FES 452 / FW 452 BIODIVERSITY CONSERVATION IN MANAGED FORESTS

NOTE to prospective students: This syllabus is intended to provide students who are considering taking this course an idea of what they will be learning. A more detailed syllabus will be available on the course site for enrolled students and may be more current than this sample syllabus. Summer term courses may be accelerated please check the Ecampus Schedule of Classes for more information. FES 452 / FW 452 BIODIVERSITY CONSERVATION IN MANAGED FORESTS COURSE CREDIT: (3) This course combines approximately 90 hours of instruction, online activities, and assignments for 3 credits. PREREQUISITES, CO-REQUISITES AND ENFORCED PREREQUISITES: ES 240 or FES 341 or BI 370, or equivalent course in ecology. COURSE DESCRIPTION: Designed for students in forestry, wildlife, fisheries and related fields. Introduces the concepts of, and approaches to, managing forest stands, landscapes and regions to achieve desired habitat conditions for indicator species and conservation of biological diversity. CROSSLISTED as FW 452. CONTACT INFORMATION: Instructor: Dr. Matt Betts, Dept. of Forest Ecosystems and Society, College of Forestry Office hours: MW 10-11, Richardson Hall 201 E Email: matthew.betts@oregonstate.edu, Phone: 541.737.3841 Betts Lab Web: http://www.fsl.orst.edu/flel/index.htm Sample syllabi may not have the most up-to-date information. For accuracy, please check the ECampus Schedule of Classes to see the most current instructor information. You can search for contact information by name from the OSU Home Page. Page 1 of 10

LEARNING RESOURCES: Textbook: McComb, B. C. 2016. Wildlife Habitat Management: Concepts and Applications in Forestry 2 nd Addition. Taylor and Francis, Publisher. Other Resources: Required and recommended readings, Power Point presentations, and copies of additional readings can be found on the Canvas website for this course. As this is an online class, the readings and assignment make up the most important part of the class. It is absolutely essential that you do all required readings and most of the recommended readings. Quizzes each week will test your understanding of the readings. Lecture slides are designed to supplement the readings. NOTE: For textbook accuracy, please always check the textbook list at the OSU Bookstore website. Sample syllabi may not have the most up-to-date information. Students can also click the OSU Beaver Store link associated with the course information in the Ecampus schedule of classes for course textbook information and ordering. STUDENT LEARNING OUTCOMES: Course Objectives: The course is designed for students in forestry, wildlife, fisheries and related fields. It will introduce the concepts of, and approaches to, managing forest stands, landscapes and regions to achieve habitat conditions for indicator species and conservation of biological diversity. Learning Outcomes: 1. Explain key concepts relating to habitat selection and scale. 2. Design basic wildlife sampling strategies to quantify habitat use and selection by birds in the Willamette Valley. 3. Describe, and provide examples of, stand structures and composition important for specific wildlife in managed forests. 4. Explain stand and landscape dynamics and disturbance regimes and relate to wildlife habitat for multiple Oregon wildlife species. 5. Differentiate and describe forest management treatments, and predict how different wildlife species are likely to respond to these treatments over time. 6. Define key concepts in forest conservation biology such as adaptive management, thresholds, and disturbance. 9. Synthesize and critique scientific literature on forest management and wildlife conservation. 10. Construct and use forest management simulation models that incorporate wildlife. 11. Explain differences between management strategies used by different agencies in Oregon (e.g., industry, ODF, USFS). Page 2 of 10

COURSE CONTENT AND POLICIES: It is the student s responsibility to be familiar with the university s polices for acceptable student conduct and academic honesty: http://studentlife.oregonstate.edu/studentconduct Accommodations are collaborative efforts between students, faculty and Disability Access Services (DAS). Students with accommodations approved through DAS are responsible for contacting the faculty member in charge of the course prior to or during the first week of the term to discuss accommodations. Students who believe they are eligible for accommodations but who have not yet obtained approval through DAS should contact DAS immediately at 737-4098. Late or missed work Assignments that are due will receive a 5% deduction in points for each day that they are turned in late. Exams and quizzes can only be made up if they are missed due to illness or official university-related activities. Arrangements must be made before the scheduled exam or quiz. Participation points cannot be made up under most circumstances. Page 3 of 10

2016 Class, Quiz and Assignment Schedule For weekly required and recommended readings, see Canvas. Week Topic Quizzes/ Assignments 1 M Introduction: Forest Management and Biodiversity Quiz 1 : Pre-quiz and introductions W 1. HABITAT F Habitat Selection II /Use vs. Selection 2 M Proximate Cues & Scale Quiz 2: Habitat selection W Stand Structures/ Vertical and Horizontal Diversity F Forest Pathogens and Wildlife 3 M Understory and Diversity Quiz 3: Stand structures W Dead Wood 1st assignment due F 2. STAND DYNAMICS 4 M Stand Dynamics II Quiz 4: Dead wood W Disturbance Regimes and Disturbance Emulation F Spotted Owls and Disturbance 5 M 3. SILVICULTURE Quiz 5: Disturbance W Even-aged management II 2nd Assignment Due F Silviculture planning and adaptive management 6 M Fungi, Trees and Mycophagy Quiz 6: Even-aged management W Silviculture planning and adaptive management II F Mid-term Exam 7 M Uneven-aged management Quiz 7: Adaptive management W Fish/Amphibian Ecology in Forests F 4. LANDSCAPE ECOLOGY 8 M Patch Size and Connectivity Quiz 8: Uneven-aged silviculture and riparian ecology W 5. LANDSCAPE MANAGEMENT F Case study: CLAMS Program 9 M Memorial Day - no class Quiz 9: Landscape Ecology W Metapopulation Models and PVA F No Class - group project work 10 M Forest Management and Wildlife in Oregon, Part 1 Quiz 10: Metapopulations W Forest Management and Wildlife in Oregon, Part 2 F Applying landscape principals and the Triad 3rd Assignment due approach 11 M Final exam Page 4 of 10

Readings Week Readings 1 Required: McComb Ch. 1,2, Jones 2001, Recommended: Van Horne 1981 2 Required: Johnson 1980 (Intro and Discussion only), McComb Ch. 3, Hagar 2007 Recommended: Spies 1998 3 Required: McComb Ch. 5, Hunter Ch. 5 p 48-54, 59-80, Recommended: Hagan & Grove 1999 4 Required: Seymour & Hunter 1999 Ch. 2, Recommended: Nokala & Spies 2005, Attiwill 1994 5 Required: McComb Ch. 6, Ch. 7, Lindenmayer & Franklin Ch. 8, Recommended: Bormann et al. 2007 6 Required: Luoma et al. 7 Required: Lindenmayer & Franklin Ch.2, McComb Ch. 11 & 12, Fahrig 2003 Recommended: Turner 1989 8 Required: Thomas et al. 2006, MacLean et al. 2009, Spies et al. 2007 Ecol. Apps. 9 Required: Simberloff 1998, Bormann et al. 2007, Gregory et al. 1999, McComb Ch 9 Recommended: Villard & Jonsson 2009, Akçakaya & Atwood 1997 10 Required: Lindenmayer et al. 2008, Bordelon 2000 Reading List Akcakaya, H. Reşi t, and Jonathan L. Atwood. 1997. A Habitat-Based Metapopulation Model of the California Gnatcatcher. Conservation Biology, Vol. 11, No. 2 (Apr., 1997), pp. 422-434. Attiwill, Peter M. 1990. The disturbance of forest ecosystems: the ecological basis for conservative management. Forest Ecology and Management, 63 (1994) 247-300. Betts, M.G., and M-A Villard. 2009. Landscape thersholds in species occurrence as quantitative targets in forest management: generality in space and time? Chapter 9 in Setting Conservation Targets for Managed Forest Landscapes, ed. M-A. Villard and B.G. Jonsson. Cambridge University Press, Publisher. Bordelon, Michael A., et al. 2000. Sustainable forestry Oregon style. Journal of Forestry 98.1 (2000): 26-34. Bormann, Bernard T., et al. 2007. Adaptive management of forest ecosystems: did some rubber hit the road?. BioScience 57.2 (2007): 186-191. Cahall, Rebecca E., et al. 2013. Will they come? Long-term response by forest birds to experimental thinning supports the Field of Dreams hypothesis. Forest Ecology and Management. 304 (2013) 137-149. Page 5 of 10

Cissel, John H., et al. 1999. Landscape management using historical fire regimes: Blue River, Oregon. Ecological applications 9.4 (1999): 1217-1231. Dawe, Neil K., and Kenneth L. Ryan. 2003. The faulty three-legged-stool model of sustainable development. Conservation Biology 17.5 (2003): 1458-1460. Drever, C.Ronnie, et al. 2006. Can forest management based on natural disturbances maintain ecological resilience?. Canadian Journal of Forest Research 36.9 (2006): 2285-2299. Fahrig, Lenore. 2003. Effects of habitat fragmentation on biodiversity. Annual review of ecology, evolution, and systematics (2003): 487-515. Franklin, Jerry F., et al. 2002. "Disturbances and structural development of natural forest ecosystems with silvicultural implications, using Douglas-fir forests as an example." Forest Ecology and Management 155.1 (2002): 399-423. Fretwell, S.D., and H.L. Lucas. 1991. Say that in algebra. Citation Classic. 8 (1991): 8. Gregory, Stanley V., et al. "An ecosystem perspective of riparian zones." BioScience 41.8 (1991): 540-551. Hagan, John M., and Stacie L. Grove. "Coarse woody debris: humans and nature competing for trees." Journal of Forestry 97.1 (1999): 6-11. Hagar, Joan C. "Wildlife species associated with non-coniferous vegetation in Pacific Northwest conifer forests: A review." Forest Ecology and Management246.1 (2007): 108-122. Hunter Jr, Malcolm L. Wildlife, forests, and forestry. Principles of managing forests for biological diversity. Prentice Hall, 1990. **Chapter 5** Johnson, Douglas H. "The comparison of usage and availability measurements for evaluating resource preference." Ecology 61.1 (1980): 65-71. Jones, Jason. "Habitat selection studies in avian ecology: a critical review." The Auk 118.2 (2001): 557-562. Lindenmayer, David B., and Saul A. Cunningham. "Six principles for managing forests as ecologically sustainable ecosystems." Landscape Ecology (2012): 1-12. Lindenmayer, David B., and Jerry F. Franklin. Conserving forest biodiversity: a comprehensive multiscaled approach. Island Press, 2002. **Chapters 2 & 8** Lindenmayer, David, et al. "A checklist for ecological management of landscapes for conservation." Ecology letters 11.1 (2008): 78-91. Page 6 of 10

Luoma, Daniel L., et al. "Relationships among fungi and small mammals in forested ecosystems." Mammal Community Dynamics in Western Coniferous Forests: Management and Conservation. Cambridge University Press, Cambridge, United Kingdom (2003): 343-373. MacArthur, Robert H., and John W. MacArthur. "On bird species diversity." Ecology 42.3 (1961): 594-598. Maclean, David. A., et al. 2009. Allocation of conservation efforts over the landscape: the TRIAD approach. Chapter 14 in Setting Conservation Targets for Managed Forest Landscapes, ed. M-A. Villard and B.G. Jonsson. Cambridge University Press, Publisher. McComb, B. C. 2008. Wildlife Habitat Management: Concepts and Applications in Forestry. Taylor and Francis, Publisher. Nonaka, Etsuko, and Thomas A. Spies. "Historical range of variability in landscape structure: a simulation study in Oregon, USA." Ecological Applications 15.5 (2005): 1727-1746. Oliver, Chadwick Dearing, and Bruce C. Larson. Forest stand dynamics. McGraw-Hill, Inc., 1990. **Chapter 5** Seymour, Roberts, and Malcolm L. Hunter Jr. "2 Principles of ecological forestry." (1999). Seymour, Robert S., Alan S. White, and Philip G. demaynadier. "Natural disturbance regimes in northeastern North America evaluating silvicultural systems using natural scales and frequencies." Forest Ecology and Management 155.1 (2002): 357-367. Simberloff, Daniel. "Flagships, umbrellas, and keystones: is single-species management passé in the landscape era?." Biological conservation 83.3 (1998): 247-257. Spies, Thomas A. 1998. Forest Structure: A Key to the Ecosystem. Pages 34-39 in J.A. Trofymow and A. MacKinnon, editors. Proceedings of a workshop on Structure, Process, and Diversity in Successional Forests of Coastal British Columbia, February 17-19, 1998, Victoria, British Columbia. Northwest Science, Vol. 72 (special issue No. 2). Spies, Thomas A., et al. "Potential effects of forest policies on terrestrial biodiversity in a multiownership province." Ecological Applications 17.1 (2007): 48-65. Tappeiner, John C., et al. "Density, ages, and growth rates in old-growth and young-growth forests in coastal Oregon." Canadian Journal of Forest Research 27.5 (1997): 638-648. Thomas, Jack Ward, et al. "The Northwest Forest Plan: origins, components, implementation experience, and suggestions for change." Conservation Biology 20.2 (2006): 277-287. Page 7 of 10

Turner, Monica G., Landscape Ecology: The Effect of Pattern on Process. Annual Reviews of Ecological Systems 20 (1989): 171-197. Van Horne, Beatrice. "Density as a misleading indicator of habitat quality." The Journal of Wildlife Management (1983): 893-901. Western Forester March/April/May 2013. Society of American Foresters. Volume 58 Number 2. Evaluation of Student Performance Mid-term 75 90-100% A Assignments (3) 75 80-89.9% B Final 125 70-79.9% C Participation/ Quizzes (10) 100 60-69.9% D Total 375 <60% F Course site login information Information on how to login to your course site can be found HERE. Statement Regarding Students with Disabilities Oregon State University is committed to student success; however, we do not require students to use accommodations nor will we provide them unless they are requested by the student. The student, as a legal adult, is responsible to request appropriate accommodations. The student must take the lead in applying to Disability Access Services (DAS) and submit requests for accommodations each term through DAS Online. OSU students apply to DAS and request accommodations at our Getting Started with DAS page. Accommodations are collaborative efforts between students, faculty and Disability Access Services (DAS). Students with accommodations approved through DAS are responsible for contacting the faculty member in charge of the course prior to or during the first week of the term to discuss accommodations. Students who believe they are eligible for accommodations but who have not yet obtained approval through DAS should contact DAS immediately at 541-737-4098. Additionally, Canvas, the learning management system through which this course is offered, provides a vendor statement certifying how the platform is accessible to students with disabilities. Academic Integrity and Student Conduct (OSU policy) Students are expected to be honest and ethical in their academic work. Intentional acts of academic dishonesty such as cheating or plagiarism may be penalized by imposing an F grade in the course. Page 8 of 10

Student conduct is governed by the universities policies, as explained in the Office of the Dean of Student Life: Student Conduct and Community Standards. In an academic community, students and faculty, and staff each have responsibility for maintaining an appropriate learning environment, whether online or in the classroom. Students, faculty, and staff have the responsibility to treat each other with understanding, dignity, and respect. Students are expected to conduct themselves in the course (e.g. on discussion boards, email postings, etc.) in compliance with the university's regulations regarding civility. Students will be expected to treat all others with the same respect as they would want afforded to themselves. Disrespectful behavior (such as harassing behavior, personal insults, inappropriate language) or disruptive behaviors are unacceptable and can result in sanctions as defined by Student Conduct and Community Standards. For more info on these topics please see: Statement of Expectations for Student Conduct Student Conduct and Community Standards - Offenses Policy On Disruptive Behavior Plagiarism You are expected to submit your own work in all your assignments, postings to the discussion board, and other communications, and to clearly give credit to the work of others when you use it. Academic dishonesty will result in a grade of F. Statement of Expectations for Student Conduct Avoiding Academic Dishonesty Turnitin Plagiarism Prevention Your instructor may ask you to submit one or more of your writings to Turnitin, a plagiarism prevention service. Your assignment content will be checked for potential plagiarism against Internet sources, academic journal articles, and the papers of other OSU students, for common or borrowed content. Turnitin generates a report that highlights any potentially unoriginal text in your paper. The report may be submitted directly to your instructor or your instructor may elect to have you submit initial drafts through Turnitin and you will receive the report allowing you the opportunity to make adjustments and ensure that all source material has been properly cited. Papers you submit through Turnitin for this or any class will be added to the OSU Turnitin database and may be checked against other OSU paper submissions. You will retain all rights to your written work. For further information on Turnitin please click HERE. Page 9 of 10

Technical Assistance If you experience computer difficulties, need help downloading a browser or plug-in, assistance logging into the course, or if you experience any errors or problems while in your online course, contact the OSU Help Desk for assistance. You can call (541) 737-3474, email osuhelpdesk@oregonstate.edu or visit the OSU Computer Helpdesk online. COURSE DEMO GETTING STARTED Tutoring For information about possible tutoring for this course, please visit our Ecampus NetTutor page. Other resources include: Writing Center Online Writing Lab Student Evaluation of Teaching The online Student Evaluation of Teaching form will be available in week 9 and close at the end of finals week. Students will be sent instructions via ONID by the Office of Academic Programs, Assessment, and Accreditation. Students will log in to Student Online Services to respond to the online questionnaire. The results on the form are anonymous and are not tabulated until after grades are posted. Course evaluation results are very important and are used to help improve courses and the learning experience of future students. Results from questions are tabulated anonymously and go directly to instructors and unit heads/supervisors. Unless a comment is signed, which will associate a name with a comment, student comments on the open-ended questions are anonymous and forwarded to each instructor. Signed comments are forwarded to the unit head/supervisor. Refund Policy information Please see the Ecampus website for policy information on refunds and late fees. Page 10 of 10