University Education in Natural Resources - CNR Home - Utah State ...

More documents

Recommendations

Info

206 Natural Resources and Environmental Issues Volume VII FORESTRY CURRICULUM DEVELOPMENT AT CHEMEKETA COMMUNITY COLLEGE: METHODS TO ENSURE STUDENT SUCCESS Ara K. Andrea 1 and Wynn W. Cudmore 2 1 Ara K. Andrea, Ph. D., is curriculum developer and instructor at Chemeketa Community College in the Forest Resources Technology program. 2 Wynn W. Cudmore, Ph. D., is principle investigator for the Northwest Center for Sustainable Resources. ABSTRACT: To better prepare technicians for the future workplace, the National Science Foundation created a new program in 1994 that supported attempts to improve technical education across the nation. The Advanced Technological Education (ATE) Program promotes exemplary advanced technological education at the national and regional levels through support of curriculum development and program improvement. One of the ATE “Centers of Excellence,” the Northwest Center for Sustainable Resources (NCSR), in Salem, Oregon, addresses improvement in natural resources education. Since its inception in 1995, the center has developed and revised curricula in forestry, fisheries, wildlife, and agriculture programs at five community colleges in Oregon, Washington, and California. The Chemeketa Community College Forest Resources Technology (FRT) program, in Salem, Oregon, under funding provided by the NCSR, is undergoing extensive curriculum updating. Forestry departments of community colleges are challenged with providing curricula that effectively mirror the skills students need in their potential places of work. This paper describes the efforts of curriculum developers at the Chemeketa Community College FRT Program to assure that a newly developed curriculum is relevant to the demands of employers, provides appropriate general education skills to students and parallels current thinking in natural resource management. Chemeketa’s FRT program is in the process of developing course work that reflects qualitative data gathered from current literature, a DACUM task analysis, and interviews conducted with representatives from the public, private, and academic sectors of forestry in the Northwest. An overview of the data gathered reveals some predominant educational needs of today’s two-year forestry students: 1) exposure to a broader base of biological science and sociology courses, 2) more proficiency in written and verbal communication skills, 3) an understanding of what their intended job entails, 4) exposure to newer natural resource technology, such as GIS and GPS tools, 5) proficiency in some basic technical forest measurement skills, 6) aptitude in algebra, trigonometry and statistics, and 7) introduction to specific forestry courses.
1998 University Education in Natural Resources 207 GENDER ISSUES IN NATURAL RESOURCES MANAGEMENT: PREPARING FOR DIVERSITY IN THE WORK PLACE* Helen Ruth Aspaas 1 , Robert Schmidt 2 and Olive Kyampaire 3 1 Assistant Professor, Department of Geography and Earth Resources, Utah State University, Logan, Utah 84322-5240. 2 Associate Professor, Department of Fisheries and Wildlife, Utah State University, Logan, Utah 84322-5210. 3 Graduate Student, Department of Forest Resources, Utah State University, Logan, Utah 84322-5215. ABSTRACT: Women comprise a growing number of undergraduate and graduate students who are pursuing degrees in the natural resource disciplines. Likewise, women represent an ever increasing percentage of natural resource professionals. Gender issues thus become a relevant attribute of training for both women and men so that awareness may lead to improved, stable and productive working environments. This paper’s goal is to assist in increasing understanding of gender issues in natural resource management by discussing a course that addresses gender issues relevant to natural resource disciplines and the professional work environment. Awareness by both women and men of gender issues that affect the working environment may help prepare professionals to enact change in some current behaviors and practices. The goal of this paper is to include both women and men in this awareness building. This paper gives a brief history of a gender diversity course which has been taught in the College of Natural Resources at Utah State University since 1992. The course has three principal objectives. First, the course seeks to empower students to address gender issues in natural resource management by assisting them to acquire knowledge of sociological issues involved in gender stratifications in society and to help students develop skills for recognizing and assessing gender-specific images, languages and policies. The second objective is to stimulate discussion in the College of Natural Resources about gender roles in the natural resource professions through college-wide presentations or seminars by interested students or faculty. Thirdly, the course seeks to encourage participants to pursue further education on sociological and cultural issues that affect natural resource management. The course is broadly composed of two sections. First, sociological conceptualizations of gender and feminist theory are discussed in the context of the culture of science with a focus on the natural resources. Using this theoretical and conceptual basis, the second part of the course examines women’s roles in the natural resource professions and the challenges they experience in the work place. Special attention is directed to the challenges women experience as scientists and strategies they have developed for successful contributions in their fields. Discussions focus around issues of affirmative action, backlash to equal employment opportunity programs and the role of mentoring for enhancing professional growth. The paper is enhanced by a home page available on the Internet so that the course contents can be applied to in-service training sessions in the natural resource agencies. *The authors gratefully acknowledge a generous development grant provided by the Southwest Institute for Research on Women in conjunction with the Ford Foundation.
Page 1 and 2:
University Education in Natural Res
Page 3 and 4:
Acknowledgments This publication re
Page 5 and 6:
INDEX BY SESSION Sunday, March 8, P
Page 7 and 8:
Teaching Methods: Collaborative Lea
Page 9 and 10:
The Upper Midwest Regional Capstone
Page 11 and 12:
INDEX BY AUTHOR if first author, pa
Page 13 and 14:
INTEGRATED NATURAL RESOURCE PLANNIN
Page 15 and 16:
1998 University Education in Natura
Page 17 and 18:
Page 19 and 20:
Page 21 and 22:
Page 23 and 24:
Page 25 and 26:
Page 27 and 28:
Page 29 and 30:
Page 31 and 32:
Page 33 and 34:
Page 35 and 36:
Page 37 and 38:
Page 39 and 40:
Page 41 and 42:
Page 43 and 44:
Page 45 and 46:
Page 47 and 48:
Page 49 and 50:
TEACHING CORE VALUES: SOME QUESTION
Page 51 and 52:
Page 53 and 54:
Page 55 and 56:
WRITING AND FISHERIES AND WILDLIFE
Page 57 and 58:
Page 59 and 60:
Page 61 and 62:
Page 63 and 64:
Page 65 and 66:
Page 67 and 68:
Page 69 and 70:
THE INTERDISCIPLINARY NATURAL RESOU
Page 71 and 72:
Page 73 and 74:
Page 75 and 76:
Page 77 and 78:
NEW IDEAS FOR TEACHING NATURAL RESO
Page 79 and 80:
Page 81 and 82:
Page 83 and 84:
Page 85 and 86:
Page 87 and 88:
Page 89 and 90:
Page 91 and 92:
Page 93 and 94:
ASSESSING A FORESTRY EDUCATION: THE
Page 95 and 96:
Page 97 and 98:
Page 99 and 100:
A GRAPHICAL SURFACE-VEGETATION-ATMO
Page 101 and 102:
Page 103 and 104:
Page 105 and 106:
Page 107 and 108:
Page 109 and 110:
Page 111 and 112:
NATURAL RESOURCE MANAGEMENT - THE C
Page 113 and 114:
Page 115 and 116:
Page 117 and 118:
Page 119 and 120:
Page 121 and 122:
Page 123 and 124:
Page 125 and 126:
Page 127 and 128:
Page 129 and 130:
Page 131 and 132:
Page 133 and 134:
Page 135 and 136:
EDUCATION’S ROLE IN SUSTAINABLE D
Page 137 and 138:
Page 139 and 140:
Page 141 and 142:
Page 143 and 144:
Page 145 and 146:
Page 147 and 148:
Page 149 and 150:
Page 151 and 152:
Page 153 and 154:
AN ETHICS PRIMER FOR UNIVERSITY STU
Page 155 and 156:
Page 157 and 158:
Page 159 and 160:
THE KENYA MODEL: DEVELOPMENT AND IM
Page 161 and 162:
Page 163 and 164:
Page 165 and 166:
Page 167 and 168: STUDENT AUTHORING, EDITING AND ELEC
Page 169 and 170: 1998 University Education in Natura
Page 179 and 180: NATURAL RESOURCE EDUCATION: GETTING
Page 195 and 196: AUDIO TAPES VS. INTERACTIVE COMPUTE
Page 203 and 204: WRITING ACROSS THE CURRICULUM EFFOR
Page 217: 1998 University Education in Natura
Page 233 and 234: TEACHING AQUATIC ECOLOGY WITHIN ECO
show all

University Education in Natural Resources - CNR Home - Utah State ...

Create successful ePaper yourself

Delete template?

Save as template?