Genetic variation in ecophysiological and survival responses to drought in two native grasses: Koeleria Macrantha and Elymus Elymoides

Genetic variation in ecophysiological and survival responses to drought was studied in 2 northern Arizona native grass species, Koeleria macrantha (Ledeb.) Schult. (prairie Junegrass) and Elymus elymoides (Raf.) Swezey. ssp. elymoides (squirreltail). Low- and high-elevation populations of each species were compared in a greenhouse common garden experiment that included simulated drought. Leaf gas-exchange characteristics were significantly affected by simulated drought and often by population elevation, but gas-exchange responses to drought were similar for high- and low-elevation populations. Compared to high-elevation populations, low-elevation populations of both species had higher net photosynthetic rate and predawn water potential, and for E. elymoides had higher stomatal conductance. Leaf-level water-use efficiency did not differ between populations for either species. Populations also differed significantly in leaf morphological characteristics related to water use. Compared to high-elevation populations, low-elevation populations of both species had smaller leaves. Low-elevation populations of both species survived aboveground longer than high-elevation populations during drought, with a larger difference in K. macrantha than in E. elymoides. These results suggest strong selection for drought adaptation and water use along an elevational and water-availability gradient in native grasses. (English

Role of Student Services in Recruitment and Retention in the NAU School of Forestry Katherine

In times of declining enrollment, increasing budget constraints, increased FTE scrutiny, and the need for departments to justify their personnel, having a student services coordinator (SSC) might seem like a luxury position that is subject to elimination. Yet, we suggest that a SSC is crucial to forestry programs, and that the benefits far outweigh the costs. An effective SSC can provide personal attention and mentoring which are keys for successful recruitment and retention, therefore, increasing FTEs. These key activities are often neglected without a SSC, because everyone’s time is already overcommitted

Active Learning in a Web-based Introductory Course

The idea that people learn through knowledge reception is the most prevalent “common sense” assumption about learning and is the basis behind the lecture mode of instruction. In contrast, advocates of learner-centered education argue that learning occurs when meaningful knowledge is constructed by the learner being actively engaged with the learning material. Although many science-based classroom courses are using active- learning techniques, most web-based courses epitomize the passive method of instruction

Standing Our Ground: The Meaning of SAF Accreditation

Since its inception in 1935, the SAF accreditation program for forestry education has changed significantly. Initially, accreditation was a rating system of one’s alma mater to determine which graduates had the knowledge to be eligible for SAF membership versus those who needed more on‐ the‐job experience to qualify. Thus from the beginning, the focus of accreditation has been on quality of education. However, what constitutes “forestry education” has always been difficult for SAF to define for accreditation purposes. For example, a July 1935 Journal of Forestry article described “recreational forestry” as a branch of forestry or a separate profession. In the 1980’s, the SAF unease was exacerbated by a proliferation of bachelor’s or master’s degree options and as a result, by 1988 SAF began accrediting only curriculum with degree programs that met a relatively rigid set of SAF standards for an education in forestry. Since then, increasing demands on the profession, as well as on institutions of higher education indicated the need for an unprecedented level of flexibility regarding accreditation. SAF responded by adopting new standards based on outcomes rather than courses and accreditation is being granted to programs leading to an associate’s degree in forest technology. In addition, special standards have been developed for urban forestry and a task force is considering accreditation of nontraditional forestry programs generically being referred to as “terrestrial ecosystem management”. At the 7th UENR Biennial Conference, a number of presentations compared aspects of general natural resources education to SAF accredited forestry programs. The cry went up “...and that’s what’s wrong with accreditation!” without addressing the purpose of forestry education or the success in fulfilling its mission. This presentation will address issues associated with forestry education accreditation from “breaking new ground” at the turn of the 20th Century to “standing our ground” as we march into the 21st

Getting Students to Read and Think: Using Popular Literature in an Introductory Natural Resources Course

Lower level natural resource management courses are used to introduce majors to the discipline, recruit new majors, and/or to fulfill university general education requirements. Consequently, interests and backgrounds of students enrolled in the course can vary greatly, and finding an appropriate textbook can be challenging. There are many good introductory textbooks available but most are heavy on facts and are considered very boring by most students. In addition, many of these textbooks present natural resource management issues as “black and white” and thus do not encourage critical thinking. After dealing with these same issues every year for several years and finding myself bored reading the textbook, I challenged myself to find a better better way and have incorporated popular literature into my course to see if I could get the students better engaged in reading and critical thinking. The outcomes have been overwhelmingly positive and I continue to incorporate a variety of novels into my introductory natural resource management courses. Results indicate students are excited they “got to read a novel in a science class!” and they typically finished their reading assignments ahead of due dates. Class discussions and assignments based on the novels are supported by information from the textbook which motivated students to read their textbook and helped put natural resources management topics into context. In addition, comparing information in the novels to the textbook encouraged students to think critically and illustrated the complexity of natural resource management. I will describe the overall concept of using novels by using results of incorporating Barbara Kingsolver’s novel “Prodigal Summer” in a lecture-based introductory natural resources management course. I will describe how I modified my syllabus and how I used assignments from the novel to motivate students to read their textbook and think critically about natural resource management issues

Field Experience for Students Also Provides Critical Assistance for Family Landowners in the Southern Appalachians

The southern Appalachian region epitomizes changes in forest land ownership that have occurred throughout much of the US during recent decades. These changes include the divestiture of industrial forest lands, increased fragmentation, changing demographics, and a shift in management objectives to include nontraditional forest products. While there is broad consensus among Southern Appalachian landowners that sustainable forest management is desirable, there are relatively few examples to demonstrate how it can be applied at the scale of family lands. The Western Carolina Forest Sustainability Initiative (WCFSI) was formed in 2001 as a partnership between the Natural Resource Conservation and Management (NRCM) Program at Western Carolina University (WCU), local land trusts, and The Conservation Fund to promote sustainable forest management on family lands. The director of WCFSI is a NRCM faculty member and the workers employed by WCFSI are undergraduate forestry interns who work year-round designing and actually implementing sustainable forest management practices on non-industrial private forest lands. Students also have opportunities to work on WCFSI projects through coursework. The initiative has provided undergraduate students income and a wide range of hands-on plus “minds-on” experiences in the application of sustainable resource management practices, while also helping families manage their forest lands in an ecologically and economically sustainable way. This presentation will describe the WCFSI and will illustrate how the program achieves its learning outcomes for the students while also achieving sustainability outcomes for the landowners

Will “Tall Oaks from Little Acorns Grow”? White Oak (<i>Quercus alba</i>) Biology in the Anthropocene

Quercus alba L., also known as white oak, eastern white oak, or American white oak, is a quintessential North American species within the white oak section (Quercus) of the genus Quercus, subgenus Quercus. This species plays a vital role as a keystone species in eastern North American forests and plays a significant role in local and regional economies. As a long-lived woody perennial covering an extensive natural range, Q. alba’s biology is shaped by a myriad of adaptations accumulated throughout its natural history. Populations of Q. alba are crucial repositories of genetic, genomic, and evolutionary insights, capturing the essence of successful historical adaptations and ongoing responses to contemporary environmental challenges in the Anthropocene. This intersection offers an exceptional opportunity to integrate genomic knowledge with the discovery of climate-relevant traits, advancing tree improvement, forest ecology, and forest management strategies. This review provides a comprehensive examination of the current understanding of Q. alba’s biology, considering past, present, and future research perspectives. It encompasses aspects such as distribution, phylogeny, population structure, key adaptive traits to cyclical environmental conditions (including water use, reproduction, propagation, and growth), as well as the species’ resilience to biotic and abiotic stressors. Additionally, this review highlights the state-of-the-art research resources available for the Quercus genus, including Q. alba, showcasing developments in genetics, genomics, biotechnology, and phenomics tools. This overview lays the groundwork for exploring and elucidating the principles of longevity in plants, positioning Q. alba as an emerging model tree species, ideally suited for investigating the biology of climate-relevant traits