[Srm] Range Graduate Seminar this Fall (RAM 696a)

[Mcclaran, Mitchel P - (mcclaran)]

Dear Range Students,



Here is some information about the Range Seminar I am offering this semester.  I encourage all range graduate students and advanced undergraduate students to consider enrolling in this course.  We will review a book that is being called "the state-of-knowledge for rangeland management practices".



For more information see the materials pasted below and the attachments to this message.





Sincerely,

Mitch McClaran




Announcing Fall 2012 Graduate Seminar (RAM 696a)

Conservation Benefits of Rangeland Practices


40 scientists spent 3.5 years reviewing the scientific evidence describing the conservation benefits of prescribed fire, brush management, seeding and planting, grazing management, and invasive species control. Their report (Briske et al. 2011) is the most comprehensive review of practices in many decades. This course will examine those findings through reading, oral presentation, and focused discussion.

Goals: A) Discover the state-of-knowledge about the effectiveness of rangeland management practices, B) Practice oral presentation skills, and C) Develop methods for sustaining productive discussions.

Format: Student-led presentations for each of the 9 review chapters. Presenters will be responsible for 1) presenting a critical review of the chapter and related discussion, 2) incorporating at least one additional reference that illustrates some critical topic from the chapter, and 3) prior to the presentation, provide an outline of materials to be covered and topics to be discussed.  All students are expected to 1) critically read the relevant chapter and the additional reference, 2) be prepared to engage in a lively discussion about the readings, and 3) contribute to a full academic discussion of the material.

Course: RAM 696a (1 unit); available to undergraduates as RNR 499 (1 unit) with permission of the instructor.
First Meeting:  5:00 PM, 22 August 2012 (Wednesday), Room 311 Bio Science East
Future meeting times and schedule to be determined at first meeting, likely 9-10 different 1.5 hours session.
Text (provided to students): Briske, D.D., ed. 2011. Conservation Benefits of Rangeland Practices: Assessment, Recommendations, and Knowledge Gaps. United States Department of Agriculture, Natural Resources Conservation Service. http://www.nrcs.usda.gov/wps/portal/nrcs/detail/national/technical/nra/ceap/?&cid=stelprdb1045811
For more information, contact the instructor, Mitch McClaran, mcclaran at u.arizona.edu<mailto:mcclaran at u.arizona.edu>, 621-1673, 112 Bio Sci East






Conservation Benefits of Rangeland Practices
 Fall 2012 Graduate Seminar (RAM 696a/RNR 499)

Approach and Scheduling

•         Student-led discussion Briske (ed.) 2011. Conservation Benefits of Rangeland Practices.

•         Ten 90-minute class sessions over 10 weeks

•         Scheduling weeks 3-11: student-led presentations on chapters 1 through 9, does not need to be in numerical sequence; weeks not available 22 October and 19 November.

•         The 9 chapter topics are:  1) Prescribed Grazing, 2) Prescribed Fire, 3) Brush Management, 4) Range Planting, 5) Riparian Management, 6) Wildlife Habitat, 7) Invasive Plant Management, 8) Landscape Approach (cross-cutting), and 9) Social and Economic Assessment (cross-cutting).

•         Discussion leader(s) will  1) present a critical review of the chapter and lead the discussion, 2) incorporate at least one additional reference that illustrates some critical topic from the chapter, and 3) prior to the presentation, provide an outline of materials to be covered and topics to be discussed.

•         Potential for involving NRCS (Natural Resources Conservation Service) staff in broad discussion of conservation practices and incentive programs during the final meeting of the course.
Week (Date)

Reading pages

Discussion Leader(s)

Topic(s)

1
(22 Aug)



McClaran

Course Format, Schedule Future Meetings, Distribute books

2
(TBD)

iv - 20

McClaran

Schedule Future Topics and Select Discussion Leaders; Discuss Readings to develop goals, definitions, and process of the “overall review” and formulate template for evaluating chapters

3
(TBD)

TBD (To Be Determined)

TBD



4
(TBD)

TBD


TBD



5
(TBD)

TBD


TBD



6
(TBD)

TBD


TBD



7
(TBD)

TBD


TBD



8
(TBD)

TBD


TBD



9
(TBD)

TBD


TBD



10
(TBD)

TBD


TBD



11
(TBD)

TBD

TBD



12 (TBD)

TBD

Entire class

Potential for involving NRCS staff in broad discussion of conservation practices and incentive programs

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