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Catalog Description Hours: 90 (36 lecture, 54 laboratory) Description: Ecological principles applied to forest management. Production ecology, biogeochemistry, disturbances, environmental factors, populations, community ecology, forest succession, and forest classification/description. (CSU) Course Student Learning Outcomes CSLO #1: Examine ecological principles in a variety of ecosystems in the field. CSLO #2: Evaluate forest ecosystems in a systematic way by integrating climate, physiography, soil, and vegetation, and understanding these characteristics within their broader landscape context. CSLO #3: Understand the regeneration ecology of forest species, including methods of reproduction, dispersal, germination, establishment, and growth, and evaluate the underlying genetic and physiological bases of these relationships. CSLO #4: Understand why plants grow where they do, including site–species relationships, the roles of mutualistic and competitive relationships among organisms, and species responses to natural disturbance and forest management. CSLO #5: Learn the adaptations that enable tree species to persist in the faces of disturbances and other environmental stresses. CSLO #6: Learn how to read the natural history of a landscape in the field. CSLO #7: Predict future trends in forest succession and structural development in relation to natural disturbances and forest management. CSLO #8: Gain experience with some of the common field sampling and data analysis methods for evaluating forest ecosystems. Effective Term Fall 2026 Course Type Credit - Degree-applicable Contact Hours 90 Outside of Class Hours 72 Total Student Learning Hours 162 Course Objectives Lecture Objectives Define forest ecology and describe scales of ecological inquiry Identify key abiotic controls on forest distribution Explain how energy and nutrients move through forest ecosystems Describe the role of decomposers and detritus in ecosystem function Species Interactions and Community Dynamics Identify major types of species interactions Describe successional processes and predict community change Describe the physical structure of a forest and how it changes over time Interpret structural data to infer stand dynamics Define disturbance and describe its ecological roles Analyze case studies of disturbance and forest response Explain how climate shapes forest distribution Evaluate potential forest responses to global change Describe human influences on forest ecosystems Integrate ecological principles into management and restoration contexts Synthesize ecological principles to explain forest patterns and processes Laboratory Objectives 1.     Practice careful field observation and ecological description 2.     Learn to record environmental data in a field notebook 3.     Identify forest structure and abiotic influences 4.     Understand how soil properties influence forest composition and productivity 5.     Perform basic soil testing techniques 6.     Relate soil observations to plant communities 7.     Quantify variation in light and temperature within a forest canopy 8.     Understand how microclimate affects forest layers and regeneration 9.     Understand decomposition as an ecosystem process 10.    Design and set up a long-term field experiment 11.  Predict how environment affects decomposition rates 12.  Identify common tree species and classify by growth form 13.  Assess species richness and diversity indices 14.  Identify examples of competition or facilitation 15.  Identify signs of past disturbance and successional stages 16.  Interpret evidence of change in forest composition 17.  Practice reading ecological “clues” on the landscape 18.  Quantify forest structural metrics (DBH, basal area, spacing) 19.  Relate structure to ecological processes 20.  Interpret annual growth rings and growth variation 21.  Assess how growth reflects competition and environment 22.  Identify and interpret evidence of forest disturbance 23.  Understand how forests recover and adapt to change 24.  Connect global and regional climate patterns to forest distribution 25.  Analyze climate data and species ranges 26.  Evaluate how management decisions affect ecological processes 27.  Reflect on social and ecological trade-offs in forest use 28.  Synthesize ecological principles into restoration design 29.  Propose realistic stewardship strategies for forest resilience General Education Information Approved College Associate Degree GE Applicability AA/AS - Natural Sciences AA/AS - Natural Sciences Laboratory CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable Methods of Evaluation Classroom Discussions Example: Students will take part in a group discussion on forest disturbance and resilience, comparing different perspectives and connecting them to current forest management practices. Participation and thoughtful integration of course concepts will form the basis of evaluation. Course objectives: 7, 10, 11, 14, 15, 17 Objective Examinations Example: Students will take an objective examination on forest ecology. Example Question: Which of the following best describes primary succession in a forest ecosystem? A. Regrowth of vegetation after logging B. Colonization of newly exposed rock or substrate by pioneer species C. Replacement of shade-intolerant species by shade-tolerant species D. Seasonal change in leaf coloration Answer: B Objectives: 5, 7 Problem Solving Examinations Example: Students will apply ecological reasoning to real-world forest scenarios. Through three questions on disturbance, nutrient cycling, and climate impacts, they’ll interpret data, explain ecological processes, and propose evidence-based responses. Evaluation emphasizes ecological understanding, use of evidence, clarity, and the ability to connect concepts across topics. Objectives: 3, 4, 10, 11, 12, 13, 15, 16 Projects Example: Students will apply course concepts and field data to analyze and interpret a forest ecosystem of their choice. They will produce a written report and a short presentation describing the forest’s structure, key ecological processes, and indicators of health and change, supported by data and course readings. Evaluation will be based on ecological understanding, use of evidence, organization, reflection, and presentation quality. Objectives: 3, 4, 8, 15, 9, 13, 14, 15, 16 Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: Students and faculty wil go on a field walk and observe forest ecology. During the field walk, students will apply ecological concepts in real time by observing forest structure, identifying key species, collecting simple data (such as canopy cover, soil characteristics, or regeneration patterns), and discussing how ecological processes shape the site. The instructor will guide observation, prompt critical thinking through questions, and help students connect what they see to broader course themes like succession, disturbance, and forest health. Lecture: Instructor will present in lecture format various forest adaptions that enable tree species to persist when they face disturbances and their relation to forest ecology. Students will then work collaboratively, in small groups, analyzing case studies and highlighting environmental conditions leading to these adaptions. Distance Learning Instructor presents a lecture via the learning management system explaining forest regeneration ecology of forest species. The lecture format includes transcript or closed captions, audio, and video information. Students complete an electronic version of a concept map or a summary table assessing the key components of the topic presented. Typical Out of Class Assignments Reading Assignments Students will read or view current media like the New York Times article "For 1st Time, Fires Are Biggest Threat to Forests' Climate-Fighting Power" (July 24, 2025), which details how wildfires in 2023-2024 burned nearly 24 million hectares of forests, surpassing other threats to carbon storage. In a 1-page reflection preparing for in class discussion, on how this impacts global forest health strategies and propose one policy recommendation for mitigation. Writing, Problem Solving or Performance Students will be provided a resource like the one described here: Drawing from the IUFRO Jeju Conference summary on "Climate Crisis: Conifer Forests at Risk 2025," students will write a opinion piece analyzing how rising temperatures and droughts are driving global conifer decline, linking it to broader ecological disruptions like biodiversity loss. Incorporate at least two additional sources; emphasizing actionable conservation steps for affected regions. Other (Term projects, research papers, portfolios, etc.) Investigate current forest ecology challenges like how tropical forests in the Americas are failing to adapt to rapid climate shifts, using the Wake Forest University study (March 7, 2025) as a foundation to explore migration patterns, species resilience, and restoration techniques. Include data visualizations, peer-reviewed citations (min. 15), and implications for international policy; final draft due end of semester with oral presentation. Required Materials Forest Ecology Author: Kashian, D. M., D. R. Zak, B. V. Barnes, and S. H. Spurr Publisher: Wiley Publication Date: 2023 Text Edition: 5 Classic Textbook?: OER Link: OER: Forest Ecology and Conservation: An Interdisciplinary Perspective Author: Delilah Erickson Publisher: Callisto Reference Publication Date: 2025 Text Edition: 1 Classic Textbook?: Yes OER Link: OER: Handbook of Forest Ecology Author: Kelvin S.-H. Peh, Richard T. Corlett, Yves Bergeron Publisher: Routledge Publication Date: 2025 Text Edition: 2 Classic Textbook?: Yes OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Advisory: Completion of AGRI 0260 with grade of "C" or better Hours: 90 (36 lecture, 54 laboratory) Description: Biotic and abiotic disturbance agents. Identification and ecology of important forest insects and diseases of North America. Predisposing factors that increase susceptibility of forests. Management strategies to reduce impacts. (CSU) Course Student Learning Outcomes CSLO #1: Analyze the roles that stresses and disturbances play in shaping forest ecosystem dynamics and evaluate how disturbance regimes influence forest structure, composition, resilience, and successional trajectories across temporal and spatial scales.\\n CSLO #2: Construct differential diagnoses for forest health problems by systematically analyzing signs and symptoms, distinguishing between abiotic and biotic damage agents, evaluating diagnostic evidence quality, and creating investigation protocols to confirm or refute diagnostic hypotheses when faced with ambiguous situations. CSLO #3: Design and conduct systematic forest health assessments appropriate to different spatial scales (individual tree, stand, landscape) and management objectives, analyze collected data to identify patterns and relationships between causal factors and health problems, and evaluate the strengths and limitations of various assessment methodologies. CSLO #4: Evaluate diverse forest management strategies for reducing impacts of stresses and disturbances by analyzing their ecological effectiveness, economic feasibility, and social acceptability, and create integrated management plans that prioritize actions, incorporate adaptive management principles, and explicitly address uncertainty and competing objectives.\\n Effective Term Fall 2026 Course Type Credit - Degree-applicable Contact Hours 90 Outside of Class Hours 72 Total Student Learning Hours 162 Course Objectives Lecture Objectives Define and evaluate forest health from ecological, economic, and social perspectives. Understand forests as dynamic ecosystems shaped by interactions among biotic and abiotic factors. Recognize indicators of forest health and stress, including physical, physiological, and ecological signs. Differentiate between biotic and abiotic stressors and explain their combined effects on forest ecosystems. Apply critical thinking and diagnostic frameworks (e.g., disease triangle; predisposing, inciting, contributing factors) to assess forest conditions. Explain the ecological roles and management implications of major disturbance agents, including: Wind – types of wind damage, predisposing factors, and ecological significance.  Drought – physiological responses, symptoms, and interactions with other stressors. Air pollutants – effects on forest function and interactions with climate and drought. Understand the biology and ecology of key forest pathogens and parasites, including: Root diseases (Armillaria, Heterobasidion, Phellinus): spread, symptoms, and management. Stem decay fungi: ecological roles, hazard assessment, and management considerations. Phytophthora species (e.g., P. ramorum ): invasion biology, symptoms, and regulatory approaches. Mistletoes and rust fungi: life cycles, ecological functions, and control strategies. Understand the biology and ecology of major forest insects, including: Bark beetles – life cycles, outbreak dynamics, and management strategies. Defoliators – outbreak cycles, natural controls, and ecological roles. Wood-boring insects and ambrosia beetles – symbioses, damage types, and invasive species risks. Identify and interpret signs of canker diseases and animal damage, distinguishing them from similar abiotic injury. Evaluate forest management strategies for pest, disease, and disturbance mitigation, considering ecological trade-offs. Apply integrated forest health management principles that balance ecological understanding with practical outcomes. Understand and use adaptive management frameworks to address forest health under uncertainty. Incorporate climate change into forest health assessment and planning, anticipating future stressors and shifts. Synthesize ecological knowledge across topics to interpret forest health patterns and processes holistically. Apply critical thinking to novel forest health scenarios and emerging issues such as invasive species and altered fire regimes. Reflect on the complexity of forest health management, recognizing uncertainty, interdependence, and the need for long-term thinking. Laboratory Objectives Conduct systematic forest health and crown condition assessments using standardized rating scales. Distinguish between symptoms of abiotic stressors such as wind damage, drought, and air pollution. Apply the disease triangle concept to diagnose both biotic and abiotic forest stress scenarios. Document field observations accurately using proper terminology, photographic techniques, and mapping. Evaluate site and stand factors that predispose trees to abiotic and biotic damage. Create risk assessment matrices for wind vulnerability and other forest stressors. Construct disease triangles and diagram disease cycles for specific pathogens, including infection, colonization, and dispersal phases. Identify fungal structures (hyphae, spores, fruiting bodies) using microscopy and distinguish among pathogen types. Recognize the difference between signs (pathogen presence) and symptoms (host response). Evaluate how environmental factors influence disease development and severity. Identify above-ground symptoms of root diseases and safely excavate and examine roots for diagnostic features. Distinguish among root pathogens such as Armillaria , Heterobasidion , and Phellinus , and map disease centers and expansion patterns. Evaluate disease severity, predict future spread, and design sampling strategies to confirm diagnoses. Identify common wood decay fungi, assess extent of decay, evaluate structural integrity, and apply hazard tree risk rating protocols. Distinguish between heart rot and sapwood decay and make management recommendations based on risk assessments. Recognize symptoms of sudden oak death and other regulated pathogens, properly collect samples, and apply quarantine and regulatory concepts. Identify common foliar diseases, distinguish among biotic, abiotic, and insect-caused damage, and prepare samples for microscopic examination and testing. Identify major defoliating insects, distinguish complete vs. partial defoliation, assess severity, recognize natural enemies, and determine when intervention is warranted. Apply integrated pest management principles to defoliator and other insect-related problems. Conduct comprehensive forest health surveys documenting multiple concurrent health issues. Analyze interactions among multiple stressors, pathogens, and ecological factors. Prioritize forest health problems based on severity, impact, and manageability. Develop integrated management recommendations and plans addressing multiple objectives. Evaluate multiple management strategies and justify decisions using evidence-based reasoning. Develop monitoring protocols for evaluating outcomes and adaptive management frameworks with decision triggers. Communicate findings, trade-offs, and uncertainties effectively to technical and non-technical audiences. General Education Information Approved College Associate Degree GE Applicability AA/AS - Natural Sciences AA/AS - Natural Sciences Laboratory CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable Methods of Evaluation Classroom Discussions Example: Students analyze a forest experiencing decline using the disease triangle framework to identify host, environmental, and pathogen factors. They will evaluate which factors are predisposing, inciting, or contributing to the problem and determine what additional information is needed for a definitive diagnosis. Findings will be discussed collaboratively in class. Evaluation will be based on the accuracy and depth of analysis, application of the disease triangle concepts, clarity of reasoning, and engagement in class discussion. Objectives: 1, 2, 3, 5, 10, 11, 12, 15, 16 Problem Solving Examinations Example: Students will develop a 20-year forest health management plan for a 500-acre forest presented as case study that includes a concise assessment of conditions, prioritized actions, specific prescriptions by management unit, a phased timeline and budget, monitoring protocols, and adaptive-management triggers — plus a critical analysis of uncertainties and assumptions. Evaluation will be based on clear, evidence-based reasoning and feasible solutions with emphasis on thoughtful justification and transparency about trade-offs. Objectives: 1, 2, 5, 10, 15, 16 Projects Example: Students will create a presentation (with narration or speaker notes) that applies critical thinking frameworks to real-world challenges in forest health management. Using examples from the course, they will discuss how professionals navigate incomplete science, stakeholder conflicts, and ecological uncertainty, and reflect on how their understanding has evolved. Evaluation will be based on depth of content understanding, quality of critical thinking and examples, clarity of presentation, and insightfulness of reflection. Objectives: 1, 2, 11, 12, 14, 16 Reports Example: Using the disease triangle (host-pathogen-environment), students will analyze a forest showing signs of disease, identify potential pathogens, assess contributing environmental and host factors, and propose reasoned management or monitoring approaches. The exam emphasizes integrated reasoning, application of core concepts, and evaluation of uncertainty in real-world forest management scenarios. Evaluation will focus on the accuracy and depth of analysis, clarity of reasoning, correct application of the disease triangle, and the ability to synthesize ecological, social, and economic considerations into practical, well-justified recommendations. Objectives: 1, 2, 4, 5, 10, 11, 16 Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: Instructor will demonstrate the use of a soil classification triangle to determine soil texture. Students will then prepare a soil sample and then demonstrate the use of a soil classification triangle. Performance will be evaluated based on the proper calculations of percentage of sand, silt and clay in their samples. Lecture: Instructor will present in lecture format various management techniques and their relation to soil conservation. Students will then work collaboratively, in small groups, analyzing case studies highlighting management practices and discuss options for agriculture producers featured in these case studies to increase the sustainability of soils by relating management practices to the lecture. Groups will report out summaries of their individual case studies and their recommendations. Distance Learning Instructor presents a lecture via the learning management system explaining structure and characteristics of the major classes of soil organisms essential maintaining soil quality and fertility. The lecture format includes transcript or closed captions, audio, and video information. Students complete an electronic version of a concept map or a summary table assessing the key components of the topic presented. Typical Out of Class Assignments Reading Assignments Students will read and annotate peer reviewed journal articles on forest health such as: Stephens, S.L., et al. (2018). "Drought, tree mortality, and wildfire in forests adapted to frequent fire." BioScience, 68(2), 77-88. Students will submit a reflection paper relating course materials and concepts to the research findings in the journal article. Objectives: 1, 2, 4, 5, 6, 13 Writing, Problem Solving or Performance After reading and annotating peer reviewed papers on forest health students will write a concise reflection connecting the research findings from the assigned journal article to key course concepts in forest health. The paper should demonstrate critical engagement, discussing how the study reinforces, challenges, or expands their understanding of forest health, ecosystem dynamics, disturbance ecology, or management practices. Evaluation will emphasize insightful connections, depth of reasoning, and clarity of expression, rather than summary alone. Objectives: 1, 2, 5, 14, 15, 16 Other (Term projects, research papers, portfolios, etc.) Students will select a forest they are familiar with and apply one conceptual framework from the course to analyze its conditions, management challenges, or ecological processes. The paper should include a description of the forest, a summary of the chosen framework, and an application of the framework to interpret patterns or relationships in the forest. Students will also reflect on the strengths and limitations of the framework and consider alternative perspectives. Evaluation will focus on the clarity of forest description, understanding and application of the framework, depth of reflection, and organization and professionalism of the writing. Objectives: 1, 2, 5, 14, 15 Required Materials Forest Microbiology Author: Fred O. Asiegbu and Andriy Kovalchuk Publisher: Academic Press Publication Date: 2022 Text Edition: 3 Classic Textbook?: Yes OER Link: OER: https://www.sciencedirect.com/science/article/abs/pii/B9780443186943000079 Plant Pathology and Plant Diseases Author: Julie Urquhart, Mariella Marzano, and Clive Potter Publisher: CABI Digital Library Publication Date: 2020 Text Edition: 1 Classic Textbook?: Yes OER Link: OER: Forest Entomology and Pathology: Volume 1: Entomology Author: Jeremy D. Allison (Editor), Timothy D. Paine (Editor), Bernard Slippers (Editor), Michael J. Wingfield (Editor) Publisher: Springer Publication Date: 2023 Text Edition: 1 Classic Textbook?: Yes OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Advisory: Completion of AGRI 0260 with grade of "C" or better Hours: 108 (54 lecture, 54 laboratory) Description: Surveying including angle and distance measurement, leveling and traverse. Public land survey. Topographic map reading and construction. Tree and forest measurements under field conditions. Forest sampling theory. Introductory statistical analysis of forest measurements. (CSU) Course Student Learning Outcomes CSLO #1: Analyze field measurement data to identify patterns, trends, and anomalies in tree and forest attributes. CSLO #2: Evaluate different forest sampling designs and surveying techniques to determine the most efficient and accurate approach for specific forest conditions. CSLO #3: Construct topographic maps and traverse plots from raw field measurements to represent forest landscapes accurately. CSLO #4: Integrate tree, stand, and topographic measurement data to develop estimates of forest parameters such as basal area, volume, and biomass. CSLO #5: Critique the accuracy and reliability of field data, identifying sources of error and recommending improvements in measurement procedures. CSLO #6: Communicate complex forest measurement results effectively to diverse audiences, using appropriate visualizations, technical terminology, and reasoning. Effective Term Fall 2026 Course Type Credit - Degree-applicable Contact Hours 108 Outside of Class Hours 108 Total Student Learning Hours 216 Course Objectives Lecture Objectives Analyze the purposes and applications of forest measurements in various management and research contexts. Evaluate and select appropriate instruments and units for forest measurement tasks, considering accuracy, precision, and potential sources of error. Apply principles of precision, accuracy, and error correction to improve the reliability of field measurements. Perform and interpret horizontal and vertical distance measurements, angle measurements, and differential leveling, and design procedures to minimize errors. Plan, conduct, and adjust traverse surveys, including coordinate calculations and closure error corrections, to ensure accurate spatial data. Interpret PLSS structures and topographic maps, assess slope, aspect, and terrain features, and apply this information to design inventory plots and plan field navigation. Construct contour plots and small-scale topographic maps from field measurements, relating map features to real-world forest structures and stand conditions. Measure tree diameter, height, volume, and biomass, critically assessing sources of error and applying calculations to evaluate stand-level characteristics. Measure basal area and stand density, and integrate individual tree data into accurate stand-level estimates for management and research purposes. Define populations, samples, and sampling units; compare sampling strategies; and determine appropriate sample sizes to design efficient and unbiased surveys. Apply statistical analysis (mean, variance, confidence intervals) to forest measurement data, evaluate precision, and interpret patterns for informed decision-making. Integrate measurements from multiple sources, identify relationships among forest variables, and synthesize findings to support forest management or research conclusions. Present forest measurement data effectively through tables, graphs, and maps, using visualizations to communicate analyses and support interpretations. Laboratory Objectives: Record, organize, and verify field data accurately and consistently. Analyze the influence of precision, consistency, and ethical considerations on measurement reliability. Measure horizontal distances and determine magnetic bearings, evaluating instrument performance and field conditions. Calibrate and validate measurement instruments to ensure accuracy. Conduct leveling surveys and calculate elevations, identifying and correcting potential sources of error. Complete traverse surveys, calculate closure errors, and synthesize data to produce accurate topographic representations. Interpret topographic maps and field elevation data to assess terrain characteristics and potential forest stand attributes. Apply PLSS concepts to locate land parcels, relate plots to legal descriptions, and integrate mapping with field measurements. Measure tree diameters and heights accurately, handling special cases and comparing methods to evaluate precision. Calculate basal area, tree density, and stand-level structure metrics, interpreting results in relation to forest composition and management objectives. Design and implement appropriate sampling layouts, evaluate sampling precision, and identify potential biases. Calculate tree and stand volume, biomass, and carbon content, comparing estimation methods and assessing accuracy. Map and represent stand data spatially using tables, graphs, and maps, evaluating the utility of spatial analysis in forest management. Integrate all learned measurement techniques in realistic field settings, collaborating to collect and verify comprehensive stand data. Assess sources of field error and propose process improvements to enhance measurement reliability and efficiency. General Education Information Approved College Associate Degree GE Applicability AA/AS - Natural Sciences AA/AS - Natural Sciences Laboratory CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable Methods of Evaluation Classroom Discussions Example: In this reading assignment, students will compare two peer-reviewed journal articles focused on forest measurement methodologies. They will critically analyze differences in research design, data collection techniques, and interpretation of results, connecting these to concepts discussed in class. Evaluation will be based on each student’s written comparison summary and participation in class discussion, emphasizing their ability to synthesize findings, identify methodological strengths and limitations, and apply critical thinking to real-world forest measurement studies. Objectives: 2, 3, 8, 10, 11, 12, 13 Objective Examinations Example: A forester is planning a forest inventory in a mixed-species stand. She wants to estimate stand basal area and tree height accurately while minimizing field effort. Which combination of measurement and sampling strategies would be most effective? A) Measure all trees in the stand using fixed-area plots with systematic sampling. B) Measure a random sample of trees using variable-radius plots and estimate basal area using a prism. C) Measure only the largest trees using fixed-area plots and extrapolate basal area for the stand. D) Measure every other tree along a transect line without regard for stand structure. Correct Answer: B) Measure a random sample of trees using variable-radius plots and estimate basal area using a prism. Objectives: 2, 3, 8, 10, 12 Problem Solving Examinations Example: Students will apply quantitative reasoning and analytical skills to estimate key forest stand parameters—specifically stand basal area and average tree height—using sample plot data from a mixed-species, mixed-age forest. They will perform step-by-step calculations to scale plot measurements to per-hectare values and interpret their results in the context of forest inventory principles. In addition, students will critically evaluate potential sources of error or bias, such as sampling design or measurement inaccuracy, and suggest methods to minimize these issues in future surveys. Evaluation will be based on calculation accuracy, clarity of reasoning, and depth of critical analysis in identifying and addressing potential sources of error. Objectives: 3, 8, 10, 11, 12 Projects Example: A forester is planning a forest inventory in a mixed-species stand. She wants to estimate stand basal area and tree height accurately while minimizing field effort. Which combination of measurement and sampling strategies would be most effective? A) Measure all trees in the stand using fixed-area plots with systematic sampling. B) Measure a random sample of trees using variable-radius plots and estimate basal area using a prism. C) Measure only the largest trees using fixed-area plots and extrapolate basal area for the stand. D) Measure every other tree along a transect line without regard for stand structure. Correct Answer: B) Measure a random sample of trees using variable-radius plots and estimate basal area using a prism. Objectives: 2, 3, 8, 10, 12 Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: Students will determine soil texture by preparing a soil sample, calculating the proportions of sand, silt, and clay, and classifying it using a soil classification triangle. The instructor demonstrates the procedure, explains the calculations, and provides feedback as students work through the process. The students actively engage in sample preparation, measurement, and interpretation, comparing results and discussing sources of error. Both instructor and students conclude with a reflection on how soil texture influences forest management decisions such as tree growth, site productivity, and erosion control. Lecture: Students explore how different management practices affect soil conservation through a combination of lecture and case study analysis. The instructor presents key soil conservation concepts and guides students in applying them to real-world forestry or agricultural scenarios, facilitating discussion and providing feedback throughout. The students work collaboratively in small groups to analyze case studies, identify challenges, and develop practical recommendations for improving soil sustainability. The activity concludes with group presentations, allowing students to share insights and demonstrate their ability to connect theory to management practice. Distance Learning Students learn about the diversity and functions of soil organisms through a multimedia lecture and an interactive concept-mapping exercise. The instructor delivers content via the LMS with accessible materials—video, audio, and transcripts—and provides a structured concept map or table template for students to complete. The students engage independently by watching the lecture, organizing information about different soil organisms and their ecological roles, and visually mapping how these contribute to soil fertility and forest productivity. The instructor then reviews submissions, offering feedback to reinforce conceptual understanding and connections to forest management applications. Typical Out of Class Assignments Reading Assignments Students will read two peer-reviewed articles (≤10 years old) from referred journals (e.g., Forest Ecology and Management, Canadian Journal of Forest Research, Journal of Forestry) that focus on forest measurement, inventory, or sampling methods. They will read both papers thoroughly and produce detailed annotations covering the study objectives, forest type and stand characteristics, measurement or sampling methods, statistical/error analyses, and the key findings and conclusions. The annotated notes should make it easy to compare methodologies and evaluate how each study’s design and analyses support its conclusions. Objectives: 2, 3, 8, 10, 11, 12 Writing, Problem Solving or Performance Students will each select two recent (≤10 years) peer-reviewed articles on forest measurement or sampling from reputable journals, read and annotate them (objectives, stand type, methods, stats/errors, findings), and produce a comparison table that contrasts measurement techniques, sampling design, accuracy/precision, applicability, and noted limitations. They will then write a 2–3 page critical reflection synthesizing which methods are most effective, contexts where one approach outperforms another, biases/limitations, implications for their own fieldwork, and open questions for future research. Grading will consider quality of article selection and annotations, clarity and completeness of the comparison table, depth and critical insight in the reflection, and the substance and engagement of discussion participation. Objectives: 2, 3, 8, 10, 11, 12, 13 Other (Term projects, research papers, portfolios, etc.) Students will compile and curate all key coursework—including field measurements, surveying exercises, sampling assignments, statistical analyses, literature reflections, and the final capstone project—into a cohesive record of their learning and skill development in forest measurements. The portfolio serves as both a professional artifact and a reflective learning tool, demonstrating proficiency in data collection, analysis, and interpretation. Assessment will be based on the completeness and organization of portfolio materials, accuracy and of data and analyses, depth of reflection, integration of theory and practice, and demonstrated progression of skills throughout the course. Objectives: 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13 Required Materials Forest Measurements Author: H.E. Burkhart, T.E. Avery, B.P. Bullock Publisher: Waveland Press Publication Date: 2019 Text Edition: 6 Classic Textbook?: Yes OER Link: OER: https://academic.oup.com/jof/article-abstract/117/5/528/5519093?redirectedFrom=fulltext Silviculture and Ecology of Western U.S. Forests Author: Timothy B. Harrington, John D. Bailey, John C. Tappeiner II, and Douglas A. Maguire Publisher: Oregon State University Press Publication Date: 2015 Text Edition: 2 Classic Textbook?: Yes OER Link: OER: Forest Bioeconomy, Climate Change and Managing the Change Author: Lauri Hetemäki, Jyrki Kangas Publisher: Springer Nature Publication Date: 2022 Text Edition: 42 Classic Textbook?: Yes OER Link: OER: chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.fs.usda.gov/rm/pubs_series/wo/wo_ah445.pdf Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Advisory: Completion of AGRI 0260 with grade of "C" or better Hours: 90 (36 lecture, 54 laboratory) Description: Overview of forest operations and environmental issues associated with today’s forest management practices. Use of mechanized equipment as a tool to meet various forest management objectives. (CSU) Course Student Learning Outcomes CSLO #1: Analyze forest management scenarios to determine appropriate forest operations and management. CSLO #2: Evaluate the environmental, economic, and social impacts of forest operations using best management practices. CSLO #3: Design integrated operational plans that incorporate silvicultural prescriptions, equipment selection, and regulatory compliance. CSLO #4: Apply mechanized equipment and field techniques to optimize forest management outcomes safely and efficiently. CSLO #5: Synthesize ecological, operational, and regulatory information to solve real-world forest management problems. Effective Term Fall 2026 Course Type Credit - Degree-applicable Contact Hours 90 Outside of Class Hours 72 Total Student Learning Hours 162 Course Objectives Lecture Analyze the role of forest operations within broader forest management objectives. Evaluate how operational decisions affect ecological and economic outcomes. Assess how forest type and stand structure influence operational decisions. Analyze ecological constraints that shape forest management strategies. Compare and evaluate different harvesting methods and justify selections based on environmental and economic considerations. Apply safe chainsaw techniques and analyze felling scenarios for operational effectiveness. Evaluate operational risks and develop mitigation strategies for tree felling, balancing productivity and safety. Assess equipment suitability for different site conditions and operational goals. Analyze trade-offs between equipment efficiency and environmental impacts. Design efficient processing and loading sequences to optimize operations. Evaluate alternative operational workflows to enhance productivity and safety. Analyze terrain, hydrology, and environmental constraints to design sustainable forest roads. Evaluate road alignment and design choices using Best Management Practices (BMPs). Assess the environmental consequences of forest operations on soils and waterways and propose mitigation strategies. Apply and evaluate regulatory requirements in forest operational planning. Analyze operational plans for compliance with environmental regulations. Create operational schedules that optimize efficiency and sustainability, considering constraints such as terrain, stand structure, and equipment availability. Integrate silvicultural prescriptions with operational planning, analyzing the compatibility of equipment and methods with stand management goals. Evaluate hazards and operational risks in forest operations and design safety protocols and mitigation strategies. Evaluate the potential of GIS, drones, and automation for improving operational planning and apply technology-based solutions to optimize forest operations. Synthesize environmental, social, and economic data to assess operational effectiveness. Propose operational improvements based on case study analysis. Laboratory Measure and analyze forest stand characteristics (DBH, height, species, age class, density, basal area) to assess forest composition and structure.  Identify forest types and structural characteristics and relate them to forest management strategies.  Compare and evaluate harvesting methods based on ecological, economic, and operational factors, and recommend suitable strategies.  Demonstrate safe chainsaw operation and field safety protocols, including hazard identification and mitigation.  Recognize, describe, and evaluate mechanized forest equipment for operational suitability, efficiency, and site limitations.  Plan and simulate operational sequences for processing and loading logs to maximize efficiency and safety.  Minimize environmental impact. Assess soil and water impacts of forest operations, identifying compaction, erosion, and sensitive areas, and recommending mitigation measures.  Interpret forestry regulations and case studies to ensure operational compliance and propose modifications for legal and sustainable management.  Integrate stand data into harvest planning, including scheduling, equipment allocation, and operational sequencing for sustainable outcomes.  Match silvicultural prescriptions with appropriate operations and equipment, considering operational constraints and site impacts.  Apply safety and risk management principles to simulated operational scenarios and communicate mitigation strategies effectively.  Use GIS and mapping tools to plan forest operations, identify constraints, and optimize decisions.  Evaluate sustainable forest operations , synthesizing environmental, social, and economic trade-offs to develop recommendations.  Integrate course knowledge into a comprehensive forest operation plan , balancing operational efficiency, environmental protection, safety, and professional communication.  General Education Information Approved College Associate Degree GE Applicability AA/AS - Natural Sciences AA/AS - Natural Sciences Laboratory CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable Methods of Evaluation Classroom Discussions Example: Students will work in groups to analyze a scenario involving harvesting methods and equipment selection in a 100-acre mixed forest with diverse terrain and sensitive soils. They will discuss strategies to balance timber productivity with environmental protection, including method and equipment choices, soil and water safeguards, and operational trade-offs. Groups will then report their conclusions to the class, expanding the discussion with reasoning and justification. Evaluation will emphasize the clarity of reasoning, understanding of environmental constraints, and ability to weigh trade-offs effectively. Objectives: 5, 6, 7, 8, 9, 10, 11, 12, 13, 14 Objective Examinations Example: Students will work in groups to analyze a scenario involving harvesting methods and equipment selection in a 100-acre mixed forest with diverse terrain and sensitive soils. They will discuss strategies to balance timber productivity with environmental protection, including method and equipment choices, soil and water safeguards, and operational trade-offs. Groups will then report their conclusions to the class, expanding the discussion with reasoning and justification. Evaluation will emphasize the clarity of reasoning, understanding of environmental constraints, and ability to weigh trade-offs effectively. Objectives: 5, 6, 7, 8, 9, 10, 11, 12, 13, 14 Problem Solving Examinations Example: Students act as operations managers for a 150-acre mixed-species forest and develop a harvest plan that balances timber recovery, environmental protection, and operator safety. They must select appropriate harvesting methods and equipment for different stand conditions, design road and skid networks to minimize environmental impact while maximizing efficiency, implement BMPs to protect soil and water, and outline key safety protocols. Evaluation will focus equally on analysis of terrain and stand conditions, justification of methods and equipment, integration of environmental protection, planning of roads and skids, and safety measures (20 points each). Students are expected to submit a clear, well-structured plan, including maps, diagrams, or sketches, demonstrating thoughtful trade-offs and critical thinking. Objectives: 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21 Projects Example: Students will plan and execute safe and efficient tree felling operations while considering environmental, operational, and safety constraints. The project involves assessing site and tree characteristics, selecting appropriate felling methods and equipment, and designing a felling plan that integrates best management practices and safety measures. Students will then demonstrate or simulate the felling process, applying proper techniques and safety protocols, and finally reflect on the operation, evaluating efficiency, hazards encountered, and environmental protection. Evaluation will focus on the quality of planning, safe execution, adherence to BMPs, and depth of reflection on lessons learned. Objectives: 5, 6, 7, 8, 9, 10, 11, 12, 13 Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: Students will assess site conditions to determine appropriate equipment and operational strategies for forest management. The instructor will demonstrate soil texture assessment, slope measurement, and hazard identification techniques, while students work in small groups to collect soil samples, measure texture, evaluate terrain, and recommend suitable mechanized equipment and field techniques. Students will document their findings in a field worksheet, including soil composition, slope measurements, and recommendations that balance operational efficiency, safety, and environmental protection. Lecture: Students first receive an instructor-led overview of forest operations, mechanized harvesting methods, road and skid planning, and soil protection strategies including BMPs. Students then work in small groups to analyze a forest operation case study, identifying operational and soil management challenges, evaluating current practices, and proposing improvements that balance efficiency and environmental protection. Each group presents their analysis and recommendations to the class, justifying choices with lecture content and course concepts, followed by discussion and Q&A. Distance Learning Students access a multimedia presentation covering major soil organisms, their ecological roles, and implications for forest soil fertility and mechanized operations. The instructor provides transcript, captions, audio, and video illustrations to explain bacteria, fungi, invertebrates, and microfauna, emphasizing their roles in decomposition, nutrient cycling, soil structure, and operational constraints. Following the lecture, students create an electronic concept map or summary table linking soil organism groups, functions, and interactions to forest management practices, including equipment selection and BMPs, using LMS tools or other software. Typical Out of Class Assignments Reading Assignments Students will review recent scientific articles or case studies on forest soil management, operational impacts, or BMP effectiveness provided by the instructor. Students will annotate the articles and summarize key findings, highlighting connections to mechanized operations, soil protection, and sustainable forest management, as well as considering trade-offs between operational efficiency and environmental protection. Objectives: 5, 6, 7, 8, 9, 10 Writing, Problem Solving or Performance Students will read instructor-assigned scientific articles or case studies on forest soil management, operational impacts, or BMP effectiveness. Following instructor guidance and the assignment rubric, students will annotate the articles and then write a comparative synopsis summarizing and contrasting the findings. The synopsis should highlight practical recommendations for minimizing operational impacts on soils, consider trade-offs between operational efficiency and environmental protection, and reference specific data or figures from the studies. Objectives: 5, 6, 7, 8, 9, 10 Other (Term projects, research papers, portfolios, etc.) In this portfolio assignment, students will create a comprehensive inventory of mechanized equipment and field techniques used in forest operations. They will analyze each piece of equipment and technique for operational use, safety considerations, environmental impacts, and best management practices, and provide example scenarios for optimal application. Students will then synthesize their inventories into a cohesive portfolio, reflecting on how these tools and techniques can be integrated to optimize forest management outcomes while minimizing risk and environmental impact. Objectives: 5, 6, 7, 8, 9, 10, 11, 12 Required Materials Restoring forests and trees for sustainable development Author: Pia Katila, Carol J Pierce Colfer, Wil de Jong, Glenn Galloway, Pablo Pacheco, Georg Winkel Publisher: Oxford University Press Publication Date: 2024 Text Edition: 1 Classic Textbook?: Yes OER Link: OER: chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://watermark02.silverchair.com/isbn-9780197683927.pdf?token=AQECAHi208BE49Ooan9kkhW_Ercy7Dm3ZL_9Cf3qfKAc485ysgAAAzEwggMtBgkqhkiG9w0BBwagggMeMIIDGgIBADCCAxMGCSqGSIb3DQEHATAeBglghkgBZQMEAS4wEQQM4PxvP6qWwbH07aUxAgEQgIIC5JVk4PzCWC-OHQmY4NpVeFTIPRdFssaBIKCwww1dIUpvM_TfB-_R4sMBi54WnwML-bfaRJqJcRTAL4NIJlWrCXmyVI3e0gjW2s7r_6LNit7WkI4goDNNIYpwFvQEzR3SBspnlWC-fTWTNbqyROeE455SZsfhN6-QVBwJ_2xp4isA7Cb1XSC0dtz8vVGMwlshn0Tph5RlrPOz0DNuG5ekQz48Vzb_-9aYpbZP0sX48c2WpmpFApAu50DU67ur8UDIcybuDBKc5qTsr0Nj7aJDIV3j2ViomdLvHWoP4jrCMUQkN1YGgqAWgEcIHjjpxjNzXrU31otvMIzFkUOJ_mV5CTC9IyJEMItwRkv8OtXHCGDV9AMHtflQcsTZU2yJEs5-X-BLNuvwvkd3OdS5bDbaJS2VCtXYB26JDja4QTv-sAOLq3pmn_zEib8xPrMIDMh1aSSY9VYmDuSupYcCAXWBTalN9S007DBPkHdHEH1YWsFYQ5xWPP38Q0maKNTIiD3WfrgT612LMNqn3I7pJrs2wUrlEIqzmF4srQkkJv51G3DUROKiqXPnf7QjuNw65w7bhgcemce7tlAC3Qd5Ilb0-h9WPSRDqGSmhd_vGLhlMqw12TzZbT8e0CCMFuAkwd_J9MJLrmkhgNF8WgnYSWaTKXAUyl2Q2xg95QYd8nlPfHhTjSgzEg1Z3PKSVYPNDcw68QRl3EfLIgFfTZ7n5Qk_6ziPEdOjrobvqkYrpF7c68TwKnUxUI7B86hEU_DLk708pSYgxNWS3rziMFxE7wZ8aETqCutMhA1Ks1KSVZyl8ojI1gwqQbE138-XLexBBssAdOa6S7RlXdV2qz6vdDvWig0RWG5yaRJNjEbDPYURpqhQSvlI-9uTUpKl8LgfVbXLbaQrRJCFgHGP4qKUC2ryn7IYXzdbt3woWJEpkALxgFiN-xCwNnpQTOAULVJgavN6gunFxJqS_Qy3UWdVPjAa0ZqTmKlH Forest Policy and Governance in the United States: An Introduction Author: Jesse Abrams Publisher: Routledge Publication Date: 2023 Text Edition: 1 Classic Textbook?: Yes OER Link: OER: Technologies, Applications and Assessments for Proper Sustainable Forest Operations (SFO) Author: Rachele Venanzi Rachele Venanzi JS Janine Schweier Janine Schweier RP Rodolfo Picchio Rodolfo Picchio Publisher: MDPI Books Publication Date: 2022 Text Edition: 1 Classic Textbook?: Yes OER Link: OER: chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://mdpi-res.com/bookfiles/book/7721/Technologies_Applications_and_Assessments_for_Proper_Sustainable_Forest_Operations_SFO.pdf?v=1761530897 Other materials and-or supplies required of students that contribute to the cost of the course.