Resource Management

Water law, policy and regulations have changed over time as a result of human population growth patterns and demands, but also these changes reflect our cultural values and priorities.  Population growth patterns, demands, values, and priorities will continue to change with much of this driven by climate change.  This course is designed to cover three topics:  a) how and why U.S. water law and policy have changed over time including the influence of new stressors in the future; b) specific laws, policies, and regulations governing water allocation and conservation of water resources, and protection and restoration of riparian zones and floodplain, wetlands, and water quality; and c) case studies showing successes, shortcomings, and lessons learned.  Prerequisite: Enrollment in MS-NRC.

Assessment of aquatic resources entails a scientific study of the physical, chemical and biological attributes of water bodies (lakes, wetlands, and streams).  The purpose is typically to determine the level of impairment based on systematically collected data.   Thus, this course is designed to provide the student with the basic skills and knowledge to collect useful data typically required during the assessment phase of resource management efforts.  This includes use of existing literature or data, creating a research design, selection of field or laboratory methods, and critical thinking.   For each typical waterbody type (lake, riverine, wetland), students will learn standard approaches to designing an assessment network, selecting reference conditions, collecting and analyzing field data, and presenting results.   Students will also learn how the public participation can be employed in assessments.

Restoration of aquatic ecosystems depend in large measure on the functional capacity of aquatic terrestrial transition zones (ATTZs) and upland land cover in the watershed.  Students will learn how ATTZs along lakes, wetlands, and streams support a high diversity of plants and animals, serve as a refuge or corridor for migratory species, attenuates the flow of soil and water downslope, promotes recharge of groundwater and summer base stream flows, and maintains organic matter production and retention (sequestration).  Students will also learn how conversion of natural upland land cover to human uses tends to convert a watershed from an infiltration, groundwater system to a runoff, surface water system along with the stress it places on ATTZs and water bodies.  This course focuses on the skills needed to a) define benchmark restoration conditions, b) identify the degree to which ecosystem structure and function of ATTZs have been lost, c) identify the effects of altered land cover on watershed process, and d) develop short- and long-term management plans. Prerequisite: ENV 441 or ENV 541.

This course will examine the evolution of forestry as an applied science. Emphasis will be placed on identifying the major scientific and social drivers which have created the emergence of new paradigms in forestry. Policy and actual forestry practices will be examined concurrently to better understand how land-use decisions are made. The scope of this course will range from local forestry issues within the Adirondack Park, to global issues faced in the developing world which, strive to strike a balance between development and preservation.  General topics will include historical land-use shifts, environmentalism, economic shifts, interagency conflict, conservation mechanisms, and cross-border forest policies.

This course will cover important economic principles relevant to natural resource management with an emphasis on forest-based resources. Topics will include supply and demand, pricing, investment evaluation, net revenue maximization, non-timber forest products and the emerging field of ecosystem service valuation. These topics will be explored through a variety of case studies, both domestic and international in scope. Emphasis will be placed on learning to construct strong, defensible, land-use arguments through the use of quantitative analysis.

Forests contribute to community resilience by regulating water flows, sequestering carbon, harboring biodiversity and providing food, energy, shelter, income and employment. Furthermore, forests support sustainable agriculture and human well-being by stabilizing soils and climate. Assessments are generally done to identify available resources and the state of these resources as part of developing and executing natural resources management plans. Thus, this course is designed to provide the student with the basic skills and knowledge to collect useful data typically required during the assessment phase of resource management efforts, reflecting the diversity of uses and services provided by forests.  This includes use of existing literature or data, creating a research design, selection of field or laboratory methods, and critical thinking.  Students will also learn how public participation can be employed in assessments.

Strategic Environmental Communications will provide students the opportunity to develop vital professional skills in oral and written communication while preparing them to communicate clearly about science, natural resources policy, sustainability, and technology issues with demographically diverse and geographically dispersed audiences. Content will address mass media and public understanding of organizational communication issues such as structure and communication networks; rhetoric, advocacy, and strategic message development; the role of public opinion and public policy; innovation and decision making; crisis communication and conflict management; emerging communication technologies; and inter-organizational and cross-disciplinary communication. The course also proceeds from the assumption that science is only one mode of discourse mediating our relationship to the natural world.

Building Collaborative Communities connects students with communities to address sustainability priorities and challenges through an engaged, collaborative effort. This course is intended to build understanding of the importance of partnerships in the field of sustainable development. Partnerships may form around specific issues or areas of concern, or they may evolve from visioning, inventory, and indicator projects. Students will address factors that contribute to livable and desirable communities. Collaboration can be a powerful alternative to conventional mechanisms for effecting change. Through understanding group decision making, students will comprehend the necessity of collaboration amongst stakeholders in community development. Students will employ appropriate assessment tools to determine the status of community sustainability practices.

This course is primarily concerned with the continued challenges and opportunities of finding sustainable patterns and processes of development within the international community for the future.  This course also provides a historic look at the demographic pressure on renewable and non-renewable resources and demonstrates the need for management strategies.  Management of both resource supply and demand is considered.  Sustainable resource management methods are applied to specific resources including soil, water, minerals, forests, energy, and food.  The inter-relationship and sustainability between natural and cultural resources are studied. (3 hours lecture).  Completes General Education Requirements: WC-I, LAS.