Document Delivery Services (inter-library loan), Internet, over 130 online indexes, encyclopedias, and a number of other electronic resources are available during all hours that the Library is open. Study rooms with computers are available for group study sessions and research, and carrels can be requested by graduate students and faculty. A cyber cafe has recently opened in the Library as well.
Students and faculty on campus may request to view DVDs and videos from the Cline Library's collection via NAU's Cable Channel by contacting the Library's Media Services Department during the hours that the Library is open. Electronic resources and other library services, such as Document Delivery Service and electronic course reserves, are available 24 hours a day, 7 days a week, via the Library's web page.
NAU students and faculty have full access to the Library's Document Delivery Services. NAU researchers at a distance and on campus who find that they need materials that the Library does not own can fill in the request form available from the Cline Library's home page (see http://129.82.31.244/zap/Entrv.cqi?Affiliation=azn ). Materials will be located for them at the appropriate library and delivered in virtual format online, or by mail, depending on format - all for free. Students and faculty who live more than 40 miles from the NAU campus can have library materials they request mailed directly to them.
The Cline Library's goal in all of these contacts and services is to ensure that the best and most appropriate resources are made available to all Library users, that NAU students and faculty are aware of the resources made available to them and use them effectively in their research, and that distance students and faculty know that they can contact the Library with questions and requests and know they will get quick and knowledgeable assistance.
RESOURCES AND COLLECTIONS Resource specialists in the Cline Library have worked closely with forestry faculty and students through the years to assemble a comprehensive collection comprising media materials, archival materials, paper and e-books, electronic and paper format journals, maps and government documents supporting forestry research. This collection has both historical depth and cross-disciplinary breadth, as specific forestry materials are supplemented by materials in biological sciences, physical sciences, geography, political science and other appropriate subject areas. Because of the cross- disciplinary nature of forestry research, it is almost impossible to give a specific number of forestry titles in the Cline Library collections, but the emphasis on depth and breadth in the collection of materials relating to Forestry, in combination with the Library's additional emphasis on collecting in-depth materials relating to the Colorado Plateau, has made the materials in the areas of the Library supporting Forestry a particularly strong segment of the Library's collection.
Library of Congress call number areas supporting Forestry:
QH - NATURAL HISTORY (7,216 titles) QK - BOTANY (3,927 titles) QL-ZOOLOGY (8,314 titles) QR-MICROBIOLOGY (1,723 titles) S -AGRICULTURE (includes soils, soil conservation, land, wildlife, and recreational resources conservation, 2,642 titles) SB - PLANT CULTURE (includes seeds, propagation, parks and public reservations, diseases and pests, 2,326 titles) SD - FORESTRY (2,254 titles) SK- HUNTING (includes wildlife management, game protection, camping, outdoor life, 300 titles)
Expenditures supporting the School of Forestry:
- $6,000 was allocated FY 2002-2003 for book and media purchases supporting Forestry - $7,000 has been allocated for this year (FY 2003-2004) for book and media purchases supporting Forestry - Separate funds are also allocated for the purchase of reference materials, e- books, and media materials - $135.00 was expended in FY 2002-2003 for standing orders (annual or irregular serial or book publication) supporting Forestry - $13,568 was expended in FY 2002-2003 for paper format subscriptions supporting Forestry. (E-journals are funded separately and not reflected in this amount. We are not able to project the journal expenditures for this fiscal year. The Library will see an estimated 11% inflation factor in the cost of periodicals - The total acquisitions budget in FY 2002-2003 for the Cline Library was $1,742,896. (This amount includes all electronic database renewals, all periodical renewals, all book, e-book, and media purchases. No projected budget totals are available for FY 2003-2004 at this time.)
The Library provides access to over 17,500 periodical titles via the array of electronic databases available through the Cline Library home page. The list includes journals, magazines and newspapers with full text articles available through one or more online databases; see http://www.nau.edu/library/research journals.html to browse the list of available titles. Coverage dates are provided, with links to content in such databases as ScienceDirect and TreeCD. The Library also subscribes to approximately 3,100 periodicals in physical formats including paper copies, newspapers, and microformat titles, etc. This number may change as the Library moves to consolidate more subscriptions in online format, rather than carrying subscriptions in multiple formats. (Lists of paper and online journals specifically supporting forestry research as well as a full list of electronic databases are attached.)
Research databases of particular interest to forestry student and faculty researchers:
- BioOne - Biological Sciences - Environmental Sciences and Pollution Management - GeoRef - ScienceDirect - Tree CD
Please see http://www2.nau.edu/~libei-p/info/alpha a.cfm for the current lists of electronic resources, both paid resources and those which are freely available via the Internet.
The Cline Library Media Services Department holds over 8,500 videos, approximately 500 DVDs, and over 3,300 CDs. A new link from the Cline Library's web page (http://www.nau.edu/library/information/guides/catalogmedia.html) allows for improved searching of the media collection.
Special Collections and Archives collects materials relating to northern Arizona and the Colorado Plateau region in a variety of formats, and is a valuable and unique resource for researchers concentrating on this region. A wealth of historical photographs (including those featured in this report), archival materials and books is available to provide scientific and historical background on the Southwest, indigenous people and cultures, Flagstaff local history, and other topics. The archival photographs featured in this report can be found at the Cline Library Special Collections and Archives page at: http://www.nau.edu/librarv/speccoll/index.html. The Library is committed to sharing this regional heritage, which consists of millions of items, with a global audience in support of education and enjoyment. Collection strengths include Colorado River and Grand Canyon, Native American history and culture (Four Corners area), land use and the environment, and economic development.
The Cline Library is also a selective federal depository library with a selection rate of approximately 60% dating back to 1937, providing unique and primary source materials for research in topics pertinent to forestry research. The U.S. Documents collection has extensive holdings in materials from the Bureau of Land Management, the United States Department of Agriculture, the Rocky Mountain Forest and Range Experiment Station and other pertinent federal and state agencies. The Cline Library also provides ready access to numerous electronic federal resources from the Government Information page (http://www2.nau.edu/~libei-p/info/ref govinfo.cfm ) The Cline Library also collects Arizona State publications.
Realizing that no collection can ever be complete enough to meet all needs, the Library has a responsive Document Delivery Service providing rapid and complete interlibrary loan service, free of charge to NAU-affiliated users. The use of web and fax delivery in Document Delivery Service means that a significant portion of articles requested can be delivered to the patron in four working days or less from the date of request. The Library can also send and receive articles via the Internet with libraries around the country. Students and faculty needing materials not owned by the Library, or who are more than 40 miles away from the Mountain Campus, place their requests for materials via the Library's web site. In addition, students at Northern Arizona University have reciprocal borrowing privileges at Arizona State University and the University of Arizona.
CONCLUSION
The Cline Library's has an excellent array of electronic and physical resources supporting research in Forestry, with both historical depth and breadth across the sciences and social sciences. Additionally, access to archival materials and photographic collections in Special Collections and Archives, and the wealth of materials available in the government documents collection, enhance this very strong aspect of the Cline Library's resources.
The past decade has seen major changes in the way that information is accessed and used in the university community and in the greater world as well. As information access and use evolves, the challenge for the Cline Library is to integrate its traditional role as archive and book repository with new roles as leader in campus technology innovation, and partner with faculty in innovative instruction and assessment. The collections serving the graduate programs and faculty research in the School of Forestry exemplify this balance of archival materials, a broad collection of monographic materials in paper and electronic format, current paper and electronic journals, and access to appropriate sites via the Internet.
Recommendations: • Work with faculty to ensure the library's resources and services support the School of Forestry's learning objectives for graduate and undergraduate programs. • Work with the School of Forestry to develop new and innovative ways to reach out to faculty to for two-way consultation and sharing of information. • Work closely with the faculty of the School of Forestry to ensure that the funds available for library materials are expended on the materials most appropriate for faculty, undergraduate and graduate research, and curricular needs. • Work closely with the School of Forestry to provide innovative specialized information services to faculty and graduate and undergraduate students in forestry programs as needed.
CLINE LIBRARY E- JOURNALS SUPPORTING FORESTRY: Performed a 'contains (case insensitive)' search on "forest" 19 Matches Found.
Results:
1. Agriculture! and forest entomology - (1461-9555) is available [from 02/01/1999 to present in Blackwell-Svnergy ] [from 02/01/1999 to 1 year ago in Academic Search Premier ] 2. Agricultural and forest meteorology - (0168-1923) is available [from 5 years ago to present in ScienceDirect Elsevier Science Journals ] 3. Agroforestry systems - (0167-4366) is available [from 1997 to present in Kluwer Journals Online 4. American forests - (0002-8541) is available [from 01/01/1989 to present in Expanded Academic ASAP ] [from 01/01/1994 to present in Wilson Select Full Text Plus ] [from 02/01/1994 to present in Academic Search Premier Business Source Premier MAS Ultra - School Edition ] 5. Forest ecology and management - (0378-1127) is available [from 5 years ago to present in ScienceDirect Elsevier Science Journals ] 6. Forest industries (San Francisco, Calif.) - (0015-7430) is available [from 01/01/1989 to 12/01/1991 in Expanded Academic ASAP ] 7. Forest pathology = Journal de pathologie forestiere = Zeitschrift fur Forstpathologie - (1437- 4781) is available [from 02/01/1999 to present in Blackwell-Svnergy ] [from 02/01/1999 to 1 year ago in Academic Search Premier ] 8. Forest policy and economics - (1389-9341) is available [from 05/01/2000 to present in ScienceDirect Elsevier Science Journals ] 9. Forest products journal - (0015-7473) is available [from 03/01/1998 to present in Business Source Premier]
10. Forestry & British timber - (0308-7638) is available [from 01/01/1997 to present in LexisNexis Academic ] [from 08/01/2002 to present in Business Source Premier ]
11. Forestry (London) - (0015-752X) is available [from 1999 to present in SwetsWise ] 12. New forests - (0169-4286) is available [from 1997 to present in Kluwer Journals Online ] 13. New Zealand Forest Industries is available [from 02/01/2000 to present in LexisNexis Academic ] 14. New Zealand forest industries magazine - (1174-0248) is available [from 02/01/1999 to present in Business Source Premier ] 15. Scandinavian journal of forest research • (0282-7581) is available [from 05/01/1999 to 1 year ago in Academic Search Premier ] 16. Turkish Journal of Agriculture & Forestry - (1300-011X) is available [from 12/01/2002 to present in Academic Search Premier ]
Forestry Resources Linked from Cline Library Pages (Resources which the Library pays to access are marked with "NAU" icon):
= a resource available only to NAU students, faculty and staff.
Don't know where to start? Try:
• Biological Sciences Article citations from academic and/or professional sources, including some full text. • ScienceDirect Full text articles from academic and/or professional sources. Covers thousands of journals in the life, physical, medical, technical, and social sciences. See news about this resource. • TreeCD Article citations from academic and/or professional sources, including some full text. • Academic Search Premier Full text articles from journals, magazines and newspapers.
• Full Text Articles • Article Citations • Dictionaries, Encyclopedias & Stats T Web Sites • Electronic Books > Title Listing
Biological Sciences Article citations from academic and/or professional sources, including some full text. A major resource for: Forestry, Biological Sciences, Parks & Recreation Recommended for: Science & Engineering Relevant for: Geology, Quaternary Sciences, Environmental Sciences
BioOne Full text articles from academic and/or professional sources. Recommended for: Biological Sciences Relevant for: Science & Engineering, Forestry, Geology, Quaternary Sciences Congressional Research Service Reports on Forests Full text material from academic and/or professional sources. Relevant for: Forestry
Electronic Green Journal Full text access to e-journal(s). Relevant for: Science & Engineering, Communication, Engineering & Technology, Environmental Sciences, Forestry, Geography & Public Planning
Environmental Sciences and Pollution Management Article citations from academic and/or professional sources, including some full text. A major resource for: Environmental Sciences Recommended for: Science & Engineering, Forestry Relevant for: Geography & Public Planning, Engineering & Technology, Quaternary Sciences, Biological Sciences
Fire Effects Information - FEIS Full text material from academic and/or professional sources. Relevant for: Forestry
Forestry: Selected Electronic Journals Full text articles from academic and/or professional sources. Relevant for: Forestry
GeoRef Article citations from academic and/or professional sources, including some full text. A major resource for: Geology, Quaternary Sciences Recommended for: Science & Engineering Relevant for: Environmental Sciences, Forestry, Engineering & Technology
ScienceDirect Full text articles from academic and/or professional sources. Covers thousands of journals in the life, physical, medical, technical, and social sciences. See news about this resource. A major resource for: Geology, Science & Engineering, Forestry, Quaternary Sciences Recommended for: Social Sciences, Business & Economics Relevant for: Hotel & Restaurant Management, Chemistry, Linguistics, Biological Sciences, Environmental Sciences, Engineering & Technology, Communication Sciences & Disorders, Exercise Science, Health Sciences, Merchandising
TreeCD Article citations from academic and/or professional sources, including some full text. A major resource for: Forestry Recommended for: Science & Engineering, Environmental Sciences Relevant for: Biological Sciences, Geology, Quaternary Sciences, Parks & Recreation Article Citations & Abstracts
Find citations or abstracts describing articles and in some cases links to full text
AGRICOLA Article citations from academic and/or professional sources. Recommended for: Science & Engineering, Forestry Relevant for: Biological Sciences, Environmental Sciences
Basic BIOSIS Article citations from academic and/or professional sources. Recommended for: Science & Engineering Relevant for: Biological Sciences, Environmental Sciences, Forestry
Biological and Agricultural Index Article citations from academic and/or professional sources. Recommended for: Science & Engineering, Biological Sciences, Forestry Relevant for: Environmental Sciences
Biology Digest Article citations from academic and/or professional sources. Recommended for: Science & Engineering Relevant for: Biological Sciences, Environmental Sciences, Forestry, Parks & Recreation
EconLit Article citations from academic and/or professional sources. Recommended for: Business & Economics, Economics Relevant for: Forestry
Forest History Society Archival Guide Reference information relating to an academic field or profession. Relevant for: Forestry
Plant Science Article citations from academic and/or professional sources. Recommended for: Biological Sciences, Forestry, Science & Engineering Relevant for: Environmental Sciences, Geology, Quaternary Sciences
Zoological Record Article citations from academic and/or professional sources, including some full text. A major resource for: Biological Sciences Recommended for: Science & Engineering Relevant for: Chemistry, Environmental Sciences, Forestry, Quaternary Sciences, Parks & Recreation
Dictionaries, Encyclopedias, Statistics, etc. Find definitions, facts, statistics, and background information.
Glossary of Forestry Terms Reference information relating to an academic field or profession. Relevant for: Forestry
Native Plants of Arizona Reference information relating to an academic field or profession. Relevant for: Forestry, Biological Sciences, Environmental Sciences
Species in Parks: Flora and Fauna Databases Reference information relating to an academic field or profession. Relevant for: Biological Sciences, Forestry, Parks & Recreation
Threatened and Endangered Animals and Plants Reference information relating to an academic field or profession. Relevant for: Environmental Sciences, Forestry, Southwest Studies, Biological Sciences
Code of Federal Regulations Reference information covering many subjects. Relevant for: Environmental Sciences, Forestry, Political Science
Documents for Foresters Web site covering academic and/or professional topics. Relevant for: Forestry
EnviroText Web site for an academic, government, non-profit, or professional organization. Relevant for: Forestry
Federal Register Environmental Documents Web site for an academic, government, non-profit, or professional organization. Relevant for: Environmental Sciences, Forestry
Forest Conservation Portal Reference information relating to an academic field or profession. Relevant for: Forestry ForestryUSA.com Directory information. Relevant for: Forestry, Science & Engineering
Intergovernmental Panel on Climate Change Web site for an academic, government, non-profit, or professional organization. Relevant for: Environmental Sciences, Forestry
Land Areas of the National Forest System Full text material from academic and/or professional sources. Statistics. Relevant for: Forestry
Land Use History of the Colorado Plateau Web site covering academic and/or professional topics. Relevant for: Forestry, Science & Engineering, Geography & Public Planning, Geology, Quaternary Sciences, Parks & Recreation
Library Resources for Forestry Web site covering academic and/or professional topics. Relevant for: Forestry
PLANTS National Database Web site covering academic and/or professional topics. Relevant for: Forestry, Quaternary Sciences, Biological Sciences, Environmental Sciences, Parks & Recreation
Society of American Foresters Web site for an academic, government, non-profit, or professional organization. Relevant for: Forestry
State of the World's Forests Full text material from academic and/or professional sources. Relevant for: Forestry
America's Forests: 1999 Health Update Full text material from academic and/or professional sources. Relevant for: Forestry
Ecological Subregions of the United States Full text material from academic and/or professional sources. Relevant for: Forestry Forest Resources in the United States Full text material from academic and/or professional sources. Relevant for: Forestry, Parks & Recreation
Silvics of North America Full text material from academic and/or professional sources. Relevant for: Forestry
SAMPLE COURSE RESOURCE PAGE CREATED BY CLINE LIBRARY (FORESTRY 690):
Cline Library Homepage
Please Read: September 30, 2003
Wednesday,Oct. 1 Searching the Scientific Literature in Rm. 298, Cline Library
Monday, Oct. 6 Managing the Scientific Literature in the Forestry Graduate Computer Lab (Rm. 112)
Comments? Suggestions?
Course Reserves: Course-specific readings and/or listening examples selected by your instructor.
• Connect to Course Reserves for Research Methods
Databases & Resources: Resources for finding articles and other research information relating to this course.
• AGRICOLA • Academic Search Premier (EBSCOhost) • BioOne • Biological Sciences • EconLit • Find Books Search the Cline Library catalog to find books, journal titles, government documents, videos, and more! • Forest History Society Archival Guide (non-NAU) • Forestry Journals (periodicals) • Forestry: Selected Electronic Journals • Forests And Forestry - 62 Related Subjects
• Glossary of Forestry Terms • Kluwer Online • LINK (Springer Science Online) • Plant Science • ScienceDirect • Selected E-Books Selected E-books from the Cline Library and other sources. • Synergy (Blackwell Science Online Journals) • TreeCD • USDA Forest Service Publications • Zoological Record
Request Services: Take care of Library business online.
• Ask A Librarian • Renew Books
• Reguest Books, Journal Articles, and Media
For help using this page, contact Science and Engineering Team.
Help / Reference Resources: Additional resource pages that may help in doing work for this course.
• American Heritage Book of English Usage • Citation Guide - Council of Biology Editors Style Use the name-year style to cite your sources.
• Government Information Contains federal and state government information. • Guide to Grammar and Style
LIBRARY PAPER SUBSCRIPTIONS SUPPORTING FORESTRY:
S590 .A3. ADVANCES IN SOIL SCIENCE.
SD1 .A93. AUSTRALIAN FORESTRY.
QH343.7 .B5. BIOGEOCHEMISTRY.
S590 .B56. BIOLOGY AND FERTILITY OF SOILS.
SK373 .C3. CALIFORNIA FISH AND GAME. QH1 .C143. CANADIAN JOURNAL OF FISHERIES AND AQUATIC SCIENCES. JOURNAL
SD255 .C35. CANADIAN JOURNAL OF FOREST RESEARCH.
QL461 .R65. ECOLOGICAL ENTOMOLOGY.
QH540 .E3645. ECOSYSTEMS.
SB599 E44. ENVIRONMENTAL ENTOMOLOGY.
S590 J6. EUROPEAN JOURNAL OF SOIL SCIENCE.
SD1 .F655. FOREST SCIENCE.
SD1 .S67. FORESTRY.
SD1 .F672. THE FORESTRY CHRONICLE.
SD1 .F685. FORESTS & PEOPLE.
QH344 .G59. GLOBAL BIOGEOCHEMICAL CYCLES.
QC981.8.C5 G6323. GLOBAL CHANGE BIOLOGY.
SD1 .E573. THE INTERNATIONAL FORESTRY REVIEW.
SB599 J4. JOURNAL OF APPLIED FORESTRY
SB599 J5. JOURNAL OF ECONOMIC ENTOMOLOGY.
SD1 .F68. JOURNAL OF FORESTRY.
SF85 J67. JOURNAL OF RANGE MANAGEMENT.
SD387.S87 J68. JOURNAL OF SUSTAINABLE FORESTRY.
QK900 J67. JOURNAL OF VEGETATION SCIENCE : OFFICIAL ORGAN OF THE INTERNATIONAL ASSOCIATION FOR VEGETATION SCIENCE.
SK351 J68. THE JOURNAL OF WILDLIFE MANAGEMENT.
SD1 J68. THE JOURNAL OF WORLD FOREST RESOURCE MANAGEMENT.
QH541.15.L35 L33. LANDSCAPE ECOLOGY.
SD1 .N5432. NEW ZEALAND JOURNAL OF FORESTRY
SD111.N7 A27. NEW ZEALAND JOURNAL OF FORESTRY SCIENCE.
SD140 .N6. NORTHERN JOURNAL OF APPLIED FORESTRY.
TS800 .N79. THE NORTHERN LOGGER AND TIMBER PROCESSOR.
Q1 .N6. NORTHWEST SCIENCE : OFFICIAL PUBLICATION OF THE NORTHWEST SCIENTIFIC ASSOCIATION.
SD1 .Q3. QUARTERLY JOURNAL OF FORESTRY.
SF85 .R35. RANGELANDS.
HC55 .R39. RENEWABLE RESOURCES JOURNAL.
SD144.A15 S66. SOUTHERN JOURNAL OF APPLIED FORESTRY.
TS1171 .P87. TIMBER HARVESTING.
SD1 .T82. TREE PHYSIOLOGY.
QK477 T75. TREE-RING RESEARCH.
QK474.8 T77. TREES : STRUCTURE AND FUNCTION.
SB611 .W38. WEED SCIENCE.
SD388 .W6. WESTERN JOURNAL OF APPLIED FORESTRY.
RECENT BOOK PURCHASES FROM LIBRARY FORESTRY SUBJECT FUNDS: (R Date = date received by the Library.)
GE149 .E443 2002. ENCYCLOPEDIA OF GLOBAL ENVIRONMENTAL CHANGE / EDITOR-IN-CHIEF, TED MUNN. RDATE = 03-12-02.
QA76.9.U83 C6 1995. ABOUT FACE : THE ESSENTIALS OF USER INTERFACE DESIGN / ALAN COOPER. RDATE = 03-12-01.
QK1 .A353. ADVANCES IN BOTANICAL RESEARCH. RDATE = 04-23-01. QL84.6.A1 A34 2001. AFRICAN WILDLIFE & LIVELIHOODS : THE PROMISE AND PERFORMANCE OF COMMUNITY CONSERVATION / EDITED BY DAVID HULME, MARSHALL MURPHREE RDATE = 01-31-02.
S589.76.E85 A37 2000. AGRI-ENVIRONMENTAL POLICY IN THE EUROPEAN UNION / EDITED BY HENRY BULLER, GEOFF A. WILSON, ANDREAS HOLL. RDATE = 04-05-01.
SD418.3.T76 A47 2001. AGRICULTURAL TECHNOLOGIES AND TROPICAL DEFORESTATION / EDITED BY A. ANGELSEN AND D. KAIMOWITZ. RDATE = 02-14-02.
HD9006.A95 2001. AGRICULTURE ISSUES & POLICIES /ALEXANDER BERK, (EDITOR). RDATE = 06-11-02.
S589.7 .W64 2002. AGROECOLOGICAL PERSPECTIVES IN AGRONOMY, FORESTRY, AND AGROFORESTRY / PAUL A. WOJTKOWSKI. RDATE = 04-07-03.
PS163.A436 1999. AMERICAN NATURE WRITING 1999 / SELECTED BY JOHN MURRAY. RDATE = 04-23-01.
QH13.45.A46 2000. AMERICAN NATURE WRITING, 2000 / SELECTED BY JOHN MURRAY. RDATE = 04-18-01.
QL752 .W526 2002. ANALYSIS AND MANAGEMENT OF ANIMAL POPULATIONS : MODELING, ESTIMATION, AND DECISION MAKING / BYRON K. WILLIAMS, JAMES D. NICHOLS, MICHAEL J. CONROY. RDATE = 01-27-03.
SD561 .A62 2001. THE ANALYTIC HIERARCHY PROCESS IN NATURAL RESOURCE AND ENVIRONMENTAL DECISION MAKING / EDITED BY DANIEL L SCHMOLDT . . [ET AL.]. RDATE = 02-05-02.
HC85.A53 2001. ANALYTICAL ISSUES IN PARTICIPATORY NATURAL RESOURCE MANAGEMENT/ EDITED BY BHASKAR VIRA AND ROGER JEFFERY. RDATE = 01-08-02.
SD387.043 S28 2002. ANATOMY OF A CONFLICT : IDENTITY, KNOWLEDGE, AND EMOTION IN OLD- GROWTH FORESTS /TERRE SATTERFIELD. RDATE = 03-18-03.
HD108.3.A66 2001. APPLYING ECOLOGICAL PRINCIPLES TO LAND MANAGEMENT/VIRGINIA H. DALE, RICHARD A. HAEUBER, EDITORS ; FOREWORD BY RICHARD T.T. FORMAN. RDATE = 04-02-02.
QK604.2.M92 A69 2002. ARBUSCULAR MYCORRHIZAE : INTERACTIONS IN PLANTS, RHIZOSPHERE, AND SOILS/EDITED BYA.K. SHARMA, B.N. JOHRI. RDATE = 02-21-03.
QK898.N6 N5313 2001. ASSIMILATION DE LAZOTE CHEZ LES PLANTES. ENGLISH. NITROGEN ASSIMILATION BY PLANTS : PHYSIOLOGICAL, BIOCHEMICAL AND MOLECULAR ASPECTS / EDITOR, JEAN-FRANCOIS MOROT-GAUDRY. RDATE = 02-28-03.
QH81 .M2653 2000. AUTUMN : A SEASON OF CHANGE / TEXT AND PHOTOGRAPHS BY PETER J. MARCHAND. RDATE = 02-06-01.
QL227.S36 1999. BENEATH THE CANOPY : WILDLIFE OF THE LATIN AMERICAN RAIN FOREST /PHOTOGRAPHS BY KEVIN SCHAFER ; TEXT BY DOWNS MATTHEWS. RDATE = 05-15-01.
HD9769.F842 B56 2002. BIOENERGY FROM SUSTAINABLE FORESTRY : GUIDING PRINCIPLES AND PRACTICE / EDITED BY J. RICHARDSON ... [ET AL ] RDATE = 02-12-03.
S944.5.P78 B56 2001. BIOLOGICAL DIVERSITY : BALANCING INTERESTS THROUGH ADAPTIVE COLLABORATIVE MANAGEMENT / EDITED BY LOUISE E. BUCK .. [ET AL.]. RDATE = 01-31-02.
SD397.P85 B56 1996. BIOLOGY OF POPULUS AND ITS IMPLICATIONS FOR MANAGEMENT AND CONSERVATION / EDITED BY R.F. STETTLER ... [ET. AL.]. RDATE = 05-29-01.
TD195.B56 B55 2000. BIOMASS BURNING AND ITS INTER-RELATIONSHIPS WITH THE CLIMATE SYSTEM / EDITED BY JOHN L. INNES, MARTIN BENISTON AND MICHEL M. VERSTRAETE. RDATE = 03-14-01.
QL692.A1 B76 1982. THE BIRDS OF AFRICA / LESLIE H. BROWN, EMIL K. URBAN, KENNETH NEWMAN ; ILLUSTRATED BY MARTIN WOODCOCK AND PETER HAYMAN. RDATE = 05-08-01.
QL692.A435 P47 2001. BIRDS OF SOUTHERN AFRICA / WRITTEN AND ILLUSTRATED BY BER VAN PERLO. RDATE = 01-08-02.
QL689.A1 P46 2001. BIRDS OF SOUTHERN SOUTH AMERICA AND ANTARCTICA / MARTIN DE LA PENA AND MAURICE RUMBOLL ; ILLUSTRATED BY GUSTAVO CARRIZO ... [ET AL.]; BIRD SONGS BY R. STRANECK. RDATE = 01-08-02.
QH325.B65 2001. THE BOOK OF LIFE / GENERAL EDITOR, STEPHEN JAY GOULD ; CONTRIBUTING SCIENTISTS AND ILLUSTRATORS, PETER ANDREWS ... [ET AL.]. RDATE = 04-11-01.
GF21 .S93 2000. BOUND TO THE EARTH / JAMES A. SWAN AND ROBERTA SWAN. RDATE = 04-17-01. E664.P62 A3 1998. BREAKING NEW GROUND / GIFFORD PINCHOT ; INTRODUCTORY ESSAY BY CHAR MILLER AND V. ALARIC SAMPLE. RDATE = 03-27-01.
QH332.F68 2001. BRINGING LIFE TO ETHICS : GLOBAL BIOETHICS FOR A HUMANE SOCIETY / MICHAEL W. FOX ;[FOREWORD BY BERNARD E. ROLLIN RDATE = 04-03-01.
TR721 .N45 1993. BY NATURE'S DESIGN / PHOTOGRAPHY BY WILLIAM NEILL ; TEXT BY PAT MURPHY; FOREWORD BY DIANE ACKERMAN. RDATE = 04-03-01.
QH105.C2 J59 1994. CALIFORNIA FORESTS AND WOODLANDS : A NATURAL HISTORY / VERNA R. JOHNSTON; PHOTOGRAPHS BY THE AUTHOR ; DRAWINGS BY CARLA J. SIMMONS. RDATE = 02-21-01.
HD2098.C4716 2000. CHINA'S AGRICULTURE AT THE CROSSROADS / EDITED BY YONGZHENG YANG AND WEIMING TIAN. RDATE = 03-22-01.
SD387.E58 B76 1998. CLIMATE, BIODIVERSITY, AND FORESTS : ISSUES AND OPPORTUNITIES EMERGING FROM THE KYOTO PROTOCOL / BY PAIGE BROWN. RDATE = 04-16-01.
SD139.C65 2001. CLIMATE CHANGE AND FOREST MANAGEMENT IN THE WESTERN HEMISPHERE /MOHAMMED H.I. DORE, EDITOR. RDATE = 06-28-01.
E35 .C65 2000. THE COLUMBIA GAZETTEER OF NORTH AMERICA / EDITED BY SAUL B. COHEN. RDATE = 03-15-01. S627.P55 C66 2001. COMBATING DESERTIFICATION WITH PLANTS / EDITED BY DOV PASTERNAK AND ARNOLD SCHLISSEL. RDATE = 01-07-02.
QH541 .M574 1999. COMMUNITY ECOLOGY / PETER J. MORIN. RDATE = 04-03-01.
SD411 .L56 2002. CONSERVING FOREST BIODIVERSITY : A COMPREHENSIVE MULTISCALED APPROACH / DAVID B. LINDENMAYER, JERRY F. FRANKLIN. RDATE = 03-12-03.
QH75.C6845 1999. CONTESTED ISSUES OF ECOSYSTEM MANAGEMENT/ PIERMARIA CORONA, BORIS ZEIDE, EDITORS. RDATE = 03-10-03.
SD387.C67 C66 2002. CONTINUOUS COVER FORESTRY : ASSESSMENT, ANALYSIS, SCENARIOS / EDITED BY KLAUS VON GADOW, JURGEN NAGEL, AND JOACHIM SABOROWSKI. RDATE = 03-07-03.
GE42 .P47 2000. CONVERSATIONS IN THE RAINFOREST : CULTURE, VALUES, AND THE ENVIRONMENT IN CENTRAL AFRICA/ RICHARD B. PETERSON. RDATE = 04-18-01.
QL696.C83 D38 2000. CUCKOOS, COWBIRDS AND OTHER CHEATS / N.B. DAVIES ; ILLUSTRATED BY DAVID QUINN. RDATE = 04-03-01.
GF75 .H43 2000. CULTURAL LANDSCAPES AND ENVIRONMENTAL CHANGE / LESLEY HEAD. RDATE = 03-21-02.
QL109.C66 2001. THE CUTTING EDGE : CONSERVING WILDLIFE IN LOGGED TROPICAL FOREST/ ROBERTA. FIMBEL, ALEJANDRO GRAJAL, AND JOHN G. ROBINSON, EDITORS. RDATE = 03-07-03. SD418.3.A53 D44 2002. DEFORESTATION AND LAND USE IN THE AMAZON / EDITED BY CHARLES H. WOOD AND ROBERTO PORRO. RDATE = 03-12-03.
TK5105.888.N55 2000. DESIGNING WEB USABILITY / JAKOB NIELSEN. RDATE = 03-13-01.
GV14.45.D58 2000. DIVERSITY AND THE RECREATION PROFESSION : ORGANIZATIONAL PERSPECTIVES / EDITED BY MARIA T. ALLISON AND INGRID E. SCHNEIDER. RDATE = 05-08-01.
GE140 .O34 2000. EARTH AND YOU : TALES OF THE ENVIRONMENT / CHARLES OFFICER AND JAKE PAGE. RDATE = 03-20-01.
GE140 .E59 2000. EARTH REPORT 2000 : REVISITING THE TRUE STATE OF THE PLANET / RONALD BAILEY, EDITOR. RDATE = 04-03-01.
SD387.S87 F85 2001. ECOLOGICAL AND SILVICULTURAL STRATEGIES FOR SUSTAINABLE FOREST MANAGEMENT / TAKAO FUJIMORI. RDATE = 05-14-02.
QH541 15 S95 E26 1996 ECOLOGICAL CENSUS TECHNIQUES : A HANDBOOK / EDITED BY WILLIAM J. SUTHERLAND. RDATE = 04-03-01.
TD195.R63 S66 2002. ECOLOGICAL EFFECTS OF ROADS / IAN F. SPELLERBERG. RDATE = 03-07-03.
QH541.28.S68 2000. ECOLOGICAL METHODS /T.R.E. SOUTHWOOD, P.A. HENDERSON. RDATE = 04-03-01.
QH541.15.M34 L4313 1998. ECOLOGIE NUMERIQUE. ENGLISH. NUMERICAL ECOLOGY/ PIERRE LEGENDRE AND LOUIS LEGENDRE RDATE = 04-27-01.
QH541 .E31925 1998. ECOLOGY / STANLEY I. DODSON ... [ET AL.]. RDATE = 03-26-03.
QH541 .R53 2000. ECOLOGY/ ROBERT E. RICKLEFS, GARY L. MILLER. RDATE = 04-03-01.
QH541.13.C35 1998. ECOLOGY : A POCKET GUIDE / ERNEST CALLENBACH. RDATE = 04-23-01.
SF85.E26 1996. THE ECOLOGY AND MANAGEMENT OF GRAZING SYSTEMS / EDITED BY J. HODGSON AND A.W. ILLIUS. RDATE = 03-26-03.
QH541 .B415 1996b. ECOLOGY : INDIVIDUALS, POPULATIONS, AND COMMUNITIES / MICHAEL BEGON, JOHN L. HARPER, COLIN R. TOWNSEND. RDATE = 04-03-01.
QH545.F5 W48 1995. THE ECOLOGY OF FIRE / ROBERT J. WHELAN. RDATE = 05-02-02.
QK901 .G96 2002. THE ECOLOGY OF PLANTS / JESSICA GUREVITCH, SAMUEL M. SCHEINER, GORDON A. FOX. RDATE = 03-03-03.
QK938.R34 T87 2001. THE ECOLOGY OF TREES IN THE TROPICAL RAIN FOREST / I.M. TURNER. RDATE = 04-04-02.
QH75 .E284 2002. THE ECONOMICS OF BIODIVERSITY CONSERVATION / EDITED BY STEPHEN POLASKY. RDATE = 03-12-03. QH106.2.Y84 E36 2001. ECOSYSTEM DYNAMICS OF THE BOREAL FOREST : THE KLUANE PROJECT / EDITED BY CHARLES J. KREBS, STAN BOUTIN, RUDY BOONSTRA RDATE = 03-21-02. QH75 .E327 2002. ECOSYSTEM MANAGEMENT : ADAPTIVE, COMMUNITY-BASED CONSERVATION / GARY K. MEFFE ... [ET AL.]. RDATE = 03-12-03.
QL641 .E36 2000. ECOTOXICOLOGY OF AMPHIBIANS AND REPTILES / EDITED BY DONALD W. SPARLING, GREG LINDER, CHRISTINE A. BISHOP. RDATE = 04-11-01.
QK604.2.M92 E26 1999. ECTOMYCORRHIZAL FUNGI : KEY GENERA IN PROFILE / JOHN W.G. CAIRNEY, SUSAN M. CHAMBERS (EDS.). RDATE = 05-14-02.
SD390.S733 1997. EFFECTS OF SELECTED FORESTRY PRACTICES AND CLIMATIC FACTORS ON FOREST SOIL MICROBIAL DIVERSITY AND SOIL ENZYMATIC ACTIVITY / BY WILLIAM JOHN STADDON. RDATE = 02-20-01.
QH195.M2 T97 2000. THE EIGHTH CONTINENT : LIFE, DEATH, AND DISCOVERY IN THE LOST WORLD OF MADAGASCAR / PETER TYSON. RDATE = 02-06-01.
TR693 .W63 2000. ELEMENTS OF PHOTOGRAMMETRY : WITH APPLICATIONS IN GIS. RDATE = 02-15-02.
SB413.E5 E44 2000. THE ELMS : BREEDING, CONSERVATION, AND DISEASE MANAGEMENT / EDITED BY CHRISTOPHER P. DUNN. RDATE = 05-14-02.
GE149 .E443 2002. ENCYCLOPEDIA OF GLOBAL ENVIRONMENTAL CHANGE / EDITOR-IN-CHIEF, TED MUNN. RDATE = 03-12-02.
SB950.7 .E63 2002. ENCYCLOPEDIA OF PEST MANAGEMENT / EDITED BY DAVID PIMENTEL. RDATE = 02-24-03.
SB728.E53 2001. ENCYCLOPEDIA OF PLANT PATHOLOGY / [EDITED BY] OTIS C. MALOY, TIMOTHY D. MURRAY. RDATE = 02-20-01.
QL605.A1 E58 2000. ENVIRONMENTAL CONTAMINANTS AND TERRESTRIAL VERTEBRATES : EFFECTS ON POPULATIONS, COMMUNITIES, AND ECOSYSTEMS / EDITED BY PETER H. ALBERS, GARY H. HEINZ, HARRY M. OHLENDORF. RDATE = 04-11-01.
SD565 .K66 2002. FEDERALISM IN THE FOREST : NATIONAL VERSUS STATE NATURAL RESOURCE POLICY / TOMAS M. KOONTZ. RDATE = 02-12-03.
SB199.F44 2000. FIELD AND LABORATORY METHODS FOR GRASSLAND AND ANIMAL PRODUCTION RESEARCH /EDITED BY L. T MANNETJE AND R.M. JONES. RDATE = 07-08-02.
QH104.5.W4 K73 1998. A FIELD GUIDE TO CALIFORNIA AND PACIFIC NORTHWEST FORESTS / JOHN KRICHER ; ILLUSTRATED BY GORDON MORRISON ; PHOTOGRAPHS BY JOHN KRICHER. RDATE = 03-29-01.
QH104.5.N6 E46 2000. FIELD GUIDE TO OLD-GROWTH FORESTS : EXPLORING ANCIENT FOREST ECOSYSTEMS FROM CALIFORNIA TO THE PACIFIC NORTHWEST / TEXT AND ILLUSTRATIONS BY LARRY EIFERT. RDATE = 02-21-01.
SD144.M6 B86 1999. FINDING THE FOREST : THE INITIATION / PETER P BUNDY • WITH ILLUSTRATIONS BY MARY SANDBERG. RDATE = 02-20-01. BF778 .F56 2000. FINDING THE MIDDLE GROUND : INSIGHTS AND APPLICATIONS OF THE VALUE ORIENTATIONS METHOD / EDITED BY KURT W. RUSSO. RDATE = 05-16-01.
QH545.F5 D435 1998. FIRE'S EFFECTS ON ECOSYSTEMS / LEONARD F. DEBANO, DANIEL G. NEARY, PETER F. FFOLLIOTT. RDATE = 02-04-02.
QH197.F563 2002. FLAMMABLE AUSTRALIA : THE FIRE REGIMES AND BIODIVERSTIY OF A CONTINENT/ EDITED BY ROSS A. BRADSTOCK, JANN E. WILLIAMS, MALCOLM A. GILL. RDATE = 03-12-02.
QH76.5.07 F67 2002. FOREST AND STREAM MANAGEMENT IN THE OREGON COAST RANGE / EDITED BY STEPHEN D. HOBBS... [ETAL]. RDATE = 02-05-03.
HD9750.4 .G739 2002. FOREST CONCESSION POLICIES AND REVENUE SYSTEMS : COUNTRY EXPERIENCE AND POLICY CHANGES FOR SUSTAINABLE TROPICAL FORESTRY / JOHN A. GRAY. RDATE = 02-17-03.
SD399.7 .F65 2000. FOREST CONSERVATION GENETICS : PRINCIPLES AND PRACTICE / A. YOUNG, D. BOSHIER & T. BOYLE (EDITORS). RDATE = 05-08-01.
QK938.F6 F74 2002. FOREST DYNAMICS AND DISTURBANCE REGIMES : STUDIES FROM TEMPERATE EVERGREEN- DECIDUOUS FORESTS / LEE E. FRELICH. RDATE = 04-11-02.
QH541.5.F6 W34 1998. FOREST ECOSYSTEMS : ANALYSIS AT MULTIPLE SCALES / RICHARD H WARING, STEVEN W. RUNNING. RDATE = 02-12-03.
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SD421 .F597 2001. FOREST FIRES : BEHAVIOR AND ECOLOGICAL EFFECTS / EDITED BY EDWARD A. JOHNSON, KIYOKO MIYANISHI. RDATE = 04-23-02.
SD396.F67 1999. FOREST GROWTH RESPONSES TO THE POLLUTION CLIMATE OF THE 21 ST CENTURY/ EDITED BY LUCY J. SHEPPARD AND J. NEIL CAPE. RDATE = 03-14-01.
SB761 .E34 2000. FOREST HEALTH AND PROTECTION / ROBERT L. EDMONDS, JAMES K. AGEE, ROBERT I. GARA. RDATE = 05-29-01.
GB842 .C5298 2003. FOREST HYDROLOGY : AN INTRODUCTION TO WATER AND FORESTS / MINGTEH CHANG. RDATE = 02-12-03. SD431 .D36 2001. FOREST MANAGEMENT : TO SUSTAIN ECOLOGICAL, ECONOMIC, AND SOCIAL VALUES / LAWRENCE S. DAVIS ... [ET AL.]. RDATE = 05-08-01.
SD657.P45 F67 2000. FOREST POLICY AND POLITICS IN THE PHILIPPINES : THE DYNAMICS OF PARTICIPATORY CONSERVATION / BENJAMIN C. BAGADION JR [ET AL.l; EDITED BY PETER UTTING. RDATE = 08-12-02.
SD387.S73 J65 2000. FOREST SAMPLING DESK REFERENCE / EVERT W. JOHNSON. RDATE = 03-14-01.
SD390.N67 1998. FOREST SOILS AND ECOSYSTEM SUSTAINABILITY / SELECTED AND EDITED PAPERS FROM THE NINTH NORTH AMERICAN FOREST SOILS CONFERENCE HELD AT TAHOE CITY, CALIFORNIA, USA, 9-14 AUGUST, 1998 ; EDITED BY JAMES R. BOYLE, ROBERT F. POWERS. RDATE = 01-31-02.
QK115.W35 1996. FORESTS : A NATURALIST'S GUIDE TO WOODLAND TREES / LAURENCE C. WALKER. RDATE = 03-15-01.
SB761 .F588 1997. FORESTS AND INSECTS / EDITED BY ALLAN D. WATT, NIGEL E. STORK, AND MARK D. HUNTER. RDATE = 05-30-02.
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SD373.W733 2001. FORESTS IN A FULL WORLD / GEORGE M. WOODWELL ; WITH CONTRIBUTIONS FROM OLA ULLSTEN ... [ET AL.]. RDATE = 04-04-02. 139 SD144.A112 D45 2002. FORESTS IN PERIL : TRACKING DECIDUOUS TREES FROM ICE-AGE REFUGES INTO THE GREENHOUSE WORLD / HAZEL R. DELCOURT RDATE = 02-17-03.
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SD140.J65 1998. FRONTIERS OF FOREST BIOLOGY : PROCEEDINGS OF THE 1998 JOINT MEETING OF THE NORTH AMERICAN FOREST BIOLOGY WORKSHOP AND THE WESTERN FOREST GENETICS ASSOCIATION / ALAN K. MITCHELL ... [ET AL.]. RDATE = 03-10-03.
SD399.5.G448 2001. GENETIC RESPONSE OF FOREST SYSTEMS TO CHANGING ENVIRONMENTAL CONDITIONS / EDITED BY GERHARD MULLER-STARCK AND ROLAND SCHUBERT. RDATE = 05-21-02.
QH541.5.F6 T74 1992. THE GIFT OF THE TREE / ALVIN TRESSELT ; ILLUSTRATED BY HENRI SORENSEN. RDATE = 04-11-01.
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SD390.7.C55 P85 2001. GLOBAL CLIMATE CHANGE AND HUMAN IMPACTS ON FOREST ECOSYSTEMS : POSTGLACIAL DEVELOPMENT, PRESENT SITUATION, AND FUTURE TRENDS IN CENTRAL EUROPE / J. PUHE AND B. ULRICH ; CHAPTER 8 BY A. DOHRENBUSCH RDATE = 06-25-02.
QH540.G66 1993. GLOBAL CLIMATE CHANGE : THE ECOLOGICAL CONSEQUENCES / EDITED BY F.I. WOODWARD. RDATE = 04-18-01.
SF84.84 .G56 2002. GLOBAL RANGELANDS : PROGRESS AND PROSPECTS / EDITED BY A.C. GRICE AND K.C. HODGKINSON. RDATE = 03-26-03.
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NA682.073 .W56 2000. GREEN ARCHITECTURE / JAMES WINES ; EDITED BY PHILIP JODIDIO. RDATE = 04-03-01.
SB484.C8 A44 2001. GREEN PHOENIX : RESTORING THE TROPICAL FORESTS OF GUANACASTE, COSTA RICA / WILLIAM ALLEN. RDATE = 06-25-02.
HT241 .B437 2000. GREEN URBANISM : LEARNING FROM EUROPEAN CITIES /TIMOTHY BEATLEY. RDATE = 04-03-01.
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GV181.43.R3 2000. HANDS ON!: CHILDREN'S ACTIVITIES FOR FAIRS, FESTIVALS, AND SPECIAL EVENTS / BY KAREN L. RAMEY. RDATE = 05-08-01.
QK110.T48 2001. HARLOW & HARRAR'S TEXTBOOK OF DENDROLOGY / JAMES W. HARDIN, DONALD J. LEOPOLD, FRED M. WHITE. RDATE = 03-29-01.
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GF23.M35 I58 2002. INTEGRATING GEOGRAPHIC INFORMATION SYSTEMS AND AGENT-BASED MODELING TECHNIQUES FOR SIMULATING SOCIAL AND ECOLOGICAL PROCESSES / EDITOR, H. RANDY GIMBLETT. RDATE = 03-26-03.
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GA105.3.T96 1992. INTRODUCTION TO THEMATIC CARTOGRAPHY/ JUDITH TYNER. RDATE = 04-09-01.
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HD843.2.L36 2001. LAND TENURE AND NATURAL RESOURCE MANAGEMENT • A COMPARATIVE STUDY OF AGRARIAN COMMUNITIES IN ASIA AND AFRICA / EDITED BY KEIJIRO OTSUKA AND FRANK PLACE. RDATE = 01-16-02.
GB661.2.L35 2001. LAND USE AND WATERSHEDS : HUMAN INFLUENCE ON HYDROLOGY AND GEOMORPHOLOGY IN URBAN AND FOREST AREAS / MARK S WIGMOSTA, STEPHEN J. BURGES, EDITORS. RDATE = 05-30-02.
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TE304.B57 1996. LIGHTLY ON THE LAND : THE SCA TRAIL-BUILDING AND MAINTENANCE MANUAL / BY ROBERT C. BIRKBY ; ILLUSTRATED BY PETER LUCCHETTI ; WITH ADDITIONAL ILLUSTRATIONS BY JENNY TEMPEST. RDATE = 03-27-01.
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G70.212.M285 2000. MANAGEMENT INFORMATION SYSTEMS 2000 / EDITORS C A BREBBIA P PASCOLO. RDATE = 03-15-01.
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SD411 .M358 2002. MANAGING A GLOBAL RESOURCE : CHALLENGES OF FOREST CONSERVATION AND DEVELOPMENT/ UMA LELE, EDITOR. RDATE = 03-18-03.
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QH541.15.R57 M86 2000. MULTIPLE STRESSORS IN ECOLOGICAL RISK AND IMPACT ASSESSMENT : APPROACHES TO RISK ESTIMATION / EDITED BY SUSAN A. FERENC, JEFFERY A. FORAN. RDATE = 04-11-01.
BF353.5.N37 G54 1994. "MY NAME IS CHELLIS & I'M IN RECOVERY FROM WESTERN CIVILIZATION" / CHELLIS GLENDINNING. RDATE = 04-03-01.
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SD543.3.U6 N66 2001. NON-TIMBER FOREST PRODUCTS : MEDICINAL HERBS, FUNGI, EDIBLE FRUITS AND NUTS, AND OTHER NATURAL PRODUCTS FROM THE FOREST / MARLA R. EMERY, REBECCA J. MCLAIN, EDITORS. RDATE = 03-21-02.
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GN20.D38 1996. ONE RIVER : EXPLORATIONS AND DISCOVERIES IN THE AMAZON RAIN FOREST /WADE DAVIS. RDATE = 04-03-01.
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E99. P9 P39 1999 A PEOPLE'S ECOLOGY : EXPLORATIONS IN SUSTAINABLE LIVING / EDITED BY GREGORY CAJETE. RDATE = 04-23-01.
QL248 .P43 2001. PERU : THE ECOTRAVELLERS' WILDLIFE GUIDE / DAVID L. PEARSON AND LES BELETSKY ; CONTRIBUTOR: MARTHA L. CRUMP ; ILLUSTRATED BY: PRISCILLA BARRETT... [ETAL.]. RDATE = 04-03-01.
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QH541.15.M3 R68 1998. PRIMER OF ECOLOGICAL THEORY / JONATHAN ROUGHGARDEN RDATE = 04-03-01.
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HD1415.P69 1998. PRIVATIZING THE LAND : RURAL POLITICAL ECONOMY IN POST-COMMUNIST SOCIETIES / EDITED BY IVAN SZELENYI. RDATE = 03-22-01.
HC695.Z9 E55 2000. QUANTIFYING SUSTAINABLE DEVELOPMENT : THE FUTURE OF TROPICAL ECONOMIES / EDITED BY CHARLES A. S. HALL ; ASSOCIATE EDITORS, CARLOS LEON PEREZ, GREGOIRE LECLERC. RDATE = 04-03-01.
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BL65.N35 S44 1994. THE REBIRTH OF NATURE : THE GREENING OF SCIENCE AND GOD / RUPERT SHELDRAKE. RDATE = 04-03-01.
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G70.4 .L54 2000. REMOTE SENSING AND IMAGE INTERPRETATION / THOMAS M LILLESAND, RALPH W. KIEFER. RDATE = 05-15-01.
QH75.G35 1998. RESTORING PRAIRIE WETLANDS : AN ECOLOGICAL APPROACH / SUSAN M. GALATOWITSCH AND ARNOLD VAN DER VALK. RDATE = 03-26-03.
SD431 .R56 2001. RISK ANALYSIS IN FOREST MANAGEMENT / EDITED BY KLAUS VON GADOW. RDATE = 03-21-02.
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TC409.W47 2001. SIMULATION MODELING FOR WATERSHED MANAGEMENT / JAMES WESTERVELT. RDATE = 02-17-03.
S592.3 .S676 2002. SOIL PHYSICS COMPANION / EDITED BY A.W. WARRICK. RDATE = 04-18-02.
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QH197.L38 2000. STINGING TREES & WAIT-A-WHILES : CONFESSIONS OF A RAINFOREST BIOLOGIST/WILLIAM LAURANCE. RDATE = 02-06-01
HD9750.5 J87 2002. STRATEGIC MARKETING IN THE GLOBAL FOREST INDUSTRIES / HEIKKI JUSLIN, ERIC HANSEN. RDATE = 05-30-02.
QH105.C6 S76 2001. STRUCTURE AND FUNCTION OF AN ALPINE ECOSYSTEM : NIWOT RIDGE, COLORADO / EDITED BY WILLIAM D. BOWMAN, TIMOTHY R. SEASTEDT. RDATE = 03-26-03.
QK644 .S86 2000. THE SUPPORTING ROOTS OF TREES AND WOODY PLANTS : FORM, FUNCTION, AND PHYSIOLOGY / EDITED BY A. STOKES. RDATE = 05-14-02.
S592.8.S87 2001. SUSTAINABLE MANAGEMENT OF SOIL ORGANIC MATTER / EDITED BY R.M. REES... [ETAL]. RDATE = 03-26-03.
SD387.W6 S87 2000. SUSTAINABLE SMALL-SCALE FORESTRY : SOCIO-ECONOMIC ANALYSIS AND POLICY/ EDITED BY S.R. HARRISON, J.L. HERBOHN, K.F. HERBOHN. RDATE = 03-21-02.
QK115.F73 2002. TAXONOMY AND ECOLOGY OF WOODY PLANTS IN NORTH AMERICAN FORESTS (EXCLUDING MEXICO AND SUBTROPICAL FLORIDA) / JAMES S. FRALISH, SCOTT B. FRANKLIN ; ILLUSTRATIONS BY HYOSUN PARK. RDATE = 01-27-03.
SB355.W43 1993. TEMPERATE-ZONE POMOLOGY : PHYSIOLOGY AND CULTURE / MELVIN NEIL WESTWOOD. RDATE = 03-19-01. QH541.15.C44 A39 2001. THIEVES, DECEIVERS, AND KILLERS : TALES OF CHEMISTRY IN NATURE / WILLIAM AGOSTA. RDATE = 04-03-01.
QL86.T64 2001. TINKERING WITH EDEN : A NATURAL HISTORY OF EXOTICS IN AMERICA / KIM TODD ; ILLUSTRATIONS BY CLAIRE EMERY. RDATE = 04-03-01.
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