Download RNG121 Syllabus_19Oct15

RNG121 Syllabus
Course Name: Introduction to Wildland Ecology
Course Credits: 4 (Lecture/Lab)
Faculty: Yvette Gibson
Course Number: RNG121
Course Location: Corvallis; E-Campus
Contact Info: [email protected]
Course Catalog Description
Ecological principles will be applied to understand contemporary issues related to wildlands, specifically the rangeland
biomes that comprises over 50% of the earth’s surface (FAO, SRM, USDA ERS). Topics to be covered fall into the
following categories: Fundamentals of Ecology; Animals (wildlife & livestock); Disturbance (e.g. invasive species, fire,
mineral extraction, etc.); Ecosystem Goods & Services (e.g. carbon sequestration, watersheds, biodiversity, recreation,
etc.). The course will largely focus on US wildlands, however a portion will examine the ecology and issues of
international wildlands in Africa, Eurasia, Australia, and South America. No course prerequisite.
Baccalaureate Core – Biological Perspectives
This course fulfills the Baccalaureate Core requirement for the Biological Perspectives category by introducing students
to ecology through the lens of wildland ecosystems. Through lectures, assignments, labs and a course project students
will learn ecological concepts, how to apply them to understand the functioning of an ecosystem and the impacts of
various land uses. Additionally students will learn how to read, understand and interpret peer-reviewed scientific
literature.
BC Learning Outcomes
 Recognize and apply concepts and theories of basic biological sciences.

Apply scientific methodology and demonstrate the ability to draw conclusions based on observation, analysis and
synthesis.

Demonstrate connections with other subject areas.
Critical Thinking
To understand ecology one needs to understand the primary components, interactions, controls and feedbacks of the
ecosystem being examined. Thus, this course will be taught in the framework of systems thinking; requiring students to
integrate ecological concepts and apply them to current issues of wildland environments.
Assignments in this course that require critical thinking are:
 Summarizing scientific peer-reviewed literature: Outline the research process that was used to arrive at the presented
conclusions and provide a brief narrative of how the conclusions relate to the ecological principles learned in the
course.
 Argument Presentations: Create presentations the present ecological, economic and social considerations of
controversial wildland issue.
 Case Study Analysis: Identify ecological factors and interactions in a given situation, and explain the risks and benefits.
 One-day Ecosystem Analysis Fieldtrip for which students will be required to submit a field summary report that
explains what they observed and how their observations are interconnected.
 Course project requires students create a systems diagram (focused on one of the topics presented in weeks 4-7) that
illustrates the relationship among multiple ecological and management components and controls.
Critical thinking will be measured throughout the course based on the degree to which the student makes multiple
connections among ecological principles, and topics presented. In other words the degree students work reflects
systems thinking. Rubrics for each assignment will include specific critical thinking indicators.
Student Learning Outcomes:
1. Illustrate the relationships among ecological and management components and controls in the form of a systems
diagram.
2. Explain the underlying ecological, social and economic challenges and opportunities of current wildland issues and
ecosystem goods and services; and corresponding management approaches.
3. Outline the defining characteristics of the wildland biomes. Locate and describe the five primary wildland types in
the US. Locate and categorize international wildlands.
4. Analyze peer-reviewed journal articles; outlining the research process to arrive at the presented conclusions and
provide a brief narrative of how the conclusions relate to the ecological principles learned in the course.
Underlying Student Learning Outcomes
 List and explain primary ecological functions of wildlands.
 List and describe primary wildland ecosystem goods and services.
 List and explain primary wildland issues.
 List and explain primary wildlands analysis and management frameworks.
 Explain basic wildland livestock management approaches and methods.
Course Content:
Topics
Week 1: Wildland Characteristics & Types
 Scope of Wildland Ecology
 Biomes: climate, topography, soils
 Characteristics of Wildland Biomes
 5 Types of US Widlands: Geographic
Locations, Key Plants & Animals & Uses
Week 2:
Activities/Assignments
 Lecture
 Quiz
 Assignment: biome mapping
Lab
No Lab
Objective: Assist students grasping
distribution of wildlands, and connect
topography, soils, and climatic patterns to
their geographic locations.
Wildland Ecology Part 1
 Systems Thinking
 Primary Productivity: plant morphology &
physiology
 Energy flow & Trophic Cascade
 Biogeochemical Cycles: C, N, P, H20
 Lecture
 Quiz
 Assignment: systems example
Scientific Process
Peer-Reviewed Journal Articles
Scientific Integrity
Objective: Assist students grasp the concept
of systems; components, interactions and
controls.
Objective: Introduce students to the concept of
scientific inquiry and process. Prepare them
to read and interpret scientific literature.
 Lecture
 Quiz
 Assignment: adaptation example
Climate Change
Week 3: Wildland Ecology Part 2
 Ecological succession & retrogression (Pat)
 Species interactions: competition, niche,
predator-prey, mutualism, parasitism,
allelopathy
 Biodiversity & Adaptations
 Climate change (TBD)
Objective: Assist students connecting
adaptations to environmental factors; and
illustrate the breadth and depth of
biodiversity of wildlands.
Objective: Utilize simulation & modeling tools
(e.g. G-Range) to understand and discuss the
potential impacts of climate change on
different geographically located wildlands.
Week 4: Wildlands & Animals
 Livestock Nutrition & Grazing
 Lecture
 Livestock-Wildlife Interface: dietary
 Quiz
overlap, predation, disease transmission
 Assignment: Presentation
 Sage Grouse (new hire)
for/against livestock grazing
Objective: Formulate position about the
 Feral Horses & Burros (Dawn or Farah)
and controversial land use of
 Other Wildland Threatened & Endangered dominant
wildlands is livestock grazing.
Species (TBD)
Ecosystem Analysis Fieldtrip
Objective: Conduct real-time multifactor field
observations and data collection, and then
synthesize observations into cohesive
deductions about the ecosystem of the site.
Students will be introduced to basic ecological
inventory and assessment field techniques.
Students will be required to submit a field
report.
E-Campus Modification: Students may select
area in close proximity to visit and be required
to photograph or video specific aspects of their
chosen site in addition to a field report.
Week 5: Wildland Disturbance





Fire (Mary Jo)
Invasive Species (Brenda or TBD)
Grazing (TBD)
Mineral Extraction (TBD)
Urbanization (Jenna Tilt or TBD)
 Lecture
 Mid-Term Exam
 Assignment: EBIPM Article Summary
Objective: Familiarize students with an
ecological approach to a critical land
management issue – invasive species.
Provide students opportunity to practice
extracting salient points of journal article and
summarizing them into a cohesive whole.
Vegetation Inventory Analysis and
Grazing Calculations (based on data
collected from fieldtrip)
Objective: Illustrate concept of applied ecology
through the use of field observations and data
to determine management actions.
E-Campus Modification: Students will be
provided with vegetation data.
Week 6: Wildland Ecosystem Goods & Services – Part 1
 Carbon sequestration (TBD)
 Water Quality & Quantity (Watershed)
(Carlos & Hatfield Daughter)
 Biodiversity & Adaptations (Ricardo or TBD)
 Lecture
 Assignment: Biodiversity Article
Summary
Fire Simulator
Objective: Apply ecological principles to
understand impacts of fire.
Objective: Familiarize students with an
ecological approach to a critical land
management issue – biodiversity. Provide
students opportunity to practice extracting
salient points of journal article and
summarizing them into a cohesive whole.
Week 7: Wildland Ecosystem Goods & Services – Part 2
Forage & Meat Production (TBD Rancher)
 Recreation (TBD - COF)
 Alternative Energy (TBD Eng?)
 Cultural Sites (TBD Enviro Anth)

 Lecture
 Assignment: case study analysis
Objective: First of two assignments aimed at
students applying learnings to identify
ecological factors and interactions in a given
situation.
Watershed Modeling/Simulator
Objective: Understand basic surface and
subsurface hydrology, and watershed-level
connections between wildlands and urban
areas.
Week 8: Wildland Worldwide – Part 1
 Eurasia (Pat)
 South America (TBD)
 Lecture
 Assignment: PPT Presentation &
Script for/against mineral extraction
or culling feral horses or ORV use.
Objective: Familiarize students with ecological,
social and economic aspects of one of these
three issues. Provide students opportunity to
practice extracting salient points of journal
article and summarizing them into a cohesive
whole.
Select & Summarize scientific
peer-reviewed literature.
Objectives: A.) Demonstrate ability to read,
interpret and identify the scientific process in
peer-reviewed scientific literature. B.)
Connect the conclusions of paper to the
ecological principles learned in the course.
Week 9: Wildland Worldwide Part 2
Africa (TBD)
 Australia (TBD)

 Lecture
 Assignment: Case Study Analysis
Objective: Second of two assignments aimed at
students applying learnings to identify
ecological factors and interactions in a given
situation. This assignment will build on the first
& be more rigorous.
Systems Diagraming
Objective: Course project reflecting student
comprehension of wildland ecosystem. Lab
dedicated to providing opportunity for
peer-idea sharing and instructor guidance prior
to project due date Week 10.
Week 10: Wildland Management & Careers
 Current wildland management
approaches, frameworks & tools (CRM,
GIS, sustainable ranching, etc.) (Stephen –
GIS, John Buckhouse – management)
 Career Opportunities in wildland
management and science
Week 11: Final Exam
 Lecture
 Course Project: Systems Diagram
Objective: Course project reflecting student
comprehension of wildland ecosystem.
GIS
Objective: Integrate knowledge acquired
throughout course within commonly used
technical tool to observe connections among
multiple ecosystem components to inform and
support management decisions.
Evaluation of Student Performance
Assignments
Labs
Midterm
Final
Course Project
A= >930pts
B+ = 899 - 870
C+ = 799 - 770
D+ = 699 - 670
F = < 599
Points
250
200
150
150
250
1000
% of Course Grade
25%
20%
15%
15%
25%
100%
A- = 929 - 900
B = 869 – 840
C = 769 - 740
D = 669 – 640
B- = 839 - 800
C- = 739 - 700
D- = 639 - 600
Learning Resources
Textbook: none required
Journal Articles: links to online PDFs via OSU Library will be provided via Canvas
Case Studies: will be provided via Canvas
Simulators: will be utilized in class and links provided via Canvass
Lab Materials: will be provided
Statement Regarding Students with Disabilities
"Accommodations are collaborative efforts between students, faculty and Disability Access Services (DAS). Students with
accommodations approved through DAS are responsible for contacting the faculty member in charge of the course prior
to or during the first week of the term to discuss accommodations. Students who believe they are eligible for
accommodations but who have not yet obtained approval through DAS should contact DAS immediately at
541-737-4098.”
Statement of Expectations for Student Conduct
http://oregonstate.edu/studentconduct/offenses-0
Diversity Statement
The College of Agriculture strives to create an affirming climate for all students including underrepresented and
marginalized individuals and groups. Diversity encompasses differences in age, color, ethnicity, national origin, gender,
physical or mental ability, religion, socioeconomic background, veteran status, sexual orientation, and marginalized
groups. We believe diversity is the synergy, connection, acceptance, and mutual learning fostered by the interaction of
different human characteristics.
Religious Holiday Statement
Oregon State University strives to respect all religious practices. If you have religious holidays that are in conflict with
any of the requirements of this class, please see me immediately so that we can make alternative arrangements.