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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.