Handout included: Communication Document from the Office of Experiential Learning.
Presentation delivered at the 7th Biennial University Education in Natural Resources conference.
Handout included: "Engaging Minds, Building Community: An Action Plan for Facilitating Community Engagement in the Rubenstein School of Environment and Natural Resources."
WSU Extension launched the Summer Youth Forestry Institute (SYFI) in 2007 as a way to engage youth in meaningful outdoor summer employment, teach science and natural resource skills, raise awareness of the functions and values of working forest lands, encourage natural resource-related careers, and enhance the management of public forest...
Investing in leadership development for natural resource professionals increasingly means linking learning for participants to performance for their employer. We were challenged to develop meaningful learning outcomes and their assessment, which included making the learning ‘real’ for the participants and their employer. Working collaboratively with the Ontario Ministry of Natural...
“Left field” implies something far from mainstream. In forest and natural resources education, biophysical science is the mainstream discipline. Biophysical sciences provide the knowledge to achieve desired forest and natural resource management goals. But an education that prepares students for successful careers must also provide understanding of the social context...
Colleges and universities across the country are feeling pressure from accrediting agencies and others to measure just what it is their students learn. Librarians at Oregon State University saw this as an opportunity to being information literacy into a campus-wide conversation about what all OSU graduates should know. Working directly...
Natural resource educators are beginning to appreciate that formal critical thinking and ethical reasoning skills are not only important but absolutely necessary tools for the 21st century natural resource professional (both scientist and manager). However, given a historic lack of formal ethical reasoning within natural resource curricula combined with the...
Teaching assessment can be a pain. But it can also be an opportunity. This poster describes my experience with student course evaluations and the development of a supplemental assessment tool.
I teach two courses required for the college’s general education curriculum: Western Civilization and the Environment, and Natural Resources in...
This presentation and paper were presented at the 6th Biennial Conference on University Education in Natural Resources. Proceedings of that conference were not disseminated. As further work by this author was presented as an update in the 7th Biennial Conference, we have included this supplementary material in this collection as...
Traditional soil science courses, especially with a hands-on lab component, have been face-to-face events. CSS 205, Soils: Sustainable Ecosystems, an introductory soil course with a lab for non-majors, has been taught via online delivery for four years. Skeptics of online science lab classes abound. The question remains: how does an...
Most of the forces in academia work to develop highly specialized individuals. Training comes primarily from a single person, the dissertation advisor. Detailed field study of various forest types or physiographic provinces is often limited to where we trained and where we work (sometime both are in the same location...
Just as Pirsig’s (Pirsig, R.M. 1974. Zen and the Art of Motorcycle Maintenance. William Morrow and Company, New York. 412pp.) account of his motorcycle adventure explores the dichotomy of holistic and reductionistic philosophies, so too does a short course in chainsaw safety and tree felling incorporate these seemingly disparate viewpoints...