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244 Natural Resources and Environmental Issues Volume VII and physiology of woody plants, as well as forest biomes. Historically, it has been difficult to find a textbook suitable for this class given the wide range of material presented and the short contact time (2 credits). Through grants fromVirginia Tech’s Center for Excellence in Undergraduate Teaching and Center for Innovation in Learning, we have developed an on-line interactive textbook which students access through a class homepage http://www.fw.vt.edu/dendro/forestbiology/forbio.htm). On-line help via e-mail links is available to assist students with gaining access to the textbook. The textbook is arranged by topic area (e.g., carbon uptake). Each topic area begins with a set of major learning objectives and the text closely follows lecture material. High-quality visuals and interactive activities are placed throughout. Hypertext words are linked directly to a glossary. A bank of test questions is being developed that will generate on-line practice tests for students. We are in the process of evaluating the electronic textbook. The results of a student perception survey will be presented as well as insights gained from interacting with students. Use of the textbook is not mandatory. LITERATURE CITED Seiler, J. R., J. A. Peterson, C. D. Taylor, and P. P. Feret. 1997. A computer-based multimedia instruction program for woody plant identification. J. Nat. Res. Life Sci. Ed. (in press). THE HUCKLEBERRY STORY: BUILDING A BRIDGE BETWEEN CULTURE AND SCIENCE Bodie K. Shaw 1 and Edward C. Jensen 2 1 Extension Agent, OSU Extension Service, P.O Box 430, Warm Springs, OR 97761. shawb@oes.orst.edu 2 Associate Professor of Forest Biology, College of Forestry, Oregon State University, Corvallis, OR 97330. jensene@ccmail.orst.edu “Wi’wnu”—big huckleberry—plays a prominent role in the lives of Pacific Northwest Indians. As a food and as a symbol, it is deeply rooted in their culture and their heritage. For many, it is a link to their past; for others it is a bridge to their future. Despite their obvious importance, huckleberries—and the culture that surrounds them—are facing difficult times on many tribal lands. Young people growing up today are not as familiar with huckleberry traditions as their elders would like, and the huckleberry resource itself is dwindling, as long-productive fields are being invaded by trees and plants are losing vigor. This 20-minute, award winning educational video addresses both challenges. The first half of the video features interviews with tribal elders from the Confederated Tribes of the Warm Springs in central Oregon. In moving passages the elders describe the importance of huckleberries to the lives of Northwest Indians, both for sustenance and for ritual. The second half of the video features a prominent US Forest Service researcher who explains how to rejuvenate historically important huckleberry fields and how to maintain their productivity over time. This educational approach, combining heritage and science, will provide a culturally important resource for years to come. Produced in partial fulfillment of the requirements for a Master’s degree in Natural Resource Education and Extension, this project also provides an intriguing model that other graduate students might like to emulate.
1998 University Education in Natural Resources 245 THE PROFESSIONAL RESIDENCY IN NATURAL RESOURCES AND ENVIRONMENTAL EDUCATION Using Non-Traditional Methods to Complement Effective Natural Resource Education Nancy H. Shea Director of Education and Dean of Faculty at Teton Science School, PO Box 68, Kelly, WY 83011. ABSTRACT: Since 1967, Teton Science School (TSS) has been an important resource in educating, training, and inspiring students of all ages. The school enjoys a reputation as the premier natural science education center in the northern Rocky Mountain region. Founded by Ted and Joan Major, the school is situated within the Greater Yellowstone Ecosystem on the eastern edge of Grand Teton National Park. The school’s location, surrounded by the aspen and conifer forests of the Gros Ventre Mountain foothills, is ideal for natural science studies. Originally a guest ranch, the school’s log buildings include over twenty cabins and a main lodge. The school has grown to include two dormitories, a log dining lodge, a graduate student commons, a natural history museum, and a field sciences laboratory. The school is equipped with many computers as well as fax, modem, and Internet connections. The school’s field studies curriculum has always been comprehensive and progressive. Responding to the growing needs of the education community for a higher standard in natural science instruction, the school has recently pioneered the development of a unique academic residency for college graduates interested in careers in the development, teaching, or management of private and public natural resource and environmental education programs. The TSS Professional Residency for Natural Science and Environmental Education (PREE) is a one-year experiential academic program for college graduates. The goal of the Residency is to offer students comprehensive, high quality training, using a unique combination of academic work and extensive hands-on, teaching opportunities. PREE offers post-baccalaureate students extensive training in field-based, natural science education as part of graduate studies at participating universities. The Professional Residency began as a unique partnership with Utah State University, Department of Forest Resources. Students that are accepted into both the Teton Science School Professional Residency and Utah State University, spend one year at TSS completing a very concentrated practicum in natural resource and environmental education that includes extensive teacher training as well as academic support work taught by USU adjunct faculty at TSS. These students then finish their graduate education under the tutelage of USU faculty at the university. While the program’s course work offers an opportunity to examine environmental education issues in an academic context, direct teaching opportunities provide students with invaluable hands-on experience. Students play a significant daily role in planning, organizing and teaching the many elementary and secondary students who attend TSS annually. To balance course work and fieldwork, students are provided with one-on-one guidance with a TSS faculty member. Other colleges and universities are now active participants in the PREE program. In order to complete their graduate degree in natural resource management or environmental education, graduates of the PREE program enter programs at associated universities either prior to or at the completion of the PREE program: Utah State University, Prescott College, Colorado State University, University of Montana or University of Wyoming. The important elements of the Professional Residency model that are embedded in the educational philosophy of Teton Science School are useful themes for natural resource professionals. This approach to graduate education offers essential skills and knowledge that match closely the skills and knowledge base that resource professionals find to be essential in the world of public participation and natural resource conflict. Some examples:
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INDEX BY SESSION Sunday, March 8, P
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Teaching Methods: Collaborative Lea
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The Upper Midwest Regional Capstone
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INTEGRATED NATURAL RESOURCE PLANNIN
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TEACHING CORE VALUES: SOME QUESTION
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WRITING AND FISHERIES AND WILDLIFE
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THE INTERDISCIPLINARY NATURAL RESOU
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A GRAPHICAL SURFACE-VEGETATION-ATMO
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NATURAL RESOURCE EDUCATION: GETTING
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AUDIO TAPES VS. INTERACTIVE COMPUTE
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WRITING ACROSS THE CURRICULUM EFFOR
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