For your safety absolutely NO shorts, Capri pants, flip-flops,

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1 I. Course Number & Title Arthur Temple College of Forestry& Agriculture Course Syllabus for Forestry 111 Spring 2012 Lecture Sections 001 and Lab Sections 020, 021 FORESTRY INTRODUCTION TO FORESTRY 3 Credit Hours 2 hours lecture & 3 hours lab per week. Lectures: Monday & Wednesday 8:00 8:50 am Classroom: Forestry 221 Labs: Monday 1:00-3:50 pm Lab Classroom: Forestry 221 Wednesday 1:00-3:50 pm Lab Classroom: Forestry 221 Instructor Mr. Frank B. Shockley Office 103 E Office Hours: 10-11:30 AM & 3:30-5 PM daily. Also by appointment Office Phone: FAX fshockley@sfasu.edu Teaching Assistant Ryan Cantrell Graduate Student Office Forestry 224 Phone cantrellrt@gmail.com Office hours - Spring 2012 Office Hours Mon: 10:30 am -12:00 pm Tues, Wed, Thur: 9:00 am 12:00 pm Tues & Thur: 1:30-3:00 pm *or by appt, cantrellrt@gmail.com Primary Textbook (Required) Introduction to Forest and Renewable Resources, 7 th Edition, by Sharpe- Hendee-Sharpe; Available at the Varsity Bookstore, JackBackers, Kampus Bookstore, and online. You may want to rent this book from or some other company. Additional Reading (Suggested) A Sand County Almanac, by Aldo Leopold Available at most bookstores on campus and online. Lab Materials (Required) Hard-hat (available at Lowes, Sutherlands, Home Depot, other home improvement stores); covered clipboard, hand-held calculator for use in the field & class (available just about anywhere); hiking boots or work boots that reach above the person s ankle (NO low-quarter shoes), ankle-length pants, shirt with sleeves, rainwear, and warm clothing for cold days; For your safety absolutely NO shorts, Capri pants, flip-flops, FOR 111 Syllabus Page 1 Revised Spring 2012

2 backless shoes, or sandals will be allowed to be worn in field labs. If you come to a field lab dressed that way you must stay in the van while the rest of the class works in the forest. II. Course Description The desired outcome of Introduction to Forestry, FOR 111, is to introduce students to an array of Forestry topics, from forest history to human interactions with forests natural renewable resources to technical knowledge & skills that are used in the practice and philosophy of Forestry. Students will enter their subsequent Forestry courses with knowledge & skills grounded in the terminology and concepts that are universal to the practice of Forestry and that form a base for making renewable natural resource decisions. III. FOR 111 Student Learning Outcomes 1. Program Learning Outcomes This is NOT a BSF General Education Core Curriculum Course. The following course learning outcomes have been approved for the Bachelor of Science in Forestry (BSF) degree program and will be addressed in the course, Forestry 111 Introduction to Forestry. During and by the end of this course students will be able to: a. Demonstrate understanding and competency in forest ecology and biology; b. Demonstrate understanding and competency in the measurement of forest resources; c. Demonstrate understanding and competency in managing forest resources; d. Demonstrate understanding and competency in forest resource policy, economics, and administration. e. Demonstrate understanding and competency in oral and written communication skills. 2. Furthermore, students enrolled in Introduction to Forestry will: a. Explore the field of Forestry in a hands-on, minds-on manner. b. Become familiar with renewable resource management, the objective of which is to accomplish a wide array of ecological & social goals. c. Be prepared to determine if forestry is the profession that they desire to pursue. d. Be prepared for successful accomplishment of subsequent forestry courses. 3. The following matrix indicates the level at which FOR 111 Introduction to Forestry FOR 111 Syllabus Page 2 Revised Spring 2012

3 supports the BSF Program Learning Outcomes B = BASIC : Course B.S. Forestry Program Learning Outcomes Proficiency Levels PLO #1 Forest Ecology & Biology PLO #2 Forest Resource Measurement PLO #3 Forest Resource Management PLO #4 Forest Resource Policy, Economics, Administration PLO# 5 Oral & Written Communication Skills Forestry Common Core FOR 111 B B B B B IV. Course & Lab Policies You can t always get what you want, but if you try sometimes you just might find you get what you need! Mick Jagger of the Rolling Stones A. LECTURE & LAB ATTENDANCE IS MANDATORY IN FOR 111. B. Social Justice Statement The Arthur Temple College of Forestry and Agriculture at SFASU is committed to social justice. I concur with that commitment and expect to maintain a positive learning environment based upon open communication, mutual respect, and non-discrimination. This class will be a safe haven for the thoughts and ideals of all students. Our University does not discriminate on the basis of race, sex, age, disability, veteran status, religion, sexual orientation, color or national origin. Any suggestions as to how to further such a positive and open environment in this class will be appreciated and given serious consideration. B. Students with Disabilities To obtain disability related accommodations, alternate formats and/or auxiliary aids, students with disabilities must contact the Office of Disability Services (ODS), Human Services Building, and Room 325, / (TDD) as early as possible in the semester. Once verified, ODS will notify the course instructor and outline the accommodation and/or auxiliary aids to be provided. Failure to request services in a timely manner may delay your accommodations. For additional information, go to Students seeking special accommodation must first self-identify with the Disability Services Office at Students with documented disabilities who require course adaptations or accommodations should make an appointment to speak with Mr. Shockley immediately. C. Acceptable Student Behavior FOR 111 Syllabus Page 3 Revised Spring 2012

4 Classroom behavior should not interfere with the instructor s ability to conduct the class or the ability of other students to learn from the instructional program (see the Student Conduct Code, policy D-34.1). Unacceptable or disruptive behavior will not be tolerated. Students who disrupt the learning environment may be asked to leave class and may be subject to judicial, academic or other penalties. This prohibition applies to all instructional forums, including electronic, classroom, labs, discussion groups, field trips, etc. The instructor shall have full discretion over what behavior is appropriate/inappropriate in the classroom. Students who do not attend class regularly or who perform poorly on class projects/exams may be referred to the Early Alert Program. This program provides students with recommendations for resources or other assistance that is available to help SFA students succeed. D. TESTING & GRADING Quizzes from the text & lab notes (5 quizzes - 20 pts each) 100 points Exams (3) from lecture notes, objectives, & handouts 250 points Final exam-comprehensive-from lecture notes, objectives, & handouts 150 points Lab assignments, field quiz, & lab final during Dead Week 500 points Total Course Points LETTER GRADES A = 900+ points B = points; C = points; D= points; F = 599 points or less; 1,000 points E. QUIZZES & EXAMS a. FOR 111 quizzes and exams will be administered according to the lecture and lab schedules that are a part of this syllabus unless a change is announced by the Instructor, Mr. Shockley or the current FOR 111 Teaching Assistant. b. Make-up quizzes or exams may be given upon receipt of a documented medical excuse or an excuse provided by the office of the Vice President for Academic Affairs. Students who need to take a quiz or an exam at other than the stated day and/or time must make arrangements with their Lab Instructor or Mr. Shockley by the Friday before the quiz or exam is scheduled to be given. c. A student who wishes to make up a quiz or exam will have 7 calendar days after they return to FOR 111 class in which to do so. After 7 calendar days the student will receive a 0 for that quiz or exam. F. FOR 111 LABS & ASSIGNMENTS FOR 111 Syllabus Page 4 Revised Spring 2012

5 a. Before going to the forest, labs will meet in Room 221 or 222 of the Forestry Building. Lab attendance is mandatory. Absences from lab may result in a grade of zero for any assignments or quizzes due for the lab missed. b. Lab assignments will be due at the beginning of the lab period in which they are due. c. At the lab instructor s discretion, lab assignments may not be accepted from students who did not attend that lab session. d. A student will have 7 calendar days after the original due date in which to turn in a lab assignment. The grade for that assignment will be reduced by 1/5 th or 20% for late assignments. After 7 calendar days the student will receive a 0 for assignments that have not been turned in. G. Extra Credit: Students will be awarded 1 point of extra credit for each FOR 111 lecture and lab attended. a. Absences: For each unexcused absence over 3, five percent (5%) may be deducted from the student s earned points at the end of the semester. b. Grade Appeal: You will be allowed one week (7 calendar days) from the return of lab reports, assignments, tests, and quizzes to appeal your grade; after one week (7 calendar days), grades are final. c. The faculty of the Arthur Temple College of Forestry and Agriculture unanimously approved a new Forestry Core Course grade policy that took effect on August 25, 2008 as follows: i. The policy states that beginning with the first day of classes, August 25, 2008, all students entering the Arthur Temple College of Forestry and Agriculture for the first time in or after the Fall 2008 semester must earn a grade of A, B, or C in each course in the Common Core of Forestry & in Forestry Field Station in order to graduate with a Bachelor of Science degree in Forestry. ii. This policy is different from the grade policy of Stephen F. Austin State University which states that a student must earn a grade point average of or higher in each of their major, minor (if any), & overall academic work from SFA in order to earn a degree from SFA. iii. The C or above policy does not apply to courses taken as part of the students particular emphasis such as Forest Management, Forest Wildlife Management, FOR 111 Syllabus Page 5 Revised Spring 2012

6 etc. For each of those courses a student must earn a passing grade of A, B, C, or D. iv. If you have questions about this policy please contact Mr. Shockley at fshockley@sfasu.edu or v. Withheld Grades Semester Grades Policy (A-54) H. Academic Integrity 1. Ordinarily, at the discretion of the instructor of record and with the approval of the academic chair/director, a grade of WH will be assigned only if the student cannot complete the course work because of unavoidable circumstances. Students must complete the work within one calendar year from the end of the semester in which they receive a WH, or the grade automatically becomes an F. If students register for the same course in future terms the WH will automatically become an F and will be counted as a repeated course for the purpose of computing the grade point average. a. Academic integrity is a responsibility of all university faculty and students. Faculty members promote academic integrity in multiple ways including instruction on the components of academic honesty, as well as abiding by university policy on penalties for cheating and plagiarism. Definition of Academic Dishonesty b. Academic dishonesty includes both cheating and plagiarism. Cheating includes but is not limited to (1) using or attempting to use unauthorized materials to aid in achieving a better grade on a component of a class; (2) the falsification or invention of any information, including citations, on an assigned exercise; and/or (3) helping or attempting to help another in an act of cheating or plagiarism. Plagiarism is presenting the words or ideas of another person as if they were your own. Examples of plagiarism are (1) submitting an assignment as if it were one's own work when, in fact, it is at least partly the work of another; (2) submitting a work that has been purchased or otherwise obtained from an Internet source or another source; and (3) incorporating the words or ideas of an author into one's paper without giving the author due credit. Please read the complete policy at Consequences of Academic Dishonesty (Cheating) in FOR 111 c. The following consequences will be applied to students who are determined to have violated the Academic Integrity Policy in FOR 111: FOR 111 Syllabus Page 6 Revised Spring 2012

7 i. 1 st time - Students who violate the above Academic Integrity policy (cheat) on any test or assignment will be given a zero for that test or assignment. ii. 2 nd time Students who violate the above Academic Integrity policy (cheat) for the second time on any test or assignment will receive an F as a final course grade. iii. Plagiarism is a very serious form of Academic Dishonesty and will be handled as outlined above in Items i. & ii. I. Seat Belts in College Vehicles: In accord with SFA University Policy and the laws of the State of Texas, all occupants of any college vehicle will wear a seat belt when riding in that vehicle. There will be no exceptions to this policy. In accord with Texas law, any unrestrained vehicle occupant who is over the age of 15 may be issued a citation for failure to wear a seat belt. J. Arrive on time for class or lab. Always be prepared to go into the forest for labs by bringing the appropriate materials and being dressed for safety in the field. That includes ankle-length pants, appropriate shirt, ankle-covering boots, hardhat, calculator, and lab equipment. K. College of Forestry & Agriculture students are expected to look and act like professionals. That includes dressing appropriately for class & lab. Students may not wear hats in any Forestry or Ag building. L. Students may not use any tobacco products inside or outside within 20 feet of College buildings, in vehicles, or during field labs! M. Please ask questions. This is an interactive class and discussion is important. I welcome questions and will make every effort to get you the information that you seek. You may be helping the entire class when you ask your question. N. Students are responsible for reading the assigned text chapter (s) before coming to class. That will increase your understanding of the material, improve discussions, and improve your grade in the course. a. IMPORTANT!! Handouts and course objectives will be ed to you or handed out in lectures and labs. For testing purposes you are responsible for all assignments and for the information in handout materials. b. Classroom Behavior: Disruptive, distracting, or disrespectful behavior will not be tolerated. Students who disrupt the learning environment may be asked to leave class and may be subject to judicial, academic, or other penalties. The instructor shall have full discretion over what behavior is considered to be appropriate or inappropriate in the classroom. FOR 111 Syllabus Page 7 Revised Spring 2012

8 O. A Lab Final Exam will be given during Dead Week Apr 30-May 4, P. The FOR 111 Lecture Final Exam will be administered according to the SFASU schedule for final exams as posted at SFASU.edu. a. The Spring 2012 FOR 111 Lecture Final Exam will be given on Monday, May 7, at 8:00-10:00 am in your lecture classroom of the SFASU Forestry Building. FOR 111 Syllabus Page 8 Revised Spring 2012

9 Forestry 111 Lecture & Lab Syllabus Spring 2012 You should have read the assigned chapter by the lecture dates shown. After that, the chapter is fair game for quizzes. THIS SCHEDULE IS SUBJECT TO CHANGE w/o NOTICE! A Lab Final will be given during Dead Week Apr 30-May 4, Lecture Reading Lecture Dates Assignment Topic Lecturer Jan 18 Introduction to Forestry 111 Mr. Shockley Jan 23 Chapter 1 Forestry Leadership Mr. Ron Hufford, TFA Jan 23 Last day to change schedules other than to drop courses. Last day to register (both full-time and part-time students) Jan 25 Chapter 2 Note Taking Skills Mr. Shockley Jan 30 QUIZ #1 Chapters pts Jan 30 Chapter 3 Introduction to Forestry Mr. Shockley Feb 1 Chapters 2 & 3 Forest History & Distribution Mr. Shockley Feb 2 Twelfth Class Day Last day to drop individual class without a W (withdrawn) Feb 6 Chapters 2 & 3 Forest Philosophy & Policy Mr. Shockley Feb 8 Forests & Climate Change Mr. Shockley Feb 13 Lecture Exam #1 (Intro, Leadership, Phil & Pol, His & Dist, Climate Change) (100 pts) Feb 15 Chapter 21 World Forestry Mr. Shockley Feb 20 Chapter 17 & 18 National & State Forestry Mr. Shockley Feb 22 Chapter 19 Private Forestry Industry, NIPF Mr. Shockley REIT, TIMO Feb 27 Chapter 20 Urban Forestry Dr. Williams/Mr. Shockley Feb 29 QUIZ #2 Chapters 17, 18, pts Feb 29 Chapter 4 Forest Soils Dr. Farrish/Mr. Shockley Mar 5 Chapter 10 Watershed Management Mr. Shockley/Dr. McBroom Mar 7 Chapter 4 Forest Ecology & Succession Mr. Shockley Mar Spring Break FOR 111 Syllabus Page 9 Revised Spring 2012

10 Mar 19 QUIZ #3 Chapters 4, 10, 19, pts Mar 19 Chapter 4 Forest Ecology & Succession Mr. Shockley Mar 19 Last Day to Drop Individual Courses with a W Last Day to Withdraw from SFASU without a WP or WF Mar 21 Chapter 4 Forest Ecology & Succession Mr. Shockley Mar 26 Chapter 4 Forest Ecology & Succession Mr. Shockley Mar 28 LECTURE EXAM # 2 (World, National, State, Private Forestry, Urban Forestry) (75 pts) Apr 2 Chapter 5 Forest Silviculture Mr. Shockley Apr 4 QUIZ #4 Chapters 4, pts Apr 4 Chapter 5 Forest Silviculture Mr. Shockley Apr 9 Lecture Exam #3 (Soils, Watershed, Ecology & Succession (75 pts) Apr 11 Chapter 5 Intensive Forest Silviculture Dr. Yeiser/Mr. Shockley Apr 16 Chapter 12 Forest Regulation Mr. Shockley Apr 18 Chapter 8 Fire Management in Forestry Dr. Oswald Apr 23 Chapter 13 Forest Recreation Dr. Theresa Coble Apr 24 Last day to withdraw from SFA with a WP or WF Apr 25 QUIZ #5 Chapters 5, pts Apr 25 Jobs, Interviews, Etc. Mr. Shockley Apr 30 Forestry Ethics Mr. Shockley May 2 Forestry Ethics Presentations Mr. Shockley A Lab Final will be given during Dead Week Apr 30-May 4, Monday, May 7, 2012 FINAL EXAM 8:00-10:00 am (Comprehensive)(150 pts) VI. Forestry 111 Spring Lab Schedule & Topics Assignments must be handed in at the BEGINNING of the lab for which they are scheduled as due. THIS SCHEDULE IS SUBJECT TO CHANGE w/o NOTICE! A Lab Final will be given during Dead Week Apr 30-May 4, Lab Dates Topic Assignment Due in this lab (point value) Jan 23 & 25 Tutorial Reports, Memos, Charts, Tables Assign Library Exercise Hand out At Your Pace Assignments FOR 111 Syllabus Page 10 Revised Spring 2012

11 Jan 30 & Feb 1 Introduction to Forest Measurements (Pacing, compass, diameter tape, clinometer) Field datasheet in lab (10 pts) Library Exercise due. this assignment to Mr. Shockley (5 pts) Assign Career Interest Article #1 Feb 6 & 8 Field Measurements (clinometer, logger s tape, increment borer) Career Interest Article #1 due Assign Report #1 Rough Draft (5 pts) Feb 13 & 15 Report Calculations (In the classroom) Report Rough Draft due - Intro & Methods Sections only (25 pts) Assign Career Interest Article #2 Assign Full Report #1 Feb 20 & 22 Forest Silviculture Pine Career Interest Article #2 due (5 pts) Feb 27 & 29 Forest Silviculture Hardwood Report #1- Forest Inventory due (100 pts) Assign Silviculture Memo & Graph Mar 5 & 7 Ecology & Succession Field Quiz Silviculture Memo & Graph due (20 pts) Field Quiz in Lab (40 pts) Mar Spring Break Mar 19 & 21 Watershed Management BMP s Assign Watershed Letter & graph Mar 26 & 28 Wood Products Lowes Forest products in the grocery store & pharmacy on your own Watershed Letter & Graph Due Worksheet in Lab Assign Career Interest Article #3 Assign Shopping List (20 pts) (10 pts) Apr 2 & 4 Soils Assign Soils Report Career Interest Article #3 due Shopping List Due (5 pts) (10 pts) Apr 5, 6, 9 Easter Holiday Apr 9 & No Labs Monday part of 11 Easter Break Apr 16 & 18 Urban Forestry Soils Report due (100 pts) Assign Career Interest Article #4 & Oral Report Apr 23 & 25 Oral Report w/ Visual Aids Career Interest Article #4 w/ Oral Report Due (25 pts) Apr 30 & May 1 Dead Week: Lab Final Exam: Written and field portion Exam during regular lab time (120 pts) May 7 Lecture Final 8:00-10:00am FOR 111 Syllabus Page 11 Revised Spring 2012

12 TUTORIAL FORESTRY 111 Reports, Memos, Letters, Tables, & Charts FOR 111 Syllabus Page 12 Revised Spring 2012

13 Report Format/Content Introduction: Give background information and the objectives of the study in the introduction. Why is this study important to renewable natural resource management? For example, A forest inventory project was conducted at the 2,600 acre Stephen F. Austin Experimental Forest. That forest was formerly cotton farms and is now owned and managed by the United States Forest Service. Forest inventory information is important to managers who must make decisions about the management and use of that forest. Methods: Describe the methods and equipment, tools, or materials used in order of their use in the lab. Be sure to include units for all measurements. Since the methods have already been performed, the methods description should be in past tense. Don t make lists by saying, First this was done, then this was done, etc. Instead say, The distance to the plot s center was measured by pacing. The radius of the circular plot was determined by measuring with a 75 foot logger s tape. Results: Report highlights of the study s results. Make certain that you include numeric results in this section of the report. As an example, don t say, The average size of the pine trees in the inventoried area was large. Instead say something like, The average diameter at breast height (DBH) of the pine trees in the inventoried area was 18.5 inches and the average merchantable height was 85 feet to an 8 inch top. Large amounts of data may best be displayed in graphs and tables. Be sure to refer to the table or figure in the text. For example, the average DBH for sawtimber trees was 14.2 inches (Table 1). Discussion: This section should state your thoughts of what the report s results mean? What do they mean for future planning or study? Why were the results of the study as they were? What are some possible sources of error in the results and what will be done in the future to correct those errors? What recommendations do you have for future management of the inventoried area? FOR 111 Syllabus Page 13 Revised Spring 2012

14 Basic Forestry Measurements By: I. M. A. Forester Presented to: Mr. Frank B. Shockley Forestry 111 Lab Section 021 Arthur Temple College of Forestry and Agriculture Stephen F. Austin State University February 23, 2012 Page 1 Tutorial Page 14

15 Basic Forestry Measurements Introduction: Knowledge of and skills in using basic tools and techniques of forestry measurements are essential to obtaining data that can support important decisions about those resources. A project was conducted within the Stephen F. Austin Experimental Forest located in Nacogdoches County, TX, to teach the use of standard instruments that are commonly used to make basic forestry measurements. Methods The acreage of a rectangular tract of land was determined by pacing the length of 2 marked sides of the tract and calculating the area using 43,560 square feet per acre. The azimuth of each of three marked trees to a target tree was determined using a forester s compass. Diameter breast height (DBH) of 5 marked trees was measured using a diameter tape. The DBH of each tree was measured at a point 4.5 feet above the ground on the uphill side of the tree. The merchantable height to a 4 inch top of each of the marked trees was measured using a Suunto clinometer from 66 feet away from the tree. That baseline distance was measured with a 75 foot logger s tape. The data were recorded on a form that was provided by the project s leader. Results The acreage of the designated area was calculated to be 0.65 acres. The azimuth of Tree #I to the target tree was 128, the azimuth of Tree #II was 285, and the azimuth of Tree #III was 19. The DBH of each of the trees labeled #1-5 were determined to be 8.7 inches, 8.9 inches, 29.3 inches, 20.4 inches, and 14.2 inches, respectively. The merchantable heights to a 4 inch top of Trees #1-5 were determined to be 30 feet, 30 feet, 80 feet, 30 feet, and 80 feet, respectively. Refer to Table 1 for the results. Page 2 Discussion 15

16 Important forest management decisions depend on thorough, accurate data collection. It is recommended that additional forest measurement projects be conducted on sites that are more thickly vegetated to train crews in the different forest situations in which they might have to operate. 16

17 MEMORANDUM To: Mr. Frank B. Shockley From: I. M. A. Forester IMAF (your initials) Subject: Basic Forest Measurements Date: September 27, 2010 As you requested, a 2 person team of Introduction to Forestry students participated in a project that was designed to train them in basic forestry measurement techniques using the settings established by you in the Stephen F. Austin Experimental Forest located in Nacogdoches County, TX. The acreage was measured by pacing the sample area. A forester s compass was used to determine azimuths of marked trees to a target tree. Diameter Breast Height (DBH), a point 4.5 feet above a tree s groundline on the uphill side of a tree, was measured on five marked trees using a diameter tape. The merchantable height to a 4 inch top of each of those trees was measured with a Sunnto clinometer. A 75 foot logger s tape was used to measure a 66-foot baseline for the clinometer. The area of the marked acreage was calculated to be 0.65 acres. The azimuths of Trees I, II, & III to the target tree were determined to be 128, 285, and 19, respectively. Refer to Table 1. The DBHs of each of the trees labeled #1-5 were determined to be 8.7 inches, 8.9 inches, 29.3 inches, 20.4 inches, and 14.2 inches, respectively. The merchantable heights to a 4 inch top of trees #1-5 were determined to be 30 feet, 30 feet, 80 feet, 30 feet, and 80 feet, respectively. Refer to Figure 1. The data for this project were gathered accurately and thoroughly. It is suggested that an additional project be conducted in a more heavily vegetated forest to give teams the opportunity to develop their measurement skills in a variety of forest conditions. Before our next meeting, I will compile a list of sites that will fit that criteria and will submit plans for projects of each of those sites. 17

18 January 16, 2012 Mr. Mike Ballew, CEO & Council Executive East Texas Area Council, Boy Scouts of America 1331 E. Fifth St. Tyler, TX Dear Mr. Ballew, I inspected the pine beetle infestations on the peninsula behind the Venture Base at Camp Pirtle as you requested. The situation is not as serious as I expected. There do not appear to be large contiguous infestations, what we call bug spots in the business. There are a few areas where the insects have killed small groups of trees, but mostly they have killed scattered individual trees. I did mark some green-top trees that were fully infested, even though you could not tell it from the ground. I marked the trees in either blue or red paint and hung strips of bright orange flagging tape near them. The area that I worked was from the Venture Base, West around the lake, and I tied in to the road that leads out of the back of the oil well site nearest the base. That road is flagged with orange tape. I marked 68 pine trees, 62 of them log trees totaling 4,988 board feet, FC 80 Doyle Log Rule. At a conservative $200 per thousand board feet, those trees should be worth approximately $1,000 as they stand in the woods. There are approximately sawlogs in those trees. The 6 remaining trees that I marked are suitable only for pulpwood and have no value in today s market. I recommend that the Council employ a contractor who will harvest the logs and deliver them to sawmills, maximizing the value of those trees. Damage to residual trees is possible, but a good contractor can minimize that. It is incumbent on the East Texas Area Council to work with a professional Forestry consultant to set goals for the forest and conduct the work to meet those goals. In my short tour I also saw the need for competition control, either through prescribed burning or herbicides, to give the pines the ability to regenerate the forest. In addition, the Council needs to sell some of the poorer hardwood trees, just not in today s market, to make room for pines to regenerate while maintaining the mix of pine and hardwood species in the forest. That s going to take a lot of planning, especially when other goals include aesthetics and recreation. Let me know when I can help. I will make another trip to Pirtle to make cursory inspections of other parts of the camp. If you need further information please call. Yours truly, Frank B. Shockley Professional Forester 18

19 2010. Table 1. Data Collected from a Basic Forestry Measurements Project at the SFA Experimental Forest, Nacogdoches, TX. Samples Taken at the 0.65 acre Site on September 25, Tree Number Azimuth to Target Tree DBH Merchantable Height to a 4 Top I 128º II 285º III 19º

20 Data Table in EXCEL Do NOT Print this on the chart that you hand in! Tree Data - Jan. 25, 2010 DBH (in.) Merch. Height (ft.) Chart in EXCEL Tree Number DBH (in.) Merch. Height (ft.) Figure 1. A Comparison of DBH vs. Merchantable Height on a 0.65 Acre Tract in the Stephen F. Austin Experimental Forest, Nacogdoches County, TX. Data were collected on September 25,

21 Literature Cited Environmental Laboratory Corps of Engineers Wetland Delineation Manual, Technical Report Y-87-1, U.S. Army Engineer Waterways Experiment Station, Vicksburg, MS. 117pp 21

22 Forestry 111 Lectures - Learning Outcomes Introduction to Forestry 111 The Class Students will: 1. Meet the instructor & teaching assistants; 2. Understand the operation & attendance policy of Forestry 111; 3. Understand the objectives of Forestry 111; 4. Understand the testing & grading processes of Forestry 111; 5. Understand the instructor s expectations of them in Forestry 111; 6. Review the entire syllabus for FOR 111 for the current semester; Leadership in Forestry Students will: 1. Be able to discuss the principles behind leadership; 2. Be able to define and discuss the characteristics of a leader; 3. Be able to define and discuss appropriate steps toward developing as a leader; Note-taking Skills Students will: 1. Be able to discuss the concepts of goal setting, time management, management of a daily calendar; 2. Be able to discuss & implement note-taking skills; 3. Be able to incorporate note-taking skills into their study skills for quizzes & exams; Introduction to Forestry The Discipline Students will: 1. Be able to discuss the reason that society needs the practice of Forestry; 2. Be able to define & discuss the urban-wildland interface ; 3. Be able to define and discuss forest aesthetics ; 4. Be able to define the term forest ; 5. Be able to discuss that forests are complex, dynamic, diverse, & sustainable; 6. Be able to define & discuss Forestry ; 7. Be able to define & discuss Forest Conservation ; 8. Be able to discuss past and current multiple uses or values of forests; Forest History & Distribution in the US Students will: 1. Be able to discuss the impact of Native-Americans on North American ecology; 2. Be able to discuss early American colonists impressions of the forest s resources; 3. Be able to discuss the 3 general American political responses to forest ownership & protection; 4. Be able to recognize & discuss some of the major persons, Pinchot, Leopold, Muir, etc., who had an impact on the management of the North American forests; 22

23 5. Be able to define & discuss the amount of the world s forest that lies in North America and the location of those forests that have economical growth rates; 6. Be able to define & discuss the major limitations on forest location; 7. Be able to define & discuss current uses of forests; 8. Be able to define & discuss the costs associated with forest management; 9. Be able to define & discuss those factors that currently influence North American forests; Forestry Philosophy & Policy Students will: 1. Be able to understand some philosophies for practicing forestry; 2. Be able to discuss the philosophy of why forests must be managed; 3. Be able to define sustainability & sustainable forestry ; 4. Understand the reasons that forest policy is enacted; 5. Become familiar with some of the laws & policies that affect and direct forest management in America; Forests & Climate Change Students will: 1. Participate in discussions of world climate change and the role of forests and forestry in that change; 2. Participate in a discussion of forests role in preventing greenhouse gas emissions; 3. Participate in a discussion of forests role in reducing atmospheric greenhouse gases; 4. Participate in a discussion of forest carbon offset projects ( carbon trading credits ) 5. Participate in a discussion of the opportunities & challenges for society, landowners, & Foresters presented by world climate change; World Forestry Students will: Source: Journal of Forestry, April/May 2008, vol. 106, Number 3 1. Be able to discuss the international importance of forestry; 2. Be able to define and discuss the general distribution and societal contributions of the world s forests; 3. Be able to identify & discuss priority issues facing international forestry & their causes; 4. Be able to identify & discuss some of the international forestry assistance and natural resource organizations; Forestry at the national & state level in the US Students will: 1. Be able to identify and discuss who owns United States forestlands; 2. Be able to discuss the driving factors behind national forest policy; 3. Be able to identify and discuss the basic functions of national & state forestry agencies organizations; 23

24 4. Be able to discuss the importance of public interest in US forests; 5. Be able to define and discuss landowners' motivation for owning forestland; 6. Be able to identify and discuss the issues facing national & state landowners; Forestry at the Private Level in the United States Students will: 1. Be able to define the acronyms NIPF (Non Industrial Private Forest) & TIMO (Timberland Investment Management Organization); 2. Be able to identify & discuss landowners' motivations for owning forestland; 3. Be able to define & discuss the basic functions of private forestry agencies & organizations; 4. Be able to identify & discuss the issues facing private forest landowners; 5. Be able to define & discuss the incentives that are available to NIPF landowners. Urban Forestry Students will: 1. Be able to define urban forestry ; 2. Be able to define & discuss the founder & origins of urban forestry; 3. Be able to discuss the value of trees in the urban environment versus their value in a rural forest; 4. Be able to define & discuss the management of trees in the urban setting, including hazard rating, tree management, and communication with constituents; 5. Be able to discuss the environmental factors & their impacts on trees in an urban setting; 6. Be able to define & discuss the constraints that must be considered in Urban Forestry; Watershed Management Students will: 1. Be able to define forest hydrology ; 2. Be able to define watershed ; 3. Be able to discuss the impact that forest roads have on sedimentation and pollution of waterways; 4. Be able to define point source & non-point source pollution; 5. Be able to discuss the concept that all forest activities have a direct effect on the quality of water that drains from a watershed; 6. Be able to discuss the effect that forests have on water quality; 7. Be able to discuss the results of Dr. Beasley s watershed studies near Alto, TX; 8. Be able to define and discuss Best Management Practices for forestlands and water quality; 9. Be able to discuss the impact of agricultural practices versus the impact of silvicultural practices on the soil; Forest Recreation and Human Dimensions Students will: 24

25 1. Be able to define and discuss the need for society s need for recreation in natural renewable resource settings; 2. Participate in a classroom activity that will help them understand the human dimensions of forest recreation; 3. Meet with recreation professionals to understand the dynamics of that profession and to discover professional pathways in the fields of natural renewable resource recreation; Forest Soils Students will: 1. Be able to define soil, soil horizons, & limitations of forest soils ; 2. Be able to discuss soil properties; 3. Be able to discuss soil function relative to trees; 4. Be able to arrange soil particles by size; 5. Be able to use a textural triangle ; 6. Be able to define and discuss management strategies for soil conservation; Forest Ecology & Succession Students will: 1. Be able to define ecology, autecology, and synecology and distinguish between the latter two, discussing them and providing an example of each; 2. Be able to define and discuss the concept of an ecosystem ; 3. Be able to discuss and write the equations for photosynthesis & respiration as they relate to plants; 4. Be able to define and discuss the components of an ecosystem with particular attention to those components that can be manipulated by humans; 5. Be able to define & discuss stand and watershed as they relate to ecosystem boundaries; 6. Be able to discuss the concept of natural succession as it relates to a forest or other natural, renewable resource; 7. Be able to define & discuss primary, secondary, and gap-phase succession; 8. Be able to discuss Foresters use of silviculture to affect natural succession; 9. Be able to define and discuss shade tolerant and shade-intolerant plants and the relationship of shade tolerance to natural succession; 10. Be able to discuss plant competition for nutrients, water, & resources other than energy (sunlight); 11. Be able to define & discuss the concept of ecological niche ; 12. Be able to define & discuss the nitrogen cycle; Forestry & Life-Cycle Analysis & Assessment Students will: 1. Be able to define and discuss life-cycle analysis & assessment and its relationship to 25

26 forestry and ecology; 2. Participate in a demonstration & discussion of life-cycle analysis/assessment; Silviculture Students will: 1. Be able to discuss that a forest is a mosaic of patches of vegetation; 2. Be able to define & discuss silviculture & its relation to sustainability; 3. Be able to define a stand & a watershed as forest management units; 4. Be able to define the following crown classes: a. Dominant b. Co-dominant c. Intermediate d. Overtopped 5. Be able to define & discuss rotation age as it is applied to forest trees; 6. Be able to define, discuss, & differentiate between even-aged & uneven-aged forest management practices; 7. Be able to define & discuss the goal of a silvicultural system; 8. Be able to define & discuss the following even-aged silvicultural systems: a. Shelterwood b. Seed tree c. Regeneration harvest (clearcut) d. Coppice 9. Be able to define & discuss the following uneven-aged silvicultural systems: a. Single-tree selection b. Group selection 10. Be able to define & discuss other silvicultural tools that are used in renewable natural resource management; 11. Be able to define & discuss the other forest amenities that may be affected by the choice of silvicultural systems used for management; Intensive Silviculture Students will: 1. Be able to define intensive silviculture & discuss what is meant by the formula: a. P = G + E + (GxE) Phenotype = Genotype + Environment + (the product of the interaction between Genotype and Environment) 2. Be able to discuss the importance of the relationship between a species seed source & familysite compatibility; 3. Be able to discuss the importance of vegetation control in growing pine plantations; 4. Be able to define & discuss the various site-preparation options available to a forest manager for 26

27 intensive silviculture; 5. Be able to discuss the benefits that site preparation provides for desirable plants; 6. Be able to define & discuss the two methods of establishing a forest plantation; 7. Be able to discuss the cost & benefits of intensive silviculture versus conventional silviculture; Application Letters, Resumes, & Interview Skills Students will: 1. Be able to discuss the need and uses for letters of application, résumé's, & good interview techniques in searching for jobs; 2. Be able to discuss the importance of experience gained through internships and volunteer work in obtaining permanent employment in their chosen career field; 3. Receive a packet with information about job searches, sample résumé', sample application letters, and tips for interviewing and dressing for interviews; Ethics in Forestry Students will: 1. Be able to define and discuss ethics and their place in forestry; 4. Participate in reviews of case studies about professional ethics; 5. Participate in a classroom activity in making ethical decisions based on actual cases; 6. Understand the steps that a person can take to determine whether a situation or action is ethical 7. or unethical; 8. Understand an individual s responsibility to make ethical reflections throughout their 9. professional career; 10. Work as teams to determine appropriate actions to take in the above case studies and make a group presentation of their decisions; 27

28 Forestry 111 Labs - Learning Outcomes Tutorial An Introduction to Forestry Reports, Memos, Tables, & Charts 1. Students will learn to develop technical writing skills for lab report writing; 2. Students will learn to develop skills in writing professional memos to report the activity and results of lab projects; 3. Students will learn to construct tables that will be used to display lab project results; 4. Students will learn to construct charts and graphs that will be used to display lab project results; 5. Students will complete a career interest reading exercise; Introduction to Forestry Students will be able to understand the course syllabus; 2. Students will participate in a field trip to provide an overview of Forestry & its aspects; 3. Students will learn how to use a diameter tape, forester s compass, clinometer, and learn to pace distances; 4. Students will use the above tools to complete a sheet indicating the tree & land measurements taken with the above instruments and techniques; 5. Students will turn in a completed field data sheet to the instructor at the end of the lab session; 6. Students will complete an assigned library exercise and the results to the designated instructor; Field Measurements 1. Students will work in teams of 2-4 persons and will participate in a field exercise in which each team establishes a forest inventory plot; 2. Students will participate in field exercises and use a clinometer, compass, diameter tape, and personal pace for distance measurement; 3. Students will be introduced to use of an increment borer and the concept of site index ; 4. Teams will inventory the above plot for number of stems, tree heights, tree diameters, & site Index; 5. Students will accomplish and present to their instructor a data sheet of the above measurements; 6. Students will complete a career interest reading exercise; 7. Students will be assigned to prepare a rough draft of a technical report about the Field Measurements lab to include a coversheet and the Introduction and Methods section of the report; Forest Measurements Report, Table, Graph, & Calculations Tutorial 28

29 1. Students will provide a draft of a technical report on the field measurement lab, without calculations or discussion of calculations from measurements taken in the field; 2. Students will learn techniques for summarizing and calculating Basal Area per Acre, Trees per Acre, Volume per Acre, Acres, Total Trees per Tract, & Total Volume of the Tract; 3. Students will learn techniques for developing Tables & Graphs of results for the forest measurements taken in the field; 4. Students will complete a career interest reading exercise; 5. Students will be assigned to turn in a full technical report about the Forest Measurements lab, including a coversheet, Introduction, Methods, Results, and Discussion section of the report and pine and hardwood sawlog and pulpwood tables of their results the report will be due in 2 weeks from this lab; Silviculture 1. Student teams will participate in a forest field trip to a variety of forests to sample the results of applied silviculture, including a recently planted pine stand, planted hardwood stand, pine shelterwood, un-harvested mixed pine-hardwood stand, un-harvested hardwood stand, un-thinned young hardwood stand, and un-thinned young pine plantation; 2. Teams will gather data about the basal area per acre and amount of energy reaching the forest floor under each condition as a result of specific silvicultural practices; 3. Students will accomplish a graph and a professional memo reporting on the results of calculations of sample data, indicating the relationship between tree basal area per acre & the amount of energy (sunlight) that reaches the forest floor; Watershed Management 1. Student teams will participate in a field trip to study a watershed and a Streamside Management Zone (SMZ); 2. Teams will measure the width, canopy cover, and basal area per acre of an SMZ; 3. Students will be able to discuss the value of SMZ s in protecting water quality; 4. Students will be able to discuss the impact & value of human activities, such as harvesting, leasing, & transportation system location, on streams & water quality; 5. Students will accomplish a professional lettero & graph comparing the width, canopy cover, and basal area of the studied SMZ with the Texas Best Management Practices for Silviculture standard for an SMZ to determine in that SMZ exceeds, meets, or falls below the voluntary standard; Forest Products Value-Adding 29

30 1. Students will visit a home improvement business like Lowe s to learn about the wide variety of wood products that are available. 2. Students will demonstrate their ability to calculate the respective value per cubic foot of a variety of wood products to be able to compare the products relative value. 3. Students will understand the concept of value-adding to wood products by calculating the cubic foot values of products that have been subjected to processing beyond primary processes. Forest Products Shopping Trip 1. Students will present the completed technical report based on the Forest Measurements Lab; 2. Students will complete a shopping list of everyday items that are available at grocery stores and pharmacies and that are partially or completely composed of forest products; 3. Students will complete a career interest reading exercise; Ecology & Succession 1. Students will participate in a field trip to a forest to discuss ecology & succession; 2. Students will be able to define dominant, codominant, intermediate, overtopped, understory, midstory, & overstory relative to forest trees & plants; 3. Students will be able to recognize the above aspects about forest trees & plants; 4. Students will be able to identify instances of gap-phase succession; 5. Students will be able to discuss the successional stages of the forest and of the plants within the forest; 6. Students will accomplish a field quiz about the forest factors discussed above; Forest Soils 1. Student teams will participate in a field trip and will establish soil sampling pits on forested mesic and hydric sites; 2. Students will be able to identify and determine the depths of the upper horizons of a soil profile; 3. Students will be able to determine the general structure of a soil horizon; 4. Students will be able to identify soil by its texture by using the Texture-by-Feel method; 5. Students will be able to use Munsell Color Charts to classify soil horizons by their color; 6. Students will prepare and turn in a technical report on the soils lab findings, complete with a graph of soil horizons and a table of measurements; Urban Forestry 1. Students will be able to discuss social issues that are inherent in managing an urban forest; 30

31 2. Students will accomplish a volunteer service-learning project by planting trees on the SFASU campus or in the Nacogdoches or Lufkin municipal area, reinforcing the idea that urban forestry involves the community in its establishment and management processes; 3. Students will be assigned to prepare a career interest article and an oral presentation with at least one visual aid to be presented in one during their next lab session; Oral Presentation 1. Individual students will make an oral presentation to the class of their final career interest article and will use at least one visual aid during the presentation; Lab Field Final 1. Students will participate in a comprehensive final examination of field-oriented forestry skills & knowledge that were learned during their Forestry 111 labs. 31