S96-46
A5 owerded b?
3Jc4q1
I
SIMON FRASER UNIVERSITY
OFFICE OF THE VICE-PRESIDENT, ACADEMIC
,
is
MEMORANDUM
To: ?
Senate
From: ?
D. Gagan, Chair 4'''-
Senate Committee on Acade
Subject ?
school of Resource and Environmental Management -
Undergraduate Program in Resource and Environmental Management
Date: ?
May 15, 1996
Action undertaken by the Senate Committee on Undergraduate Studies and the Senate
Committee on Academic Planning gives rise to the following motion:
Motion:
"that Senate give academic approval/and recommend/ approval to
the Board of Governors, as set forth in S.96-46, the revised and
renamed undergraduate program in Resource and
Environmental Management
New courses:
a
REM 303-3
Introduction to Planning Thought
REM 311-3
Applied Ecology and SustainableEnvironments
REM 313-3
Fisheries Management: An Introduction
REM 320-3
Introduction to Nature Resource Dynamics, Analysis, and
Management
REM 330-3
Applications of Geographic Information Systems in
Resource and Environmental Management
REM 331-3
Applied Watershed Hydrology
REM 340-3
Environmental Conflict and Public Involvement in
Decision Making
REM 341-3
Environmental and Resource Law
REM 342-3
Principles of Sustainable Environmental Planning and
Management
REM 343-3
Decision Making in Resource and Environmental
Management
REM 346-3 Impact Assessment
REM 347-3
Planning and Management of Protected Areas
REM 350-3 Energy Planning and Management
REM 356-3 Institutions for Sustainable Environmental Managements
REM 360-3 Special Topics in Environmental Planning and
Management
REM 404-3 Methods and Tools for Resource Planning and
Management
REM 410-3 Environmental Quality Assessment and Management
REM 412-3 Environmental Modeling
REM 420-3 Advanced Natural Resource Dynamics, Analysis, and
Management
REM 445-3 Environmental Risk Assessment and Management of
Hazardous Substances
REM 446-3 Resource and Environmental Management for First
Nations
REM 448-3
Tourism Planning and Management
REM 455-3
Water Planning and Management
REM 460-3
Special Topics in Environmental Planning and
Management
REM 464-3
Directed Study in Advanced Resource and
Environmental Planning Topic
REM 471-3 Forest Ecosystem Management
REM 475-3 Freshwater Ecosystem Management
REM 477-3 Applied Conservation Biology." ?
0
Please note: The degree title has been changed
From: ?
Bachelor of Science (Environmental Planning and Management)
To: ?
Bachelor of Resource and Environmental Management
The main document has been amended to reflect this change, but some of the appendices
still refer to ENPL. References to ENPL should be taken to refer to REM (Resource and
Environmental Management).
I
'
o
SIMON FRASER UNIVERSITY
SCHOOL OF RESOURCE AND ENVIRONMENTAL MANAGEMENT
?
MEMORANDUM
TO: ?
Alison Watt
FROM: ?
Dr. Frank Gobas
Director
School of Resource and Environmental Management
DATE: ?
May 13, 1996
SUBJECT: BREM Degree
Attached is the undergraduate proposal from the School of Resource and Environmental
Management. This was originally submitted as a proposal for a Bachelor of Science in
Environmental Planning and Management [BSc(ENPL)]. We have now changed the name of the
proposed degree program to Bachelor of Resource and Environmental Management (BREM).
This name change was approved by REM faculty and the Faculty of Applied Sciences.
ENPL 100 (Global Change) and ENPL 200 (Environmental Dynamics) received prior Senate
approval. For the purposes of the new document, we have changed the names of these two
courses to REM 100 and REM 200 to make them consistent with the other proposed course
names. When the undergraduate program is approved, we will complete the documentation
required to change the names of these courses from ENPL 100 and ENPL 200 to REM 100 and
REM 200.
'.7
'U ?
.e
.
/
*
S
-
?
Proposal for a Bachelor's Degree in
Resource and Environmental Management
(BREM)
School of Resource and Environmental Management?
Faculty of Applied Sciences ?
Simon. Fraser University?
Burnaby,. British Columbia V5A 1S6
.
9 May 1996
S
(
1
0
2
Table of Contents
I. ?
General Information ..........................................................................3
II.
?
Description of the BREM Program
Objectives...............................................................................4
The School of Resource and Environmental Management........................4
The BREM Program and the Mission of the University ..........................4
Interdisciplinary and Disciplinary Environmental Departments and Programs
at Canadian Universities ............................................................
5
The Proposed Bachelor's Degree in Resource and Environmental ManagementS
Timetable for Implementation and Enrollment....................................12
Sequence of Adding Faculty .........................................................12
Sequence of Adding Support Staff .................................................. 13
III ?
Budget ............................................................
................................. 13
IVSpace............................................................................................13
V ?
External Evaluation of the Proposed Bachelor's Degree in Resource and Environmental
Management.................................................................................... 13
Appendix 1 Calendar Description of the Bachelor's Degree in Resource and Environmental
Management
............................................................................15
Appendix 2 Resource and Environmental Management Courses:
Proposal forms and .course descriptions ............................................23
Appendix 3 Sequence of Adding Courses, Faculty, and Support Staff ..................... .140
Appendix 4 BREM Program Budget.............................................................143
Appendix
5
BREM Operating, Laboratory, and Field Costs .................................. 147
Appendix 6 BREM Space Needs
.................................................................. 149
Appendix 7 BREM Program Appraisal Letters ................................................152
Appendix 8 BREM Library Support .............................................................. 161
Figures
Table 1 ?
Bachelor of Resource and Environmental Management:
Program Structure ......................................................................6
fl
[1
a
3
I GENERAL INFORMATION
1. Program Title
Bachelor of Resource and Environmental Management (BREM)
2.
Credential to be awarded to graduates
Bachelor of Resource and Environmental Management (BREM)
3.
Faculty and School to offer the program
School of Resource and Environmental Management
Faculty of Applied Sciences
Simon Fraser University
Burnaby, British Columbia
4.
In December 1991, the Senate Committee on Academic Planning requested the School
of Resourceand Environmental Management to develop an interdisciplinary
undergraduate program in environmental studies in conjunction with Biological
Sciences and Geography.
5.
Schedule for implementation
Admit first students in the fall of 1997
First graduates in Spring semester, 2001
.
S
41
4
.
11 DESCRIPTION OF THE BACHELOR OF RESOURCE AND ENVIRONMENTAL
MANAGEMENT PROGRAM (BREM)
Simon Fraser University's School of Resource and Environmental Management is currently an
interdisciplinary graduate program. Established in 1979, it has a faculty of
9.75
full-time equivalent
members with interests covering the natural, economic, social, and management sciences. The school
currently offers masters (MRM) and Ph.D. degrees. Until December 1995, 171 students have
graduated from the masters program; the first Ph.D. class was admitted in September 1994. Having
established a successful graduate program and to meet the growing demand for a new kind of socially
relevant education in this growing and important field, we propose to establish a new degree program,
a Bachelor of Resource and Environmental Management (BREM).
Objectives
There are two objectives for the proposed BREM program: (1) to educate a new kind of manager to
meet emerging provincial, national, and global challenges in the field of sustainable environmental
management, and (2) to provide a degree in the environmental field at Simon Fraser University to
complement a BA degree in Environmental Studies in the Faculty of Arts. It will also provide a
service function by making applied planning and management courses available to students in other
faculties and departments.
.
The School of Resource and Environmental Management
The School of Resource and Environmental Management (REM) was established in 1979 under the
name of the Natural Resources Management Program. Since its inception, it has been an
interdisciplinary graduate program, having faculty and students with backgrounds in the natural,
economic, social, and management sciences. Students in the masters program take an integrated
sequence of courses in complementary fields, pursue additional courses to deepen their expertise in
some specialty, and complete a research project on a topic that involves more than one traditional
discipline. Faculty are actively involved not only in basic and applied research but also in
collaborative work with various environmental management agencies. Through REM's formal
cooperative education program, students can take up to two co-op work terms with a resource
management organization or firm to gain professional experience. Because of their unique training,
graduates from REM's masters program are in high demand by employers.
The experience and talents of REM's graduate faculty in resource and environmental management
educatiOn will be used to create and deliver a unique undergraduate degree in environmental planning
and management.
The BREM Program and the Mission of the University
Given the importance of natural resources and the environment in the economy of Canada, and
particularly in the Province of British Columbia, it is logical that there be specialized professionals in
this field trained at BC's. publicly funded universities. Sustainable management of natural resources
and the environment requires interdisciplinary skills and an appreciation of the principles and research
6.
findings in related fields. These include biology, business, chemistry, communications, economics,
BSc
geography,
program
geology,
exists in
hydrology,
Canada or British
planning,
Columbia.
sociology, and statistics, among many others. No similar
40
Simon Fraser University is the logical home for such a program as the university is well-known for
innovative offerings in a variety of socially relevant disciplines. The proposed program will extend
that tradition by building on the existing masters and Ph.D.: degrees in the School of Resource and
Environmental Management, as well as a wide variety of existing undergraduate courses in the
faculties of arts, business, science, and applied science. Based on the experience of the masters
program, the BREM degree should attract equal numbers of female and male students.
Interdisciplinary
and Disciplinary
Environmental
Departments
and Programs at Canadian
Universities
Of more than 280 postsecondary institutions in Canada which had environmental components in their
curricula as of August 1993, the
majority
are associated with traditional disciplinary programs in the
faculties of arts, sciences, and applied sciences. A number of universities have established
undergraduate programs in environmental studies. The best known of these programs are at the
universities of Brock, Guelph, Trent, Waterloo, and York in Ontario. In the Maritime Provinces and
Newfoundland, only Saint Mary's University has created an environmental studies program. In
Quebec, only Laval has established such a program. Each of the Prairie Provinces has one integrated
course of studies. These are located at the universities of Winnipeg, Saskatchewan, Alberta, and
Athabasca. In British Columbia, the universities of Victoria and British Columbia both have
programs of studies related to the environment. However, in no Canadian province is there an
interdisciplinary program in planning and management of natural resources which is similar in design
to the program proposed here.
The Proposed Bachelor of Resource and Environmental Management
The proposed Bachelor of Resource-and Environmental Management Program is summarized in Table
I. This program is eclectic by design. In addition to the 2 transdisciplinary courses created for the
entire university, majors students will take 13 lower division required courses and
5
lower division
electives from the science, arts, business, and applied sciences departments. At the upper division
there will be 12 required core courses and 6 electives and 3 or 4 credits in optional courses. Honors
students will take 14 required courses, including two transdisciplinary courses (i.e. REM 404 and
REM 464) especially designed for honors students, as well as 7 electives and 6 credits in optional
courses. A minimum of 120 credit hours is required to complete the major degree program, 132
credit hours to complete the honors program.
0
S
?
TABLE
1
LOWER LEVEL REQUIREMENTS ?
(Semesters
ito 4:
For all majors and honors students)
S
Course
Credit
Course Name
Prerequisitesequired
Total
Total
Number
Hours
Credit
No. of
Courses
REQUIRED TRANSDISCIPLINARY COURSES
REM 100
3
Global Change
None
3
1
REM 200
3
Environmental Dynamics
REM 100
6
2
REQUIRED DISCIPLINARY COURSES
BISC 101
4
General Biology
High School Biology 12 or
10
3
________________
BJSC 100
BISC 102
4
General Biology
High School Biology 12 or
14
4
BJSC 100
BISC 204
3
Introduction to Ecology
B/SC 101 and BJSC 102
17
5
CHEM 102
3
General Chemistry I
High School Chemistry 12
20
6
orCHEM)0)
CHEM 115
2
General Chemistry Laboratory I
High School Chemistry 12
22
7
orCHEMIO6
CWT 100
Software Packages and Programming
BC M4 TI-I 12 orMATH 100
25
or
26
or
orMATH 110
CMPT 101
30R4
Modula2
BCCMPTSC)2,orCMPT
8
or
098andMATH 100
CMYT 1101
Event-Driven Programming in Visual Basic
BCMATH 12 orMATH
IOOorMATH 110
ECON 103
3
Principles of Microeconomics
12 credit hours
28 or 29
9
ECON 105
3
Principles of Macroeconomics
12 credit hours
31 or 32
10
GEOG 100
3
Human Geography
None
34 or
35
11
GEOG 111
3
Physical Geography
None
37 or 38
12
GEOG 214
3
Climatology I
GEOG 111
40 or 41
13
MATH 151
Calculus I
BC M4 TH 12 with a B
or
grade or AM THIOO
43or44
MATH 154
3
Calculus! for the Biological Sciences
BC Math 12 with a B grade
14
or
orMATHJOO
MATH 157
Calculus for the Social Sciences!
BC Math 12 with a B grade
orMATHIJOor 100
STAT 101
Introduction to Statistics, Option A
BC High School MA TH 11
or
STAT 103
3
Introduction to Statistics for Social Sciences
BC High School MA TH 11
46
or
47
15
or
or Basic Algebra
STAT 301
Statistics for the Life Sciences
30 credit hours including
MA TH 152 or 155
1 CMPT 110 is a newly approved course and is not listed in the 1995-96 calendar.
S
1.
7
r
I
LOWER LEVEL REQUIREMENTS Continued.
Course
4it:
.,CourseName
Prerequisites
Tolal
Tothi
Number
Hours
Credit
No of
Ifts
Courses
ELECTIVES: ?
Take
5
of the following lower division courses 1. Ensure to register in appropriate prerequisites for the
specialized upper division optional REM courses.
BUS
272
3
Behaviour in Organizations
15
credit hrs.- one of ENGL
101,102,103,104,
PHIL
001,100,120
CMNS 110
3
Introduction to Communication Studies
None
ENGL
101
Introduction to Fiction
None
or
3
ENGL 199
University Writing
None
REST 102
Canada Since Confederation
None
or
3
REST 201
The History of Western Canada
None
MATH
152
Calculus H
Math 151 or
154; or Math
or
3
Is7 with grade
ofA or
MATE
155
Calculus II for the Biological Sciences
Math
151
or
154; or Math
iS7with grade
ofA
or
MATH
310
3
Introduction to Ordinary Differential
Math
152 or 155; or Math
Equations
158 with grade ofA or B
PHIL 120
3
Introduction to Moral Philosophy
None
POL
100
3
Introduction to Politics and Government
None
POL 231
3
Introduction-to Comparative Government
POL 100
15
5
and Politics
.
.
I Or others of your choice with the approval of the Undergraduate Coordinator
2 For students who intend to pursue an international career, foreign language training can be useful.
0
I ?
S
8
.
?
UPPER LEVEL REQUIREMENTS FOR MAJORS
(Semesters 5 to 8: For all Majors students)
.
S
i ?
:
•..Cid ?
•.
S
Course Name
?
. ?
•.
?
.•.....
Pr.re
?
SiteS.
otãI;
TotaL
Number
Hours
it wit
No
courses:,
REQUIRED COURSES
BISC 312
3
Environmental Toxicology I
BJSC 101,102
3
1
REM 311
3
Applied Ecology and Sustainable
REM 100, 200, BJSC 204,
2
Environments
STAT 101 or equiv., MATH
6
154 or equiv.
REM 320
3
Introduction to Natural Resource
REM 100, 200
9
3
Dynamics, Analysis, and Mangement
REM 342
3
Principles of Sustainable Environmental
REM 100, 200
12
4
Planning and Management
REM 343
3
Decision Making in Resource and
REM' 100, 200, 311, and 356
15
5
Environmental Management
REM 356
3
Institutional Arrangements for Sustainable
REM 100, 200
18
6
Environmental Management
REM 420
.
?
3
Advanced Dynamics, Analysis, and
REM 100, 200, and 320,
21
7
Management of Natural Resources
MATH 151 or 154 or 157,
STATIOI orIO3or3OI
REM 445
3
Environmental Risk Assessment and
REM 100, 200, BJSC 312,
24
8
Management of Hazardous Substances
CHEM 102, 115, MATH 151
or 154, or 157, STAT 101 or
103 or 301
REM 477
3
Applied Conservation Biology
REM 100, 200, and 311
27
9
GEOG 389
3
Human Ecology
REM 100,200
30
10
GEOG 445
4
Resource Planning
1
REM 100,200, and one of
34
11
REM 311, REM 3J6or REM
356
GEOG 450
3
Workshop: Sustainable Environmental
REM' 100,200,311,356, .
37
12
Management
GEOG 389 and 445
SUMMARY
37
12
ELECTIVES
(Take any 6ofthe following
cours:ei
REM 303
3
Introduction to Planning Thought
REM 100, 200
REM 313
3
Fisheries Management: An Introduction
REM 100, 200, 311,
STAT
101,
or 103 or 301t
REM 330
3
Applications of Geographic Information
REM 100, 200
Systems in Resource and Environmental
Management
REM 331
3
Applied Watershed Hydrology
REM 100, 200
REM 340
3
Environmental Conflict and Public
REM 100, 200
Involvement in Decision Making
REM 341
3
Environmental and Resource Law
REM 100, 200
REM 346
3
Impact Assessment
REM 100, 200, 342
REM 347
3
Planning and Management of Protected
REM 100, 200, GEOG 214
Areas
0
REM 350
3
Energy Planning and Management
REM 100, 200, ECON 103
and 105
REM 404
3
Methods and Tools for Resource Planning'
REM 100, 200, MATH 151
and Management
or 154 or 157, STAT 101 or,
103 or 301
REM 410
3
Environmental Quality Assessment and
REM 100, 200
Management
REM 412
3
Environmental Modeling
REM 100, 200, BJSC 204,
MATH 151 or 154 or 157,
MATH 152 or 155, MATH
310, STAT 101 or 103 or 301
REM 446
3
Resource and Environmental Management
REM 100, 200, 311, 342,
for First Nations
343,356
REM 448
3
Tourism Planning and Management
REM 100, 200, 311,
356,347, GEOG 389 and
BJSC 312
REM 455
3
Water Planning and Management
REM 100, 200, 331
REM 471
3
Forest Ecosystem Management
REM 100, 200,311,356,
ECON 103,105
REM 475
3
Freshwater Ecosystem Management
REM 100, 200,311
REM 360.
3
Special Topics in Resource and
REM' 100, 200 and others
to
Environmental Management
be specified
REM 460
, ?
3
Special Topics in Resource and
REM 100, 200 and others
to 55
18
Environmental Management
be specified
OPTIONAL COURSES
Majors select as many courses as needed
58 or
19,20
3
or
4
from any faculty to satisfy the minimum
59
or 21
credit hours required for the majors
_______
programs2
S1JMMAR
TOTAL
MAJORS REQUIREMENTS
59
S8or
or
1920
21
,
1 For BREM students GEOG 322 or Geog 385 are not required prerequisites for course GEOG 445 (see attached
Appendix 2B.)
2 Consult the Resource and Environment undergraduate advisor for a list of appropriate electives from the Arts, Applied
Sciences, Business, and Science faculties.
L
.
.
10
10
.
?
UPPER LEVEL REQUIREMENTS FOR HONORS DEGREE
(Semesters S to 8:
For
All
Honors Students)
S
Course
Credit
Course Name
Prerequisites
Total
Total
Number
Hours
Credit
No
..hrS.
COUrSeS.
REQUIRED
COURSES.
BISC 312
3
Environmental Toxicology I
BJSC 101 and 102
3
1
REM 311
3
Applied Ecology and Sustainable
REM 100, 200, BJSC 204,
6
2
Environments
STAT 101 or equiv., MATH
154 or equiv.
REM 320
3
Introduction to Natural Resource Dynamics,
REM 100, 200
9
3
Analysis, and Management
REM 342
3
Principles of Sustainable Environmental
REAl' 100, 200
12
4
Planning and Management
REM 343
3
Decision Making in Resource and
REM 100, 200, 311,356
15
5
Environmental Management
REM
356
3
Institutional Arrangements for Sustainable
REM 100, 200
18
6
Environmental Management
REM 404
3
Methods and Tools for Resource Planning
REM 100, 200, MATH 151
21
7
and Management'
or 154 or 157, STAT 101 or
103 or 301
REM 420
3
Advanced Dynamics, Analysis, and
REM 100, 200, and 320,
24
8
Management of Natural Resources
MATH 151 or 154 or 157,
STATIOJ orlO3or3Ol
REM 445
3
Environmental Risk Assessment and
REM 100, 200, BISC 312,
27
9
Management of Hazardous Substances
CHEM 102, 115, MATH 151
or 154, STATIO) orl03or
301
REM 464
4
Directed Study in Advanced Resource and
Permission of
DepL Honors
31
10
Environmental Planning Topics
2
students in 4th year only.
REM 477
3
Applied Conservation Biology
REM 100, 200, 311
34
11
GEOG 389
3
Human Ecology
REM 100, 200
37
12
GEOG 445
4
Resource Planning
REM 100, 200 and one
of
41
13
REM 311, REM 316 or REM
356
GEOG 450
3
Workshop: Sustainable Environmental
REM' 100,200,311,356,
44
14
Management
GEOG 389 and 445
ELECTIVES
(Take any 7 of
the following courses)
REM 303
3
Introduction to Planning Thought
REM 100, 200
REM 313
3
Fisheries Management: An Introduction
REM 100, 200,311, STAT
101,103 or 301
REM 330
3
Applications of Geographic Information
REM 100, 200
Systems in Resource and Environmental
Management
REM 331
3
Applied Watershed Hydrology
REM 100, 200
REM 340
3
Environmental Conflict and Public
REM' 100, 200
Involvement in Decision Making
REM 341
3
Environmental and Resource Law
REM 100, 200
REM 346
3
Impact Assessment
REM' 100, 200,342
REM 347
3
Planning and Management of Protected
REM 100, 200, GEOG 214
Areas
REM 350
3
Energy Planning and Management
REM
100, 200, ECON 103
and 105
REM 410
3
Environmental Quality Assessment and
REM 100, 200
Management
REM 412
3
Environmental Modeling
REM'
100, 200, BISC 204,
MA TH
151 or 154
or
157,MA TH 152 or 155
MATJI310,
S7'AT101or,
103 or 301
REM 446
3
Resource and Environmental Management
REM 100, 200, 311, 342,
for First Nations
343,356
REM 448
3
Tourism Planning and Management
REM 100, 200, 311,
356,347, GEOG 389 and
BJSC 312
REM 455
3
Water Planning and Management
REM 100, 200,331
REM 471
3
Forest Ecosystem Management
RE1i'f
100, 200,311,356,
ECON 103,105
REM 475
3
Freshwater Ecosystem Management
REM 100, 200,311
REM 360
3
Special Topics in Resource and
REM
100, 200 and others
to
Environmental Management
be specified
REM 460
3
Special Topics in Resource and
REM
100, 200 and others to
65
21
Environmental Management
be specified
OPTIONAL
COURSES
Honors select any 2-courses from any faculty
71
23
6
as needed to satisfy the minimum credit
hours required for the honors program. 4
SUMMARY
_____
TOTAL HONORS REQUIREMENTS
71
______
23
.
.
11
1 Available to all students (transdisciplinary course).
2 For honors students only.
For BREM students GEOG 322 or Geog 385 are not required prerequisites for course GEOG 445 (see attached
Appendix 2B.
' Consult the Resource and Environmental Management undergraduate advisor for a list of appropriate electives from the
Arts, Applied Sciences, Business, and Science faculties.
.
12.
12
• Of the
65
courses listed as part of the proposed curriculum, there are 30 new credit courses. There
are also 4 new non-credit courses designated to Co-op work terms (REM 390-0, REM 391-0, REM
490-0 and REM 491-0).
The new credit courses are:
GEOG 389-3
REM 343-3
REM 420-3
GEOG
450-3
REM
346-3
REM
445-3
REM 303-3
REM
346-3
REM 446-3
REM 311-3
REM 347-3
REM 448-3
REM
313-3
REM
350-3
REM 455-3
REM
320-3
REM 356-3
REM 460-3
REM
330-3
REM 460-3
REM 464-4
REM
331-3
REM 404-3
REM 471-3
REM
340-3
REM 410-3
REM 475-3
REM
342-3
REM 412-3
REM 477-3
REM 100 and REM 200 were previously approved and are not included in this proposal. Proposals
for the new REM courses are included in appendix 2. GEOG 389 and GEOG 450 have been
approved by Senate
(S95-67).
Timetable for Implementation and Enrollment
It is proposed that the BREM degree should be introduced over four years beginning in the fall
semester 1997 (appendix 3). Approximately 50 students would be enrolled in 1997-3. Subsequently
an additional 50 students will be added each year. The total undergraduate enrollment in the School
of Resource and Environmental Management at full development will be 200. The transdisciplinary
courses, which are designed to accommodate the needs of the entire university community, will be
offered at least twice annually.
Sequence of Adding Faculty
To fulfill its responsibilities with regards to the undergraduate program in Bachelor of Resource and
Environmental Management (BREM), REM will require 6 new faculty members. The existing REM
faculty members carry a full course load within the existing REM graduate program. The existing
REM faculty will be involved in the undergraduate program as each faculty member is expected to
teach one or two undergraduate courses. New faculty members will be involved in the REM graduate
program as each new faculty member is expected to teach one or two courses at the graduate level and
supervise graduate students. New and existing faculty members will be provided with equal
opportunities to teach at the graduate and undergraduate level subject to the course requirements
constraint of the graduate and undergraduate programs. New and existing faculty members are
expected to carry an equal student supervisory load at the graduate and undergraduate level. New
faculty will be hired over a 4-year period. Two new REM faculty members will be needed in 1997-
1998 and two in each of 1999-2000 and 2000-2001 (appendix 3).
.
J.
13
Sequence of Adding Support Staff
The staff required to present the new undergraduate program will be added over a four-year period.
An undergraduate program coordinator is required in 1997-2. One-half technician is needed in 1997-
3, and an additional technician in 1998-3 (appendix 3).
M. BUDGET
Over a four-year period, 1997-2001, a gradual increase in REM's budget will be required to fund the
proposed program. The budget for the proposed program will amount to
$357,450
in year one,
$293,250 in year two, $738,000 in year three, and $716,250 in the final year and subsequent years if
the full proposal is implemented over a four-year period (appendix 4). These figures include
operating capital, laboratory, and field costs (appendix
5).
REM does not have a designated co-op
coordinator and all co-op work is currently being handled by the Graduate Administrator. The
university's co-op program will fund 1 co-op position ($45,000) plus administrative costs of $10,000
each year.
IV. SPACE
Four types of laboratory space are required for the REM program. These are:
- a natural resource laboratory
- a computer lab
- a GIS lab
- a project room
Tutorial rooms are adequate for the remainder. These rooms will be required between 1997-1998 and
2000-2001 (Appendix 6).
V.
EXTERNAL EVALUATION OF THE PROPOSED BREM PROGRAM
Response to the proposed program has been strong from the BC. Ministry of Environment. Two
assistant deputy ministers (O'Riordan and Thompson) verified that in the future, the kinds of
managers SFU proposes to educate will be in demand. They have offered to help with the design of
the program (appendix 6).
A subcommittee of the SFU Co-op Advisory Committee evaluated the proposed BREM program in
terms of its utility to society in general and the private sector in particular. Its report is also included
in appendix 4. The committee members represented the perspectives of the banking, forest products,
and environmental consulting industries. Its concluded that:
"the :ENPL program is timely and contains studies which are desired by many industries
Different industries may seek specialization in their area of interest, but all agree that a broad
approach has considerable merit. We encourage. . . (REM). . . to pursue the implementation
of (this) program."
I q-
14
• A Ph.D
staff member of a consulting firm who reviewed the proposal commented:
"Looks like an excellent program with a good blend of theoretical
and practical courses, . . . If
I was a starting undergraduate student, I would want to enroll".
At the same time the committee highlighted several potential deficiencies in the program design.
These included: the provision of solid writing abilities, exposure to marketing concepts for small
business; specific coverage of international environmental and resource management topics and
concepts of working together in interdisciplinary, intercompany, interinstitutional, interracial, and
intercultural forums. Some of these issues, such as working in an intercompany, and inter
institutional environment are difficult to achieve in a university setting and are best experienced in the
work place. Attention to writing skills has been added to the
REM
program by adding courses ENGL
101 and ENGL 199. In addition, 3 to 6 optional credits are available to students to take extra courses
in writing. Also, we have added a course GEOG
450
to provide students with "group working
skills". This course will strengthen the ability of students to work together in an interdisciplinary,
interracial and intercultural environment. Furthermore, an advisory committee to the School of
Resource and Environmental Management will be established. Composed of both private and public
sector experts, it will be used to give policy advice and ensure the relevance of the curriculum to
emerging social needs.
There were two other potential deficiencies which are more difficult to remedy or address
•
immediately; The first one is a provision of a requirement or a possible option for a graduating
thesis. This will be difficult because the program is designed with a minimal level of faculty.
Indeed, we will not have sufficient personnel to do this for many years, if ever. The second problem
relates to the assurance that the BREM degree will form a strong basis for a number of postgraduate
degree programs. This has been corrected by adding two courses. The REM 404-3 course, which
will be open to all students, provides exposure to a broad range of research methodologies and
analytical techniques. In addition, honors students will be required to enroll in directed studies in an
advanced topics course (REM
464-4)
to permit the development of greater depth and breadth in a
selected area.
The REM faculty fully expects that BREM students will be competitive in graduate education based
on the high quality of students who have been attracted to the master's program in the past, and the
diversity, depth, and practical orientation of the proposed undergraduate curriculum. For example,
all of our master's graduates have been successful in entering the PhD programs of their choice.
However, only time will tell how well BREM graduates will do at the master's level.
Finally there is a question of employability of BREM graduates. In light of the large and growing
number of employment opportunities in the resource and environmental area, and the universal
success of master's graduates from REM in gaining employment in their field of study, we expect that
BREM graduates will be competitive for a broad
spectrum of jobs in society.
.
JI^..
15
Appendix 1
Calendar Description of the BREM Program:?
Bachelor of Resource and Environmental Management
.
1^1
/',.
16
•
?
School of Resource and Environmental Management (REM)
Faculty of Applied Sciences
Bachelor of Resource and Environmental Management
?
(BREW
Location: ?
9683 Shrum Classroom Building
Telephone: ?
2914659/291-3074
Director:
?
Dr. Frank Gobas
Professors:
J.
Chadwick Day BSc (Geology), MSc (Geography, Univ. of Western Ontario), PhD (Resource Geography, Univ. of
Chicago), Director, School of Resource and Environmental Management
Jack L
Knetsch BS. (Soil Science, Michigan State), MS. (Agric. Econ., Michigan State), MPA (Pub. Admin, Harvard
University), PhD (Econ., Harvard University) Professor, School of Resource and Environmental Management and
the Department of Economics
Randall M. Peterman
BSc(Biological Sciences, Univ. of California at Davis), PhD (Zoology, Univ. of British Columbia)
Associate Professors:
Alison Gill
BA. (Geography, Hull Univ.), M.A. (Geography, Univ. of Alberta), PhD (Geography, Univ. of Manitoba),
School of Resource and Environmental Management and Department of Geography
Frank Gobas BSc (Chemistry, Free Univ. of Amsterdam), MSc (Environ. Chem. & Toxicology, Univ. of Amsterdam), PhD
(Chemical Eng., Univ. of Toronto)
Thomas L Gunton
BA.(Univ. of Waterloo), M.A. (Urban and Regional Planning, Univ. of Waterloo), PhD
(Community and Regional Planning, Univ. of British Columbia)
Mark Jaccard
BA.(Economics/Geography, Simon Fraser University), MRM
(Resource
Management, Simon
S
Fraser University), PhD (Economics, Grenoble)
Kenneth Lertzman
BSc (Zoology, Univ. of Manitoba), MSc (Zoology, Univ. of British Columbia), PhD (Zoology, Univ. of
British Columbia)
Peter W.
Williams BA. (Geography, Univ. of Ottawa), M.A. (Geography, Univ. of Waterloo), PhD (Tourism and Outdoor
Recreation, Utah State) Director, Centre for Tourism Policy and Research
Assistant Professors
Pamela
Wright BS. (Natural Science, Lakehead University), HBOR. (Outdoor Recreation, Lakehead University), MS.
(Natural Resource Interpretation, Ohio State University), PhD (Natural Resources Communications and
Marketing, Ohio State University)
Associated
Faculty
J.H. Borden
BSc (Washington Slate), MSc, PhD (California)
Professor, Department of Biological Sciences
Parzival
Copes
BA., MA. (British Columbia), PhD D.Mil
. Sc. (Royal Rhodes)
Professor Emeritus, Department of
EcOnomics,
Edward M. Gibson
BA., MA. (Western Ontario), PhD (British Columbia)
Department of Geography
Alton Harestad
BSc, MA., PhD. D. (British Columbia)
Associate Professor, Department of Biological Sciences
Dan Moore
BSc (British Columbia), PhD (Canterbury)
Geography,
John Pierce
BA. (Toronto), MA. (Waterloo), 'PhD (London)
Department of Geography
John
Richards
BA. (Saskatchewan), MA., PhD (Washington University, St. Louis).
Faculty of Business Administration
Arthur Roberts
BA.
(Toronto), MA. (Waterloo), PhD (York)
Department of Geography
Michael
C. Roberts
BSc (London), M.A. (Toronto), PhD (Iowa), FRGS.
Department of Geography
Richard Routledge
BSc (Queens), MSc (Alberta), PhD (Dalhousie)
Department of Mathematics
Margaret G.
Schmidt
BSc (Guelph), MSc (Lakehead), PhD (British Columbia)
Professor, Department of Geography
Limited Term Appointments
Bob Newbury
BSc (Manitoba), MSc (Manitoba), PhD (Johns Hopkins),
Professor
I?.
17
Adjunct Professors
Mary Barker
BSc (London),
M.A.
(Toronto), PhD (Toronto)
Faculty Associate, Fachrichtung Geographie,
Universitat des Saarlandes, Saarbrucken, Germany
Warren
Bell
BA.
(Victoria),
M.A.
(Western)
Director of Energy Management, BC Ministry of Energy, Mines and
Petroleum Resources, Victoria, BC
Michael Henderson
BSc (Western), MSc (Manitoba), PhD (British Columbia)
Research Scientist, Canadian Department of
Fisheries and Oceans, Vancouver, BC
Richard Hoos
BSc (Calgary), MSc (Victoria)
Director, Northern Affairs, Polar Gas, Calgary, AB
A. John Jordan
BA.
(Harlwick College, N1), PhD (Maine)
Manager, Environmental Services, Vancouver Port
Corporation, Vancouver, BC
Michael J. Kent
BA. (SFU),
MSc (Alberta)
Director, Highway Environment, Ministry of Transportation and Highways,
Victoria, BC
Michael Margolick
BA.
(Cornell), PhD (British Columbia)
BC Energy Council, Vancouver, BC
David Marmorek BES
(Waterloo), MSc
(British
Columbia)
Director and Partner, Environninental and Social Systems
• Analysts Ltd. (ESSA), Vancouver, BC
David Marshall
BSc (Queen's University)
Program Director, Fraser Basin Management Program, Vancouver, BC
Andrew MacKinnon
BSc (British Columbia), MSc (British Columbia)
Manager Forest Ecology, BC Ministry of Forests,
Research Branch, Victoria, BC
Denis O'Gorman
BA.
(Alberta),
M.A.
(British Columbia)
Deputy Commissioner, Commission on Resources and
Environment, Victoria, BC
Jonathan O'Riordan
BA.
(Edinburgh), MA., PhD (British Columbia)
Assistant Deputy Minister, Ministry of
Environment, Victoria, BC
Ken Peterson
BA. (UBC), M.A.
(Northwestern)
Energy Planning Consultant, Vancouver, BC
Raymond Robinson
BA.
(British Columbia)
Deputy Chairman, Federal Environmental Assessment Review Office
(FEARO), Vancouver, BC
Bruce Switzer
B.
Phys Ed (Alberta), MSc (Alberta), PhD (Alberta)
President, Switzer and Associates Consulting, Delta,
BC
Andrew B. Thompson
LLB. (Manitoba), LLM. (Toronto), JSD (Columbia)
Professor, University of British Columbia,
Vancouver Associate Counsel, Ferguson Gifford, Vancouver, BC
Bachelor. ofResource and Environmental Management
The School of Resource and Environmental Management offers programs leading to majors and honors BREM degrees in
Resource and Environmental Management. Our mission is to improve methods for attaining sustainable resource and
environmental practices by advancing, applying, and disseminating relevant knowledge and expertise to meet that objective.
Toachieve this mission, we strive for excellence in teaching, research, and service programs focusing on the understanding
and management of
,• ?
the dynamics of natural resources
•
?
strategies and techniques of sustainable natural resource and environmental planning, management, and policy
formulation
?
.
• ?
the biological, physical, social, economic, and institutional impacts of resource decisions, and
• ?
the efficiency and effectiveness of institutional arrangements affecting resource management decisions
r
L
If.
18
To achieve these goals we actively encourage and undertake:
• ?
interdisciplinary teaching and development programming on natural resource and
environmental issues of local, national, and international interest
• ?
research programs which integrate the combined natural, social, and applied science capabilities of our
faculty members and those from related disciplines
• ?
educational programs which promote the development of critical thinking, theoretical and practical
problem solving, communication, and management skills.
UNDERGRADUATE TEACHING
We offer an interdisciplinary undergraduate program in resource and environmental management. Group learning and
collaborative management skills are emphasized throughout the program. Graduates will be prepared to: meet society's
needs for specialists in sustainable resource and environmental planning and management; gain appropriate employment in
a variety of fields; apply a diverse body of relevant knowledge in formulating solutions to existing and emerging problems;
and continue their education in a wide variety of related disciplines. In the delivery of this program we will use advanced
technology in support of a variety of classroom, laboratory, and distance education techniques.
Academic Advising
Each student majoring in Resource and Environmental Management must contact an advisor in the School of Resource and
Environmental Management before registration.
Admission
The School of Resource and Environmental Management has .a direct entry admission program. Entry to the Bachelor of
Resource and Environmental Management is possible via:
a)
Direct admission from high school for students who have completed Biology 12, Chemistry 12, Mathematics 12 and
Physics 12 (or equivalents) OR
b)
Internal transfer from within Simon Fraser University for students who have completed all the lower division
requirements OR
c)
Transfer from a recognized post-secondary institution for students who meet lower division requirements.
Cooperative Education
Students in the School of Resource and Environmental Management may take part in a cooperative education program.
This results in a combination of work in a governmental, industrial, consultant, or academic research setting. Intensive
specialized study is coupled with a project under the direction of a practicing professional or academic.
The cooperative education program may consist of up to four semesters of practical experience in an appropriate setting
leading to a project under the technical direction of a practicing professional scientist or manager. The internship may take
place within the university but inmost cases the work site will be remote from the university. A member of the external
organization and a faculty member from the school jointly supervise each project. Arrangements for the work semesters are
made through the University's Office of Co-op Education. For further details, students should refer to the
Cooperative
Education
section of the calendar.
S
q.
19
BREM
Students
Program
who study
?
in this field will develop interdisciplinary skills drawn from the sciences, arts, and management fields
.
related to sustainable environmental planning and management. The program is demanding and is aimed at students with
a high grade point average. The program is structured so that completion is possible in four years (eight semesters) of full
time study at Simon Fraser University with up to an additional four semesters of cooperative work. Computers receive
major emphasis as tools for learning, conceptualization, design, and analysis. Group problem solving is emphasized
throughout the program.
S
S
?O.
20
S
?
Appendix lB
MEMO FROM DEPARTMENT OF GEOGRAPHY ?
GEOG 445 PREREQUISITES
ru
LLPrKr,1T - 04
?
.L
'40
?
ru.
SIMON FRASER I)NIVERSITY
Department of Geography
MEMORANDUM
TO: Chad Day
?
9
L \
FROM:
?
J.T. Pierce
SUBJECT: Geog. 445
?
DATE:
?
Jan. 11, 1995
This is to inform you that I will he making changes to the prerequisite structure for
Geog. 445
to accommodate students in ENPL. Students in the ENPL programme,
and all other students from any faculty at Simon Fraser University, will not be
required to take Geog. 322 or 385.
Instead they must complete ENPL 100, 200, and
one of 311, 316 or 356.
.
?
L
J.T. Pierce
Professor an/Chair
j tp:eds
J.
21 ?
Appendix 2
Proposed New Resource and Environmental Management
?
Courses and Course Proposal Forms
REM 303-3 Introduction to Planning Thought
REM 311-3 Applied Ecology and Sustainable Environments
REM 313-3 Fisheries Management: An Introduction
REM 320-3 Introduction to Natural Resource Dynamics, Analysis, and Management
REM 330-3 Applications of Geographic Information Systems in Resource and Environmental Management
REM 331-3 Applied Watershed Hydrology
REM 340-3 Environmental Conflict and Public Involvement in Decision Making
REM 341-3 Environmental and Resource Law-
REM 342-3 Principles of Sustainable Environmental Planning and Management
REM 343-3 Decision Making in Resource and Environmental Management
REM 346-3 Impact Assessment
REM 347-3 Planning and Management of Protected Areas
REM
350-3
Energy Planning and Management
REM 356-3 . Institutional Arrangements for Sustainable Environmental Management
REM 360-3 Special Topics in Resource and Environmental Management
REM 404-3 Methods and Tools for Resource Planning and Management
REM 4
.
10-3 Environmental Quality Assessment and Management
REM 412-3 Environmental Modeling
REM 420-3 Advanced Dynamics, Analysis, and Management of Natural Resources
REM 445-3 Environmental Risk Assessment and Management of Hazardous Substances
REM 446-3 Resource and Environmental Management for First Nations
REM 448-3 Tourism Planning and Management
REM.455-3 Water Planning and Management
REM 460-3 Special Topics in Resource and Environmental Management
REM 464-4 Directed Study in Advanced Resource and Environmental Planning Topics
S
.
.
REM 471-3 Forest Ecosystem Management
REM
475-3
Freshwater Ecosystem Management
REM 477-3 Applied Conservation Biology
Coo perative Education Courses
REM 390-0 Practicum I
REM 391-0 Practicum II
REM 490-0 Practicum III
REM 491-0 Practicum IV
(BREM 9May 1996)
.
0
22
99
5.
Approval ?
/
0
Chair, SCUS
Dean
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
NEW
COURSE PROPOSAL FORM
?
S
1.
Calendar Information
?
School: School of Resource and Environmental Management
Abbreviation Code:
REM ?
New Course No: 303 Credit Hours: 3 Vector:
2-1-0
Title of Course: ?
INTRODUCTION TO PLANNING THOUGHT
Calendar Description of Course: An overview of
two
centuries of planning
history
and thought, this
course introduces the four major planning traditions:
social
reform, policy analysis,
social learning,
and
social
mobilization. It explores the role of the planner in each of these traditions, and offers contemporary
perspectives on the present and future of the planning profession.
Nature of Course: Lecture,
tutorial
Prerequisites (or special instructions): REM
100, 200
What course(s), if
any,
is being dropped from the calendar if this course is approved: None
2. Scheduling
How frequently will the course be offered? at least annually
Semester in which the course will first be offered? 1998-3
Which of your present faculty would be available to make the proposed offering possible?
None - new faculty needed.
3.
Objectives of the course (rationale) This course introduces students to the intellectual traditions of
planning with an emphasis on the relationship between knowledge and action. It focuses on the major
traditions of planning thought and practice, and develops in students a foundation for understanding the
social sciences
and public policy.
4.
Budgetary and Space Requirements (for information only)
What additional reso
Faculty for third year.
Staff for third year:
Library:
Audio Visual:
Space:
Equipment:
urces will be required in the following areas:
See attached schedule for new faculty and staff
See attached schedule for new faculty
and staff
Modest: potentially a few new volumes, reserve readings
Slide, overhead, and video projectors
Lecture and tutorial rooms
None
^,
4.
1
24
.
??
SCHOOL OF RESOURCE AND ENVIRONMENTAL MANAGEMENT
?
Bachelor of Resource and Environmental Management (BREM)
REM 303-3
Introduction to Planning Thought
This course will introduce students to the intellectual traditions of planning - the relation between
knowledge and action. It will focus on the major traditions of planning thought and practice, and
develop a foundation for understanding the social sciences and public policy. An overview of two
centuries of planning history and thought, this course introduces the four major planning
traditions of social reform, policy analysis, social learning, and social mobilization. It explores the
role of the planner in each of these traditions, and offers contemporary perspectives on the present
and future of the planning profession.
Grading Distribution
Book Review ?
20% ?
Mid-term ?
20%
Term Paper ?
40% ?
Class Participation ?
20%
Lecture Topics
A ?
The Terrain of Planning
le i
?
B ?
An Overview of Planning Theory
1.
Planning in Market Societies
2.
The Uses of Planning
C
?
Planning as Social Reform
1.
Planning as a Form of Scientific Management
2.
Rational-Comprehensive Planning and the Systems Approach
D ?
Planning as Policy Analysis
1. ?
The Profession of Policy Analysis
E ?
Planning as Social Learning
F ?
Planning as Social Mobilization
1. ?
Advocacy Planning and Citizen Participation
G ?
Emergents in Planning Theory
1. ?
Devolution, Decentralism, and Self-Management
References
Friedmann, J. 1987.
Planning in the Public Domain.
Princeton, NJ: Princeton University Press.
5., Approval
Date: -
?
ii
rna
ii /ff
44LJ /Io4
Dean
Chair, SCUS
0
25
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
?
NEW COURSE PROPOSAL FORM
1.
Calendar Information ?
School:
School of Resource and Environmental Management
Abbreviation Code:
REM ?
New Course No:
311
Credit Hours: 3
Vector:
2-0-2
Title of Course: ?
APPLIED ECOLOGY AND SUSTAINABLE ENVIRONMENTS
Calendar description of Course:
Students will learn to apply the ecological concepts introduced in
prerequisite courses to applied ecological problems at the population, community, and ecosystem levels of
organization. Emphasis will be placed on processes which drive ecological dynamics, on recognizing those
processes and dynamics in applied contexts, and on interpreting ecological data.
Nature of Course:
Lecture/Tutorial-Computer Lab
Prerequisites (or special instructions):
REM 100, REM 200, BISC 204, STAT 101 or equivalent,
MATH 154 or equivalent
What course(s), if any, is being dropped from the calendar if this course is approved:
None
2. Scheduling
How frequently will the course be offered?
annually
Semester in which the course will first be offered?
1998-3
Which of your present faculty would be available to make the proposed offering possible?
None. New faculty required.
3.
Objectives of the Course (rationale)
This course will build on, and integrate, the previous courses on
ecological systems and quantitative methods by examining the nature of applied ecological problems and
data. This will provide the conceptual framework required for subsequent advanced courses in applied
ecology and its role in sustainable environmental management (e.g. REM 4124, REM 4134, REM 4714).
4.
Budgetary and Space Requirements (for information only)
What additional resources will be required in the following areas:
Faculty for third year: ?
See attached schedule for new faculty and staff
Staff for third year:
See attached schedule for new faculty and staff
Library:
Modest. complements requirements for REM graduate program. 2-3
Journal subscriptions and a few volumes.
Audio Visual:
Slide and overhead projectors
Space:
Lecture and tutorial rooms and computer lab
Equipment:
Computer laboratory for 50 students
.
26
. ?
SCHOOL OF RESOURCE AND ENVIRONMENTAL MANAGEMENT
Bachelor of Resource and Environmental Management (BREM)
REM 311-3
APPLIED ECOLOGY AND SUSTAINABLE ENVIRONMENTS
This course
has four objectives. It helps students:
1. To
gain appreciation of the processes driving the structure and dynamic behavior of
ecological systems.
2.
To learn to interpret the types of data generally available on applied ecological problems.
3.
To apply ecological concepts to analyzing actions taken in management and conservation
of populations, communities and ecosystem; and
4.
To learn the relevance of ecological processes to problems of resource management,
conservation and environmental monitoring and assessment.
Grading Distribution:
Mid Term ?
25% ?
Paper ?
25%
Tutorials ?
25% ?
Final Examination ?
25%
LECTURE TOPICS
A. Objectives of course, introduction to applied ecology:
What is the scope and mandate of applied ecological science?
B. Hierarchical systems
1.
patterns of connectedness in ecological systems
2. variable interaction strengths
C. Interrelation of theoretical, experimental and applied ecology
1.
Basic tools for management of biological resources
2. Paradigms
D. Population ecology
1.
Single populations: The MSY problem
2. Intraspecific interactions
3.
Population regulation
4.
The viable population problem
E. Community ecology
1. Introduction to applied community ecology: management and conservation
2. Diversity and biodiversity
a. diversity at different levels of the ecological hierarchy
b.
measuring diversity
c.
tropical species diversity
d.
diversity in temperate forests as a management problem
3. Interspecific interactions 1: management and the predation process
4. Interspecific interactions 2: management and positive feedbacks among species
^q-
27
5. Dynamics of communities
a.
changing paradigms of succession & disturbance
b. management of non-equilibrium communities
c.
island biogeography and the design of reserves
d. the diversity and stability problem
e stability properties, causes and effects
F. Ecosystem Ecology
1. Ecosystems at different spatial and temporal scales
2. Ecosystems as dynamic systems
3. Ecosystem responses to disturbances
a.
stability and feedbacks in local ecosystems
b.
feedbacks and dynamics of the global ecosystem
4. Ecosystem Health/Ecological integrity
G. Landscape ecology and problems at larger/longer spatio-temporal scales
1.
what is landscape ecology?
2. boundaries and edges
3.
fragmentation
4. corridors
5. metapopulations
6.
landscape structure and disturbance histories
7.
palaeoecology and the long-term dynamics of landscapes
8.
spatial and temporal scaling as a central problem of applied ecology
H. Review of major themes of course
References
General:
Agee J. K. and D. R. Johnson (eds) 1988. . Ecosystem Management for Parks and Wilderness.
Seattle, WA. University of Washington Press.
Begon, M., J.L. Harper and C.R. Townsend. 1990. Ecology: Individuals, Populations and
Communities (2nd ed.). Blackwell Scientific, Publications, London.
Begon, M. and M. Mortimer.. 1986. Population Ecology. A unified study of plants and animals.
Sinauer Assoc. Inc., Sunderland, Mass. (2nd ed.)
Caughley, Graeme. 1977. Analysis of Vertebrate Populations. John Wiley and Sons.
Crawley, M.J. 1986. (ed.) Plant Ecology. Blackwell Scientific Publications. Oxford.
Diamond, J. and T. J. Case (eds.) 1986. Community Ecology. Harper & Row, New York. 665 P.
Duerr, W.A. et al. (eds.). 1979. Forest Resource Management: Decision Making Principles and
Cases. Holt-Saunders.
Fowler, C.W. and T.D. Smith.. 1981. Dynamics of Large Mammal Populations. John Wiley. New
York.
Green, R.H. 1979. Sampling Design and Statistical Methods for Environmental Biologists. John
Wiley & Sons Ltd., New York. 157 P.
Gulland, J.A. (ed.). 1977 and 1988. Fish Population Dynamics. (1st and 2nd editions are
completely different) Wiley.
Holling, C.S. (ed.). 1978. Adaptive Environmental Assessment and Management. John Wiley &
Sons Ltd., New York. 377 P.
Karieva, P.M. J.G.. Kingsolver, and R.B. Huey. 1993. Biotic interactions and global change.
Sinauer Associates Inc., Sunderland, Mass.
pp
559.
Kimmins, J.P. 1987. Forest Ecology. MacMillan, New York.
?
.
Krebs, C.J. 1989. Ecological Mçthodology. Harper and Row, New York.
W
.
S
28
McCabe, R.E. (ed.) 1988. New Approaches in Managing Natural Resources. Transactions of the
.
?
53rd North American Wildlife and Natural Resources Conference. Published by Wildlife
?
Mgmt. Inst., Wash. D.C. (SK 351 N872 no. 53)
McNaughton, S.J. and L.L. Wolfe. 1979. General Ecology.(2nd ed.) PubI. by Holt, Rinehart &
Winston, Toronto.
Silvertown, J.W. 1987. Introduction to plant population biology (2nd ed.). Longman, New York.
Soule, M.E. 1986. Conservation Biology. Sinauer Associates, Inc. Massachusetts.
U.S. National Research Council. 1986. Ecological Knowledge and Environmental Problem-
Solving: Concepts and Case Studies. National Academy Press, Wash. D.C. 388 P. ?
Walters, C.J. 1986. Adaptive Management of Renewable Resources. MacMillan, New York. 374
P.
Westman, W.E. 1985. Ecology, Impact Assessment, and Environmental Planning. John Wiley &
Sons, New York. 532 P.
SELECTED REFERENCES
Philosophy, Hierarchies, Scientific Pro
g
ress and Methodology
Allen, T.F.H. and T.B. Starr. 1982. Hierarchy: Perspectives for Ecological Complexity. Univ.
Chicago Press, p.310
Clark, W.C. 1989. Managing plant earth. Sci. Amer. 261(3):46-57.
de Bono, E. 1982. Lateral thinking for management. A handbook of creativity. Penguin Books.
Elner, R.W. and R. L. Vadas, Sr. 1990. Inference in ecology: The sea urchin phenomenon in the
northwestern Atlantic. Amer. Naturalist 135:108-125.
Kuhn, T.S. 1970. The Structure of Scientific Revolutions. University of Chicago Press.
O'Neill, R.V., and DeAngelis, D.L., Waide, J.B. and Allen, T.F.H. 1986. A hierarchical concept of
ecosystems. Princeton University Press.
.
?
?
Orians, G. 1986. The place of science in environmental problem solving. Environment 28(9):12-
?
17 and 38-41.
Pattee, H. (ed.). 1973. Hierarchy Theory: The Challenge of Complex Systems. George Bra.ziller,
New York.
Platt, J.R. 1964. Strong inference. Science 146 (3642): 347-352.
Popper, Karl R. 1968. The logic of scientific discovery. Hutchinson, London p.480
Price, P.W. et al. 1984. Introduction: Is there a new ecology? P. 1-11 In: Price et al. (eds.). A
New Ecology: Novel Approaches to Interactive Systems.
Romesburg, H. Charles. 1981. Wildlife science: gaining reliable knowledge. J. Wildl. Manage.
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0]
WE
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?
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Forestry and Nutrient Cyclin!
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agement. USDA
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33
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7:1-5.
314w
34
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35
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
NEW
COURSE PROPOSAL FORM
?
•
I. Calendar Information
?
School: School of Resource and Environmental Management
Abbreviation Code:
REM ?
New Course No.:
313
Credit Hours:
3
Vector
2-1-0
Title of Course:
?
FISHERIES MANAGEMENT: AN INTRODUCTION
Calendar Description of Course: Historical overview of fisheries science and management; major issues
in management of freshwater and marine fish populations; fish population dynamics; overview of
quantitative methods to estimate fish abundance and optimal management actions; case examples that
demonstrate lessons for improving future management of
fisheries.
Nature of Course: Lecture and tutorial
Prerequisites (or special instructions):
REM
100, 200, 311, STAT 101 or 103 or 301
What course(s), if any, is being dropped from the calendar if this course is approved: None•
2.
Scheduling
How frequently will the course be offered? Once per year
Semester in which the course will first be offered? 1998-3
Which of your present faculty would be available to make the proposed offering possible?
Randall M. Peterman
?
-
3.
Objectives of the Course (rationale) There is currently no course offered at the undergraduate level
at SFU that exposes students to the dynamics and management of
fishes.
Yet sport and commercial harvests
of fish populations are among the top 3 sources of economic revenue from natural resources in B.0
Knowledge of fisheries is therefore an important component of training for a student majoring in Resource
and Environmental Management.
4.
Budgetary and Space Requirements (for information only)
What additional resources will be required in the following areas:•
Faculty for third year:
?
See attached schedule for new faculty and staff
Staff for third year
?
See attached schedule for new faculty and staff
Library: ?
None
Audio Visual:
?
None
Space:
?
Lecture and tutorial rooms
?
-
Equipment:
?
None
5. Approval
r'..,::
?
7)2,24
1/
/6
(
J1epa1fiment Chair
?
Dean
?
Chair, SCUS
0
3^.
36
SCHOOL OF RESOURCE AND ENVIRONMENTAL MANAGEMENT
S
Bachelor of Resource and Environmental Management (BREM)
REM 313-3
Fisheries Management: An Introduction
Objectives: Students will learn:
1.
Historical overview of the practice of fisheries management
2.
Major issues in management of freshwater and marine fish populations
3. Basic fish population dynamics
4.
Overview of methods for estimating stock abundance and evaluating management options
5.
Recommendations for improving future management of fisheries
Grading Distribution:
Mid Term ?
25%
?
Paper ?
25%
Tutorials ?
25%
?
Final Examination ?
25%
Course Outline
A. Historical overview of the practice of fisheries management
1.
Typical phases of development over time of harvesting effort; fish abundance, catch per unit
effort, and amount of regulation
2.
Roles of fisheries management agencies
3.
Case examples of successes and failures in management of fish populations
B. Major issues in management of freshwater and marine fish populations
1. "Fishing up" phenomenon
2.
Recruitment overfishing and growth overfishing
3.
Development of appropriate models of fish populations given uncertainty
4.
Changes in, and control of, fishing effort and harvests
5.
Definition of management objectives
6.
Ocean "ranching" or artificial enhancement of fish stocks
7. "Tragedy of the commons"
C Basic fish population dynamics
1. Density-dependent processes
2. Life history strategies
3.
Multiple causes of changes in fish abundance: (fishing, biological process,and physical
oceanographic processes)
4. Body size and natural mortality
5. Indirect indices of abundance
6. Models of fish population dynamics (surplus production, stock-recruitment, age-structured,
or dynamic pool models)
D. Overview of methods for estimating stock abundance and evaluating management options
• ?
1. Quantitative methods for reconstructing past stock abundances
2.
Quantitative techniques for projecting future stock abundances, given proposed
• ?
management regulations
3.
Simulation modelling
E. Recommendations for improving future management of fisheries
3'4.
37
Required Text: Pitcher, T.J. and P.J. Hart. 1982. Fisheries Ecology. Avi Publishing Co., Inc., 414
PP .
(The authors are currently revising this text and the new edition should be out by the
spring of 1995, when this course will first be offered).
Back g
round Reading Material:
Allen, K.R. 1980. Conservation and Management of Whales. Univ. of Washington Press, Seattle.
107 pp.
Caddy, J.F. and J.A. Gulland. 1983. Historical patterns of fish stocks. Marine Policy 7(4):267-
278.
Clark, C.W. and R. Lamberson. 1982. An economic history and analysis of pelagic whaling.
Marine Policy. April: 103-120.
Cushing, D.H. 1981. Fisheries Biology: A Study in Population Dynamics (2nd ed.). Univ. of
Wisconsin Press.
Francis, R. 1986. Two fisheries biology problems in west coast groundfish management. N. Amer.
J. Fish. Mgmt.
6:453-462.
Glantz, M.H. and J.D. Thompson (eds.). 1981. Resource Management and Environmental
Uncertainty: Lessons from Coastal Upwelling Fisheries. John Wiley & Sons Ltd., New
York. 491 pp.
Glantz, M.H. (ed.). 1992. Climate Variability, Climate Change, and Fisheries. Cambridge Univ.
Press,
450 pp.
Gulland, J.A. 1983. Fish Stock Assessment: A Manual of Basic Methods. John Wiley & Sons
Ltd., New York. 223 Pp.
Gulland, J.A. (ed.) 1988. Fish Population Dynamics (2nd ed.). John Wiley & Sons Ltd., New
York. 422 pp.
Hilborn, R. and C.J. Walters. 1992. Quantitative Fisheries Stock Assessment: Choice, Dynamics,
and Uncertainty. Chapman and Hall, New York. 570 pp.
Hunter, J.R. (ed.). 1990. Writing for Fishery Journals. Amer. Fish. Soc. 102 pp.
Jamieson, G.S. and N. Bourne (ed.) 1986. North Pacific Workshop on Stock Assessment and
Management of Invertebrates. Can. Spec. Pubi. Fish. Aquat. Sci. Vol. 92. 430 pp.
Levings, C.D.,
L.B. Holtby, and M.A. Henderson (eds.) 1989. Proceedings of the National
Workshop on Effects of Habitat Alteration on Salmonid Stocks. Can. Spec. PubI. Fish.
Aquat. Sd. Vol. 105. 199 pp.
Radovich, J. 1981. The collapse of the California sardine fishery: what have we learned?
In:
Glantz, M.H. and J.D. Thompson (eds.). Resource Management and Environmental
Uncertainty: Lessons from Coastal Upwelling Fisheries. John Wiley & Sons Ltd., New
York.
pp.
107-136.
Ricker, W.E. 1977. The historical development.
In:
J.A. Gulland (ed.), Fish Population Dynamics.
(1st ed.) John Wiley & Sons Ltd., New York.
pp.
1-26.
Rothschild, B.J. (ed.). 1983. Global Fisheries Perspectives for the 1980s. Springer-Verlag, New
York.
Rothschild, B.J.
1986. Dynamics of Marine Fish Populations. Harvard Univ. Press. 277 pp.
Saetersdal, G. 1980. A review of past management of some pelagic stocks and its effectiveness.
Rapp. Proces-verb. Reun. Cons. mt. Explor. Mer. 177:505-512.
Sherman, K., L.M. Alexander, and B.D. Gold (eds.) 1992. Large Marine Ecosystems: Patterns,
Processes, and Yields. 242 pp.
Sherman, K., L.M. Alexander, and B.D. Gold (eds.) 1993. Large Marine Ecosystems: Stress,
Mitigation, and Sustainability. AAAS
Press, 376-pp.
Smith, T.D.
1988. Stock assessment methods: the first fifty years.
In:
J.A. Gulland (ed.). Fish"
Population Dynamics. (2nd ed.). John Wiley & Sons Ltd., New York. pp. 1-33.
Wooster, W.S. (ed.) 1988. Fishery Science and Management: Objectives and Limitations.
Springer-Verlag, New York. 339 pp.
39.
38
L
.
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
?
NEW COURSE PROPOSAL FORM
1.
Calendar Information ?
School:
School of Resource and Environmental Management
Abbreviation Code:
REM
?
New Course No: 320
Credit Hours: 3 Vector: 0-3-0
Title of Course:
?
?
INTRODUCTION TO NATURAL RESOURCE DYNAMICS, ANALYSIS, AND
?
MANAGEMENT
Calendar description of course:
This is a synthetic course designed to introduce an integrated approach
to understanding the dynamics and management of a range of natural resources. It builds on the foundations
in basic and applied ecology provided in previous courses by focusing on the analysis of specific problems in
resource analysis and management.
Nature of Course: Library, laboratory or field research
Prerequisites (or special instructions):
REM 100, 200
What course(s), if any, is being dropped from the calendar if this course is approved:
None
2. Scheduling
How frequently will the course be offered?
annually
Semester in which the course will first be offered?
1998-3
Which of your present faculty would be available to make the proposed offering possible?
None - new faculty needed.
3.
Objectives of the Course (rationale)
The course is designed to introduce an integrated approach to
understanding the dynamics and management of a range of natural resources
4.
Budgetary and Space Requirements (for information only)
What additional resources will be required in the following areas:
Faculty for third year:
See attached schedule for new faculty and staff
Staff for third year
See attached schedule for new faculty and staff
Library:
None
Audio Visual:
None
Space:
None
Equipment:
None
5. Approval
Date: ?
ii ,, ?
2Za;
/hI)/9t
?
ment Chair
?
Dean
Chair, SCUS
3q.
39 ?
SCHOOL OF RESOURCE AND ENVIRONMENTAL MANAGEMENT
?
Bachelor of Resource and Environmental Management (BREM)
?
REM 320-3?
Introduction to Natural Resource Dynamics, Analysis, and Management
This is a synthetic course designed to introduce an integrated approach to understanding the
dynamics and management of a range of natural resources. It builds on the foundations in basic
and applied ecology provided in previous courses by focusing on the analysis of specific problems
in resource analysis and management.
Grading Distribution:
Mid Term ?
25%
?
Paper
?
25%
Tutorials ?
25%
?
Final Examination ?
25%
A. Introduction
1.
Introduction to natural resource dynamics, analysis, and management
- examples of a variety of resource management problems, methods of analysis, and
management solutions
- definitions
2.
Introduction to tools for resource analysis
- gradient of inferential strength from casual observation through formally designed
experiments
- the roles of models in resource analysis
3.
Introduction to tools for resource management
- direct management of the resource
- management of the resource users
- the ecosystem management approach: users, resources and environment as a system
- the roles of models in resource management
- introduction to adaptive management
B. Resource Problems
4. ?
PopulationJsDecies/community mana
g ement: fisheries case studies
- stock and recruitment
- population responses to harvesting
- managing the aquatic environment as fisheries management
- analysis of case studies of fisheries management and mismanagement
4
[
]i
.
410.
40
• ?
5. ?
Terrestrial ecosystem management: forestr
y
case studies
- introduction to stand growth and yield
- calculation of various rotations (timber, ecological, economic)
- analysis of the ecological impacts of harvesting systems on soils, wildlife, hydrology, fish
- introduction to new approaches in forest management
- analysis of case studies in forest management
6.
Aquatic ecosystem mana
g
ement: contaminants
- simple models of aquatic ecosystems (biological and physical variables)
- eutrophication
- biomagnification
- restoration/remediation
- analysis of case studies in the management of contaminants in aquatic ecosystems
7.
Management for conservation
- linkages between traditional resource management problems and conservation science
- conservation as a management issue
8.
Conclusion
- synthesis of lessons learned from the different case studies
- the role of science in management
- sufficiency of information and problems of uncertainty
- adaptive and experimental management revisited
Bibliography
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. ?
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4/.
41
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exploration of the concept. Environ. Management 10(1):1-10.
Elson, P.F. 1962. Predator-prey relationships between fish-eating birds and Atlantic salmon. Fish.
Res. Board Can. Bull. 133:1-87.
Feller, M.C. and J.P. Kimmins. 1984. Effects of clearcutting and slashburning on stream water
chemistry and watershed nutrient loss in southwestern British Columbia. Water Resources
Research 20:29-40.
Fowler, C.W. and T.D. Smith. 1981. Dynamics of Large Mammal Populations. John Wiley. New
York.
Galloway, J.N., G.E. Likens, M.E. Hawley. 1984. Acid precipitation: natural versus
anthropogenic components. Science 226:829-831.
Game, M. 1980. Best shape for nature reserves. Nature 287(5783):630-632.
Giles, R.H., Jr. 1982. Management knowledge through wildlife research: a perspective.
Environmental Management 6(3):185-191.
Green, R.H. 1979. Sampling Design and Statistical Methods for Environmental Biologists. John
Wiley & Sons Ltd., New York. 157 P.
Guthrie, I.C. and R.M. Peterman. 1988. Economic Evaluation of Lake Enrichment Strategies for
British Columbia Sockeye Salmon. N. Amer. J. Fish. Mgmt. 8:442-454.
Hankin, D.G. 1980. A multistage recruitment process in laboratory fish populations: implications
for models of fish population dynamics. Fish. Bull. 78(3):555-578.
Harmon, M.E., W.K. Ferrell and J.F. Franklin. 1990. Effects on carbon storage of conversion of
old-growth forests to young forests. Science 247:699-702.
Harper, J.L. 1977. Population Biology of Plants. Academic Press.
Hassell, M.P., J.H. Lawton, J.R. Beddington. 1977. Sigmoid functional responses by invertebrate
predators and parasitoids. Journal Animal Ecology 46:249-262.
Hilborn, R. 1987. Living with uncertainty in resource management. North Amer. J. Fish. Mgmt.
7:1-5.
Holling, C.S. (ed.). 1978. Adaptive Environmental Assessment and Management. John Wiley &
Sons Ltd., New York. 377 P.
Holling, C.S. 1986. The resilience of terrestrial ecosystems: local surprise and global change.
Sustainable Development of the Biosphere (ed. by W.C. Clark and R.E. Munn), P. 292-
317. Cambridge University Press, Cambridge.
Houghton, J.T., G.J. Jenkins, and J.J. Ephraums (eds.). 1990. Climate Change: The IPCC
Scientific Assessment. Cambridge Univ. Press, Cambridge, U.K. 365 P.
Johnson, Raymond E. (ed.) 1982. Acid Rain/Fisheries: Proceedings of an International
• Symposium an Acidic Precipitation and Fishery Impacts in Northeastern North America.
Bethesda, MD: American Fisheries Society, 357 P.
Jordan, W.R., M.E. Gilpin and J.D. Aber. 1987. Restoration ecology: a synthetic approach to
ecological research. Cambridge Univ. Press, Cambridge,
U.K.
Karieva, P.M. J.G.
Kingsolver, and R.B. Huey. 1993. Biotic interactions and global change.
Sinauer Associates Inc., Sunderland, Mass.
pp
559.
W.
42
Kimmins, J.P. 1987. Forest Ecology. MacMillan, New York.
. ?
Kimmins, J.P. 1977. Evaluation of the consequences for future tree productivity of the loss of
nutrients in whole-tree harvesting. Forest Ecol. and Management 1:169-183.
Krebs, C.J. 1989. Ecological Methodology. Harper and Row, New York.
Kuhn, T.S. 1970. The Structure of Scientific Revolutions. University of Chicago Press.
Kushlan, J.A. 1979. Design and management of continental wildlife reserves: lessons from the
Everglades. Biol. Conserv. 15(4):281-290.
Larson, G.L. 1980. Interpreting dynamics of aquatic resources: a perspective for resource
managers. Env. Mgmt.. 4(2):105-110.
Leisz, D.R. and C.C. Wilson. 1980. To burn or not to burn: fire and chaparral management in
southern California. J. Forestry Feb. P. 94-95.
Levin, S.A. 1981. The role of theoretical ecology in the description and understanding of
populations in heterogeneous environments. Amer. Zool. 21:865-875.
McNaughton, S.J. and L.L. Wolfe. 1979. General Ecology.(2nd ed.) Pub!. by Holt, Rinehart &
Winston, Toronto.
Morison, I.K. and N.W. Foster. 1979. Biomass and element removal by complete tree harvesting
of medium rotation forest stands. In: same volume as Hansen and Baker above, P. 111-
129.
Murphy, D.D. 1990. Conservation biology and scientific method. Conserv. Biol. 4(2):203-204.
Niering, W.A., R.H. Goodwin. 1974. Creation of relatively stable shrublands with herbicides:
arresting "succession" on rights-of-way and pastureland. Ecology 55:784-795.
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ecosystems. Princeton University Press.
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Ecology Manage. 3:153-168.
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17 and 38-41.
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Conseil Intl. Explor. Mer 155:152-163.
Peterman, R.M. 1984. Density-dependent growth in early ocean life of sockeye salmon. Can. J.
Fish. Aquat. Sci. 41:1825-1829.
Peterman, R.M. and G.J. Steer. 1981. Relation between sport fishing catchability coefficients and
salmon abundance. Trans. Amer. Fish. Soc. 110:585-593.
Peterson, R.O., R.E. Page, and K.M. Dodge. 1984. Wolves, moose and the allometry of
population cycles.. Science 224:1350-2352.
Pickett, S. and P.S. White. 1985. The Ecology of Natural Disturbance and Patch Dynamics.
Academic Press.
Pitelka L.F., and Raynal, D.J. 1989. Forest Decline and Acidic Deposition. Ecology 70(1):2-10.
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Randers, J. and J.E. Hosteland. 1979. The response to mounting pressure on the Scandinavian
forest sector. For Chron. 55(6):229-236.
• ?
Romesburg, H. Charles. 1981. Wildlife science: gaining reliable knowledge. J. Wildl. Manage.
•
?
45(2):293-313.
Romme, W.H. 1982. Fire and landscape diversity in subalpine forests of Yellowstone National
Park. Ecol. Monog. 52(2):199-221.
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Amer. Fish. Soc. 111:154-164.
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acidification on a small lake. Science 228:1395-1401.
Schneider, S.H. 1989. The changing climate. Sci. Amer. 261(3):70-79.
• ?
Severinghaus, W. S. 1981. Guild theory development as a mechanism for assessing environmental
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Silvertown, J.W. 1987. Introduction to plant population biology (2nd ed.). Longman, New York.
43.
43
Simberloff, D. 1988. The contribution of population and community ecology to conservation
science. Amer. Rev. Ecol. Syst. 19:473-511.
Smith, P.E. and R.W. Eppley. 1982. Primary production and the anchovy population in the
Southern California Bight: Comparison of Time Series. Limn. & Oceanogr. 27(1):1-17.
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Soule, M.E. 1986. Conservation Biology. Sinauer Associates, Inc. Massachusetts.
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sediments off California. Calif. Mar. Res. Comm. 13:63-70.
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In: same volume as Hansen and Baker above, P. 366-386.
Stottlemyer, JR. 1981. Evolution of management policy and research in the national parks. J.
Forestry. Jan.
Strong, D.R., Lawton H., and Southwood R. 1984. Insects on plants. Harvard University Press,
Cambridge, Mass.
Tamm, C.O. et al. 1974. Leaching of plant nutrients from soils as a consequence of forestry
operations. Ambio 3:211-221.
Taylor, R.J. 1984. Predation: Population and Community Biology. Chapman and Hall, New York.
Terborgh, J. 1974. Preservation of natural diversity: the problem of extinction prone species.
Bioscience 24:715-722.
U.S. National Research Council. 1986. Ecological Knowledge and Environmental Problem-
Solving: Concepts and Case Studies. National Academy Press, Wash. D.C. 388 P.
Vitousek, P.M. et al. 1979. Nitrate losses from disturbed ecosystems. Science 204:469-474.
Walters, C.J. 1986. Adaptive Management of Renewable Resources. MacMillan, New York. 374
P.
Walters, C.J., Hilborn, R. 1978. Ecological optimization and adaptive management. Annual Rev.
Ecol. Syst. 9:157-188.
Waring, R.H. and Schlesinger, W.H. 1985. Forest Ecosystems: Concepts and Management.
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West, D.C., Shugart, H.H. and Botkin, D.B. 1981. Forest Succession: concepts and application.
Springer-Verlag, New York. 517 P.
Westman, W.E. 1985. Ecology, Impact Assessment, and Environmental Planning. John Wiley &
Sons, New York. 532 P.
Wilson, E.O. 1989. Threats to biodiversity. Sci. Amer. 261(3):108-117.
Worrall, J. and G. Currie (eds.) 1978. The methodology of scientific research programmes.
Philosophical papers of Imre Lakatos. Vol. 1. Cambridge Univ. Press.
Zarnowitz, J.E. and D.A. Manuwal. 1985. The effects of forest management on cavity-nesting
birds in northwestern Washington. Journal of Wildlife Management 49:255-263.
.
J/171
5. Atrnroval ?
/
)79
p
// /96
Dean
Chair, SCUS
44
SENATE COMMITTEE ON UNDERGRADUATE STUDIES?
NEW COURSE PROPOSAL FORM
1. Calendar Information
?
School:
School of Resource and Environmental Management
Abbreviation Code:
REM ?
New Course No
330
Credit Hours: 3
Vector: 2-0-2
Title of Course:
APPLICATIONS OF GEOGRAPHIC INFORMATION SYSTEMS IN RESOURCE
AND ENVIRONMENTAL MANAGEMENT
Calendar Description of Course:
Use of GIS in resource and environmental management: geology,
autmospheric sciences, hydrology and water quality, mining, forestry agriculture, parks and lands,
environmental and social impact assessment.
S
Nature of Course:
Lecture and laboratories
Prerequisites (or special instructions):
REM 100, 200
What course(s), if any, is being dropped from the calendar if this course is approved:
None
2. Scheduling
How frequently will the course be offered?
annually
Semester in which the course will first be offered?
1998-3
Which of your present faculty would be available to make the proposed offering possible?
None - new faculty needed
3.
Objectives of the Course (rationale)
Geographic information systems have become a standard
component of virtually every phase of sustainable resource and environmental management. They offer the
potential to bring a diverse body of intelligence and new kinds of analyses to bear in developing solutions to
problems and in the formulation of policy alternatives.
4. Budgetary and Space Re
q
uirements (for information only)
What additional reso
Faculty for third year:
Staff for third year:
Library:
Audio Visual:
Space:
Equipment:
urces will be required in the following areas:
See attached schedule for new faculty and staff
See attached schedule for new faculty and staff
A few volumes
Slide, overhead projectors
GIS Laboratory, Lecture room
GIS Computers and software
L.
45
?
SCHOOL OF RESOURCE AND ENVIRONMENTAL MANAGEMENT
?
Bachelor of Resource and Environmental
Management (BREM)?
REM 330-3?
Applications of Geographic Information Systems in?
Resource and Environmental Management
Geographic information systems have become a standard component of virtually every phase
of sustainable resource and environmental management. They offer the potential to bring a
diverse body of intelligence and new kinds of analyses to bear in developing solutions to
problems and in the formulation of policy alternatives.
Grading Distribution:
Mid Term ?
25% ?
Paper ?
25%
Tutorials ?
25% ?
Final Examination ?
25%
LECTURE TOPICS
1. Introduction: ?
The role and limitations of GIS.
2.
Operation of the system.
3.
Sources of information: what is available, how to access it.
4.
The Use of GIS in resource and environmental management:
• Geology
• Atmospheric Sciences
• Hydrology and water quality
• Mining
• Forestry
• Agriculture, parks, and lands
• Urban and regional planning
• Environmental and social impact assessment
References
Goodchild, Michael F. et al. 199?.
National Center for
.
Geographic Information and Analysis
Core
Curriculum.
Santa Barbara, CA: University of California, Santa Barbara,
Department of Geography.
0
L4.
I I ,
19Q( ?
I27(jq
// /9
L
i ?
i
Dean
5.
Approval ?
Date:
Chair, SCUS
46
r
.
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
?
NEW COURSE PROPOSAL FORM
1.
Calendar Information ?
School:
School
of
Resource and Environmental Management
Abbreviation Code:
REM ?
New Course No: 331
Credit Hours: 3 Vector:
2-0-2
Title of Course:
?
APPLIED WATERSHED HYDROLOGY
Calendar description of course:
The course applies the fundamental concepts
of
geomorphology and
hydrology to the analysis
of
watershed patterns and stream behaviour with a view to contrasting natural and
impacted Systems.
Nature of Course:
Lectures and field trips to local watersheds and stream reaches
Prerequisites (or special instructions):
REM 100, 200
What course(s), if any, is being dropped from the calendar if this course is approved:
None
2. Scheduling
How.frequently will the course be offered?
Annually, summer or fall semester
Semester in which the course will first be offered?
1998-3
Which of your present faculty would be available to make the proposed offering possible?
Dr. Bob Newbury
3.
Objectives of the Course (rationale)
The objective is to familiarize students with the basic tools
of
watershed analysis that are used for enviornmental assessments, project planning, and the interpretation
of
forest and fisheries codes.
4.
Budgetary and Space Requirements (for information only)
What additional reso
Faculty for third year:
Staff for third year:
Library:
Audio Visual:
Space:
Equipment:
urces will be required in the following areas:
See attached schedule for new faculty and staff
See attached schedule for new faculty and staff
Modest: potentially a few new volumes, reserve readings
Slide, overhead, and video projectors
Lecture and laboratory rooms
Rental vehicles for field trips
L
4.
47
SCHOOL OF RESOURCE AND ENVIRONMENTAL MANAGEMENT
?
Bachelor of Resource and Environmental Management (BREM)
REM 331-3
Applied Watershed Hydrology
Objective
The objective is to familiarize students with the basic tools of watershed analysis that are used for
environmental assessments, project planning, and the interpretation of forest and fisheries codes.
Grading Distribution:
Mid Term ?
25%
?
Paper
?
25%
Tutorials ?
.5%
?
Final Examination ?
25%
Course Content
The course applies the fundamental concepts of geomorphology and hydrology to the analysis of
-.
?
watershed patterns and stream behaviour with a view to contrasting natural and impacted systems.
1.
Methods for analyzing streams and watershed rehabilitation schemes
2.
Examples of the impact of various scales of development projects on rivers,
reservoirs and urban streams.
The course will be composed of lectures and field trips to local watersheds and stream reaches.
Readings:
Stream hydrology and rehabilitation
Munro, K. and G. Taccogna. 1994. The Streamkeepers Handbook. Vancouver, B.C.:
Department of Fisheries and Oceans.
Newbury, R. and M. Gaboury. 1993. Stream Anal
y
sis and Fish Habitat Design, NHL.
General Methods
Dunne, T. and L. Leopold. 1978. Water in Environmental Planning. Freeman.
S
S
48
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
?
NEW COURSE PROPOSAL FORM
1.
Calendar Information
?
School: School of ResOurce and
Environmental Management
Abbreviation Code:
REM ?
New Course No: 340 Credit Hours: 3 Vector: 2-1-0
Title
of
Course:
ENVIRONMENTAL CONFLICT AND PUBLIC INVOLVEMENT IN DECISION
MAKING
Calendar description
of
course: This course is designed to assist
students in understanding the nature of
environmental
conflict and the role of the public in resolving environmental disputes. Specifically, the course
will examine theoretical aspects of conflict, public participation, and dispute resolution in natural resource
management and will be practically oriented such that students develop skills in determining: when
alternative dispute resolution is appropriate; designing a process for dispute resolution; evaluating the
success of the process; and participating in the process.
Nature
of
Course: Lecture, tutorial
Prerequisites (or special instructions): REM 100
9
200
What course(s),
if
any,
is
being dropped from the calendar
if
this course
is
approved: None
2.
Scheduling
How frequently will the course be offered? Annually
Semester in which the course will first be offered? 1997-1
Which
of
your present faculty would be available to make the proposed offering possible?
None - new faculty needed
3.
Objectives
of
the Course (rationale) This course will: analyze the theoretical basis of natural
resource conflicts; examine the role of a range of public participation and dispute resolution techniques
within the larger framework of shared decision-making, consensus building techniques, and multi-
stakeholder working groups; identify the appropriate application of public participation and dispute
resolution techniques; design a process for public involvement in decision making; develop a framework for
evaluating the success of public participation and dispute resolution efforts.
4. Budgetar y
and S
p
ace Re q
uirements (for information only)
What additional reso
Faculty for third year:
Staff for third year:
Library:
Audio Visual:
Space:
Equipment:
urces will be required in the following areas:
See attached schedule for new faculty and staff
See attached schedule for new faculty and staff
Already sufficient
Slide, overhead, and video projectors
Lecture and tutorial rooms
None
S
5. Approval
Date: ?
H/ ?
/1
/9
A2
.1 t4-e.-- 1
&LK
èrtment Chair ?
Dean
Chair,
SCUS
qq.
49
SCHOOL OF RESOURCE AND ENVIRONMENTAL MANAGEMENT
?
Bachelor of Resource and Environmental Management (BREM)
?
REM 340-3
Environmental Conflict and Public Involvement in Decision Making
Description
This course is designed to assist students in understanding the nature of environmental conflict
and the role of techniques in resolving environmental disputes. Specifically, the will examine
theoretical aspects of conflict, public participation, and dispute resolution in natural resource
management and will be practically oriented such that students develop skills in determining:
when alternative dispute resolution is appropriate; designing a process for dispute resolution;
evaluating the success of the process; and participating in the process.
Grading Distribution:
Mid Term ?
25% ?
Paper ?
25%
Tutorials ?
'25% ?
Final Examination ?
25%
Objectives
Upon successful completion of the course the student will be able to:
• analyze the theoretical basis of natural resource conflicts
• examine the role of a range of public participation and dispute resolution' techniques within
the larger framework of shared decision-making, consensus building techniques, and multi-
stakeholder working groups
• identify the appropriate application of public participation and dispute resolution techniques
• design a process for public involvement in decision making
• develop a framework for evaluating the success of public participation and dispute
resolution efforts
Format
The format of the class will consist of three main parts: discussion of readings, skills practicums;
and application of theory and skills to actual cases. Roughly one-third of class time will be used in
skills practicums. A number of guest speakers will provide insight into specific environmental
disputes in B.C. as well as discuss the incorporation of alternative dispute resolution with other
resource management practices and processes.
.
Iso.
50
• ?
Assumptions
Since this course addresses the topic of public participation and shared decision-making, you will
be expected to play an active role in decision-making (under the framework of the course
objectives) about course progress, activities, and evaluation. Class participants will be responsible
for making consensus recommendations to the course instructor.
Additionally, as this class is designed to have a substantial practical skill component and since the
recognized way of developing these skills is through role playing -- students will be expected to
be active and interested participants in these processes.
References
Fisher, Roger and William Ury. 1991. Getting to Yes: Negotiating Agreement Without Giving In.
New York, NY.: Penguin Books.
Susskind, Laurence and Jeffrey Cruikshank. 1987. Breaking the impasse: Consensus approaches
to resolving public disputes. New York, NY: Basic Books.
0
.
'$1.
51
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
NEW
COURSE PROPOSAL FORM
?
.
1.
Calendar Information
?
School: School of Resource and Environmental Management
Abbreviation Code:
REM ?
New Course No: 341 Credit Hours: 3 Vector:
2-1-0
Title of Course:
?
ENVIRONMENTAL AND RESOURCE LAW
Calendar description of course: This course has been designed as a practical introduction to the
legal
system that applies to resource
and
environmental issues in Canada. It will acquaint students with basic
legal principles and a broad body of law from fisheries to constitutional law. The course will examine the
intellectual tools of legal reasoning and the ways in which lawyers approach environmental problems.
Students will also gain an understanding of legal instruments through which environmental policy is
implemented and enforced. These include statutes, regulations and judicial decisions. This will assist
students in analyzing institutional structures and legal processes, and in preparing for personal involvement
in court cases, administrative hearings and other legal and quasi legal processes.
Nature of Course: Lecture, tutorial
Prerequisites (or special instructions):
REM 100, 200
What course(s), if any, is being dropped from the calendar if this course is approved: None
2. Scheduling
How frequently will the course be offered? Annually
Semester in which the course will first be offered? 1998-3
Which of your present faculty would be available to make the proposed offering possible?
None - new faculty needed.
3.
Objectives of the Course (rationale) Students will learn about the legal underpinnings of the
current system of resource and environmental management in Canada and British Columbia. Existing
constraints
and
desirable institutional changes will be stressed.
4. Budgetar y
and Space Requirements (for information only)
What additional resources will be required in the following areas:
Faculty for third year:
?
Seeattached schedule for new faculty and staff
Staff for third year
?
See attached schedule for new faculty and staff
Library:
?
Already sufficient
Audio Visual: ?
Slide, overhead, and video projectors
Space: ?
Lecture and tutorial rooms
Equipment: ?
None
.
5.
Approval
Date: ?
ii I
99
ent Chair ?
Dean
Chair, SCUS
6^.
52
O
SCHOOL OF RESOURCE AND ENVIRONMENTAL MANAGEMENT
Bachelor of Resource and Environmental Management
(BREM)
REM
341-3
Environmental and Resource Law
This course
is a practical introduction to the legal system that governs resource and environmental
issues in Canada. It acquaints students with basic legal principles and a broad body of law. The
course examines the intellectual tools of "legal reasoning" and the ways in which lawyers
approach environmental problems. Students also gain an understanding of legal instruments
through which environmental policy is implemented and enforced statutes, regulations and judicial
decisions. The course assists students in analyzing institutional structures and legal processes, and
in preparing for personal involvement in court cases, administrative hearings, and other legal and
quasi-legal processes.
Grading Distribution:
Mid Term ?
25% ?
Paper ?
25%
Tutorials ?
25% ?
Final Examination ?
25%
Lecture Topics
A. The first portion of the course covers the following basic areas of law affecting resource and
environmental issues:
1.
Introduction to the Canadian legal system
2.
Basic concepts in legal proceedings
3.
The court system and legal research
4.
Administrative law, public hearings and enquiries
5.
Constitutional law and resource Jurisdictions: water management
6.
International law: The Law of the Sea (Fisheries)
7.
Environmental law
8.
Land use law and Institutional arrangements
9. Aboriginal rights and land claims
10. Evidence and expert witnesses
6^-
53
B. The second part of the course consists of a number of workshops on specific areas of
environmental and natural resources law. The objectives of each workshops will be:
1.
To elucidate the basic character of a specific resource area not covered above, such as
forestry, mining, impact assessment, or land use planning; and
2.
To present a case study of a legal problem within the selected resource area, in light of
legal issues raised in the course.
References
Hughes, Lucas and Tilleman. 1993. Environmental Law and Policy. Toronto, ON: Emond
Montgomery Publications.
The Continuing Legal Education Society of British Columbia. 1991. Environmental law and
Practice--1991. Vancouver, B.C.: The Continuing Legal Education Society of British
Columbia.
The Canadian Institute. 1990. Western Canadian Environmental Law and Regulation: A
Comprehensive Two-Day Course. Toronto, ON: The Canadian Institute.
Tingly, D. 1987. Environmental protection and the Canadian Constitution. Edmonton, AB:
Environmental Law Centre.
0
- 64.
Z2
1
11/9%
Dean ?
Chair, SCUS
54
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
•
?
NEW COURSE PROPOSAL FORM
1.
Calendar Information ?
School:
School of Resource and Environmental Management
Abbreviation Code:
REM ?
New Course No: 342
Credit Hours: 3
Vector:
2-1-0
Title of Course:
?
PRINCIPLES
OF
SUSTAINABLE ENVIRONMENTAL PLANNING AND
?
MANAGEMENT
Calendar Description of Course:
An examination of planning theory, methods, and applications to
resource and environmental management challenges. Concepts of sustainability and sustainable
development are clarified, and planning techniques for operationalizing sustainability in a variety of
management contexts are explored.
Nature of Course:
Lecture, tutorial
Prerequisites (or special instructions):
REM 100, 200
What course(s), if any, is being dropped from the calendar if this course is approved:
None
2.
Scheduling
How frequently will the course be offered?
annually
Semester in which the course will first be offered?
1997-3
Which of your present faculty would be available to make the proposed offering possible?
None
-
new faculty needed.
3.
Objectives of the course (rationale)
This course will introduce students to the intellectual
traditions and analytical techniques of environmental planning. Sustainability planning is the most versatile,
comprehensive and contemporary approach to the discipline of environmental planning.
4. Budgetar
y and Space Requirements (for information only)
What additional resources will be required in the following areas:
Faculty:
?
See attached schedule for faculty and staff
Staff:
?
See attached schedule for faculty and staff
Library:
?
modest: potentially a few new volumes, and reserve readings
Audio Visual: ?
slide, overhead, and video projectors
?
.
Space:
?
lecture and tutorial rooms
Equipment:
?
none
L'.
55
SCHOOL OF RESOURCE AND ENVIRONMENTAL MANAGEMENT
?
Bachelor of Resource and Environmental Management (BREM)
REM 342-3?
Principles of Sustainable Environmental Planning and Management
This course will introduce students to the intellectual traditions and analytical techniques of
environmental planning. Sustainability planning is the most versatile, comprehensive and
contemporary approach to the discipline of environmental planning. We will examine planning
theory, methods and applications for resource and environmental management challenges.
Concepts of sustainability and sustainable development will be clarified; and planning techniques
for operationalizing sustainability in a variety of management contexts will be explored.
Grading Distribution
Book
Review ?
20% ?
Mid-term ?
20%
Term Paper ?
40% ?
Class Participation ?
20%
Lecture Topics
A
Planning and development theory
B
Sustainable development and natural resources
C
Sustainability: protecting the Future
D
Making sustainability operational: the meaning of "environmental capacity"
E
Sustainability planning
F
Instruments of environmental protection
G
Regulations versus financial Incentives
H
The role of government expenditure
I
Integrating social and environmental policy
J
Global environmental economic policy
K
Making environmental decisions
L
Measuring success
Reference:
Jacobs, M.,
The Green Economy: Environment, Susiainable Development and the Politics of the
?
Future
(London: Pluto Press, 1991).
.
0
5.
Approval
Date: ?
I1CL-1
ii (;:(
I
1/
rn
1
,yo
)ean
Chair, SCUS
F
M.
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
?
NEW COURSE PROPOSAL FORM
1.
Calendar Information
?
School:
School of Resource and Environmental Management
Abbreviation Code:
REM
?
New Course No:
343
Credit Hours: 3
Vector:
2-1-0
Title of Course:
DECISION MAKING IN RESOURCE AND ENVIRONMENTAL MANAGEMENT
Calendar description of course:
Successful resource and environmental management requires two kinds
of theory; substantive theory which deals with the specific nature of a particular policy field such as forestry
or fisheries and procedural theory which deals with the process of decision making in general.
Nature of Course:
Lecture, tutorial
Prerequisites (or special instructions):
REM 100, 200, 311, and 356
What course(s), if any, is being dropped from the calendar if this course is approved:
None
2.
Scheduling
How frequently will the course be offered?
annually
Semester in which the course will first be offered?
1998-3
Which of your present faculty would be available to make the proposed offering possible?
Dr. Tom Gunton
. ?
3. Objectives of the Course (rationale)
The purpose of this course is to acquaint students with the
procedural theory of rational decision making. The course will attempt to illustrate both how policy ought to
be formulated as well as how it is actually formulated in the real world.
4. Budgetary and Space Requirements (for information only)
What additional resc
Faculty for third year:
Staff for third year:
Library:
Audio Visual:
Space:
Equipment:
urces will be required in the following areas:
See attached schedule for new faculty and staff
See attached schedule for new faculty and staff
Adequate
Adequate
Lecture and tutorial rooms
None
57
SCHOOL OF RESOURCE AND ENVIRONMENTAL MANAGEMENT
?
9
Bachelor of Resource and Environmental Management (BREM)
REM 343-3
Decision Making in Resource and Environmental Management
Successful resource and environmental management requires two kinds of theory; substantive
theory which deals with the specific nature of a particular policy field such as forestry or
fisheries, and procedural theory which deals with the process of decision making in general.
The purpose of this course is to acquaint students with the procedural theory of rational decision
making. The course will, attempt to illustrate both how policy ought to be formulated as well as how
it is actually formulated in the real world.
COURSE FORMAT AND ORGANIZATION
The course will meet once per week. Each weekly session will be organized around assigned
readings. The session will be joint lecture/discussion. The final weeks will be devoted to student
presentations of their own policy papers.
Student Evaluation
% of mark
Complete weekly readings, engage in class discussions and workshops.
?
20
2.
Prepare review of the following book:
?
20
Our Common Future
3. Prepare and present to the class a paper analyzing the policy-making
process in a policy field of interest to the student.
?
60
i) presentation ?
20
ii)
first draft ?
20
iii) final draft ?
20
To ensure fair comparisons among students, and to be consistent.with university policy, deferred
grades are given gnly under extreme and exceptional circumstances such as illness or death in the
family. A heavy workload is not a sufficient justification for a deferred grade. There are no
exceptions to this policy. Students should schedule the writing of papers to spread the workload
more evenly throughout a semester.
0
0- .
•
58
Lecture Topics
?
1. ?
The Decision Making Process
Readings:
D.
Weimer and A. Vining, Polic
y
Anal y
sis, (Englewood Cliffs: Prentice Hall, 1989)
Chapter 6.
Frank Harrison, The Managerial Decision-Making Process,
pp
22-28.
E.
Stokey and R. Zeckhauser, A Primer for Policy Analysis, Chapter 14.
John Friedman and Barclay Hudson, "Knowledge and Action:
A Guide to Planning Theory, JAIP Vol. 40 (Jan. 1974),
pp
2-15.
?
2.
?
Techniques for Decision Making
a) ?
Program Scheduling (PERT and CPM).
Readings:
D. Kruekeberg and A. Silvers, "Program Scheduling," Urban Planning Analysis, pp.
231-250.
b) ?
Projection Techniques (Extrapolation, Delphi, Scenario Writing)
Readings:
G. Chadwick, "Projecting the System," A Systems View of Planning,
pp.
155-186.
I. Miles and J. Irvine "Social Forecasting: Predicting the Future or Making History"
in J. Irvine, I. Miles and J. Evans ed., Demystifying Social Statistics,
pp.
305-325.
c) ?
Evaluation Techniques (Cost-benefit, Cost-effectiveness, Goals Achievement Matrix,
Linear Programming, Decision Trees).
Readings:
E. Stokey and R. Zeckhauser, A Primer for Policy Anal
y sis, Chapter 12.
D. Kruekeberg and A. Silvers, Urban Planning Analysis,
pp.
193-226.
Donald McAllister, Evaluation in Environmental Planning, Chapters 6, 7, 8, 9, 13.
A. Thompson, "West Coast Oil Port," in T. Dorcey ed., Coastal Resources in the
Future of British Columbia.
p
91
59
d)
Implementation Strategies
Weimer and Vining,
pp.
125-173,
305-315.
?
.
D. A. Mazmanian and P.A. Sabatier ed., "The Implementation of Public Policy,"
Effective Policy Implementation,
pp.
3-37.
e)
Negotiation Techniques
A. Dorcey, "Negotiation in the Integration of Environmental and Economic
Assessment for Sustainable Development."
J. Lilley, "Resolving Conflict: A Case Study".
P. Begin, "Mechanisms that Involve Community Participation in the Settlement of
Environmental Disputes."
?
3. ?
Impediments to Rational Decision Making
Readings:
D. Weimer and A. Vining, Policy Anal
y
sis, Chapter 4.
?
4. ?
Role of Public and Institutions in Decision Making
a)
I. Fox "Institutions for Water Management in a Changing World." Natural Resources
Journal, 16 (Oct. 1976), 743-758.
b)
D. MacAllister, Evaluation in Environmental Planning, Chapt. 13.
?
5. ?
Case Studies in Decision Making.
Term Project
For the term project you are expected to prepare a policy background paper suitable for a
cabinet discussion. You will be asked to present your paper to a simulated cabinet meeting. Prior to
the meeting you will provide the cabinet with copies of a draft of your policy paper. One person
will be designated to provide a formal review of your paper.
Although each policy paper will vary depending on the issue, it should include the following
components:
1)
Problem Definition
i) ?
short summary of the problem or issue
2)
Background and Origin of Problem
3)
Existing Policies and Institutional Mechanisms Relevant to Problem
(O
p
4) Interest Groups
i) aspirations
ii) power
iii)
background
iv)
previous behaviour
5)
Alternatives
i)
identify feasible options
ii) evaluate options
6) Recommendations
i)
additional analysis required
ii)
actions required
7) Postscript
i) Indicate how you think this issue will be resolved and why
8) A short executive summary
After the presentation of the draft paper to class (the cabinet) you have until the last class to
•. ?
complete a finished version to be handed in as the term paper. It is expected that the final
product will respond in some way to the various critiques raised by cabinet.
S
.
"I
/1
j9Q
Dean
Chair, SCUS
61
.
SENATE COMMITTEE ON UNDERGRADUATE STUDIES?
NEW COURSE PROPOSAL FORM
1.
Calendar Information ?
School::
School
of
Resource and Environmental Management
Abbreviation Code:
REM ?
New Course No:
346
Credit Hours: 3 Vector: 2-0-2
Title of Course:
?
IMPACT ASSESSMENT
Calendar Description of Course:
The goals
of
this course are to review and evaluate the principal
theoretical impact assessment methods used to assess resource development, transportation, as well as
regional planning, and policy proposals. To do so, federal, provincial, regional, and municipal institutional
arrangements and assessment strategies are covered. A selection
of
recent impact assessments will be
assessed.
Nature of Course:
Lecture, laboratory
Prerequisites (or special instructions):
REM 100, 200, and 342
What course(s), if any, is being dropped from the calendar if this course is approved:
None
2.
Scheduling
How frequently will the course be offered?
Annually
Semester in which the course will first be offered?
1998-3
Which of your present faculty would be available to make the proposed offering possible?
John Chadwick Day
3.
Objectives of the Course (rationale) :
This course introduces students to the theory and practice of
impact assessment. Many students will use the techniques and knowledge of the institutional arrangements
covered in the course in a professional context following graduation.
4.
Budgetar
y
and Space Requirements (for information only)
What additional resources will be required in the following areas:
Faculty:
?
None
Staff: ?
See attached schedule for new faculty and staff
Library: ?
modest: potentially a few new volumes; reserve readings
Audio Visual: ?
slide, overhead, and video projectors
Space:
?
lecture and laboratory rooms
Equipment: ?
rental vans for field trips
5
Aimroval
S
M
62
SCHOOL OF RESOURCE AND ENVIRONMENTAL MANAGEMENT
?
Bachelor of Resource and Environmental Management (BREM)
REM
346-3?
Impact Assessment
The
goals
of
this course are to review and evaluate the principal theoretical impact assessment
methodologies associated with resource development, transportation, regional planning, and
policy analysis. To do so, federal, provincial, regional, and municipal institutional arrangements
and assessment strategies are covered. A selection of recent case studies of impact assessments
will be are reviewed by the class.
Grading Distribution:
Mid Term ?
25%.
?
Paper ?
25%
Tutorials ?
25%
?
Final Examination ?
25%
Lecture Topics
S
A. Introduction
and overview of issues
B. Comprehensive Assessment Methods
1.
Comprehensive assessment methods I
2.
Comprehensive assessment methods II
3.
Initial assessment methods; screening and scoping; cumulative effects assessment
4.
Bench marking; monitoring; compensation and mitigation; intervener funding
5.
Special topics; boom and bust towns; heritage assessment; traditional native knowledge
C. Institutional Arrangements: Canada v. the United States
1.
Federal environmental assessment:
2.
Provincial-state environmental assessment:
3.
Regional and municipal environmental assessment:
D. Economic Sectors
1.
Forestry
2.
Mining
3. Transportation
4.
Industry and hazardous facilities
^'J
'
0
63
References
Bartlett, Robert V. 1988. "Policy and Impact Assessment."
Impact Assessment Bulletin
6 (3-
4):73-74.
Beanlands, G.E. 1985. "Ecology and Impact Assessment in Canada,"
pp.
1-20. In
New
Directions in Environmental Impact Assessment in Canada,
edited by Virginia W.
Maclaren and Joseph B. Whitney. Toronto, ON.: Methuen. (Handout)
Beanlands, Gordon E. and Duinker, Peter N. 1983.
An Ecological Framework for
Environmental Impact Assessment in Canada.
Halifax, NS: Institute for Resource and
Environmental Studies, Dalhousie University. (JCD)
Bowles, Roy T. 1981.
Social Impact Assessment in Small Communities.
Toronto, ON:
Butterworths. (JCD)
Bowles, Roy T., ed. 1982.
Little Communities and Big Industries: Studies in the Social
Impact of Canadian Resource Extraction.
Scarborough, ON: Butterworths. (JCD)
Caldwell, Lynton K. 1988. "Environmental Impact Analysis: Origins, Evolution, and Future
Directions."
Impact Assessment Bulletin
6(3-4):75-83.
Canadian Environmental Assessment Research Council. 1991a.
Integrating Economics and
ELA: Institutional Design and Analytical Tools,
by Peter K. Stokoe: Ottawa, ON:
Supply and Services Canada.
1990a. Application of Native
Knowledge in EIA: Inuit, Eiders and Hudson Bay
Oil, by Douglas J. Nakashima. Ottawa, ON: Supply and Services Canada (Handout)
?
0
1990b.
EIS Process and Decision Making,
by Yves Phaneuf. Ottawa, ON: Supply
and Services Canada.
1990c.
Environmental Assessment and Aboriginal Claims: Implementation of
the Inuvialuit Final Agreement,
by Maureen G. Reed. Ottawa, ON: Supply and Services
Canada. (Handout)
1990d. The Integration of Environmental Considerations into Government
Policy,
by Francois Bregha
et
al. Ottawa, ON: Supply and Services Canada. (Handout)
1989?. The Place of Negotiation in Environmental Assessment.
Ottawa, ON:
Supply and Services Canada. (Handout)
1988a. The Assessment of Cumulative Effects: A Research Prospectus.
Ottawa,
ON: Supply and Services Canada. (Handout)
1
.1988b. Evaluating Environmental Impact Assessment: An Action Prospectus
Ottawa, ON: Minister of Supply and Services Canada. (Handout)
1988c. Mitigation and Compensation Issues in the Environmental Assessment
Program: A Research Prospectus.
Ottawa, ON: Supplies
and Services Canada.
(Handout)
'4.
64
1987a. Cumulative Effects Assessment in Canada: An Agenda for Action and
Research,
by
E.B.
Peterson et al. Ottawa, ON: Supply and Services Canada. (Handout)
1987b. A Framework for Effective Monitoring,
by Natalia M. Krawetz etal.
Ottawa, ON: Supply and Services Canada. (Handout)
1986a.
Learning from Experience: A State-of-the Art Review and Evaluation
of Environmental Impact Assessment Audits,
by David A. Munro et al. Ottawa, ON:
Supply and Services Canada. (Handout)
_______ 1986c.
Risk Management and ETA: Research Needs and Opportunities,
by A.P.
Grima, et al. Ottawa, ON: Supply and Services Canada. (Handout)
Canadian Environmental Assessment Research Council and U.S. National Research Council.
1986. Cumulative Environmental Effects: A Binational Perspective. Hull, PQ:
CEARC. (Handout)
Dee, Norbert eta,'. 1973. "An Environmental Evaluation System for Water Resource Planning."
Water Resources Research
9(3):523-35. (Handout)
Dixon, Mim. 1980.
What Happened to Fairbanks? The Effects of the Trans-Alaska Oil
Pipeline on the Community of Fairbanks, Alaska.
Boulder, CO: Westview Press.
(JCD)
Elliot, Michael Lawrence. 1981. 'Pulling the Pieces Together." Amalgamation in Environmental
Impact Assessment."
Environmental Impact Assessment Review
2(1):11-38. (Handout)
Finsterbusch, Kurt. 1985. "State of the Art in Social Impact Assessment."
Environment and
Behaviour
17(2):193-221.
Finsterbusch, Kurt and Wolf, C.P. 1981.
Methodology of Social Impact Assessment.
2d
ed.
Stroudsbury, PN.: Hutchinson
Ross
(Library, JCD)
Fitzsimmons, etal. 1977.
Social Assessment Manual: A Guide to the Preparation of the
Social Well-Being Account for Planning Water Resources Projects. Boulder, CO:
Westview Press. (Library, JCD)
Leopold, Luna B. October 1969. "Landscape Esthetics,"
Natural History
78(8):36-44.
(Handout)
Lucas, Rex A. 1971.
Minetown, Milltown, Railtown: Life in Canadian Communities of
Single Industry.
Toronto, ON: University of Toronto Press. (Library, JCD)
McHarg, Ian L. 1968. "A Comprehensive Highway Route Selection Method,"
Highway
Research Record
246:1-15. (Handout)
McHarg, Ian L. 1971.
Design with Nature.
Garden City, NY: Doubleday/Natural History
Press. (JCD)
Moen, Elizabeth etal. 1981.
Women and the Social Costs of Economic Development: Two
Colorado Case Studies.
Social Impact Assessment Series No.
5.
Boulder, CO: Westview
Press. (JCD)
(,.
65
Shpyth, Albert A. 1991. "An Ex-Post Evaluation of Environmental Impact Assessment in
Alberta: A Case Study of the Oldman River Dam." Canadian Water Resources Journal
16(4):367-79. ?
40
Sills, David L.
et
al. 1982. Accident at Three Mile Island: The Human Dimensions.
Boulder, CO.: Westview Press. (JCD)
U.S. Department of the Interior. Geological Survey. 1971. A Procedure for Evaluating
Environmental Impact, by Luna B. Leopold
et
al. Geological Survey Circular
645.
Washington, DC: USGS. (Handout)
Whitney, J.B.R. and Maclaren, V. W. 1985. "A Framework for the Assessment of EIA
Methodologies," pp. 1-32. In Environmental Impact Assessment: Current
Approaches in the Canadian Context, J.B.R. Whitney and VV. Maclaren eds.
Toronto, ON Institute
L
11
-
6^
.
66
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
NEW COURSE PROPOSAL FORM
1.
Calendar Information
?
School: School of
Resource and Environmental Management
Abbreviation Code:
REM ?
New Course No: 347
Credit Hours: 3
Vector: 2-1-0
Title of Course:
?
PLANNING
AND MANAGEMENT OF PROTECTED AREAS
Calendar Description of Course:
This course addresses fundamental issues in the planning and
management of protected areas in Canada, in particular: parks, wilderness areas, and ecological reserves.
This course is designed to give students an overview of the status and planning for protected areas in
Canada, the role and impact of recreation on protected areas, and the management of protected areas.
Nature of Course:
Lectures and tutorials
Prerequisites (or special instructions):
REM 100, 200 and GEOG 214
What course(s), if any, is being dropped from the calendar if this course is approved:
None
2. Scheduling
How frequently will the course be offered?
annually
Semester in which the course will first be offered?
?
1997-3
Which of your present faculty would be available to make the proposed offering possible?
Pamela Wright
3.
Objectives of the Course (rationale)
To give students an overview of the status and planning for
protected areas in Canada, the role and impact of recreation on protected areas, and the management of
protected areas.
4.
Budgetar y and Space Requirements (for information only)
What additional reso
Faculty for third year:
Staff for third year:
Library:
Audio Visual:
Space:
Equipment:
urces Will
be required in the following areas:
See attached schedule for new faculty and staff
See attached schedule for new faculty and staff
Adequate
Adequate
Lecture and tutorial rooms
None
5.
Approval
?
I ?
/
Date: ?
Ifg;
j/
?
))),'z1
/1 I9b
?
/_ ?
(
II
C
artment Chair ?
Dean
.
Chair, SCUS
(4.
67
SCHOOL OF RESOURCE AND ENVIRONMENTAL MANAGEMENT
Bachelor of Resource and Environmental Management (BREM)
REM
347-3
Planning and Management of Protected Areas
This course will address fundamental issues in the planning and management of protected areas in
Canada, in particular parks, wilderness areas, and ecological reserves. This course is designed to
give students an overview of the status and planning for protected areas in Canada, the role and
impact of recreation on protected areas, and the management of protected areas. Specific issues
to be addressed include: definitions of wilderness, representative protected areas; systems design;
management and planning agencies; international treaties and designations; the role of non-profits
in management; traditional knowledge and planning; comanagement and land claims as related to
protected areas; backcountry recreational use and demand; commercial backcountry recreation;
and wilderness management.
Grading Distribution:
Mid Term 25%
?
Paper
?
25%
Tutorials ?
20%
?
Final examination
?
30%
Lecture Topics:
?
S
A. Philosophy of Wilderness
1.
What is wilderness?
2.
Historical origins of the wilderness concept
3.
Roots of wilderness appreciation
B. Planning for Protected Areas
1.
Principles of systems planning
2.
Criteria for representation
3. Ecological planning criteria
C. Protected Areas Systems
1. Provincial parks
2. Federal parks
3. Ecological reserves
4.
Conservation authorities and the role of municipalities
5.
Special management areas
6. International designations
S
.
U.
68
D. Backcountry Recreation Demand & Supply
1. Recreation demand
2. Recreational opportunity spectrum
3. Recreational conflict
E. Protected Areas Management
1. Ecosystem planning
2. Visitor impact management
3. Principles of protected areas management
F. Tourism and Protected Areas
1. Commercial backcountry recreation
2.
Ecotourism
G. Organizational Frameworks
1.
Provincial and Federal responsibilities
2.
International designations and organizations
3. Non-Governmental organizations
H. Contemporary Issues in Protected Areas Planning
1. Comanagement of protected areas
2. Marine protected areas
.
?
3. Recreational corridors and trails
4. Land claims and protected areas
References
Bella, Leslie. 1987. Parks for profit. Montreal, PQ: Harvest House.
*Dearden
,
Phil and Rick Rollins (eds.). 1993. Parks and protected areas in Canada. Don Mills,
ON: Oxford University Press.
Dooling, Peter J. 1985. Parks in British Columbia. Faculty of Forestry, University of British
Columbia, Vancouver, BC: D.W. Friesen and Sons.
Hendee, John C., G. H Stankey and R. C. Lucas. 1990. Wilderness management. Golden,. CO:
North American Press.
Hummel, Monte, 1989. Endan
g
ered spaces: The future for Canada's wilderness. Toronto, ON:
John Wiley and Sons, Inc.
Wall, Geoffrey (ed). 1989 Outdoor recreation in Canada. Toronto, ON: Wiley & Sons.
Wall, Geoffrey. 1977. The environmental impact of outdoor recreation. Waterloo, ON.: Dept. of
Geography, Faculty of Environmental Studies, University of Waterloo.
•
0 -
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
?
NEW COURSE PROPOSAL FORM
1.
Calendar Information
?
School:
School of Resource and Environmental Management
Abbreviation Code:
REM ?
New Course No:
350
Credit Hours:
3 Vector:
2 -1-0
Title of Course: ?
•ENERGY PLANNING AND MANAGEMENT
Calendar Description of Course:
This course will examine the integration of energy supply and energy
demand management to formulate cohesive and efficient energy policies. Topics include thermodynamics,
modelling, conservation, energy pricing, oil markets, project assessment, the environment and energy
planning in developing countries.
Nature of Course:
Lecture, tutorial
Prerequisites (or special instructions):
ECON 103, 105, REM 100, 200
What course(s), if any, is being dropped from the calendar if this course is approved:
None
2. Scheduling
How frequently will the course be offered?
annually
Semester in which the course will first be offered?
1998-3
Which of your present faculty would be available to make the proposed offering possible?
Mark Jaccard
3.
Objectives of the Course (rationale)
This course takes an interdisciplinary approach to providing
students with an initial understanding of the pervasive role of energy in society, and of the consequent
challenges to energy planning and management. The course includes analysis of the physical, economic,
social, environmental, and policy issues of energy production, trade, and utilization.
4. Budgetar y
and Space Requirements (for information only)
What additional resources will be required in the following areas:
Faculty for third year: ?
See attached schedule for new faculty and staff
Staff for third year: ?
See attached schedule for new faculty and staff
Library:
?
None, reserve readings
Audio Visual:
?
Slide, overhead, and video projectors
Space:
?
Lecture and tutorial rooms
Equipment:
?
None
S
5. Approval
Date: ?
II
/'f
Department Chair
272 j
/I
/9
iL-i
&k
Dean
Chair, SCUS
0
10.
70
. ?
SCHOOL OF RESOURCE AND ENVIRONMENTAL MANAGEMENT
Bachelor of Resource and Environmental Management (BREM)
REM 350-3
Energy Planning and Management
This course takes an interdisciplinary approach to providing students with an initial understanding
of the pervasive role of energy in society, and of the consequent challenges to energy management
and energy policy-making. The course includes analyses of the physical, economic, social,
environmental and policy issues of energy production, trade and utilization.
Lecture Topics
-
thermodynamic principles
-
thermodynamics and definitions of sustainability
- energy theories of value
- energy sources, energy carriers, and energy services
world energy supply and demand
- geopolitics of trade in energy commodities
- physics, engineering, and economics of energy efficiency
- impacts of technological change on energy use
- impacts of structural change on energy use
- energy and economic rent
S
?
-
energy and the resource scarcity debate
- techniques of modeling energy demand and supply
- energy uncertainties and decision analysis techniques
- integrated, least-cost energy planning
- energy regulation
- energy project assessment
- energy and social policy
-
energy and the environment
- energy and third world development
Many analytic techniques and policy approaches of energy management can be applied to other
resources such as conservation of water and land. Where appropriate, some of these are
examined, and students with an interest in applying these techniques to other resources may be
allowed to do so in their term paper.
Class Format
The class is a combination of lectures, seminars, and guest lectures. Students have considerable
opportunity to explore various issues and discussion is encouraged. Since the course is biased
toward practical concerns of energy resource managers, be they in the private or public domain,
there will be several guest speakers.
C
}1.
71
Student Evaluation
Book review (Soft Energy Paths- A. Lovins) ?
20%
Term paper (max. 20 pages, student chosen topic)
?
40%
Mid term examination ?
20%
Class participation (plus 1 or 2 take-home problems)
?
20%
References
There is no required text. Copies of the September 1990 issue of Scientific American may be
available at the SFU bookstore. A set of photocopied readings will be available at the REM.
office.
Detail of Course Outline and Proposed Readings
A. Physical Analysis
- thermodynamics, energy transformation, energy, definitions of sustainability, conversion
coefficients, energy balance tables
Readings:
- House of Commons, Canada, Energy Alternatives, 1980,
pp.
15-18.
- Miller, Energy and Environment, 1980,
pp.
10-18 & 35-42.
- Georgescu-Roegen, The crisis of resources: its nature and its unfolding, in Daneke, Energy,
Economics and the Environment, 1982.
- Schaeffer, Energy and energy policy: a possible match?, 1989.
B.. Global Supply and Demand
- energy sources, carriers and services, historical trends, relative magnitudes, resource location,
production, consumption, energy trade.
Readings:
- Davis, Energy for planet Earth, Sci. Am., Sept. 1990.
- Fulkerson et al., Energy from fossil fuels, Sci. Am., Sept. 1990.
- Weinberg and Williams, Energy from the sun, Sci. Am., Sept. 1990.
- Hafele, Energy from nuclear power, Sci. Am., Sept. 1990.
- Griffin and Steele, Energy Economics and Policy, 1986,
pp.
2-33.
- Chandler et al., Energy for the Soviet Union, Eastern Europe and China, Sci. Am., Sept. 1990.
C. Issues in Energy Economics ?
.
- prices and interfactors and interenergy substitution, natural monopoly, marginal cost pricing,
oligopoly and cartels, economic rent and taxation, market failures.
Readings:
- McGuigan and Moyer, Managerial Economics, 1989,
pp.
548-53,
697-715.
-
Jaccard, Marginal cost pricing: principles and application to BC, Lecture Notes, 1989.
- Gunton and Richards, Political economy of resource policy, in Resource Rents and Public
Policy, 1987,
pp.
1-58.
- Fisher and Rothkopf, Market failure and energy policy, Energy Policy, 1989,
pp.
397-218.
D. Techniques of Energ
y
Supply and Demand Forecasting
- defining reserves and resources, linear programming, econometrics, input-output, energy service
models.
.
1^
72
Readings:
- McGuigan and Moyer, Managerial Economics, 1989,
PP.
119-141.
- Abilock et al., MARKAL, a multiperiod linear-programming model for energy systems analysis,
Brookhaven National Lab. 1978.
- McGuigan and Moyer, Managerial Economics, 1989, pp.267-326.
- Jaccard, Description and Analysis of Energy End-Use Modelling and Forecasting, 1987.
- Braithwait, Electric utility strategic forecasting in a competitive environment, EPRI, 1987.
E. Techniques of Integrated Energy Planning
- life cycle cost, conservation supply curve, integrated least cost planning, demand side
management, non-utility generation, government intervention, cost-benefit analysis, multi-
attribute analysis, incorporating uncertainty, public involvement.
Readings:
- Nilsson, Technology Menu: standard economic measures, 1990.
- Meier and Usibelli, Supply Curves of Conserved Energy: A Tool for Least-Cost Energy
Analysis, 1985.
- Fickett et al., Efficient use of electricity, Sci. Am. Sept. 1990.
- Jaccard and Tremain, Electricity conservation investment within least cost energy planning,
1990.
Goldemberg et al., Energy for a Sustainable World, 1985, pp.371-375.
- Simpson and Walker, Extending Cost-Benefit Analysis for Energy Investment Choices, Energy
Policy, 1987, pp.217-227.
- Daneke and Lawrence, Life-Quality Accounting Systems and the Energy Transition, in Daneke,
Energy, Economics and the Environment, 1982, pp.69-68.
. ?
- Andrews, Spurring inventiveness by analyzing tradeoffs: a public look at New England's
electricity alternatives, 1990.
- Bodlund et al., The challenge of choices: technology options for the Swedish electricity sector,
in Electricity, Johansson (ed.) 1989.
F. Energy Institutions and Energy Regulation
- crown corporations, utility commissions, government agencies, international organisations,
OPEC, North West Power Planning Council
Readings:
- Griffin and Steele, Energy Economics and Policy, 1986,
pp.
105-27.
- Jaccard, "Electric Utilities in the U.S.: New Constraints and New Strategies," Energie
Internationale, 1988.
-
NWPPC,
Annual Report, 1990.
- Mills, Electricity prices and energy use in Sweden and Denmark, 1990.
G. Energy and the Environment
- environmental impacts of alternative energy futures, decision making under uncertainty,
regulatory and economic policy instruments
Readings:
- Miller, Energy and Environment, 1980,
pp.
43-56.
- Cooper, Energy and Ecology: the Basic Issues, in Daneke, Energy, Economics and the
Environment, 1982,
pp.
25-37
- Robinson, Decarbonating energy systems, Energy Studies Review, 1990.
- Hoidren, Energy in Transition, Sci. Am. Sept. 1990.
• ?
- Bleviss and Walzer, Energy for Motor Vehicles, Sci. Am. Sept. 1990.
- Ross and Steinmeyer, Energy for Industry, Sci. Am. Sept. 1990.
- Bevington and Rosenfeld, Energy for Buildings and Homes, Sci. Ani.,S.1990.
lb
73
H. Energy and Developing Countries
- dual economy, fuelwood, electrification, environment, international negotiations
Readings:
- Reddy and Goldemberg, Energy for the Developing World, Sci. Am., Sept. 1990.
- Leach, Residential Energy in the Third World, Annual Review of Energy, 1988, pp.47-65.
- Gill, Improved Stoves in Developing Countries, Energy Policy, 1987, V.15(2),
pp.
13 5-44.
- Bradley et al., Development Research and Energy Planning in Kenya, Ambio, 1985, V.14, pp.
228-36.
I.
Scanning the Horizon
- OPEC, environmental constraint, third world demand, technological evolution, supply and
demand, policies.
Readings:
- Schwartz, "What Happened to the Energy Crisis? Annual Review of Energy, 1987,
pp.
397-
414.
- The Economist, "OPEC 2000", Feb. 4, 1989.
- Goldemberg et al., "An End-Use Oriented Global Energy Strategy, Annual Review of Energy,
1985, pp. 613-688
- Katzman, How far can the world get on energy efficiency alone? 1989.
is
14
.
II i:t
(
?
//
ii%
?
Dean
1W
5.
Approval
?
Date:
Chair, SCUS
74 ?
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
.
NEW COURSE PROPOSAL FORM
1.
Calendar Information
?
School:
School of Resource and Environmental Management
Abbreviation Code:
REM
?
New Course No:
356 Credit Hours:
3 Vector: 2-1-0
Title of Course:
?
INSTITUTIONAL ARRANGEMENTS FOR SUSTAINABLE ENVIRONMENTAL
?
MANAGEMENT
Calendar Description of Course:
This course provides an overview of some basic legislation, agencies,
and policies which currently are in use to regulate the natural environment at the international , national,
provincial, regional, and local levels. Its purpose is to present a basic set of evaluative questions which can
be used to address the effectiveness and efficiency of the environmental regulatory and management systems
currently in use.
Nature of Course:
Lecture, tutorial
Prerequisites (or special instructions):
REM 100, 200
What course(s), if any, is being dropped from the calendar if this course is approved:
None
2. Scheduling
How frequently will the course be offered?
twice annually
Semester in which the course will first be offered?
1998-3
Which of your present faculty would be available to make the proposed offering possible?
None—new faculty needed
3.
Objectives of the Course (rationale)
This course will make students aware of the complexity of
institutional arrangements for environmental management and the major problems inherent in our current
regulatory systems at all levels of government. It will lead into specialized courses that will examine
specific, innovative management models in terms of their applicability in promoting environmental.
sustainability.
4. Budgetar y
and Space Requirements (for information only)
What additional reso
Faculty for third year:
Staff for third year:
Library:
Audio Visual:
Space:
Equipment:
urces will be required in the following areas:
See attached schedule for new faculty and staff
See attached schedule for new faculty and staff
Modest: potentially a few new volumes, reserve readings
Slide, overhead, and video projectors
Lecture and tutorial rooms
None
75
SCHOOL OF RESOURCE AND ENVIRONMENTAL MANAGEMENT
Bachelor of Resource and Environmental Management (BREM)
?
C
REM 356-3
Institutional Arrangements for Sustainable Environmental Management
This course
provides an overview of some basic legislation, agencies, and policies which currently
are in use to regulate the natural environment at the international, national, provincial, regional,
and local levels. Its purpose is to present a basic set of evaluative questions which can be used to
address the effectiveness and efficiency of the environmental regulatory and management systems
currently in use.
Grading Distribution:
Mid Term ?
25%
?
Paper ?
25%
Tutorials ?
25%
?
Final Examination ?
25%
Lecture Topics
A. Evaluating Institutions: An Assessment Strategy and Criteria
B. The Evolution of Concern
1. Brundtland
2.
Agenda 21
C. Agencies and Programs
1.
International: ?
UNDP, UNEP, FAO, OAS
2. National:
?
CIDA, IDRC, AID,
3. Protocols ?
Air, Biodiversity, Food, Oceans
4. Financial: ?
World Bank, International Monetary Fund, Regional Banks
D. NGOs
E. Research
1.
World Watch
2.
UN, Banks
3.
Specialized interest groups
F. Canadian Federal
1.
Legislation-Jurisdiction
2.
Agencies
3. Policy
4.
The role of NGOs: Agencies, actions
G.
Canadian Provincial
1.
Legislation-Jurisdiction
2.
Agencies
3.
Policy
4.
The role of NGOs: Agencies, actions
-
^
1_^
.
.
76
• ?
H. Regional-Municipal
1.
Legislation-Jurisdiction
2. Agencies
3. Policy
4.
The role of NGOs: Agencies, actions
References
Bell, Michael W. 1993.
China at the Threshold of a Market Economy.
Washington, D.C.:
International Monetary Fund.
British Columbia Round Table on the Environment and the Economy. 1990.
Reforming the
Decision Making Process for Forest Land Planning in British Columbia,
by T.I. Gunton,
and I. Vertinsky. Victoria, BC.
Brown, Lester R,
et al.
latest edition.
State of the World: A Worldwatch Institute Report on
Progress Toward a Sustainable Society.
New York, NY: W.W. Norton
Cänadã. 1990.
Canada's Green Plan.
Ottawa, ON: Minister of Supplies and Services Canada.
Canada. Inquiry on Federal Water Policy. 1985.
Currents of Change.
Ottawa, ON:
Environment Canada.
. ?
Canadian International Development Agency. April 1992.
Annual Report
1990-91. Ottawa,
ON: Minister of Supply and Services. ISSN 0-839-2382.
Edwards, Michael. 1992.
Making a Difference: NGOs and Development in a Changing World
?
Edited by Michael Edwards and David Hulme. London: Earthscan Publications.
Gardner, Richard. 1992.
Negotiating Survival: Four Priorities after RIO.
New York, NY:
Council on Energy Relations Press.
Halpern, Shanna I. 1993.
The United Nations Conference on Environment and Development:
Process. and Documentation.
Providence, RI: The Academic Council on the United
Nations System.
Hassan, Salim. 1983.
Development Assistance Policies and the Performance 0JAJD Agencies:
Studies in the Performance of DA C, OPEC, the Regional Development Banks, and the
world Bank Group.
New York, NY: St. Martin's Press.
Hey, Ellen, Burke, William T., Ponzoni, Doris, and Sum, Kazuo. 1991.
The Regulation of
Dr
fl
nei
Fishing on the High Seas: Legal Issues.
Rome: FAO Legislation Study 47.
1993 International Monetary Fund.
IMF Economic Reviews.
Washington, D.C.
is
11
77
Ingram, Helen M., Dean E. Mann, Gary D. Weatherford, and Hanna J Cortner. 1984. Guidelines
for Improved Institutional Analysis in Water Resources Planning.
Water Resources
Research
20(3): 323-34.
International Development Research Centre (IDRC). 1991.
Annual Report.
Ottawa, ON.
International Monetary Fund. 1992.
Alternative Forms of Mineral Taxation: Market Failure
and the Environment.
IMF Working Paper, WP/92/49: Washington, D.C.
International Monetary Fund. 1992.
International Capita/Markets: Developments, Prospects,
?
and Policy Issues.
World Economic and Financial Surveys: Washington, D.C.
Organization for Economic Cooperation and Development (OECD). 1992.
Climate Change
Policy
Initiatives.
Energy and the Environment Series. Paris.
Organization of American States. Program of Regional Development. 1987.
Minimum Conflict:
Guidelines for Planning the Use of American Humid Tropic Environments.
Executive
Secretariat for Economic and Social Affairs, Department of Regional Development:
Washington, D.C.
Strong, Maurice F. 1992.
Beyond Rio: A New Role for Canada.
External Affairs and
International Trade Canada: Ottawa, ON.
- Stroup, Richard L. and John A. Baden. 1983. Resource Management in a
Bureaucratic Setting,
pp.
39-51. In
Natural Resources: Bureaucratic Myths and Environmental Management.
Cambridge,
MA: Ballinger.
United Nations
Convention on the Law and the Sea.
10 December, 1982. Montego Bay..
United Nations Environment Program. 1987.
Sustainable Development: Constraints and
Opportunities.
London and Boston, MA: Butterworths:
World Bank. 1990.
Fundingfor the Global Environment.
Washington, D.C.
World Bank. 1993.
New Dimensions in Regional Integration.
Cambridge and New York, NY:
Cambridge University Press:
?
.-
World Commission on Environment and Development. 1987.
Our Common Future.
New York,
NY: Oxford University Press.
9
78
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
• ?
NEW COURSE PROPOSAL FORM
1. Calendar Information
?
School:
School of Resource and Enviornmental Management
Abbreviation Code: ?
New Course No:
REM 360
Credit Hours: 3 Vector: 3-0-0
Title of Course:
SPECIAL TOPICS IN RESOURCE AND ENVIRONMENTAL MANAGEMENT
Calendar description of course:
Special topics in areas not currently offered within the BREM Program
Nature of Course:
Prerequisites (or special instructions):
REM 100, 200 and others to be specified
What course(s), if any, is being dropped from the calendar if this course is approved:
None
2. Scheduling
How frequently will the course be offered?
When a new course number is needed.
Semester in which the course will first be offered?
When a new course number is needed
S ?
Which of your present faculty would be available to make the proposed offering
possible? Unknown
3. Objectives of the Course (rationale)
There will be considerable experimentation with new courses which will be tried once or twice before
deciding if a permanent course should be proposed.
4. Budgetar y
and Space Requirements (for information only)
What additional resources will be required in the following areas:
Faculty: ?
Unknown
Staff-
?
None
Library: ?
Unknown
Audio Visual: ?
Slide, overhead, and video projectors
Space: ? Lecure and tutorial rooms
Equipment: ?
None
5.
Approval
Date: ?
Nav iii
1-;1111
j
?
ir ?
Dean
?
Chair, SCUS
.1 ?
Iq
79
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
NEW COURSE PROPOSAL FORM
?
.
1. Calendar Information ?
School:
School of Resource and
Environmental Management
Abbreviation Code:
REM ?
New Course No: 404 Credit Hours:
3
Vector: 2- 1 -O
Title of Course:
?
METHODS AND TOOLS FOR RESOURCE PLANNING AND MANAGEMENT
Calendar description of course:
An introduction to research methods and tools for resource and
environmental planning and management. This course provides students with an overview of: the role of
science, research methods, the benefits and limitations of various research methods, and hands-on experience
with common research methods and tools.
Nature of Course:
Lecture, tutorial
Prerequisites (or special instructions): REM 100, 200, Math 151 or 154 or 157, STAT 101 or 103 or 301
What course(s), if any, is being dropped from the calendar if this course is approved:
None
2. Scheduling
How frequently will the course be offered?
annually
Semester in which the course will first be offered?
1999-3
Which of your present faculty would be available to make the proposed offering possible?
None: new faculty needed
3.
Objectives of the Course (rationale)
Students will develop skills and insight into the design,
implementation and analysis of interdisciplinary research in natural resource and environmental
management. This will help prepare students to carry out their own research projects.
4.
Budgetary and Space Requirements (for information only)
What additional resources will be required in the following areas:
Faculty for third year: ?
See attached schedule for new faculty and staff
Staff for third year:
?
See attached schedule for new faculty and staff
Library: ?
No additional resources
Audio Visual: ?
No additional resources
Space: ?
Lecture and tutorial rooms
Equipment: ?
Computer lab for 1-3 tutorials
5. Approval
Date: ?
I O-' .
-i ii ?
76
-'
.-1-pIrtment Chair
?
Dean
?
Chair, SCUS
0
80
O
SCHOOL OF RESOURCE AND ENVIRONMENTAL MANAGEMENT
Bachelor of Resource and Environmental Management (BREM)
REM 404-3
Methods and Tools for Resource Planning and Management
An introduction to research methods and tools for resource and environmental planning and
management. This course will provide students with an overview of the role of science, research
methods, the benefits and limitations of the methods, and some hands-on experience with
common research methods and tools.
Grading Distribution:
Mid-Term
?
30% Tutorial Presentation
?
10%
Homework
?
30% Final ?
30%
Lecture Topics:
A. ?
The Scientific Method and The Research Process
Students will be able to:
. ? 1. Define research: process and ends sought
2.
Discuss the characteristics of research
3. List and define the types of research
4.
Compare problem solving to the research process
5.
Discuss the ethical and political implications of doing research
B. ?
Defining a Problem
Students will be able to:
1.
Describe sources of research problems
2. Describe factors
to
consider in choosing a problem
3.
Differentiate between applied and theoretical problems
3. Describe the process of developing a problem statement
4.
Differentiate between independent and dependent variables
5.
Define and write problems statements
C. ?
Objectives and Hypotheses
Students will be able to:
Write research objectives for survey, ex post facto, and experimental
research
2.
Evaluate objectives
3. Discuss the testing of hypotheses.
4.
Developing and alternative hypotheses
ci
81
D. ?
Research Design
Students will be able to:
1.
Describe the types, purposes, and steps for descriptive research
2.
Describe the features, limitations of correlational and ex post facto
research
3.
Define appropriate experimental design procedures
4.
Explore the use of modeling as a research tool
E. ?
Working With Data
Students will be able to:
1.
Describe steps in manipulation of data including: data formatting,.
input, manipulation, ?
storage, and analysis
2.
Examine data bases and storage programs
3.
Discuss and the advantages and disadvantages of different data
-
?
analysis programs
4.
Describe techniques for graphic display of results
F. ?
Writing and Critiquing Research
Students will be able to:
1.
State the problem and reviewing the literature
2.
Describe the methodology
3.
Present findings
4.
Discuss findings
References:
Campbell, Donald T., and Julian C. Stanley. 1966.
Experimental and Quasi-Experimental
Designs for Research.
Boston, MA: Houghton Muffin Company.
Friedlander, Michael W. 1972.
The Conduct of Science.
Englewood Cliffs, NJ.: Prentice-Hall.
Hillway, Tyrus. 1964.
Introduction to Research,
2d ed.. Boston, MA: Houghton Muffin.
Jackson, Winston. 1988.
Research Methods for Survey Design andAnalysis.
Scarborough, ON:
Prentice-Hall.
Sanders, William B., and Thomas K. Pinhey. 1983.
The Conduct of Social Research.
New York,
NY:
CBS
College Publishing.
Sproull, Natalie L. 1988.
Handbook of Research Methods: A Guide for Practitioners and
Students.
Metuchen, NJ: Scarecrow Press.
S
S. Approval
Date: ?
ii (
ii
Chair
iTh
ii
-
Dean
Chair, SCUS
82
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
?
NEW
COURSE PROPOSAL FORM
1.
Calendar Information ?
School:
School of Resource and Environmental Management
Abbreviation Code:
REM ?
New Course No:
410
Credit Hours: 3
Vector:
2-0-2
Title of Course:
?
ENVIRONMENTAL QUALITY ASSESSMENT AND MANAGEMENT
Calendar description of course: Sustaining a
healthy environment is a crucial component of
environmental planning and management. Future environmental planners and managers require knowledge
of the theory and practical application of current tools for the assessment and management of environmental
quality. In addition, future environmental planners and managers need to have up-to-date knowledge of
methodologies of environmental quality assessment applied in Canada.
Nature of Course: Lectures, laboratories,
Prerequisites (or special instructions):
REM 100, 200
What course(s), if any, is being dropped from the calendar if this course is approved: None
2.
Scheduling
How frequently will the course be offered? annually
Semester in which the course will first be offered?
1999-3
Which of your present faculty would be available to make the proposed offering possible?
None - new faculty member needed
3.
Objectives of the Course (rationale) The
PUOSC
of
this
course is to provide students
with the
theory and practical application of tools and methodologies for the assessment and management of
environmental quality of environmental systems.
4.
Budgetary and Space Requirements (for information only)
What additional reso
Faculty for third year:
Staff
for third year:
Library:
Audio Visual:
Space:
Equipment:
urces will be required in the following areas:
See attached schedule for
new
faculty and staff
See attached schedule for new faculty and staff
Adequate
Slide, overhead, and video projectors
Laboratories
Field and Laboratory Work
0
q^
83
SCHOOL OF RESOURCE AND ENVIRONMENTAL MANAGEMENT
Bachelor of Resource and Environmental Management (BREM)
?
L
REM 410-3
Environmental Quality Assessment and Management
Rationale
Sustaining a healthy environment is a crucial component of environmental planning and
management. Future environmental planners and managers require knowledge of the theory and
practical application of current tools for the assessment and management of environmental quality.
In addition, future environmental planners and managers need to have up-to-date knowledge of
methodologies of environmental quality assessment applied in Canada.
Objective
The purpose of this course is to provide students with the theory and practical application of tools
and methodologies for the assessment and management of environmental quality of environmental
systems.
Grading Distribution:
?
.
Mid Term ?
25%
?
Paper ?
25%
Tutorials ?
25%
?
Final Examination
?
25%
Format
Classes consist of 60% lectures and 40% labs and field trips.
Curriculum
Qualitative and quantitative assessment of environmental hazards
Assessment and monitoring of environmental stresses
Environmental Quality Criteria & standards
Design of monitoring programs
Managing monitoring programs
Interpretation of monitoring data
S
çq
84
Canadian Environmental Effects Monitoring Program
Remediatjon
REQUIRED READINGS
The course will make extensive use of the following 2 books:
"Biological Monitoring of Aquatic Systems"
by S.L. Loeb and A. Spacie, Lewis Publishers, ISBN 0-87371-910-7
"Biological Assessment and Criteria"
by W.S. Davis and T.P. Simons, Lewis Pàblishers, ISBN 0-87371-894-1
El
0
85
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
NEW COURSE PROPOSAL FORM
?
.
1.
Calendar Information
?
School:
School of Resource and Environmental Management
Abbreviation Code:
REM ?
New Course No:
412
Credit Hours: 3
Vector:
1-2-0
Title of Course:
?
ENVIRONMENTAL MODELING
Calendar description of course:
Students receive hands-on experience in the construction and analysis of
computer simulation models of environmental and ecological systems and problems.
Nature of Course:
Lectures and tutorials
Prerequisites (or special instructions):
BISC-204, REM 100 and 200, MATH 151 or 154 or 157, MATH
152 or 155, MATH 310, STAT 101 or 103 or 301
What course(s), if any, is being dropped from the calendar if this course is approved:
None
2. Scheduling
How frequently will the course be offered?
?
annually
Semester in which the course will first be offered?
?
1998-3
Which of your present faculty would be available to make the proposed offering possible?
Dr. Frank Gobas
3.
Objectives of the Course (rationale)
Environmental management requires an understanding
of the
behaviour of complex environmental and ecological systems in order to properly consider the potential
consequences of management actions to be used to predict
efficient management systems. Computer
simulation modeling is one of tools to accomplish this as it can be an essential component of effective
environmental management.
4. Budgetar
y and Space Requirements (for information only)
What additional reso
Faculty for third year:
Staff for third year:
Library:
Audio Visual:
Space:
Equipment:
urces will be required in the following areas:
See attached schedule for new faculty and staff
See attached schedule for new faculty and staff
Adequate
Slide, overhead, and video projectors
IBM teaching lab for 50 studenets - shared with REM XXX
Computers
5.
Approval
Date:
?
ii
//7( ?
/
2
1/iLl If 19'f(
?
_-t-Déartment Chair
?
Dean
Chair, SCUS
0
86
O
SCHOOL OF RESOURCE AND ENVIRONMENTAL MANAGEMENT
Bachelor of Resource and Environmental Management (BREM)
REM 412-3
Environmental Modeling
Environmental management requires a comprehension of the behaviour of complex environmental
and ecological systems in order to project the potential consequences of potential management
actions. Computer simulation modeling is one of the most important tools to accomplish this and
it is an exciting new discipline in environmental management.
This course is intended to:
1.
Provide students with hands-on experience in the construction and analysis of.computer
simulation models of environmental and ecological systems and problems;
2.
Explore model behaviour under various assumptions and simulated management actions;
3.
Introduce students to the practical use of models in research and decision making;. and
.
?
4. ?
Provide students with practical experience in the application of environmental and
ecological simulation models to address environmental problems.
The course consists of 20% lectures and 80% computer laboratories Classes are held in the IBM
teaching lab. Students will construct and analyze computer simulation models on PCs using
spreadsheets and modern programming languages. The lectures address various aspects of
modelling in environmental management, including techniques to develop management models.
Grading Distribution:
Three assignments each worth 30%
?
90%
Contribution to class discussion
?
10%
is
87
Lecture Topics
L THEORETICAL
A. INTRODUCTION
1.
Course Objective
2.
What are models?
3.
Use of models in science
4. Use of models in management
5.
Relationship between management and science
B. CONCEPTS OF MODELLING AND MODELING STRATEGY
1.
Defining a model (verbal, conceptual, physical, mathematical)
2.
Model components
3.
Modelling procedure
4.
Steps in model building
5.
Modelling complexity and structure
6.
Verification, calibration, validation
7. Sensitivity analysis
8.
Types of models: descriptive, statistical and process oriented models
9.
Time dependent and state dependent rules of change
C. MODEL BUILDING
1. Conceptual models
2.
Types of conceptual diagrams
3.
Conceptual diagrams as modelling and management tools
4.
Model basis
5.
Basics of computer programming
D. STATIC, DYNAMIC and SIMULATION. MODELS
1.
Linear models
2.
Static models
3. Dynamic models
4.
Difference and differential equations
5.
Analytical and numerical methods of analysis
6.
Techniques and characteristics of numerical simulation
7.
Useful methods and equations for parameter fitting
E. MODEL BEHAVIOUR AND SENSITIVITY ANALYSIS AND CONFIDENCE LIMITS
OF MODELS
1.
Analysis of model behaviour
2.
Sensitivity analysis parameters, assumptions, variable definition, bounding, initial
conditions
3. Quality of fit
4.
Methods to determine confidence limits on model estimation
.
0
88
5.
Monte Carlo simulation
6.
Comparison with alternative models
H.
PRACTICAL
A.
Introduction to spreadsheets for IBM-PC
B.
Building models in the spread-sheet environment
C.
Introduction to the Quick and Visual Basic Programming Language
D.
Building models with the Quick and Visual Basic programming language
E.
Exploring model behaviour/model confidence/sensitivity analysis
F.
Building and analysis of simulation models of environmental dynamics:
Application to pollutant and nutrient cycling in lakes and rivers
G.
Building and analysis of simulation models of ecological systems
Application to population dynamics and fisheries and wildlife management
References
Rolling, C.S. (ed.). 1978. Adaptive Environmental Assessment and Management. International
series. John Wiley and Sons.
Jorgensen S.E. 1986. Fundamentals of Ecological Modelling. New York, NY: Elsevier.
Goldstein, L.J. Hands on QuickBasic. New York, NY: Brady.
0
89
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
?
NEW COURSE PROPOSAL FORM
1.
Calendar Information ?
School: School
of Resource and Environmental Management
Abbreviation Code:
REM ?
New Course No:
420 Credit Hours:
3
Vector:
0-0-6
Title of Course: ?
ADVANCED DYNAMICS, ANALYSIS, AND MANAGEMENT OF NATURAL
?
RESOURCES
Calendar description of course:
This is a synthetic course which follows REM 320-3 and builds on the
integrated approach to resource analysis and management introduced in it. Students will examine advanced
problems in resource management and apply more advanced tools for resource analysis.
Nature of Course:
Library, laboratory or field research
Prerequisites (or special instructions):
REM 100, 200, 320, MATH 151 or 154 or 157, STAT 101 or 103
or 301.
What course(s), if any, is being dropped from the calendar if this course is approved: None
2. Scheduling
How frequently will the course be offered?
annually
Semester in which the course will first be offered?
1999-3
Which of your present faculty would be available to make the proposed offering possible?
None - new faculty needed.
3.
Objectives of the Course (rationale) The course builds on the integrated approach to resource
analysis and management introduced in REM 320-3.
4. Budgetary and Space Requirements (for information only)
What additional resources will be required in the following areas:
•
Faculty
for third year: ?
See attached schedule for new faculty and staff
Staff for third year: ?
See attached schedule for new faculty and staff
Library: ?
None
Audio Visual: ?
None
Space: ?
Computer laboratory for 50 students
Equipment: ?
Computers ?
•
5.
Approval
Date:
Chair ?
Dean
? • Chair, SCUS
TI)
all
.
?
SCHOOL OF RESOURCE AND ENVIRONMENTAL MANAGEMENT
Bachelor of Resource and Environmental Management (BREM)
REM 420-3
Advanced Dynamics, Analysis, and Management of Natural Resources
This is a synthetic course which follows REM 320 and builds on the integrated approach to
resource analysis and management introduced in it. Students will examine advanced problems in
resource management and apply more advanced tools for resource analysis.
Grading Distribution:
Mid Term
?
25%
?
Paper ?
25%
Tutorials ?
25%
?
Final Examination ?
25%
A.
Introduction
1.
Review of key ideas from REM 320
- hierarchy of levels of analysis of ecological systems
- sources of problems in management failures
.
?
-sufficiency of information and strength of inferential ability as management issues
2.
Advanced tools for analysis and management
- experimental design for management problems
- analytical and simulation modelling
- analysis of risk and uncertainty
- decision analysis
- spatially explicit data and analysis
B. Resource Problems
3.
Ecosystem models and ecosystem management in fisheries.
- multi-species fisheries
- analysis of lake fertilization experiments
- marine growth and survival of salmonids
- dynamics of harvesters as a fisheries management problem
- experimental management of fisheries
4.
The fate and effects of contaminants in ecosystems
- whole lake fertilization and acidification experiments
- modelling multiple pathways of contaminant transport and accumulation
.
?
- design and evaluation of policies for regulating contaminants in aquatic ecosystems
4'
91
- modelling long-distance transport of airborne pollutants and their effects on aquatic
systems
- modelling the global carbon budget
- from science to policy: case studies (acid rain, CFC's, atmospheric CO2)
?
5. ?
Forest stand and landscape dynamics
- analysis of managed forests and natural forests as a basis for alternative approaches to
forest stand management
- large-scale analysis of natural and anthropogenic disturbance regimes
- forest harvesting and wildlife habitat: problems at different spatial and temporal scales
- integration of forests and stream ecosystem dynamics
- scientific problems in large-scale, long-term forest planning
?
7. ?
Conclusions
- review of main lessons learned from case studies
- summary of the current state of natural resource management
- future directions in management
- from science to policy: analysis of policy learning and change in response to resource
analysis
Bibliography
Agee
J. K. and D. R. Johnson (eds) 1988. Ecosystem Management for Parks and Wilderness.
Seattle. University of Washington Press.
Allen, T.F.H. and T.B. Starr. 1982. Hierarchy: Perspectives for Ecological Complexity. Univ.
Chicago Press, p.310
Barnthouse, L.W. et at. 1984. Population biology in the courtroom: the Hudson River
controversy. BioScience 34(l):14-19.
Begon, M., J.L. Harper and C.R. Townsend. 1990. Ecology: Individuals, Populations and
Communities (2nd ed.). Blackwell Scientific, Publications, London.
Begon, M. and M. Mortimer. 1986. Population Ecology. A unified study of plants and animals.
Sinauer Assoc. Inc., Sunderland, Mass. (2nd ed.)
Bormann, F.H. 1985. Air pollution and forests: an ecosystem perspective. BioScience 35(7):434-
441.
Bormann, F.H. and G.E. Likens. 1979. Catastrophic disturbance and the steady state in northern
hardwood forests. Amer. Sd. 67:660-669.
Bormann, F.H., and G.E. Likens. 1979. Pattern and process in a forested ecosystem. Springer
Verlag, New York. 253. P. 1-26.
Caughley, Graeme. 1977. Analysis of Vertebrate Populations. John Wiley and Sons.
Clark, W.C. 1989. Managing plant earth. Sci. Amer. 261(3):46-57.
Clark, W.C., D.D. Jones, C.S. Holling. 1979. Lessons for ecological policy design: a case study
of ecosystem management. Ecol. Modelling 7:1-53.
Connell, J.H., R.O. Slayter. 1977. Mechanisms of succession in natural community stability and
organization. Amer. Nat. 111(982):1110-1144.
Crawley, M.J. 1986. (ed.) Plant Ecology. Blackwell Scientific Publications. Oxford.
Curry, R.R. 1972. Geologic and hydrologic effects of even-age management on productivity of
forest soils, particularly in the Douglas-fir region. In: R.H. Hermann and D.P. Lavender
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: 1980. Carbon budget of the southeastern U.S. biota: analysis of
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historical change in trend
H.R.
from source to
and
sink. Science
W.F.
210:33 1.
Harris
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92
Diamond, J. and T. J. Case (eds.) 1986. Community Ecology. Harper & Row, New York. 665 P.
S ?
Diamond, J.M. 1975. The island dilemma: lessons of modern biogeographic studies for the design
of natural reserves. Biol. Conserv. 7:129-146.
Diamond, J.M., R.M. May. 1976. Island biogeography and the design of natural reserves. In:
R.M. May (ed.). Theoretical Ecology, Blackwell Sci. Pubi., P. 163-186.
Duerr, W.A. et al. (eds.). 1979. Forest Resource Management: Decision Making Principles and
Cases. Holt-Saunders.
Duinker, P.N. and G.E. Beanlands. 1986. The significance of environmental impacts: an
exploration of the concept. Environ. Management 10(1):1-10.
Elson, P.F. 1962. Predator-prey relationships between fish-eating birds and Atlantic salmon. Fish.
Res. Board Can. Bull. 133:1-87.
Feller, M.C. and J.P. Kimmins. 1984. Effects of clearcutting and slashburning on stream water
chemistry and watershed nutrient loss in southwestern British Columbia. Water Resources
Research 20:29-40.
Fowler, C.W. and T.D. Smith. 1981. Dynamics of Large Mammal Populations. John Wiley. New
York.
Galloway, J.N., G.E. Likens, M.E. Hawley. 1984. Acid precipitation: natural versus
anthropogenic components. Science 226:829-83 1.
Game, M. 1980. Best shape for nature reserves. Nature 287(5783):630-632.
Giles, RH., Jr. 1982. Management knowledge through wildlife research: a perspective.
Environmental Management 6(3):185-191.
Green, R.H. 1979. Sampling Design and Statistical Methods for Environmental Biologists. John
Wiley & Sons Ltd., New York. 157 P.
Guthrie, I.C. and R.M. Peterman. 1988. Economic Evaluation of Lake Enrichment Strategies for
British Columbia Sockeye Salmon. N. Amer. J. Fish. Mgmt. 8:442-454.
Hankin, D.G. 1980. A multistage recruitment process in laboratory fish populations: implications
. ?
for models of fish population dynamics. Fish. Bull. 78(3):555-578.
Harmon, M.E., W.K. Ferrell and J.F. Franklin. 1990. Effects on carbon storage of conversion of
old-growth forests to young forests. Science 247:699-702.
Harper, J.L. 1977. Population Biology of Plants. Academic Press.
Hassell, M.P., J.H. Lawton, J.R. Beddington. 1977. Sigmoid functional responses by invertebrate
predators and parasitoids. Journal Animal Ecology 46:249-262.
Hilborn, R. 1987. Living with uncertainty in resource management. North Amer. J. Fish. Mgmt.
7:1-5.
Holling, C.S. (ed.). 1978. Adaptive Environmental Assessment and Management. John Wiley &
Sons Ltd., New York. 377 P.
Holling, C.S. 1986. The resilience of terrestrial ecosystems: local surprise and global change.
Sustainable Development of the Biosphere (ed. by W.C. Clark and R.E. Munn), P. 292-
317. Cambridge University Press, Cambridge.
Houghton, J.T., G.J. Jenkins, and J.J. Ephraums (eds.). 1990. Climate Change: The IPCC
Scientific Assessment. Cambridge Univ. Press, Cambridge, U.K. 365 P.
Johnson, Raymond E. (ed.) 1982. Acid Rain/Fisheries: Proceedings of an International
Symposium an Acidic Precipitation and Fishery Impacts in Northeastern North America.
Bethesda, MD: American Fisheries Society, 357 P.
Jordan, W.R., M.E. Gilpin and J.D. Aber. 1987. Restoration ecology: a synthetic approach to
ecological research. Cambridge Univ. Press, Cambridge, U.K.
Karieva, P.M. J.G. Kingsolver, and R.B. Huey. 1993. Biotic interactions and global change.
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pp
559.
Kimmins, J.P. 1987. Forest Ecology. MacMillan, New York.
Kimmins, J.P. 1977. Evaluation of the consequences for future tree productivity of the loss of
nutrients in whole-tree harvesting. Forest Ecol. and Management 1:169-183.
Krebs, C.J. 1989. Ecological Methodology. Harper and Row, New York.
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93
Kushlan, J.A. 1979. Design and management of continental wildlife reserves: lessons from the
Everglades. Biol. Conserv. 15(4):281-290.
Larson, G.L. 1980. Interpreting dynamics of aquatic resources: a perspective for resource
managers. Env. Mgmt. 4(2):105-110.
Leisz, D.R. and C.C. Wilson. 1980. To burn or not to burn: fire and chaparral management in
southern California. J. Forestry Feb. P. 94-95.
Levin, S.A. 1981. The role of theoretical ecology in the description and understanding of
populations in heterogeneous environments. Amer. Zool.
21:865-875.
McNaughton, S.J. and L.L. Wolfe. 1979. General Ecology.(2nd ed.) Publ. by Holt, Rinehart &
Winston, Toronto.
Morison, I.K. and N.W. Foster. 1979. Biomass and element removal by complete tree harvesting
of medium rotation forest stands. In: same volume as Hansen and Baker above, P. 111-
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ecosystems. Princeton University Press.
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Conseil Intl. Explor. Mer 155:152-163.
Peterman, R.M. 1984. Density-dependent growth in early ocean life of sockeye salmon. Can. J.
Fish. Aquat. Sci. 41:1825-1829.
Peterman, R.M. and G.J. Steer. 1981. Relation between sport fishing catchability coefficients and
salmon abundance. Trans. Amer. Fish. Soc. 110:585-593.
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population cycles. Science 224:1350-2352.
Pickett, S. and P.S. White. 1985. The Ecology of Natural Disturbance and Patch Dynamics.
Academic Press.
Pitelka L.F., and Raynal, D.J. 1989. Forest Decline and Acidic Deposition. Ecology 70(1):2-10.
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forest sector. For Chron. 55(6):229-236.
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45(2):293-313.
Romme, W.H. 1982. Fire and landscape diversity in subalpine forests of Yellowstone National
Park. Ecol. Monog. 52(2):199-221.
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Amer. Fish. Soc. 111:154-164.
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acidification on a small lake. Science 228:1395-1401.
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Simberloff, D. 1988. The contribution of population and community ecology to conservation
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94
Soule, M.E. 1986. Conservation Biology. Sinauer Associates, Inc. Massachusetts.
?
S ?
Soutar, A. and J.D. Isaacs. 1969. History of fish populations inferred from fish scales in anaerobic
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• ?
Stone, E.L. 1979. Nutrient removals by intensive harvest - some research gaps and opportunities.
• ?
In:
same volume as Hansen and Baker above, P. 366-386.
Stottlemyer, JR. 1981. Evolution of management policy and research in the national parks: J.
Forestry. Jan.
Strong, D.R., Lawton H., and Southwood R. 1984. Insects on plants. Harvard University Press,
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Tamm, C.O. et al. 1974. Leaching of plant nutrients from soils as a consequence of forestry
operations. Ambio 3:211-221.
Taylor, R.J. 1984. Predation: Population and Community Biology. Chapman and Hall, New York.
Terborgh, J. 1974. Preservation of natural diversity: the problem of extinction prone species.
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Vitousek, P.M. et al. 1979. Nitrate losses from disturbed ecosystems. Science 204:469-474.
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Westman, W.E. 1985. Ecology, Impact Assessment, and Environmental Planning. John Wiley &
.
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?
•
?
Wilson, E.O. 1989. Threats to biodiversity. Sci. Amer. 261(3):108-117.
Worrall, J. and G. Currie (eds.) 1978. The methodology of scientific research programmes.
Philosophical papers of Imre Lakatos. Vol. 1. Cambridge Univ. Press.
Zarnowitz, J.E. and D.A. Manuwal. 1985. The effects of forest management on cavity-nesting
birds in northwestern Washington. Journal of Wildlife Management 49:255-263.
.,.
Dean
?
Chair, SCUS
95
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
?
NEW COURSE PROPOSAL FORM
1.
Calendar Information ?
School:
School of Resource and Environmental Management
Abbreviation Code:
REM ?
New Course No:
445
Credit Hours
3
Vector:
3 -0-0
Title of Course:
?
ENVIRONMENTAL RISK ASSESSMENT AND MANAGEMENT OF
HAZARDOUS SUBSTANCES
Calendar description of course:
Informed decision making and effective management regarding
hazardous substances requires that ecological, human health, and environmental risks of use and discharge
can be assessed before management decisions are made.
Nature of Course:
Lectures
Prerequisites (or special instructions):
BISC 312, CHEM 102, 115, REM 100, 200, MATH 151 or 154 or
157, STAT 101 or 103 or 301
What course(s), if any, is being dropped from the calendar if this course is approved:
None
2.
Scheduling
How frequently will the course be offered?
annually
Semester in which the course will first be offered?
1999-3
Which of your present faculty would be available to make the proposed offering possible?
None - new faculty needed
3.
Objectives of the Course (rationale)
The objective of this course is to provide students with theory
and practical experience in assessing ecological, human health and environmental risks of the use and
discharge of hazardous substances.
4.
Budgetary and Space Requirements (for information only)
What additional reso
Faculty for third year:
Staff for third year:
Library:
Audio Visual:
Space:
Equipment:
urces will be required in the following areas:
See attached schedule for new faculty and staff
See attached schedule for new faculty and staff
Adequate
Slide, overhead, and video projectors
IBM teaching lab for 50 students
Some software
5.
Approval ?
/
IF,
S
M. ?
SCHOOL OF RESOURCE AND ENVIRONMENTAL MANAGEMENT?
Bachelor of Resource and Environmental Management (BREM)?
REM 445-4?
Environmental Risk Assessment and Management of Hazardous Substances
Informed decision making and effective management regarding hazardous substances requires that
ecological, human health, and environmental risks of use and discharge can be assessed before
management decisions are made. The objective of this course is to provide students with theory
and practical experience in assessing ecological, human health and environmental risks of the use
and discharge of hazardous substances.
Grading Distribution:
Mid Term ?
25%. ?
Paper
?
25%
Tutorials ?
25% ?
Final Examination
?
25%
Lecture Topics
1.
Properties of hazardous chemicals and contaminants
2.
Environmental fate of hazardous chemicals and contaminants
- ?
environmental partitioning
- ?
dynamics of environmental distribution
- ?
mass-balance
-
?
mechanisms of transport and transformation
-
?
fugacity
-
?
environmental modelling
3.
Exposure assessment
- ?
types of exposure
- ?
mechanisms of uptake and elimination
-
?
toxicokinetics
-
?
bioaccumulation
-
?
trophodynamics
-
?
structure-activity relationships
4.
Hazard and dose-response assessment
- ?
toxicity
- ?
dose-response relationships
- ?
mechanisms of toxic action
-
?
ecotoxicity, carcinogenesis
q'1'.
97
5. Quantitative risk assessment
- ?
human health
- ?
ecological and environmental risk assessment of hazardous substances
References
Mackay, D. 1991. "Multimedia Environmental Models" Chelsea, MI: Lewis Publishers
Hallenbeck, H. and K.M. Cunningham. 1991. "Quantitative Risk Assessment for Environmental
and Occupational Health". Chelsea, Ml: Lewis.
Books are available in the SFU bookstore.
S
0
(4
1/ ?
72w
i
La
j C
/
o
t
61
Dean
Date:
98
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
?
NEW COURSE PROPOSAL FORM
1.
Calendar Information ?
School:
School of Resource and Environmental Management
Abbreviation Code:
REM ?
New Course No:
446
Credit Hours:
3
Vector: 2-1-0
Title of Course:
?
RESOURCE AND ENVIRONMENTAL MANAGEMENT FOR FIRST NATIONS
Calendar description of course:
An introduction to the perceptions, attitudes, and values of first nations
and the ways they differ from the dominant culture. It explores the institutional structures and decision
making processes currently used by first nations governments.
Nature of Course:
Lecture, tutorial
Prerequisites (or special instructions):
REM 100, 200, 311, 342, 343, and 356
What cáurse(s), if any, is being dropped from the calendar if this course is approved:
None
2. Scheduling
How frequently will the course be offered?
annually
Semester in which the course will first be offered?
1999-1
Which of your present faculty would be available to make the proposed offering possible?
None - new faculty needed
3.
Objectives of the Course (rationale)
This course is intended for managers who intend to work for
first nations, and other students who want to attain a better understanding of first nation's perceptions of,
and philosophy toward, resources and the environment.
4.
Budgetary and Space Requirements (for information only)
What additional reso
Faculty for third year:
Staff for third year:
Library:.
Audio Visual:
Space:
Equipment:
urces will be required in the following areas:
See attached schedule for new faculty and staff
See attached schedule for new faculty and staff
Adequate
Slide, overhead, and video projectors
Lecture and tutorial rooms
None
5.
Approval
Chair, SCUS
qq
SCHOOL OF RESOURCE AND ENVIRONMENTAL MANAGEMENT
Bachelor of Resource and Environmental Management (BREM)
?
REM 446-3?
Resource and Environmental Management for First Nations
This course is a introduction to the perceptions, attitudes, and values of first nations and the ways
in which they differ from the dominant culture. It acquaints students with a comparison of the
similarities and differences in the ways that both cultures contrast in terms of values, goals, and
interpretation of North American, Canadian, and British Columbia developmental history, and
view of nature. The course presents a first nations' perspective on the current systems of land use
planning and land tenure, and then forestry, water and energy, fish and wildlife, mining,
environn3ental aesthetics and tourism, and resource and environmental law. The course assists
students in understanding the institutional structures and decision making processes currently used
by first nations. governments, and in assessing their personal interest in full-time or part-time
employment with native bands.
Grading Distribution
Mid Term ?
25% ?
Paper ?
25%
Tutorials
?
25% ?
Final Examination ?
25%
Lecture Topics
A.
The first four lectures cover the following basic areas of resource and environmental practice
concerning first nations:
Introduction to the First Nations' View of the World: perceptions, attitudes,
values, goals.
B.
The second section of the course presents a comparison of first nations' goals and
aspirations for the management of resources and the environment vis a vis those of the
dominant culture. It covers the following topics:
2.
Land tenure and planning
3.
Forestry
4. Water and energy
5. Mining
6. Fisheries and wildlife
7.
Environmental aesthetics, parks, and tourism
8.
The course of first nations treaty negotiations
fl'
/00
100
B. The third section of the course consists of workshops on specific case study areas of
. ?
environmental and natural resource planning and management. The objectives of each
workshop will be:
9. To explore interrelations among the above topic areas in light of the emerging
integrated planning and management systems which are being used to make trade-offs
between all of the resource and environmental values.
References
Bombay, Harry 1994. "Aboriginal forest strategy: Building a balanced framework for forest
management." Canadian Silviculture Magazine
2(2/3): 22-25.
Canada. Indian and Northern Affairs. Annual. Indian register population by sex and residence
for registry groups, responsibility centres, regions and Canada.
Ottawa, ON.
Canadian Journal of Native Studies.
Legal Services Society. Native Programs Branch.
Aboriginal Justice Bulletin.
Madill, D. 1982.
Select annotated bibliography on British Columbia Indian policy and land
claims.
Ottawa, ON: treaties and Historical Research Centre, Department of Indian
and Northern Affairs.
Native Brotherhood of BC.
Native Voice.
Vancouver, BC.
Peters, Evelyn J. 1991. Aboriginal self-government in Canada: a bibliography 1987-90.
Kingston, ON: Institute of Intergovernmental Relations, Queens's University.
University of Saskatchewan. Native Law Centre.
Canadian Native Law Reporter. Annual.
Vancouver Public Library. History and Government Division. 1993.
Native Land Claims: A
Study Guide.
.
101
5. Approval
Date: ?
11'
?
71(2
?
j't',4
Chair ?
Dean
Chair, SCUS
101
SENATE COMMITTEE ON UNDERGRADUATE STUDIES?
NEW COURSE PROPOSAL FORM
1.
Calendar Information
?
School:
School of Resource and Environmental Management
Abbreviation Code:
REM ?
New Course No:
448 Credit Hours: 3
Vector: 2-0-2
Title of Course: ?
TOURISM PLANNING AND MANAGEMENT
Calendar description of course:
This course examines conceptual frameworks and applied methods used
in the planning and management of tourism development. It places particular attention on the use of
planning approaches which encourage environmentally, sustainable sensitive forms of tourism.
It uses
a
combination of lectures, workshops, and case studies to illustrate the application of these planning strategies.
Nature of Course:
Lecture, laboratories, and workshops
Prerequisites (or special instructions):
BISC 312, REM 100, 200 311, 356, and 347, GEOG 389
What course(s), if any, is being dropped from the calendar if this course is approved:
None
2.
Scheduling
How frequently will the course be offered?
Annually
Semester in which the course will first be offered?
1999-3
Which of your present faculty would be available to make the proposed offering possible?
P. Williams, A. Gill, P. Wright
3.
3. Objectives of the Course (rationale)
The overriding goal of this course is to encourage the use of
planning frameworks and techniques which facilitate sustainable forms of tourism development.
4. Budgetary and Space Requirements (for information only)
What additional reso
Faculty for third year:
Staff for third year:
Library:
Audio Visual:
Space:
Equipment:
urces will be required in the following areas:
See attached schedule for new faculty and staff
See attached schedule for new faculty and staff
Adequate
Slide, overhead, and video projectors
Lecture and laboratory rooms
None
0
/ o
102
SCHOOL OF RESOURCE AND ENVIRONMENTAL MANAGEMENT
?
Bachelor of Resource and Environmental Management (BREM)?
REM 448-3
Tourism Planning and Management
Course Description
This course examines conceptual frameworks and applied methods used in the planning and
management of tourism development. It places particular attention on the use of planning
approaches which encourage environmentally, sustainable sensitive forms of tourism. It uses a
combination of lectures, workshops, and case studies to illustrate the application of these
planning strategies.
Objectives:
The overriding goal of this course is to encourage the use of planning frameworks and
techniques which facilitate sustainable forms of tourism development. Specific objectives
related to this goal are to:
a) create an awareness of the nature and scope of tourism planning and management
issues confronting the development of tourism in Canada and abroad;
b)
.
outline key natural and cultural resource planning and management issues associated
with tourism development;
c)
?
outline and assess the relative merits of various processes and techniques used in
planning and managing tourism's growth toward sustainable goals.
Grading Scheme
The course will have three (3) grading situations. They will require the use of information
derived from lecture material, the Special Topics reading collection, Library Reserve Shelf
readings, and the general library collection. All assignments will be judged based on their
content, organization, and quality of presentation. The assignments will be weighted as
follows:
0
10^
103
Assignment
#
Literature review
Case study report
Final exam
Grade Weight
25%
35%
40%
Date Due
end of 5th week
end of 10th week
last class of term
.
Suggested Readings:
Specific readings central to the course will be available in a Selected Topics reading collection
available for purchase at the beginning of the course.. Additional readings will be identified in
bibliographic form as topics are explored during the course. Selected topics from that
bibliography may be accessed through Library Reserve Shelf listings.
Assignment Outlines:
1) Tourism Literature Review (25%
of final grade)
This assignment will involve a critical assessment of a significant trend influencing
the planning and management of tourism development.
2) Tourism Case Study
(35%
of final grade)
This assignment will involve the use of techniques and methodologies examined
during the term to address a particular environmental planning issue identified by
the instructor.
3)
Final
Exam
(40% of final grade)
This "take-home" exam will deal with the application of frameworks and
methodologies discussed during the course.
Lecture Topics
1. Tourism: From Concept To Measurement
-concepts, definitions and measurement issues
-a systems management perspective
-nature and scope of tourism development
.
S
I
bt'.
104
• ?
Suggested Readings:
Chadwick, R.A. (1987), "Concepts, definitions, and measures used in travel and tourism
research",
in
Travel, Tourism and Hospitality Research: A Handbook For Managers
and Researchers, (J.R.B.
Ritchie and C.R. Goeldner eds.), Toronto: John Wiley, pp.
47-61.
Gunn., C.A. (1987), "A perspective on the purpose and nature of tourism research
methods",
in
Travel, Tourism and Hospitality Research,
pp.
3-12.
2.0
.
Assessing The Tourism Environment
-global influences of tourism development
-societal and cultural influences on tourism behaviour
-the ecological limits to tourism
-emerging trends and tourism behaviour
Suggested Readings:
Mill, R.C. and A.M. Morrison (1992),
The Tourism System,
Englewood -Cliffs: Prentice
Hall,
pp.
57-99.
Ritchie, J.R.B. Ritchie (1992), "New realities, new horizons: leisure, tourism and society in
the third millennium",
The Annual Travel Review,
New York: American Express, pp.
. .
?
14-26.
3.0 Understanding Tourism Behaviour
-models of tourist decision-making
-travel market segment profiling techniques
-psychographic interpretations of tourism behaviour
-the role of image in tourism destination selection
Suggested Readings:
Mill, R.C. and A.M. Morrison (1992),
The Tourism System, pp.
131-238.
Witt, C.A. and P.L Wright (1992), "Tourist motivation: life after Maslow", in
Choice and
Demand In Tourism,
(P. Johnson and B. Thomas, eds.), London: Mansell,
pp.
33-
55.
4.0 Managing Conflict In Tourism Environments
-the role of style and form in tourism activities
-managing host-guest interaction and conflict
-succession and displacement in tourism settings
-tourism opportunity spectrum management systems
.
'S
105
Suggested Readings:
Long, P.T., R.R. Perdue, L. Allen (1990), "Rural resident tourism perception and attitudes
by community level of tourism",
Journal of Travel Research,
Vol. 28(3), PP
.
3-9.
Walle, A.H. (1993), "Tourism and traditional people: forging equitable strategies",
Journal of
Travel Research,
Winter , pp. 14-19.
4.0 Planning And Managing The Tourism Product
?
-components of the tourism experience
-tourism product planning typologies
-authenticity and visitor satisfaction
-cultural tourism management issues
-environmental dimensions of the tourism product
-product market matching methods
Suggested Readings:
Cooper, C. (1992), "The life cycle concept and tourism", in
Choice and Demand in Tourism,
pp.
145-160.
Hodgson, P. (1990), "New tourism product development: market research's role",
Tourism
Management,
March, pp.
2L5.
5.0
Attractions In the Tourism Planning and Management Process
-assessing natural resource attraction attributes
-assessing climatic attributes of tourism attractions
-assessing cultural resource attraction attributes
- assessing environmental design in tourism communities
Suggested Readings:
Fodness, D. (1990), "Consumer perceptions of tourist attractions",
Journal of Travel
Research, Vol. 28(4), pp. 3-9.
Brown, G. (1992), "Tourism and symbolic consumption", In
Choice and Demand in
Tourism,
pp.
57-71.
Mill, R.C. and A.M. Morrison, (1992),
The Tourism System,
pp. 263-284.
6.0 Environmental Planning Principles In Tourism Settings
-environmental design principles in tourism communities
-visual amenity planning principles in tourism regions
-sustainable development principles in tourism environments
-tourism growth management principles
1]
lb
^
106
Suggested Readings:
Gunn,
C. (1988),
Vacationscape,
New York: Van Nostrand Reinhold,
pp.
57-107.
Dorwood, S. (1990),
Design For Mountain Communities,
New York:
Van Nostrand
Reinhold,
pp.
253-283.
Lew,
A.L. (1989), "Authenticity and sense of place in tourism development",
Journal of
Travel Research,
Vol. 17(4), pp. 15-22.
7.0
Tourism Economic Impact Assessment Frameworks
-indicators of economic performance
-measuring benefits and costs
-managing tourism's economic stressors
Suggested Readings:
Frechtling, D. (1987), "Assessing the impacts of travel and tourism-measuring economic
benefits",
Travel, Tourism and Hospitality Research,
pp.
101-192.
Mill, R.C. and A.M. Morrisson
(1992),
The Tourism System, pp.
285-306.
8.0 Tourism Social Impact Assessment Frameworks
-indicators of social impact performance
-determinants of tourism' social impact
-frameworks for managing tourism's social impact
Suggested Readings:
Haywood, K.M. (1988), "Responsible and responsive tourism planning in the community".
Tourism
Management,
June,
pp.
105-118.
Crandall, L. (1987), "The social impact of tourism on developing regions and
its
measurement",
Travel, Tourism and Hospitality Research,
pp.
373-382.
Caneday,
L. and J. Ziegler( 1991), "The social, economic and environmental costs of tourism
as perceived by its residents",
Journal
of
Travel Research,
Vol. 30(2),
pp.
45-48.
9.0 Tourism Environmental Impact Assessment Frameworks
-indicators of tourism's physical impact
-the role of cumulative impact assessment
-tourism impact stressors and their management
-environmental auditing management systems and their application
.
(01'
107
Suggested Readings:
Williams,
tourism",
P.W. (1987),
Travel,
"Evaluating
Tourism and
environmental
Hospitality
impact
Research,
and
pp.
physical
3
85-397.
carrying capacity in
?
is
Pearce, D. (1989),
Tourist Development,
New York: John Wiley,, pp. 229-237.
McCool, S.F. (1992), "Tourism in the northern rockies: preserving the product, protecting the
future",
Western Wildiands,
18(3),
pp.
147-200.
10.0 Toward a Greener Tourism
-environmental codes of ethics and conduct
-community based planning systems in tourism destinations
-case studies of green tourism management in action
Suggested Readings:
U.S. Travel Data Center, (1992), "Environmental and tourism policy," in
Tourism and the
Environment,
Travel, Industry Association of America,
pp.
45-54.
Hawkes, S and P. W. Williams eds. (1993),
The Greening
of
Tourism:
A
Case Book Of Best
Environmental Practice,
Simon Fraser University: Centre For Tourism Policy and
Research and Industry, Science and
,
Technology Canada.
Wight, P. (1993), "Ecotourism: ethics or eco-sell?",
Journal of Travel Research,
Winter, pp.
3-9.
L
is
C
108
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
?
NEW COURSE PROPOSAL FORM
1.
Calendar Information
?
School:
School of Resource and Environmental Management
Abbreviation Code:
REM
?
New Course No:
455
Credit Hours: 3
Vector: 2-0-2
Title of Course:
?
WATER PLANNING AND MANAGEMENT
Calendar description of course:
This course evaluates a variety of water planning and management
issues including selected theoretical models, selected federal, provincial, and international institutional
arrangements and jurisdictional responsibilities, and management experiences, and emerging international,
national,, and provincial water resource problems and management challenges and opportunities.
Nature of Course:
Lectures, field trips, tutorials
Prerequisites (or special instructions):
REM 100, 200, and 331
What course(s), if any, is being dropped from the calendar if this course is approved:
None
2. Scheduling
How frequently will the course be offered?
annually
Semester in which the course will first be offered?
1999-3
Which of your present faculty would be available to make the proposed offering possible?
John Chadwick Day
3.
Objectives of the Course (rationale)
This course exposes students to the emerging theory and
practice of integrated river basin, coastal, and municipal development. This is an area of increasing conflict
globally, continentally, nationally, and provincially. The course will help prepare students to work as
professional planners and managers.
4.
Budgetary and Space Requirements (for information only)
What additional resources will be required in the following areas:
Faculty for third year:
?
See attached schedule for new faculty and
staff
Staff
for third year:
?
See attached
schedule for new faculty and staff
Library: ?
Addition of one journal
Audio Visual:
?
Slide,' overhead, and video projectors
Space: ?
Lecture and laboratories
Equipment:
?
, ?
Rental vehicles for field trips
.5.
Approval ?
Date:.
&2.
afiment Chair
?
Dean
•1
Chair, SCUS
loq
109
SCHOOL OF RESOURCE AND ENVIRONMENTAL MANAGEMENT?
Bachelor of Resource and Environmental Management (BR1EM)
?
REM 455-3
Water Planning and Management
OBJECTIVES
The goals of the course are to review and evaluate a variety of water planning and
management issues. These include:
1.
Selected theoretical models;
2.
Selected federal, provincial, and international institutional arrangements
jurisdictional responsibilities, and management experiences; and
Emerging international, national, and provincial water resource problems
and management opportunities.
After completing the course, participants will have an understanding of existing and emerging
water management institutions and issues, the nature of the water manager's tasks, knowledge of
a variety of techniques and approaches for gathering planning and management-related data, and
how to use them in the process of planning for water and related land management.
INSTRUCTION METHODS
The course will be presented using a combination of lectures, invited speakers, seminars, student
presentations, and local field trips.
COURSE GRADE
The final grade will be made up of the following components:
1.
Class participation and field trips
?
30
2.
Critical reviews (10 and 20)
?
30
3. Final paper
?
40
COURSE CONTENT
This course will be presented as a number of modules. In some cases, readings will be thoroughly
discussed in class; in others the distributed materials will constitute background reading for your
individual use. Following completion of the first six modules as well as number 8, the remaining
110
110
• ?
course content is selected by the students.
Module
1.
Characteristics of the water resource: global, continental, national, and provincial.
Required reading:
a)
Postel, Sandra. 1984.
Water: Rethinking Management in an-Age of Scarcity.
Paper 62. Washington, DC: Worldwatch Institute. (Bookstore). Suitable for a short
paper.
b)
International Institute for Environment and Development. 1976.
Water For All.
Washington, DC: ID.
(handout). Suitable for short paper.
c)
tatley-Carleson, Margaret. 22 June 1988. "The World's Water: Living in the Very Last
• ?
Drop". Paper presented to the Canadian Water Resources Association, Saskatoon,
Sask. Ottawa, ON: CIDA. (handout). Suitable for a short paper.
d)
Canada. Inquiry on Federal Water Policy. 1985.
Currents of Change,
by P.H. Pearce
et
• ?
al. Ottawa, ON: Environment Canada. (handout, please return) Chapters 5: 49-60;
part 3: 61-82, and chapter 10: 95-110 are suitable for short papers.
e)
Canada. Environment Canada. 1987.
Federal Water Policy.
Ottawa, ON. (handout,
please return). ?
This is suitable for a short paper.
f)
Science Council of Canada. June 1988.
Water 2020: Sustainable Use for Water in
the 21st Century.
Science Council of Canada Report 40. Ottawa, ON. (handout,
please return). This is suitable for a short paper.
g)
White, Gilbert F. 1987. "A Global Perspective on Western Water",
pp.
19-29. In:
Water and the American West,
edit by David H. Getches Np:np. (handout)
2.
Evolving Water Management Strategies and Trends in the United States.
a)
US. National Academy of Sciences and National Research Council. 1968.
Water
and Choice in the Colorado Basin: An Example of Alternatives in Water
Management.
Publication 1689. Washington, DC:NAS-NRC. (handout)
The Colorado River is under the most stress of the American rivers. Do not
focus on the setting and institutional details unless you are interested. Instead,
look at the range of choice of regional economic growth alternatives (ch.
5),
water management alternatives (ch 6), and enhancing the range of choice (ch.
7).
b)
White, Gilbert F. 1969.
Strategies of American Water Management.
Ann Arbor,
MI: University of Michigan Press. (handout) White outlines six types of
management strategies which had evolved up to the late 1960s in the United States.
Read the volume to understand not details and events but what the strategies entail.
This model can then be used to evaluate progress and change over the following two
decades in the US as well as Canada.
III
c)
Western Governors' Association. Water Efficiency Task Force 1986.
Western Water:
Tuning the System,
by Bruce Driver. Salt Lake City, UT. This report illustrates
how radically the U.S. states are changing their approach to water management. Big
projects and more "new" water are out; conservation, pricing, and management have
come of age.
d)
Frederick, Kenneth D. .1986. "Overview," pp. 1-20. In:
Scarce Water and
Institutional Change.
Washington, DC: Resources for the Future. (handout)
e)
Price, Kent A. 1986. "A Water Crisis". Frederick, Kenneth D. "The Legacy of Cheap
Water". Weiss, Edith Brown. "In Fairness to Future Generations". Peskin, Henry M.
"Nonpoint Pollution and Natural Responsibility". Wahl, Richard W. "Cleaning Up
Kesterson". All of these articles in
Resources:
89 (Spring):1-14. (handout)
f)
Born, Stephen M. 1989.
Redefining National Water Policy: New Roles and
Directions.
AWRA Special Publication No. 89-1. Bethesda, ML: American Water
Resources Association.
g)
Schad, Theodore M. 1991. "Do We Have a National Water Policy".
Jour, of Soil and
Water Conservation
46(1):14-16.
h)
Viessman Jr., Warren. 1990. "Water Management Issues for the Nineties."
Water
Resources Bulletin
26(6):883-91.
i)
Van Schilfgaard, Jan. 1991. "Water Futures".
Journal of Soil and Water
Conservation.
Jan-Feb: 17-19
3.
River Basin Planning Theory
a)
White, Gilbert F. 1957. "A Perspective of River Basin Development".
Law and
Contemporary Problems
22(2):157-186
b)
Canada. Environment Canada. Environmental Conservation Service. 1981.
An
Evaluation of the River Basin Planning and Implementation Programs, by
Bernard Brule
el
al. Ottawa, ON.
c)
LeMarquand, David G. 1977.
International Rivers: The Politics of Cooperation.
Vancouver, BC: Westwater Research Centre, University of British Columbia. A
model for analyzing international experiences. (handout).
S
II)
112
d)
Lee, Terence. 1988. "The Evolution of Water Management in Latin America".
S
Water Resources Development
4 (3):160-168. Traces the development of
laws, institutions, including specialized basin authorities, throughout Central
and South America. (handout).
e)
Day, J.C. and Afiijm, J. A. 1991.
Toward Sustainable Water Planning and
Management in British Columbia.
Victoria, BC: British Columbia Round Table
on the Environment and the Economy. (handout)
f)
Dorcey, AnthonyH.J., ed. 1991.
Perspectives on Sustainable Development in Water
Management: Towards Agreement in the Fraser River Basin. Vol. 1.
Vancouver, BC: Westwater Research Centre, University of British Columbia.
(handout)
g)
Fraser Basin Management Board. 1993.
Strategic Plan for the Fraser Basin
Management Program:
1993-98, Vancouver, BC.
?
4. ?
Laws and Institutional Arrangements
a)
MacDonnel, Lawrence J. 1991. "Rethinking Western Water Law."
Hydata
10(1):27-
28.
Additional Reading
b) Lucas, Alastair R. 1990.
Security of Title in Canadian Water Rights.
The Canadian
Institute of Resources Law. Calgary, AB: Faculty of Law, The University of
Calgary.
?
5. ?
Demand, Supply, Conservation
a)
Kindler, J. and C.S. Russell, eds. 1984.
Modeling Water Demands.
Toronto, ON:
Academic Press. (handout).
b)
Brooks, David B. and Peters, Roger.
1988.. Water: The Potential for Demand
Management in Canada.
Ottawa, ON: Science Council of Canada. (Available free
of charge from the council, 100 Metcalf St. K1P 5M.) (handout,
pp.
1-28)
?
6. ?
Pricing as a Management Tool
a) Brooks, David B., Peter Rogers, and Paul Robillard. 1990. "Pricing: A Neglected Tool
for Managing Water."
Alternatives
17(3):40-48.
?
7. ?
Public Participation in Water and Land Management
8.. Coastal Zone Management
a)
Titus, James G. 1987 " The Causes and Effects of Sea Level Rise." In
Impact of Sea
Level Rise on Society, Herman G.
Wind, ed. Rotterdam: A.A. Balkema. (handout).
b)
. 1986. "Greenhouse Effect, Sea Level Rise, and Coastal Zone Management."
Coastal Zone Management Journal
14(3): 147-171. (handout).
11L
113
c) Hildreth, Richard G. and Ralph W. Johnson, 1985. "CZM in California, Oregon, and
Washington".
Natural Resources Journal
25 (Jan): 103-165. (handout)
d)
Canadian Council of Resource and Environment Ministers. 1978.
Proceeding of the
Shore Management Symposium.
Victoria, BC: The council. (handout).
e)
Higham, John W. and Day, J.C. 1989. "The British Columbia Offshore Exploration
Environmental Assessment: An Evaluation."
Impact Assessment Bulletin
8(1 and
2):13 1-43. (handout)
f)
Day, J.C. and Gamble, Don B. 1990. "Coastal Zone Management in British Columbia.
An Institutional Comparison with Washington, Oregon, and California."
Coastal
Management
18:115-41. (handout)
g)
Gamble and Day 1989. "CZM In Boundary Bay, BC and Cherry Point, WA." (handout).
h)
Breen, Ann and Dick Rigby. 1985.
Caution Working Water Front: The Impact of
- ?
Change on Marine Enterprises.
Washington, BC: The Waterfront Press.
(handout)
1986. Fishing Piers: What Cities Can Do.
Washington, DC: The Waterfront
Press. (handout)
j) Hotson, Norman. 1986 "Waterfront Character: What Is It, and Will Any
Be
Left?"
In
Urban Water Fronts '86: Developing Diversity,
Ann Breen and Dick Rigby eds.
Washington, DC: The Waterfront Press. (handout)
9. Man-Made Lakes
a) American Geophysical Union. 1973.
Man-Made Lakes: Their Problems and
Environmental Effects,
by William C. Ackermann
et
al. Monograph 40.
Washington, DC: AGU. (handout)
10.
Water Diversion and Export
a) Day, J.C. and Frank Quinn. 1992.
Water Diversion and Export: Learning from
Canadian Experience,
cover, xiii-xvi and 128-140. (handout)
11. Ground Water
a)
Dhamsthan, Dhamo S. July 1985. "Protecting Our Ground Water Resources: The
Challenge".
Hydata 4(4):5-8.
(handout)
b)
Poland, Joseph F., Chair. 1990.
Guidebook to Studies of Land Subsidence due to
Ground Water Withdrawal.
International Hydrological Programme. NP:
UNESCO.
12.
Irrigation
a) Frederick, Kenneth D. 1988. "Irrigation Under Stress".
Resources
91 (Spring): 1-4.
13. Agricultural Land Drainage
14. Water Quality
.
.
114
0
?
15. Acid Rain
16.
Climatic Change
17. Riverine Flooding
a) Muckelstone, Keith W. 1976. "The Evolution of Approaches to Flood
Damage
Reduction." Jour, of Soil and Water Conservation,
March-April: 53-59.
is.
Water-Based Recreation and Esthetics
19. Soil Erosion
a) Clark 11, Edwin H., Jennifer A. Haverkamp, and William Chapman. 1985.
Eroding
Soils: The Off-Farm Impacts.
Washington, DC: Conservation Foundation.
(handout)
20. Desertification
a) Eckholm, Erik and Lester R. Brown. 1977.
Spreading Deserts: The hand of Man.
Worldwatch Paper 13. Washington, DC. (handout)
21.
Columbia Basin Management
a) Butcher, Walter R. et al. 1986. Competition Between Irrigation and Hydropower in the
• ? Pacific Northwest",
pp.
25-66. In
Scarce Water and Institutional Change,
Kenneth D. Frederick editor. Washington, DC.: Resources for
. the Future.
(Is'
115
SENATE COMMITTEE ON UNDERGRADUATE STUDIES?
NEW COURSE PROPOSAL FORM
1.
Calendar Information
?
School:
School of Resource and En'viornmental Management
Abbreviation Code:
?
New Course No: REM 460 Credit Hours: 3 Vector: 3-0-0
Title of Course:
SPECIAL TOPICS IN RESOURCE AND ENVIRONMENTAL MANAGEMENT
Calendar description of course:
Special topics in areas not currently offered within the BREM Program
Nature of Course:
Prerequisites (or special instructions):
REM 100, 200 and others to be specified
What course(s), if any, is being dropped from the calendar if this course is approved:
None
2. Scheduling
How frequently will the course be offered?
When a new course number is needed.
Semester in which the course will first be offered?
When a new course number is needed
Which of your present faculty would be available to make the proposed offering
possible? Unknown
3. Ob
j
ectives of the Course (rationale)
There will be considerable experimentation with new courses which will be tried once or twice before
deciding if a permanent course should be proposed.
4.
Budgetary and Space Requirements (for information only)
What additional resources will be required in the following areas:
Faculty:
?
Unknown
Staff:
?
None
Library:
?
Unknown
Audio Visual: ?
Slide, overhead, and video projectors
Space:
?
Lecure and tutorial rooms
Equipment: ?
None
5.
Approval
Date:
i
TT
Déirtment Chair ?
Dean ?
Chair, SCUS
S
It',
.
Chair, SCUS
116
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
?
NEW COURSE PROPOSAL FORM
1.
Calendar Information ?
School:
School of Resource and Enviornmental Management
Abbreviation Code: REM New Course No: 4644 Credit Hours: 4
?
Vector:
?
04-0
Title of Course: ?
Directed Study in Resource and Environmental Management Topics
Calendar descri
p tion of course:.
Directed reading in a topic chosen in consultation with a supervisor. Admission requires selection of a
faculty supervisor and submission of a study topic to the department at least one month prior to the start
of the semester in which the course
will
be taken.
Nature of Course: ?
Library, laboratory or field research
Prerequisites (or special instructions):
Permission of the department. Taken by honors students in the 4th
year of Study.
What course(s), if any, is being dropped from the calendar if this course is approved:
?
None
2. Scheduling
How frequently will the course be offered?
?
Each semester
Semester in which the course will first be offered?
?
1998-99
Which of your present faculty would be available to make the proposed offering
. ?
possible? ?
.
?
'. All
faculty
3.
Objectives of the Course (rationale)
An advanced area of specialization for honors students.
4. Bud g etar
y
and Space
Re
q
uirements (for information only)
What additional resources will be required in the following areas:
Faculty:
?
None
Staff
?
.
?
None
Library: ?
None
Audio Visual: ?
None
Space:
?
None
Equipment: ?
None
II
J
117
SCHOOL OF RESOURCE AND ENVIRONMENTAL MANAGEMENT
?
0
Bachelor of Resource and Environmental Management (BREM)
?
REM 464-4?
Directed Study in Advanced Resource and Environmental Management Topics
This is a required course in resource and environmental planning for fourth-year honors students.
A directed reading topic is chosen in consultation with a supervisor. Admission requires selection
of a faculty supervisor and submission of a study topic to the department at least one month prior
to the start of the semester in which the course is to be taken.
The course may be a combination of library, laboratory or field research. A final research paper is
required.
Prerequisites: ?
.
Students must be in the 4th year of study in the honors program.
0
118
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
•
?
NEW COURSE PROPOSAL FORM
1.
Calendar Information
?
School: School of
Resource and Environmental Management
Abbreviation Code:
REM ?
New Course No: 471 Credit Hours:
3 Vector: 2-0-2
Title of Course:
?
FOREST ECOSYSTEM MANAGEMENT
Calendar description of Course:
In this course students will examine the problems
of managing forest
ecosystems for a variety. The course will start with an examination of
the ecological characteristics
of forest
ecosystems and their dynamics. The second section will focus on the objectives and tools of forest
management in an ecological context. The final section of the course will focus on the institutions, economics
and policies of forest management, with a focus on British Columbia's historical and current management
issues. This course will involve lectures, group discussions, field trips and exercises, and computer labs.
Nature of Course:
Lecture, Tutorial, Computer Lab
Prerequisites (or special instructions):
ECON 103, 105-3, REM 200, 200, 311, and 356
What course(s), if any, is being dropped from the calendar if this course is approved:
None
2. Scheduling
How frequently will the course be offered?
annually
Semester in which the course will first be offered?
1999-1
.
?
Which of your present faculty would be available to make the proposed offering possible?
Dr. Ken Lertzman
3.
Objectives of the Course (rationale)
This course integrates a number of
the previous components
of
the Environmental Studies curriculum to examine the problems
of managing forest ecosystems for a variety
of
objectives. It will draw heavily on student's previous experience in both the natural and social sciences
and will focus on the application of their knowledge to real problems.
4.
Budgetary and Space Requirements (for information only)
What additional resources will be required in the following areas:
Faculty for third year:
?
See attached schedule for new faculty and staff
Staff for third year: ?
Programmer/RA time needed to set up computer labs, TA's during course
Library:
?
Some additional library resources; 2-3 journals and some books
Audio Visual:
?
Slide, overhead, and video projectors
Space: ?
Lecture and tutorial, wet lab and computer laboratory
Equipment: ?
Computers, field equipment for projects (ca. $1000; increment borers, tapes
etc.), lab equipment (ca. $10,000; dissecting microscopes, drying oven, etc.)
5.
Approval
Date:
?
1)7aci
• ?
,11tme1t Chair Dean
Chair, SCUS
119
SCHOOL OF RESOURCE AND ENVIRONMENTAL MANAGEMENT
Bachelor of Resource and Environmental Management (BREM)
?
L
REM 471-3
Forest Ecosystem Management
OBJECTIVES
1.
To understand the objectives of forestry and how the basic tools of forestry are used to
achieve those objectives.
2.
To develop a functional knowledge of the structure and dynamics of forest ecosystems,
and to appreciate the constraints and opportunities for forestry posed by ecological
processes.
3.
To become familiar with the history and objectives of forestry policy in B.C.
4.
To use the understanding developed in meeting objectives 1-3 to analyze and understand a
variety of current issues of debate in forest management.
Grading Distribution:
Mid Term ?
25% ?
Paper ?
25%
Tutorials
?
25%
?
Final Examination ?
25%
?
.
Course Curriculum
Section 1: Introduction
What is a Tree?
What is a Forest?
What is Forestry?
The evolution of forestry
management
timber exploitation, timber management, forest management, ecosystem
Section 2: Forest Ecosystems:
Vegetation Zones, Climate and Plant Growth 1: Forests of Northwestern North America.
Vegetation Zones, Climate and Plant Growth 2: Biogeoclimatic Classification System and
Biogeoclimatic Zones of B.C.
Forest Ecosystem Structure and Function 1: Stand Development, Natural Disturbances,'
Succession
Forest Ecosystem Structure and Function 2: Carbon Cycling and Site Productivity.
Forest Ecosystem Structure and Function 3: Nutrient Cycling and Site Productivity.
Forestry, biodiversity and conservation 1: Biology of habitat dependence.
Forestry, biodiversity and conservation 2: The interface 'between forests and aquatic ecosystems.
.
po
120
Section 3: Forest Management:
Forest Ecosystem Structure and Function 4: soils and impacts of forest practices on site
productivity and sustainability.
Concepts of growth and yield and rotations
Cut determination: AAC, LRSY, timber supply
Silvicultural Systems 1: traditional silvicultural systems and their objectives.
Silvicultural Systems 2: alternative silvicultural systems and their objectives.
Section 4: Forest Policy
.
and Institutions:
Forest Policy 1: Historical development of forest policy in British Columbia
Forest Policy 2: Modern tenure systems in British Columbia
Forestry economics 1: economics of silviculture at the stand level
Forestry economics 1: stumpage, structure of forest industry and forest products markets
Forest Policy 4: The planning process and public involvement.
Forest Policy 3: Current issues in forest policy.
Section 5: Review of Major Topics Covered.
Computer Labs:
1. Planning silvicultural interventions over stand development.
2. Growth and yield.
3. Determining allowable cuts.
4. Landscape level planning: integrating timber management with other resources.
Field Labs/Trips:
1.
Local plants in an ecosystem context.
2.
Silviculture/Ecology Tour of UBC Research Forest
. ?
3. Mill Tour
4. Stand Development in Low Elevation Second Growth: Seymour Demonstration Forest
5.
Subalpine and Old Growth Forests: Cypress Provincial Park
References:
Books and Government Publications:
Agee J. K. and D R. Johnson (eds) 1988. . Ecosystem Management for Parks and Wilderness.
Seattle. University of Washington Press.
Ancient forests of the Pacific Northwest. The Wilderness Society. Island Press, Washington, D.C.
-
?
Arno, S.F and R.P. Hammerly. 1977. Northwest trees. The Mountaineers. Seattle.
Atkinson, W.A. and R.J. Zasoski (eds.). 1976: Western hemlock management. University of
Washington College of Forest Resources, Institute of Forests Products Contribution
Number 34.
Barbour, M.G. and W.D. Billings (eds.). North American Terrestrial Vegetation. Cambridge
University Press.
BC. Ministry of Forests. 1992. An Old Growth Strategy for British Columbia, BC. Ministry of
Forests, Victoria.
Chabot, B.F. and H.A. Mooney. 1986. Physiological ecology of North American plant
communities. Chapman and Hall.
Chabot, B.F. and H.A. Mooney. 1988. Physiological ecology of North American plant
communities. Chapman and Hall.
Chamberlin, T.W. (ed) 1988. Applying 15 years of Carnation Creek results. Proceedings of the
workshop. Pacific Biological Station, Nanaimo, B.C.
Crawley, M.J. (ed.). 1986. Plant Ecology. Blackwell Scientific Publications. Oxford.
pp.
77-96.
S ?
Drushka, K. 1985. Stumped: the forest industry in transition. McClelland and Stewart.
0i
121
Forman, R.T.T. and M. Godron (eds.). 1986. Landscape ecology. New York: John Wiley and
Sons.
Fowells, H.A. 1965. Silvics of forest trees of the United States. U.S.D.A. Handbook No. 271.
U.S. Govt. Printing Office. Washington, D.C. USDA Handbook 271.
Franklin, J. F., K. Cromack, Jr., W. Denison, A. McKee, C. Maser, J. Sedell, F. Swanson, and G.
Juday. 1981. Ecological characteristics of old-growth Douglas-fir forests. USDA For.
Serv. PNW For. and Range Exp. Stn. Gen. Tech. Rept. PNW-118.
Green, R.N., P.J. Courtin, K. Klinka, R.J. Slaco, and C.A. Ray. 198
4. Site diagnosis, tree species selection and slashburning guidelines for the Vancouver Forest
Region. Land Management Handbook 8, B.C. Ministry of Forests, Victoria, B.C., 143
PP.
Hammond, H. 1992. Seeing the forest among the trees. Polestar Press.
Harris, L. D. 1984. The fragmented forest: island biogeography theory and the preservation of
biotic diversity. University of Chicago Press.
Hartman, G. (ed.) 1982. Proceedings of the Carnation Creek workshop, a 10 year review.
• ?
Pacific Biological Station Nanaimo, B.C.
Hewlett, J. D. 1982. Principles of Forest Hydrology. The University of Georgia Press, Athens,
Georgia.
Hora, B. (ed.) 1980. The Oxford encyclopedia of trees of the world. Crescent Books, New
York.
Karieva, P.M. J.G. Kingsolver, and R.B. Huey. 1993. Biotic interactions and global change.
Sinauer Associates Inc., Sunderland, Mass.
pp
559.
Lavender,D.P., R. Parrish, C.M. Johnson, G. Montgomery, A. Vyse, R. A. Willis, and D. Winston
(Editors). 1990.. Regenerating British Columbia's forests. UBC Press, Vancouver.
Likens,
G. E.,
F. H. Bormann, R. S. Pierce, J. S. Eaton, and N. M. Johnson. 1577.
Biogeochemistry of a forested ecosystem. Springer-Verlag, New York.
Meidinger, D. and J. Pojar, J. 1991. Ecosystems of British Columbia. B.C. Ministry of Forests,
Victoria, BC. Special Report Series No. 6.
Minore D. 1979. Comparative autecological characteristics of north-western tree species. United
States Department of Agriculture Pacific Northwest Forest and Range Experiment Station
Technical Report 87. 72 pp.
Oliver, C.D. and R.M. Kenady (eds.). 1982. Proc. of the Biology and management of true fir in
the Pacific Northwest symposium. University of Washington, College of Forest
Resources.
Pearce, P. 1990. Forestry Economics. UBC Press, Vancouver.
Pickett, S.T.A. and P.S. White (eds.), Natural disturbance: an evolutionary perspective. Academic
Press, New York.
Pritchett, W.L. and R. Fisher. 1987. Properties and management of forest soils. Waring, R.H.
(ed.). 1979. Forests: fresh perspectives from ecosystem analysis. Proc. 40th Biol.
Colloq. Oregon State University Press. Corvallis, Oregon.
Ruggiero et al. (eds.) 1991. Wildlife and vegetation of unmanaged Douglas-fir forests. USDA
Forest Service, Pacific Northwest Research Station, Gen. Tech. Rept. PNW-GTR-285
Smith, D.M. 1986. The practice of silviculture. John Wiley and Sons.
pp
527.
Soule, M.E. 1986. (Ed.) Conservation Biology: The Science of Scarcity and Diversity. Sinauer
Associates, Inc., Sunderland, Massachusetts.
Vance, J.E. 1990. Tree planning: a guide to public involvement and forest stewardship. British
Columbia Public Interest Advocacy Centre, Vancouver.
Waring, R.H. and W.H. Schlesinger. 1985. Forest Ecosystems: concepts and Management.
Academic Press.
West, D.C. , H.H. Shugart and D.B. Botkin, (eds.) 1981. Forest Succession: Concepts and
Application. Springer Verlag.
Williams, M. 1989. Americans
.
and Their Forests: A Historical Geography. Cambridge
University Press, New York.
Wilson, B.F. 1984. The growing tree. University of Massachusetts Press. Amherst.
pp.
152.
122
• ?
Young, R.A. and R.L. Giese. 1990. Introduction to forest science. John Wiley and Sons, New
York.
Zimmerman, M.H. 1983. Xylem structure and the ascent of sap. Springer-Verlag. pp. 143.
These books will be supplemented with various articles from periodicals such as those in the
following list, which will be updated on a yearly basis:
Aber, J.D., J.M. Melillo, and C.A. Federer. 1982. Predicting the effects of rotation length,
harvest intensity, and fertilization on fiber yield from Northern Hardwood forests in New
England. Forest Science 28:31-45.
Agee, J.K. 1991. Fire history of Douglas-fir forests in the Pacific Northwest. Pp.. 25-33 in
Ruggiero et al., Wildlife and vegetation of unmanaged Douglas-fir forests. USDA Forest•
Service, Pacific Northwest Research Station, Gen. Tech. Rept. PNW-GTR-285
?
Agee, J. K. and D. R. Johnson (editors). 1988. Ecosystem Management for Parks and
Wilderness. Seattle. University of Washington Press.
Allendorf, F.W. 1988. Conservation biology of fishes. Conservation Biology 2(2):145-148.
Alverson, W.S., D.M. Wailer, and S.L. Soiheim. 1988 Forests too deer: Edge effects in
northern Wisconsin. Conservation Biology 2(4):348-358.
: Askins, R.A., M.J. Phiibrick, and D.S. Sugeno. 1987. Relationship between the regional
abundance of forest and the composition of forest bird communities. Biol. Conserv.:
39:129-152.
Baker, W.L. 1989. Landscape ecology and nature reserve design in the Boundary Waters Canoe
Area, Minnesota. Ecology 70:23-35
Baker, W.L = 1992. Effects of fire, settlement and suppression on landscape structure. Ecology
73:1879-1887
Baker, W.L. 1989c. A review of models of landscape change. Landscape Ecology 2(2):1 11-
133.
Bergeron, Y. 1991. The influence of island and mainland lakeshore landscapes on boreal forest
fire regimes. Ecology 72:1980-1992
Blake, J.G. and J.R. Karr. 1984. Species composition of bird communities and the conservation
benefit of large versus small forests. Biological Conservation 30:173-187.
Boecklen, W.J. and N.J. Gotelli. 1984. Island biogeographical theory and conservation practice:
species-area or specious-area relationships? Biol. Cons. 29:63-80.
Booth et al. 1993. Natural forest landscape management: a strategy for Canada. Forestry
Chronicle 69:141-145
Borden, J.H. 1989. Semiochemicals and bark beetle populations: exploitation of natural
phenomona by pest management strategists. Holarctic Ecology 12:501-5 10.
Bormann, F. H., and G. E. Likens. 1981. Pattern and Process in a Forested Ecosystem.
Bradshaw, F. 1992. Quantifying edge effect and patch size for multiple-use silviculture. For.
• Ecol. and Mgmt. 48:249-?
Bradshaw, F. 1992. Quantifying edge effect and patch size for multiple-use silviculture. For.
Ecol. and Mgmt. 48:249-?
Brockie, R.E.,
L.L. Loope, M.B. Usher and 0. Hamann. 1988. Biological invasions of island
nature reserves. Biological Conservation 44:9-36.
Brown,
E. R.,
editor. 1985. Management of wildlife and fish habitats in forests of western
• Oregon and Washington. Pub]. No. R6-F&WL-192-1985. Portland, OR.: USDA Forest
Service.
Brussard, P.F. 1991. The role of ecology in biological conservation. Ecological Applications
1:6-12
Bunnell, F. W. 1985. Forestry and Black-tailed deer: Conflicts, crisis, or cooperation. The
Forestry Chronicle. April: 180-184. .
• ?
Bunnell, F.L. and Kremsater, L.L. 1990. Sustaining wildlife in managed forests. Northwest
Environmental Journal 6: 243-269.
Callicott, J.B. 1991. Conservation ethics and fishery management. Fisheries 16(2):22-28.
123
Carey, A. B., S.P. Horton, and B.L. Biswell. 1992. Northern spotted owls: influence of prey
base and landscape character. Ecological Monographs 62:223-250
Chen, J., J.F. Franklin, and T. A. Spies. 1992. Vegetation responses to edge environments in old
growth Douglas-fir forests. Ecological Applications 2:387-398
Christensen, N.L. 1989. Landscape history and ecological change. Journal of Forest History,
July. 116-124.
Christy, J.E. and R.N. Mack. 1984. Variation in demography ofjuvenile Tsuga heterophylla
across the substratum mosaic. Journal of Ecology
72:75-9
1.
Connell, J.H. and R.O. Slatyer. 1977. Mechanisms of succession in natural communities and
their role in community stability and organization. American Naturalist 111:1119-1144.
?
Connors, M. E., and R. J. Naiman. 1984. Particulate allochthonous inputs: relationships with
stream size in an undisturbed watershed. Canadian Journal of Fisheries and Aquatic.
Sciences 41:1473-1484.
Corn, P; S., and
R. B.
Bury. 1989. Logging in western Oregon: Responses of headwater habitats
and stream amphibians. Forest Ecology and Management
29:39-57.
Cummins, K. W., M. A. Wilzbach,D. M. Gates, J. B. Perry, and B. Taliaferro. 1989. Shredders
and riparian vegetation. BioScience 39:24-30.
Cutler, A. 1991. Nested faunas and extinction in fragmented habitats. Cons. Biol.
5:496-505
Dunster, J.A. 1987. Chemicals in Canadian forestry: the controversy continues. Ambio 16:142-
148.
Fonda, R.W. 1974. Forest succession in relation to river terrace development in Olympic
National Park, Washington. Ecology 55:927-942.
Fonda, R.W. 1974. Forest succession in relation to river terrace development in Olympic
National Park, Washington. Ecology 55:927-942.
Franklin, J. F., and R. T. Forman. 1987. Creating landscape patterns by forest cutting:
Ecological consequences and principles. Landscape Ecology 1:5-18.
Franklin, J.F. 1993. Preserving biodiversity: species, ecosystems, or landscapes? Ecological
Applications 3:202-205
Franklin, J.F and R.T.T. Forman. 1987. Creating landscape patterns by forest cutting: ecological
consequences and principles. Landscape Ecology 1(1):5-18.
Franklin, J.F. 1993. Lessons from old growth. J. Forestry 91:10-13
Gardner, R.H., B.T Milne, M.G. Turner and R.V. O'Neill. 1987. Neutral models for the analysis
of broad-scale landscape pattern. Landscape Ecology 1(1):19-28.
Grumbine, R.E. 1990. Viable populations, reserve size, and federal lands management: A
critique. Conservation Biology 4(2):127-134.
Hansen, A.J., T.A. Spies, F.J. Swanson, and J.L. Ohmann. 1991. Conserving biodiversity in
managed forests: lessons from natural forests. BioScience 41(6):382-392.
Hansen, A.J., S.L. Garman, and B. Marks. 1993. An approach-for managing vertebrate diversity
across multiple use landscapes. Ecol App. 3:481-496
Hansen et al. 1993. Do edge effects influence tree growth rates? Northwest Science 67:112-116
Hanson, J.S., G.P. Malanson and M.P. Armstrong. 1990. Landscape fragmentation and
dispersal in a model of riparian forest dynamics. Ecological Modelling. 49:277-296.
Harr,
R. D.,
and F. M. McCorison. 1979. Initial effects of clearcut logging on size and timing of
peak flows in a small watershed in western Oregon. Water Resources Research 15(1):90-
94.
Han-,
R. D.,
W. C. Harper, J. T. Krygier, and F. S. Hsieh. 1975. Changes in storm hydrographs
after road building and clear-cutting in the Oregon Coast Range. Water Resources
Research 11(3):436-444.
Harris, L.D. 1988. Edge effects and conservation of biotic diversity. Conservation Biology
2(4):330-332.
Harris, L.D. 1988. Landscape linkages: the dispersal corridor approach to wildlife conservation.
• ?
Transactions. North American Wildlife and Natural Resources Conference, 53: 595-607.
• ?
Hartshorn, G. 1989. Application of gap theory to tropical forest management: natural
regeneration on strip clear-cuts in the Peruvian Amazon. Ecology 70:567-569.
Idq
124
Heinselman, M.L. 1973. Fire in the virgin forests of the Boundary Waters Canoe Area,
Minnesota. Quat. Res. 3:329-382.
Hemstrom, M.A. and J.F. Franklin. 1982. Fire and other disturbances of the forests in Mount
Ranier National Park. Quat. Res. 18:32-51.
Hemstrom, M.A. and J.F. Franklin. 1982. Fire and other disturbances of the forests in Mount
Ranier National Park. Quat. Res. 18:32-5 1.
Inglis G. and A.J. Underwood. 1992. Comments on some designs proposed for experiments on
the importance of corridors. Conservation Biology 6:581-586
• ?
Jordan, C.F. 1988. Ecosystem ecology. Conservation Biology 2(2):137-138.
Kellogg, E. (ed.) 1992. Coastal temperate rainforests: ecological characteristics, status and
distribution worldwide. Ecotrust./Conservation International Occasional Paper Series
No. 1. Ecotrust, Portland, OR, USA
Kilgore, B.M. and D. Taylor. 1979. Fire history of a sequoia-mixed conifer forest. Ecology
60:129-142.
Kimmins, J.P. 1974. Sustained yield, timber mining, and the concept of ecological rotation; the
British Columbian view
.
. Forestry Chronicle 50:27-31.
Kimmins, J.P. 1985. Future shock in forest yield forecasting: the need for a new approach.
Forestry Chronicle 61:503-513.
Kimmins, J.P. 1987. FOrest Ecology.
Kimmins, J.P. 1988. Community organization: methods of study and prediction of the
productivity and yield of forest ecosystems. Canadian Journal of Botany 66:2654-2672.
Lande, R. 1988. Genetics and demography in biological conservation. Science 241:1455-1460.
Ledig, F. T. 1988. The conservation of diversity in forest trees. BioScience 38:471-479.
Ledig, F.T. 1988. The conservation of diversity in forest trees. BioScience 38:471-479.
Lertzman, K.P. 1990. What's new about New Forestry? Replacing arbocentrism in forest
management. Forest Planning Canada 6:5-6.
. ?
Levin, S.A. 1992. The problem of pattern and scale in ecology. Ecology 73:1943-1967
MacKinnon, A. D. Meidinger, and K. Klinka. 1992. Use of the biogeoclimatic ecosystem
classification system in British Columbia. Forestry Chronicle 68:100-120
Margules, C.R. and A.O. Nicholls. 1988. Selecting networks of reserves to maximise biological
diversity. Biological Conservation 43:63-76.
Marks, P.L. 1974. The role of pin cherry (Prunus pennsylvanica L.) in the maintenance of
stability in northern hardwood ecosystems. Ecological Monographs 44:73-88.?
Millar, C.I. and L.D. Ford. 1988. Managing for nature conservation. BioScience 38(7):456-
448.
Murphy, M. L., J. Heifetz, S. W. Johnson, K. V. Koski, and J. F. Thedinga. 1986. Effects of
clear-cut logging with and without buffer strips on juvenile salmonids in Alaskan streams.
Canadian Journal of Fisheries and Aquatic Sciences 43:1521-1533.
Murphy, D.D. and B.R. Noon. 1992. Integrating scientific methods with habitat conservation
planning: reserve design for Northern Spotted Owls. Ecological Applications 2:3-17
Newmark, W. D. 1987. A land-bridge perspective on mammalian extinctions in western North
American parks. Nature 329:430-432.
Norse, E. 1991. Ancient forests of the Pacific Northwest. The Wilderness Society. Island Press,
Washington, D.C.
Noss, R. F, and L. D. Harris. 1986. Nodes, networks and MUMs: Preserving diversity at all
scales. Environmental Management 10(3):299-309.
Noss, R. F, and L. D. Harris. 1986. Nodes, networks and MUMs: Preserving diversity at all
scales. Environmental Management 10(3):299-309.
Noss, R.F. 1987. Corridors in real landscapes: A reply to Simberloff and Cox. Conservation
Biology 1(2):159-164.
Noss, R.F. 1991. Effects of edge and internal patchiness on avian habitat use in an old-growth
•
florida Hammock. Natural Areas Journal 11:34-47.
O'Hara, K., R.S. Seymour, S. Tesch, and J. Guldin. 1994. Silviculture and our changing
profession: leadership for shifting paradigms. J. Forestry 92:8-13
• ?
•
ids/
125
Oliver, C.D. 1981. Forest development in North America following major disturbances. Forest
Ecology and Management 3:153-168.
Parsons, D.J. and S.H. DeBenedetti. 1979. Impact of fire suppression on a mixed-conifer forest.
Forest Ecology and Management 2:21-33.
Patterson, B.D. and W. Atmar. 1986. Nested subsets and the structure of insular mammalian
faunas and archipelagos. Biol. Journal of the Linnean Soc. 28:65-82
Perry, D.A., M.P. Amaranthus, J.G. Borchers, S.L. Borchers, and R.E. Brainerd. 1989.
Bootstrapping in ecosystems. BioScience 39(4):230-237.
Perry, D.A. and J. Maghembe.
1989.
Ecosystem concepts and current trends in forest
• ?
management: time for reappraisal. Forest Ecology and Management 26:123-140.
Pickett, S.T.A. and J.N. Thompson. 1978. Patch dynamics and the design of nature reserves.
Biological Conservation. 13: 27-37.
Pojar, J, K. Klinka, and D.V. Meidinger. 1987. Biogeoclimatic ecosystem classification in British
Columbia. Forest Ecology and Management 22:119-154.
Rehfeldt, G. E. 1989. Ecological adaptations in Douglas-fir
(Pseudotsuga menziesii var.
glauca): a synthesis. Forest Ecology and Management 28:203-215.
Richards, P.W. 1952. The tropical rainforest. Cambridge University Press. Cambridge.
Romme; W.H. and D.H. Knight. 1981. Fire frequency and subalpine forest succession along a
topographic gradient in Wyoming. Ecology 62:319-326.
Romme, W.H. 1982. Fire and landscape diversity in subalpine forests of Yellowstone National
Park. Ecological Monographs 52:199-221.
Romme, W.H. 1982. Fire and landscape diversity in subalpine forests of Yellowstone National
Park. Ecological Monographs 52:199-221.
Romme, W.H. and D.H. Knight. 1981. Fire frequency and subalpine forest succession along a
topographic gradient in Wyoming. Ecology 62:319-326.
Romme, W.H.and D.H. Knight. .198 1. Fire frequency and subalpine forest succession along a
topographic gradient in Wyoming. Ecology 62:319-326.
Runkle, J.R. 1982. Patterns of disturbance in some old-growth mesic forests of eastern North
America. Ecology 63:1533-1546.
Runkle, J.R. 1982. Patterns of disturbance in some old-growth mesic forests of eastern North
America. Ecology 63:1533-1546.
Sanford, R.L., Jr.,
J.
Saldarriaga, K.E. Clark, C. Uhl, and R. Herrera. 1985. Amazon rain-forest
fires. Science 227:53-5
5.
Saunders, D.A., R.J. Hobbs, C.R. Margules. 1991. Biological consequences of ecosystem
fragmentation: a review. Conservation Biology 5(l):18-32.
Schaffer, M.L. 1981. Minimum population sizes for species conservation. BioScience 31:131-
134.
Scrivener, J. C., and B. C. Andersen. 1984. Logging impacts and some mechanisms that
determine the size of spring and summer populations of coho salmon fry
(Oncorhynchus
kisuich) in Carnation Creek, British Columbia. Canadian Journal of Fisheries and Aquatic
Sciences 41:1097-1105.
Simberloff, D. 1988. The contribution of population and community biology to conservation
science. An. Rev. Ecology and Syst. 19:473-511.
Simberloff, D. and J. Cox. 1987. Consequences and costs of conservation corridors.
Conservation Biology 1(1): 63-71.
Simberloff, D, J.A. Farr, J.
.Cox,
and D. Mehlman. 1992. Movement corridors: conservation
bargains or poor investments. Conservation Biology 6:493-504
Slocombe,
D.
Implementing ecosystem-based management. BioScience 43:612-622
Soule, M. E. 1986. What do genetics and ecology tell us about the design of nature reserves?
Biological Conservation 25:19-40.
Swanson, F.J., T.K. Kranz, N. Caine and R.G. Woodmansee. 1988. Landform effects on
ecosystem patterns and processes. BioScience. 38(2):92-98.
Swanson, F.J. and J.F. Franklin. New forestry principles from ecosystem analysis of Pacific
Northwest Forests Ecological Applications 2:262-274
I ^^'
126
Tande, G.E. 1979. Fire history and vegetation pattern of coniferous forests in Jasper National?
?
. ?
Park, Alberta. Canadian Journal of Botany 57:1912-1931.
Taylor, A.H. and Q. Zisheng. 1989. Structure and composition of selectively cut and uncut
Abies-Tsuga forest in Wolong Natural Reserve and implications for panda conservation in
China. Biological Conservation 47:83-108.
Temple, S. A., and J. R. Carey. 1988. Modelling dynamics of habitat-interior bird populations in
?
?
•
?
fragmented landscapes. Conservation Biology 2(4):340-347.
Temple, S.A. and J.R. Carey. 1988. Modelling dynamics of habitat-interior bird populations in
fragmented landscapes. Conservation Biology 2(4):340-347.
?
• ?
Thomas, J. W., editor. 1979. Wildlife habitats in managed forests. Agricultural Handbook No.
533. Washington, D.C.: USDA Forest Service.
Thomas, T.L. and J.K. Agee. 1986. Prescribed fire effects on mixed conifer forest structure at
Crater Lake, Oregon. Canadian Journal of Forest Research 16:1082-1087.
Thomas, C.D. 1990. What do real population dynamics tell us about minimum viable population
• ?
sizes? Conservation Biology 4(3):324-327.
?
• ?
Turner, M.G. 1989. Landscape ecology: the effect of pattern on process. Ann; Rev. Ecol. and
Syst. 20:171-198
Urban, D.L., R.V.
OrNeill
and H.H. Shugart, Jr. 1987. Landscape ecology: a hierarchical
perspective can help scientists understand spatial patterns. Bioscience. 37(2):119-127.
Walters, C.J. and Holling, C.S. 1990. Large-scale management experiments and learning by
• ?
doing. Ecology, 71(6): 2060-2068.
Waples, R. S., and D. J. Ted. 1990. Conservation genetics of Pacific salmon I. Temporal
changes in allele frequency. Conservation Biology 4(2):144-156.
Waring, R.H. and J.F. Franklin 1979. Evergreen coniferous forests of the Pacific Northwest.
Science 204:1380-1386
Wilcox, B.A. and D.D. Murphy. 1985. Conservation strategy: the effects of fragmentation on
?
?
. ?
extinction. American Naturalist 125:879-887.
Yahner, R. H. 1988. Changes in wildlife communities near edges. Conservation Biology 2(4):
333-339. ?
-
Yahner, R.H. 1988. Changes in wildlife communities near edges. Conservation Biology 2(4):
333-339.
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?
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• ?
extinction, in Soule, M. E. (ed.), Viable populations for conservation. U.K.: Cambridge
• ?
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?
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dispersal in a model of riparian forest dynamics. Ecological Modelling. 49:277-296.
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peak flows in a small watershed in western Oregon. Water Resources Research 15(1):90-
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Han-, R. D., W. C. Harper, J. T. Krygier, and F. S. Hsieh. 1975. Changes in storm hydrographs
• ?
after road building and clear-cutting in the Oregon Coast Range. Water Resources
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Hartshorn, G. 1989. Application of gap theory to tropical forest management: natural
regeneration on strip clear-cuts in the Peruvian Amazon. Ecology 70:567-569.
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Minnesota. Quat. Res. 3:329-382.
Hemstrom, M.A. and J.F. Franklin. 1982. Fire and other disturbances of the forests in Mount
Ranier National Park. Quat. Res. 18:32-51.
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Ranier National Park. Quát. Res. 18:32-5 1.
Inglis G. and A.J. Underwood. 1992. Comments on some designs proposed for experiments on
the importance of corridors. Conservation Biology 6:581-586
Jordan, C.F. 1988. Ecosystem ecology. Conservation Biology 2(2):137-138.
Kellogg, E. (ed.) 1992. Coastal temperate rainforests: ecological characteristics, status and
distribution worldwide. Ecotrust./Conservation International Occasional Paper Series
No. 1. Ecotrust, Portland, OR, USA
Kilgore, B.M. and D. Taylor. 1979. Fire history of a sequoia-mixed conifer forest. Ecology
60:129-142. ?
•
Kimmins, J.P. 1974. Sustained yield, timber mining, and the concept of ecological rotation; the
British Columbian view. Forestry Chronicle 50:27-31.
Kimmins,
J.P.
1985. Future shock in forest yield forecasting: the need for a new approach.
Forestry Chronicle 61:503-513.
Kimmins, J.P. 1987. Forest Ecology.
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Kimmins, J.P. 1988. Community organization: methods of study and prediction of the
productivity and yield of forest ecosystems. Canadian Journal of Botany 66:2654-2672.
Lande, R. 1988. Genetics and demography in biological conservation. Science 241:1455-146
Ledig,
F. T.
1988. The conservation of diversity in forest trees. BioScience 38:471-479.
Ledig, F.T. 1988. The conservation of diversity in forest trees. BioScience 38:471-479.
Lertzman, K.P. 1990. What's new about New Forestry? Replacing arbocentrism in forest
management. Forest Planning Canada 6:5-6.
Levin, S.A. 1992. The problem of pattern and scale in ecology. Ecology 73:1943-1967
MacKinnon, A. D. Meidinger, and K. Klinka. 1992. Use of the biogeoclimatic ecosystem
classification system in British Columbia. Forestry Chronicle 68:100-120
Margules, C.R. and A.O. Nicholls. 1988. Selecting networks of reserves to maximise biological
diversity. Biological Conservation 43:63-76.
Marks, P.L. 1974. The role of pin cherry (Prunus pennsylvanica L.) in the maintenance of
stability in northern hardwood ecosystems. Ecological Monographs 44:73-88.
?
Millar, C.I. and L.D. Ford. 1988. Managing for nature conservation. BioScience 38(7):456-
448.
Murphy, M. L., J. Heifetz, S. W. Johnson, K. V. Koski, and J. F. Thedinga. 1986. Effects of
clear-cut logging with and without buffer strips on juvenile salmonids in Alaskan streams.
Canadian Journal of Fisheries and Aquatic Sciences 43:1521-1533.
Murphy, D.D. and B.R. Noon. 1992. Integrating scientific methods with habitat conservation
planning: reserve design for Northern Spotted Owls. Ecological Applications 2:3-17
Newmark,
W. D.
1987. A land-bridge perspective on mammalian extinctions in western North
American parks. Nature 329:430-432.
Norse, E. 1991. Ancient forests of the Pacific Northwest. The Wilderness Society. Island Press,
Washington, D.C.
Noss, R. F, and L. D. Harris. 1986. Nodes, networks and MUMs: Preserving diversity at all
scales. Environmental Management 10(3):299-309.
Noss,
R. F,
and L. D. Harris. 1986. Nodes, networks and MUM5: Preserving diversity at all
scales. Environmental Management 10(3):299-309.
Noss, R.F. 1987. Corridors in real landscapes: A reply to Simberloff and Cox. Conservation
Biology 1(2):159-164.
Noss, R.F. 1991. Effects of edge and internal patchiness on avian habitat use in an old-growth
florida Hammock. Natural Areas Journal 11:34-47.
O'Hara, K., R.S. Seymour, S. Tesch, and J. Guldin. 1994. Silviculture and our changing
profession: leadership for shifting paradigms. J. Forestry 92:8-13
Oliver, C.D. 1981. Forest development in North America following major disturbances. Forest
Ecology and Management 3:153-168.
Parsons, D.J. and S.H. DeBenedetti. 1979. Impact of fire suppression on a mixed-conifer forest.
Forest Ecology and Management 2:21-33.
Patterson, B.D. and W. Atmar. 1986. Nested subsets and the structure of insular mammalian
faunas and archipelagos. Biol. Journal of the Linnean Soc; 28:65-82
Perry, D.A., M.P. Amaranthus, J.G. Borchers, S.L. Borchers, and R.E. Brainerd. 1989.
Bootstrapping in ecosystems. BioScience 39(4):230-237.
Perry, D.A. and J. Maghembe. 1989. Ecosystem concepts and current trends in forest
management: time for reappraisal. Forest Ecology and Management 26:123-140.
?
Pickett, S.T.A. and J.N. Thompson. 1978. Patch dynamics and the design of nature reserves.
Biological Conservation. 13: 27-37.
Pojar, J, K. Klinka, and D.V. Meidinger. 1987. Biogeoclimatic ecosystem classification in British
Columbia. Forest Ecology and Management 22:119-154.
Rehfeldt, G. E. 1989. Ecological adaptations in Douglas-fir
(Pseudoisuga menziesii var.
glauca): a synthesis. Forest Ecology and Management 28:203-215.
Richards, P.W. 1952. The tropical rainforest. Cambridge University Press. Cambridge.
Romme, W.H. and D.H. Knight. 1981. Fire frequency and subalpine forest succession along a
topographic gradient in Wyoming. Ecology 62:319-326.
130
Romme, W.H. 1982. Fire and landscape diversity in subalpine forests of Yellowstone National
.
?
Park.
Ecological Monographs 52:199-221.
Romme,
W.H. 1982. Fire and landscape diversity in subalpine forests of Yellowstone National
Park. Ecological Monographs 52:199-221.
Romme, W.H. and D.H. Knight. 1981. Fire frequency and subalpine forest succession along a
topographic gradient in Wyoming. Ecology 62:319-326.
Romme, W.H. and D.H. Knight. 1981. Fire frequency and subalpine forest succession along a
topographic gradient in Wyoming. Ecology 62:319-326.
Runkle,J.R. 1982. Patterns of disturbance in some old-growth mesic forests of eastern North
America. Ecology
63:1533-1546.
Runkle, J.R. 1982. Patterns of disturbance in some old-growth mesic forests of eastern North
America. Ecology 63:1533-1546.
Sanford, R.L., Jr., J. Saldarriaga, K.E. Clark, C. Uhl, and R. Herrera. 1985. Amazon rain-forest
fires. Science 227:53-55.
Saunders, D.A., R.-J. Hobbs, C.R. Margules. 1991. Biological consequences of ecosystem
fragmentation: a review. Conservation Biology 5(1):18-32.
Schaffer, M.L. 1981. Minimum population sizes for species conservation. BioScience 31:13 1-
134.
Scrivener, J. C., and B. C. Andersen. 1984. Logging impacts and some mechanisms that
determine the size of spring and summer populations of coho salmon fry
(Oncorhynchus
kisutch)
in Carnation Creek, British Columbia. Canadian Journal of Fisheries and Aquatic
Sciences 41:1097-1105.
Simberloft D. 1988. The contribution of population and community biology to conservation
science. An. Rev. Ecology and Syst. 19:473-511.
Simberloft D. and J. Cox. 1987. Consequences and costs of conservation corridors.
Conservation Biology 1(1): 63-71.
• ?
Simberloff, D, J.A. Farr, J. Cox, and D. Mehlman. 1992. Movement corridors: conservation
?
bargains or poor investments. Conservation Biology 6:493-504
Slocombe, D. Implementing ecosystem-based management. B ioScience 43:612-622
Soule, M. E. 1986. What do genetics and ecology tell us about the design of nature reserves?
Biological Conservation 25:19-40.
Swanson, F.J., T.K. Kranz, N. Caine and R.G. Woodmansee. 1988. Landform effects on
ecosystem patterns and processes. BioScience. 38(2):92-98.
Swanson, F.J. and J.F. Franklin. New forestry principles from ecosystem analysis of Pacific
Northwest Forests. Ecological Applications 2:262-274
Tande, G.E. 1979. Fire history and vegetation pattern of coniferous forests in Jasper National
Park, Alberta. Canadian Journal of Botany 57:1912-193 1.
Taylor, A.H. and Q. Zisheng. 1989. Structure and composition of selectively cut and uncut
Abies-Tsuga forest in Wolong Natural Reserve and implications for panda conservation in
China. Biological Conservation 47:83-108.
Temple, S. A., and J. R. Carey. 1988. Modelling dynamics of habitat-interior bird populations in
fragmented landscapes. Conservation Biology 2(4):340-347.
Temple, S.A. and J.R. Carey. 1988. Modelling dynamics of habitat-interior bird populations in
fragmented landscapes. Conservation Biology 2(4):340-347.
Thomas, J. W., editor. 1979. Wildlife habitats in managed forests. Agricultural Handbook No.
533. Washington, D.C.: USDA Forest Service.
Thomas, T.L. and J.K. Agee. 1986. Prescribed fire effects on mixed conifer forest structure at
Crater Lake, Oregon. Canadian Journal of Forest Research 16:1082-1087.
Thomas, C.D. 1990. What do real population dynamics tell us about minimum viable population
sizes? Conservation Biology 4(3):324-327.
Turner, M.G. 1989. Landscape ecology: the effect of pattern on process. Ann. Rev. Ecol. and
Syst. 20:171-198
Urban, D.L., R.V. O'Neill and H.H. Shugart, Jr. 1987. Landscape ecology: a hierarchical
perspective can help scientists understand spatial patterns. Bioscience. 37(2):119-127.
131
131
Walters, C.J. and Holling, C.S. 1990. Large-scale management experiments and learning by
doing. Ecology, 71(6): 2060-2068.
Waples,
R. S.,
and D. J. Teel. 1990. Conservation genetics of Pacific salmon I. Temporal
changes in allele frequency. Conservation Biology 4(2):144-156.
Waring, R.H. and J.F. Franklin 1979. Evergreen coniferous forests of the Pacific Northwest.
Science 204:1380-1386
Wilcox, B.A. and D.D. Murphy. 1985. Conservation strategy: the effects of fragmentation on
extinction. American Naturalist 125:879-887.
Yahner, R. H. 1988. Changes in wildlife communities near edges. Conservation Biology 2(4):
333-339.
Yahner, R.H. 1988. Changes in wildlife communities near edges. Conservation Biology 2(4):
333-339.
I3
132
S
.
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
?
NEW COURSE PROPOSAL FORM
1.
Calendar Information ?
School:
School of Resource and Environmental Management
Abbreviation Code:
R
*
EM ?
New Course No
475
Credit Hours: 3
Vector: 2-0-2
Title of Course:
?
FRESHWATER ECOSYSTEM MANAGEMENT
Calendar description of Course:
This course examines the physical and ecological attributes of
freshwater ecosystems in the context of management issues. Students will become familiar with the diversity
of freshwater ecosystems and their dynamics, the ways in which organisms interact with their physical
environments and each other, the linkages between freshwater systems and riparian and terrestrial
ecosystems, and the impacts of management activities on these interactions.
Nature of Course:
Lecture/ Lab/ Field Trips
Prerequisites (or special instructions):
REM 100, 200, and 311
What course(s), if any, is being dropped from the calendar if this course is approved:
None
2.
Scheduling
How frequently will the course be offered?
annually
Semester in which the course will first be offered?
1999-3
• Which of your present faculty would be available to make the proposed offering possible?
None - new faculty needed
3.
Objectives of the Course (rationale)
?
This course will add more specialized background on
freshwater ecosystems to the background developed in previous courses. Together with REM 471 (Forest
Ecosystem Management) this course provides an ecosystem context for a broad variety of land management
and planning issues. Students will become familiar with the diversity of freshwater ecosystems and their
dynamics, the ways in which organisms interact with their physical environments and each other, the
linkages between freshwater systems and riparian and terrestrial ecosystems, and the impacts of
management activities on these interactions.
4.
Budgetary and Space Requirements (for information only)
What additional reso
Faculty for third year:
Staff for third year:
Library:
Audio Visual:
Space:
Equipment:
urces will be required in the following areas:
See attached schedule for new faculty and staff
See attached schedule for new faculty and staff
Minor new requirements
None
Vet Lab
Microscopes, field sampling equipment
5.
Date:Approval ?
I
(&
?
(I /,2(,
/
?
1T
?
//)It/
• ?
•-_Department Chair
?
Dean
•133
Chair, SCUS
133 ?
SCHOOL OF RESOURCE AND ENVIRONMENTAL MANAGEMENT
?
Bachelor of Resource and Environmental Management (BREM))
?
REM 475-3?
Freshwater Ecosystem Management
This course examines the physical and ecological attributes of freshwat'er ecosystems in the
context of management issues. Students will become familiar with the diversity of freshwater
ecosystems and their dynamics, the ways in which organisms interact with their physical
environments and each other, the linkages between freshwater systems and riparian and terrestrial
ecosystems, and the impacts of management activities on these interactions.
Grading Distribution:
Mid Term ?
25% ?
Paper ?
25%
Tutorials ?
25% ?
Final Examination ?
25%
Objectives:
1. To develop a functional knowledge of the physical and biological processes characterizing
freshwater ecosystems and their dynamics.
2 To understand the relationships between freshwater ecosystems and their terrestrial context.
3.
To understand the ways in which freshwater ecosystems provide habitat for aquatic
organisms.
4.
To become familiar with the impacts of various management practices on freshwater
ecosystems.
5
To become familiar with various regulatory frameworks for freshwater ecosystems.
Course Curriculum:
1. The variety of freshwater ecosystems
Watersheds and watershed processes.
Introduction to hydrology and geomorphology
Standing and moving waters.
The hierarchy of stream order: physical and biological characteristics
Riparian Zones
Longitudinal integration in stream and river systems: introduction to the river
continuum concept
'13Lf
134
. ?
2. The stream reach and linkages between streams and forests.
3.
Introduction to ecological and physical processes in lakes
4.
Longitudinal integration of physical and biological processes.
The River Continuum
Nutrient Spiraling
Movement of organisms and physical structures
5.
Large rivers floodplains, and estuaries
6.
Case studies of organisms:
Invertebrates of small streams
Invertebrates of large streams and rivers
Invertebrates of lakes
Anadromous salmonids
Resident salmonids
Beavers as keystone species in landscape modification
Terrestrial organisms which use aquatic ecosystems
7.
Linkages among terrestrial, freshwater and marine ecosystems
. ?
8. Case Study: effects of forest management on stream systems
Hydrological changes
Geomorphic changes
Stream temperature
Large organic debris
Effects on fish and fish habitat
9.
Other case studies to vary from year to year
e.g. effects of fertilizers and toxics in runoff from agriculture
e.g. hydroelectric-electric processes
e.g. introduced species
e.g. acidification
e.g. stream rehabilitation
10.
Examples of regulatory frameworks for the management and conservation of freshwater
ecosystems:
Responsible agencies
Coastal Fisheries/Forestry Guidelines
Tripp Reports
Forest Practices Code
FEMAT
Various riparian management guidelines
SWatershed assessment procedures
LI
1s
135
International Joint Commission (Great Lakes)
others to be added as appropriate
11. Wrap up and review.
Reference
Maser, C. and Sedell, J. 1994. The forest to the sea: the ecology of wood in streams, rivers
estuaries and oceans. St. Lucie Press. Delray Beach, FL
Hartman, G.F. and J.C. Scrivener. 1991 Impacts of forestry practices on a coastal stream
ecosystem, Carnation Creek, British Columbia. Canadian Bulletin of Fisheries and Aquatic
Sciences. 223/ Department of Fisheries and Oceans.
.
S
I3
136
SENATE COMMITTEE ON UNDERGRADUATE STUDIES ?
NEW COURSE PROPOSAL FORM
1.
Calendar Information ?
School:
School of
Resource and Environmental Management
Abbreviation Code:
REM ?
New Course No:
477 Credit Hours: 3
Vector:
2-0-2
Title of Course:
?
APPLIED CONSERVATION BIOLOGY
Calendar description of Course:
This course will examine the scientific basis for conservation at the
genetic, population, ecosystem, and landscape levels of organization. In the first half the course, students
will become familiar with the historical development of the field of conservation biology, its theoretical
foundations and its major current areas of research. The second half the course will focus on a number of
case studies in conservation science to demonstrate its successes and failures, and to show the interaction how
between theory and practice. Applications of conservation biology to ecosystem management will be
emphasized. ?
I
Nature of Course:
Lecture/ Lab/ Field Trips
Prerequisites (or special instructions):
REM
100, 200,
and 311
What course(s), if any, is being dropped from the calendar if this course is approved:
None
2. Scheduling
How frequently will the course be offered? annually
Semester in which the course will first be offered? 1999-3
.
?
Which of your present faculty would be available to make the proposed offering possible?.
None - new faculty required
3.
Objectives of the Course (rationale)
Though issues of conservation science are touched on in a
variety of other courses, none focus explicitly on its theories, tools, development, and practices. This course
will provide the conceptual foundation required to place conservation issues solidly in a scientific context and
will
fit
logically with REM 471 and REM 475 as a course package for
students interested in the scientific
basis for land management.
4. Budg etar y
and S
pace Re q
uirements (for information only)
What additional resources will be required in the following areas:
Faculty for third year:
?
See attached schedule for new faculty and staff
Staff for third year: ?
See attached schedule for new faculty and staff
Library: ?
Minor new requirements
Audio Visual: ?
None
Space: ?
Computer Lab
Equipment: ?
Computers
5.
Date:
Approval
?
J/
epartment Chair
?
Dean ?
Chair, SCUS
13
fl
137 ?
SCHOOL OF RESOURCE AND ENVIRONMENTAL MANAGEMENT
?
Bachelor of Resource and Environmental Management (BREM)
?
REM 477-3
?
Applied Conservation Biology
This course will examine the scientific basis for conservation at the genetic, population,
ecosystem, and landscape levels of organization. In the first half the course, students will become
familiarwith the historical development of the field of conservation biology, its theoretical
foundations and its major current areas of research. The second half the course will focus on a
number .of case studies in conservation science to demonstrate its successes and failures, and to
show the interaction how between theory and practice. Applications of conservation biology to
ecosystem management will be emphasized.
Grading Distribution:
Mid Term
?
25% ?
Paper ?
25%
Tutorials ?
25% ?
Final Examination ?
25%
Objectives:
1.
To become familiar with the historical development, and philosophical and theoretical
foundations of conservation biology as a discipline.
2.
To understand the processes leading to vulnerability and viability of populations and
communities.
3.
To understand the dynamic nature of ecosystems and landscapes and the context this provides
for large-scale conservation.
4.
To become familiar with the roles, limitations, purpose and methods of science in conservation
practice
5.
To learn how to approach conservation problems in a scientific context.
Course Curriculum:
1.
Introduction: what is conservation biology;
?
-
Historical and philosophical roots
Emergence as a discipline
The hierarchy of biological diversity
Sample of therange of problems addressed in Conservation Biology
2.
The problems of species diversity, extinction and persistence.
Patterns of species diversity in space and time
Measures of diversity
13.1 -
1]
S
S
138
Paleo- and modern patterns of species diversity
Extinction
Reftigia
Geographic gradients of diversity
Short-term fluctuations in diversity: succession and disturbance
Human impacts on species diversity
Types and causes of rarity
Fine-filter conservation strategies
3.
The problem of population persistence.
Species exist as populations
Population viability
Metapopulations
Sinks and sources.
- Case studies.
4.
The problem of genetic diversity.
Measures of genetic diversity.
Patterns of genetic diversity.
Why is genetic diversity lost?
What are the consequences of reduced genetic diversity?
Strategies for genetic diversity
Case studies.
5.
Conserving dynamic systems.
Spatial and temporal scales and context
The coarse filter approach
Communities as a conservation problem.
Ecosystems as a conservation problem.
Communities and ecosystems in dynamic landscapes
Case studies.
6.
The problem of reserve design.
Early approaches and simple models of island biogeography
Recent case studies
7.
What is "natural"?
8.
The fragmentation problem.
9.
Conservation and the semi-natural matrix.
• Landscape processes
Interactions between more and less intensively managed areas
Case studies
13q
139
10.
Problems in legislating conservation.
11.
The problem of unknown species and uncertainty about ecological relationships.
12 Where is conservation science headed?
The paradigm of management and the fallacy of sufficient information
13. Wrap up and review.
Reference:
Primack, R.B. 1993. Essentials of conservation biology. Sinauer Assoc. Inc. Massachusetts.
564
pp.
BREMcrs(May3/96)
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143
Appendix 4?
BREM Program Budget
I
14-01L.
.
Year 1
?
(1997-98)
Year 2?
(1998-99)
Year 3
?
(1999-00)
Year 4
(2000-2001)
$357,450
$293,250
$738,000
$716,250
Bachelor of Resource and Environmental
?
Management Honors and Majors BREM Program
Budget Implications
The following information is based on
Appendix 3 (Sequence of Adding Courses)
Appendix 4 (Program Budget)
Appendix
5
(Operating, Laboratory, and Field Budget)•
Total Program Budget
UE
Irk
imp-rem
5/7/96
144
C
•
Appendix 4
School of Resource and Environmental Management
HONORS AND MAJORS BREM PROGRAM BUDGET
(DOES NOT INCLUDE CO-OP)
1997-98
1998-99
1999-00
2000-01
Cumulative Enrollment in BREM1
50
. 100
150
200
Total Faculty Complement
120,000.002
120,000.00
245,000.00
365,000.00.11
Teaching Assistants
50,000.00J
50,00000b
1 00,000.00 w
160,000.0012
Support Staff
30,000.00
30,000.00
55,000.0010
55,000.00
Technical Support ?
.
20,000.00b
60,000.00 1
. _60,000.00
60,000.00
Operating Costs
220,000.00
260,000.00
. 460,000.00
640,000.00
Capital Costs
137,450.00 33,250.00
. ?
278,000.00
76,250.00
Total
357,450.00
293,250.00
738,000.00
716,250.00
1
This accounts only for students in the BREM programs. In addition there will be many course
openings made available to students from the arts, applied science, business, and science faculties.
These will be offered annually and perhaps each semester if warranted by demand.
?
1997-98 ?
22 faculty positions
3 TA funding for REM 100
4 undergraduate Program Co-ordinator
0.5 Technician, to make an existing .5 REM technician a 1.0 technician
?
1998-99 ?
6TA funding for REM 100
7
1.5 Technician, this represents the .5 hired in 97-3 ($20,000) + 1.0 technician
($40,000)
?
1999-2000
?
8 Two new faculty and one sessional ?
.
9
TA funding for first, second, and third year courses
10
Word Processor/Clerk/Receptionist
?
2000-01 ?
1
1
Two new faculty
1
2 TA funding for first, second, third, and fourth year courses
appen4&5
5/7/96
Appendix 5
?
OPERATING, LABORATORY, AND FIELD BUDGET
?
SCHOOL OF RESOURCE AND ENVIRONMENTAL MANAGEMENT
?
HONORS AND MAJORS BREM PROGRAM
(DOES NOT INCLUDE COOP)
Object
Descriptions
1997.98E
1998.992
1999-00
999-OO
3-
2000-01
5582
Honoraria
500.00
500.00
1,500.00
1,500.00
6111
General Travel
500.00
500.00
1,000.00
1,500.00
6112
Field Travel
2,000.00
3,000.00
6151
Invited Speaker Travel
300.00
300.00
6311
Mag. & Books(Library)
1,000.00
500.00
3,500.00
2,000.00
6312
Mat. & Supplies
1,500.00
1,000.00
10,000.00
3,000.00
6314
Software
10,000.00
2,500.00
10,000.00
2,500.00
6315
Advertising
3,000.00
3,000.00
3,000.00
3,000.00
6319
General Office
3,000.00
3,000.00
4,000.00
5,000.00
6321
Long Distance Telephone
2,000.00
2,000.00
3,000.00
4,000.00
6323
Facsimile Expense
200.00
200.00
400.00
600.00
6331
Postage
2,000.00
2,000.00
3,000.00
4,000.00
6334
Courier
200.00
200.00
400.00
600.00
6341
Printing/Photocopying
2,000.00
2,000.00
3,000.00
4,000.00
6391
Special Dept.
Requirements
500.00
500.00
500.00
500.00
6551
Maint. of Equipment
5,000.00
5,000.00
20,000.00
20,000.00
6562
IMC Work Orders
500.00
500.00
1,000.00
1,000.00
6611
Equipment Purchases
100,000.00
5,000.00
200,000.00
10,000.00
6691
Freight ?
-
50.00
50.00
150.00
150.00
6692
Customs/Duty/Taxes
300.00
100.00
500.00
100.00
6711
Terminal Line Rentals
1,200.00
1,200.00
2,500.000
3,500.00
6729
Equip. Lease Rentals
6851
Telephone Service
2,000.00
2,500.00
3,250.00
4,000.00
6911
Repairs & Alterations.
2,000.00
1,000.00
5,000.00
2,000.00
TOTAL
137,450.00
1
33,250.00 1
278,000.00
1
76,250.00
1 2 faculty, 1 undergraduate program co-ordinator, 0.5 technician, GIS lab, and start up costs
2 1 full time technician
3 add 2 more faculty, 1 more support staff, project rooms, teaching/computer lab,
natural resource lab
Add 2 more faculty
all four years of classes offered.
eppen4&5
5/7/96
.
.
ltf6
149
Appendix 6?
BREM Space Needs
.
0
.
Iql
A ?
NATURAL RESOURCE
B ?
COMPUTER
C ?
GIS
D ?
PROJECT ROOMS
Table 2
?
LABORATORIES REQUIRED
1800 sq. ft.
1800 sq.ft.
1800 sq. ft.
600 sq. ft. x 3
UNDERGRADUATE
COURSE
TITLE
TYPE
OF LAB
REM 303
Introduction to Planning Thought
D
REM 311
Applied Ecology and Sustainable Environments
B
REM 320
Introduction to Natural Resource Dynamics, Analysis, and Management
A
REM 330
Applications of Geographic Information systems in Resource and
Environmental Management
C
REM 331
Applied Watershed Hydrology
A
REM 340
Environmental Conflict and Public Involvement in Decision Making
D
REM 342
Principles of Sustainable Environmental Planning and Management
D
REM 343
Decision Making in Resource and Environmental Management
D
REM 346
Impact Assessment
D
REM 404
Methods and Tools for Resource Planning and Management
B
REM 412
Environmental Modeling
B
;REM 420
Advanced Dynamics, Analysis and Management of Natural Resources
A
REM 445
Environmental Risk Assessment and Management of Hazardous
Substances
B
REM 471
Forest Ecosystem Management
A
REM 477
Applied Conservation Biology
A
.
Irk
5/7/96
ENPLAB2
0
-
149
BREM Space Needs - 1996-97 to 2000-01
1997-98
a.
Two new faculty to teach undergraduate courses.
b.
New faculty research associates or assistants.
C.
REM General Office area for the first undergraduate support staff person.
d.
Our most urgent laboratory need is for a GIS laboratory (table 2)
e.
REM 100 course requires four teaching assistants.
1998-99
a.
A technician's office to accommodate the increased workload on faculty, staff, and
students.
1999-2000
a.
Two REM faculty offices
b.
Two research associate or assistant offices.
C.
An additional undergraduate staff person.
d.
Natural resources laboratory with water and good air circulation for undergraduate and
graduate courses (table 2)
e.
One open laboratory for undergraduate counseling.
e.
One TA facility.
f.
Undergraduate project room (table 2)
2000-01
a.
Two REM faculty offices.
b.
Two research associate or assistant offices.
C.
Undergraduate project room (table 2)
2001-02
a.
?
None at this time.
Irk
?
'I
5/7/96
enplspa
.
iq
Province of
?
Lar ?
!ae
229-560
J'scn
Si
y
British Columbia
?
Use
Cocdina1ion ?
V,ciO.a
Office ?
B1:shComb:a
Fax:
60-) 9D3 381
r
November 16, ?
1994
_J
Dr. J
.
Chadwick. Day
Simon Fraser University
Director of School of Resource
and Environmental Management
Faculty of Applied Sciences
-Burnaby BC V5A 1S6
I want to thank you, for the opportunity to provide my comments on the
proposed undergraduate proposal for a BSc in Environmental Planning and
Management (BSCENPL). I am impressed with the quality of your proposal
and appreciate the leadership role taken by Simon Fraser University in
.
proposing this program.
In particular, the objectives set out for the BSc in Environmental Planning
and Management is to be commended. Government and Industry will
require these new kind of managers to meet the emerging provincial,
national and global challenges in the field of sustainable environmental
management. As y
ou
indicate in your outline the sustainable management
of natural resources and the environment requires interdisciplinary skills
and an appreciation of the principles and research findings in related fields.
.1 want to take this opportunity to provide my support for your proposal and
look forward to hearing a positive outcome.
Yours sincerely,
Dreck Thompson
Assistant Deputy Minister
OL
rill",
......v--
i^I
k.ryqIfl
R
5M
AE--
A
Province of
British Columbia
OFFICE OF THE ASSISTANT
DEPUTY MINISTER
REGIONAL OPERATIONS
AND ENFORCEMENT DEPARTMENT
Minis'Jy
of
Environment,
Lands and Parks
Parharneni
EuIIdInS
VcorIa
Brilish Columbia
V8V
1X5
.
October 21, 1994
Dr J
Chadwick Day
Simon Fraser University
Director of School of Resource and
Environmental Management
Faculty of Applied Sciences
Burnaby BC V5A J.S6
Dear Dr J Chadwick Day:
Thank you, for the opportunity to review the proposed
undergraduate program proposal for a BSc. in Environmental
Planning and Management
(BScENPL)
being
considered by Simon
Fraser University.
I
am
very
impressed with the material you
provided for
my review
and
comment.
I congratulate you and your
colleagues for the
multi-
disciplinary approach this
program
takes through the diversity
in the
curriculum
and in the faulty background. The
objectives
you have
proposed for the program to train a new
kind
of manager
to meet the emerging, provincial and national and global
challenges in the field of a
sustainable
environment is to be
commended.
Simon
Fraser University
and in particular the
School
of Resource
and
Environmental
Management
is leading the
way by
ensuring that British Columbia
has
future qualified managers
with the
knowledge, skills
and abilities to meet the 21st
century.
I wish you every success in going forward with this proposal and
look forward to seeing this program offered by Simon Fraser
University in the near future.
Yours sincerely,
j'
C ,
^^. 0 ?
"-\ -
Dr. Jon O'Riordan
Assistant Deputy Minister
BC Environment Regional Operations
.
.
1 5^
BiiishCcumbia
_fl._
p.r_•
?
Handkm
ith
c2m
ii
To:
Miemo.
Dr. Chad Day, Director, School Of Resource & Environmental
.
Management
From: Doreen Godwin, Director, Co-operative Education
Date: August 22, 1994
Subject: REM Sub-Committee Report
Enclosed is the report from the Co-op Advisory Council REM Sub-committee and
three letters from specific companies.
As the report indicates, the response is very favourable.
I know the committee spent a significant amount of time. I hope their support will
be helpful.
Please keep me informed of the progress in the establishment of the Undergraduate
Program. If there is anything the Council or Co-op can do for you, let me know.
Thanks again, for your participation.
Doreen Godwin
DG/pes
end.
155
SFU CO-OP ADVISORY COUNCIL
REM SUB-COMMITTEE REPORT
Purpose:
The REM Sub-Committee was formed at the last Co-op Advisory Board
meeting following a presentation by Dr. Chad Day describing the current REM
(Resource and Environmental Management) graduate program and informing us of
SCAP approval of a proposal for an undergrad program. Dr. Day is interested in the
Boards views regarding the future employability of a graduate from the program as..
well as our views on the applicability of the skills and knowledge gained to various
industries and in general.
In the course of several telephone calls and a meeting of the sub-committee, it
was decided that the most appropriate way to address the issue would be to present.
a general view, together with views from three industry groups, as developed at a
recent meeting, to the Board at its May 31, 1994 meeting. At
.
thismeeting, further
.views from Board members from other industries wouldbe solicited. Those
members whose views are thought to have particular applicability would be asked
to write a brief memo on the topic with the whole put together as a completed report
to Dr. Day.
?
.
?
.
It is
anticipated that Dr. Day may use this material as part of his submission
for funding to start the undergraduate program.
General View:
The sub-committee was of the general view that the program had consider-
able merit. In particular, .the breadth of the program, including economics, planning,
business, law and political studies was seen as useful adjuncts to what has tradition-
ally been as scientific curriculum. With the spread of environmental leg
i slation and
regulation into all corners of the business world, the need for a more general
approach was noted. Further, the ability to communicate with non scientific
communities is becoming essential.
?
. .
A number of general trends which will influence the employment market for
graduates of the proposed program are evident.
First, the onus of environmental responsibilit
y
is being put on industry and
manufacturers by the public through legislation. The result is that industry is
focused on working within ever shrinking boundaries offlexibility and increasing
regulatory complexity. Further, long-term business decisions are made more
difficult by the potential for changes in environmental legislation. From an employ-
ment perspective, the result is that the environmental responsibility group of a large
manufacturer must have a high level of knowledge and skill in understanding, nego-
tiating and managing the legislative and regulatory process. The group leaders are
often drawn from-senior
l
levels of government.. .A large manufactirer will also have
scientists .and communicators on this staff.
...
Secondly, the environmental movement is a highl
y
emotional topic with the
public and yet is one where an informed grasp of the issues is nearly beyond the
grasp of the average citizen. Further, passionate advocates of various environmental
causes take advantage of the emotionality and lack of full understanding by the
public through sophisticated media and PR campaigns to further their ends. As
industry is inevitably the target of these campaigns, it is has the difficult task of
trying to foster a reasonable and balanced approach using facts and logic while the
opponents are not similarly constrained.
Thus, a further general need of industry is to have a high level of communica-
tion and public, relations skills in the environmental responsibility group. While this
skill may be contracted out, a focus on the public relations aspect of environmental
activities is essential.
- Thirdly, with shrinking government budgets in the future, as a practical
matter, the method of achieving environmental responsibility will be through
l egis-
lation and industry self-regulation. Tough penalties for infractions will form the
incentive to comply and spot checks by independent consultants to government will
be the audit process. In B.C.'s largest industries, forestry and mining, these proce-
dures are already in place. From an employment perspective, this means that the
large majority of jobs in the future will be in the consulting field. Consulting firms
.
?
will work for industry and government, providing a regular audit, forecast and
planning function for the former, and compliance audit and public policy analysis
for the latter. Consulting is dealt with specifically below; however, as a general
'J
?
matter with regard to the proposed REM undergraduate program, it should be noted
that, for a variety of reasons, not the least of which is marketiang, consulting firms
usually require that the senior consultants have post graduate degrees. There will
certainly be jobs for B.Sc.'s from REM but these would likely be at an associate level.
Lastly, the sub-committee felt that the REM undergraduate program would be
an excellent precursor to a wide variety of post graduate degrees. Most notable of
these would be
.a REM-Law or REM-MBA combination. Individuals with these
degrees would have a broad field of opportunity in many industries. In addition, an
REM degree coupled with a post graduate degree in economics or public policy
would be appropriate to a senior career in government. Finally, the REM followed
by further specialization in one of the environmental fields would provide both the
post graduate level scientific training and the broader business and public policy
perspective considered desirable for many consulting applications.
In examining the curriculum in detail, the sub-committee was of the view that
it generally has achieved the difficult task of balancing a sufficient scientific back-
ground with the business, communications and public policy skills needed. Never-
. ?
theless, given the above, it is the sub-committee's suggestion that further emphasis
could be placed on the following:
• a few practical business courses, particularly in project risk and return
analysis and corporate strategy
• law and legislation ?
. -
• public relations and communications, and media relations.
Specific Industry Views:
Banking
In general, the effects of environmental legislation on Banks are legal and risk
related. The most common problem is that under current legislation, Banks become
responsible for cleaning up property which they have taken as security for a loan in
the event of foreclosure. These costs can often reduce the value of the property as
security to nil (or worse). The Banks now routinely perform an environmental audit
on properties offered as security for any sizable loan and refusal to make the loan or
requiring other security is common. Generally, the Banks contract out these audits
because they want to be able to reco
v
er costs from an independent source if the audit
is wrong. Some Banks have recently hired a few environmental audit specialists. As
property is the issue, the specialties involved are usually in the soil contaminal.ion
field.
In addition to security issues, the Banks must also determine the current and
future risks of environmental legislation, permitting and regulation on the business
•
?
viability and debt service capability of its customers. On large loans, or in instances
where the regulations are particularly acute, the Banks may require a review of the
situation from a consultant.
Other environmental issues affecting the Banks are paper recycling, working
environment and ergonomics, and, as large employers and corporate citizens,
leadership roles in environmental issues.
In summary, I do not see Banks as large employers of REM students for
specific environmental posts; however, they will be major generators of business for
consultants. In addition, I believe they will see REM grads as more than acceptable
candidates for general employment, especially in the lending business.
Forestr y
Products
General:
From a macro point of view, I see a current and growing need for this type
of undergraduate program. It is expected that the current focus on the environment
will continue, if not escalate. The demand will come from both the public and
private sectors. It is quite likely this will cause significant growth in the environ-
mental consulting industry. One might question what academic disciplines will be
required and what level of specialization.
Forest Industry:
From a forest industry perspective, one might see t'o broad areas of
opportunity:
1) Operational
• woodlands management and planning
• manufacturing - both pulp & paper,. and
:
solid/composite wood
-4-
2) Staff
.
??
• forest related planning and government
?
relations
communications and public relations
• corporate environmental department
Curriculum:
From an industry point of view, it is likely graduates would have to
acquire "professional accreditation", i.e; an RPF designation. Therefore, it would be
desirable to contact the various professional associations to determine the compati-
bility of the course content.
Other suggestions:
Business Economics:
develop an understanding of costs/benefits to present a
balanced view.
Marketing:
to prepare the graduates to promote themselves, their ideas, and their
employers.
International:
provide a broader perspective.
Consulting
I am making my comments from the perspective of a private sector small
• ?
business environmental consultant employer with the following breakdown of
present staff:
Ph.D. level biologists
?
3
M.Sc. level biologists
?
6
• ?
M.Sc. level chemist
?
1
Masters level engineer
?
I
MBA/biologist ?
1
B.Sc. level biologist
?
1 ?
Tech. school level res.
•
?
management technicians 3
Although our staff makeup does reflect our niche in the present environmen-
tal consulting market, the skewing of staff backgrounds toward post graduate
training is generally predominant in our industry. Since our type of small business
is likely to be a major employer of new graduates in the future, it may be beneficial
to take our experience into account.
The preference in training for our staff, I believe, is because of the following:
1.
Post graduate qualifications of staff are more marketable in domestic and
especially our international market.
2.
Post graduate trained staff generally have learned to write. B.Sc. level people
• ?
often cannot. Since we are paid on the basis of the reports we produce, this skill
is essential.
3.
Post graduate staff usually have the experience of planning and producing a
thesis, an exercise closely related to producing reports for our clients (although
we cover similar ground in much less time).
I.5_-
We do not, therefore, at the present time hire many undergraduate university
staff
full-time, although we do hire twelve undergraduate Co-op students per year in
technician roles.
However, having reviewed the above, we think theENPL program proposed
would be a very positive development. In fact, one of our Ph;D.
staff's
comments
was
"Looks like an excellent program with a good blend
of theoretical and practical courses,
etc. If I
was a starting undergraduate student, I would want to enroll!"
We would like to see enhancement of the program in the following areas:
1. Provision of courses to ensure solid writing abilities even at the ENFL level (i.e.,
computers cannot write alone - yet).
2 Provision of a requirement or possible option for a graduating thesis (such as that
required for some undergraduate honours courses).
3. Exposure to some marketing concepts since in small businesses every employee
must be at least partly able to market the services of the company.
4.
More specific coverage of international environmental and resource management
topics such as biodiversity, global warming, coastal resource planning, rainforest
management, etc. Since the market for environmental services and jobs in future
will be much larger outside of Canada, state-of-the-art in these areas must be
covered...
5.
Concepts of working together in interdisciplinary, intercompany/interinstitu-
tional, interracial /cultural, etc. terms should be imparted (i.e. it is one thing to
know the theory of carrying out international environmental work, it is quite
another to do it).
6.
Insurance that the ENPL program would fit well as a strong basis for a number of
post graduate degree programs.
? .
Conclusion
The sub-committee believes that the REM program is timely and contains
studies which are desired by many industries. Different industries may seek special-
ization in their area of interest, but all agree that a broad approach has considerable
merit. We encourage Dr. Day to pursue the implementation of his program.
Respectfully submitted,
Peter Scott
Bill Adams
Chris Hatfield
0
WON
S
?
Hchgciro
ni
?
I(''Victoria 94..
Gail P. Sexsrnith
Vice-President
Human Resources
24 June 1994
Ms. Doreen Godwin
Simon Fraser University Co-p Program
Burnaby, BC
V5A1S6
Dear Doreen,
Thank you for the opportunity to provide input on the new program in the School of
Resource and Environmental Management. Our Environmental Affairs department
reviewed the material and we offer the following comments for your consideration.
We highly value the excellent, multi-disciplinary approach that the program takes
through the diversity in the curriculum outline and the faculty background.
The goals of the school, such
as
"extend the frontiers of fundamental knowledge" and
"make the resulting benefits available to society", are admirable. More information about
the school's implementation plan for achieving these goals is needed before we can
provide useful comment.
The concept of completing the degree and entering an apprenticeship program is
excellent. However, the degree appears to be generalist and broad-based. Is it possible
for graduates to have options and choose from other professional designations in
addition to planning?
We offer two comments regarding the curriculum outline. At first glance, there appear
to be several. 100 level courses. Secondly, we suggest that courses in project
management and business writing be included in order to fully prepare students for
their professional career.
Thanks again for this opportunity to comment - I hope our input is useful. My best
wishes for success with the new program!
• Yours truly
/
Gail Sexsmith,
I Sq -
Bnti,.h Columbia Hvdro utd Power Authorüv. 6911 Soinhjint Drive. 17th floor. Burnaby.
B.C.
V3N'4Ns
0
a
THE CALD\VELL PARTNERS
AMROP INTERNATIONAL
\V ?
Street, uie75. Vanccu
ver, C.r.aa \'t'C \V2
Td. 4.6.3553 Fax 64.6693C95
June 8. 1994
STRICTLY PRIVATE
Ms. Doreen Godwin
Directer. Cooperative Education
Simon Fraser University
3rd Floor. Administration Building
Surn
f
rlb:, Brtih
Columbia
\5i 1S6
Dea' Doreen
Re REM SubComrhP.ctt
At inc i'eeting last week you asked for commentsfr3m Cmmi'tee rneibers reiauve
te, t
ha exelkHt Report submitted- by the aboe Coruriree
be.
c'ily
comment which I feel should be incluird is based on the
:eng
that in order
to succeed in business today, international business cxpener.er is hi
g
hly advantageous
Therefore I would I ke to see, as
3r.
Option, the Inc
1 uslon
of
a cou'se which outlines,
expands and/or details the ethics and social custims of nations internationally This,
in fact, might oiily be a tvo or three week course, but I feel it would tend to enhance
the interest and knowledge of those students who Rre
;
n
it
rested in international.
I also feel that a second language is absolutely essential! ... particularly with Asian
Paci
f
c inf l
uence in business. Clients for whom we afe recruiting deinand not only, the
techn'cal skills but state
..a preference for those 1aa .tduals with Cartonese, Mandarin,
Urdu etc.second languaçe is highly advantageous pailicularly to those
individuals who end-up in a Consultncy type of rob'
I think that Pete, Bill and Chris performed admirably in putting forth their Report and
the above As the only suggestion I wt.uld hac to add
Warm regards
Yurs very truly,
I,
i,
CLMU(I H MCKS'N
?
fLoI
PAR I1ER
'CHi bif 2133
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HTFIaD
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5-U-U4 : 3UM :ftT?IELD (\LT.\T-
?
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4)::
1, 3
HATFIELD CONSULTANTS LTD;
W
?
-
WestVancouver,
Canada
#201 - 1571
V7V3R6
Bdllcvue
B.C.
?
Avenue
?
?
Fax:
E-Mail:
Telephone:
?
73
?
160,1561
(604)
(604)
(Compuserve)
926-3261
926-5389
To: Ms. Pat Schindel
Fax: 291-4929
From: Chris Hatfield
Reference: 100
Date: May 27, 1994
Pages including cover: 3
Dear Ms. Schindel:
Doreen suggested we fax to you our brief comments on the proposed SFIJ resources and
e n
vironment
program. I am making my Comments from the perspective of a private sector small
business environmental consultant employer with the following breakdown of present staff
4.
3.2.
1.
MSc.
Masters
Ph.D.
M.Sc.
level
level
level
level
chemistbiologistsbiologistsengineer
6
3
I
S.
1A/biologist
6.
7.
B.Sc.
Tech
level
school
b10102jSt
level resources management technicians
3
1
Although our staff makeup does reflect Our niche in the present environmental consulting market,
the skewing of staff backgrounds toward post graduate training is general
l
y predominant in our
industry. Since our type of small business is likely to be a major employer of new graduates in the
future, it may be beneficial to take our experience into account.
The preference in training for our staff I believe, is because of the following:
1.
Post graduatequa1i6 cations of staff are more marketable in domestic and especially our
international market.
2.
Post graduate trained staff generally have learned to write. B.Sc. level people often
cannot. Sinccwe are paid on the basis of the reports we produce, this skill is essential.
+ ?
Vancouver
?
Jokarlo ?
4
?
Bangkok ?
£inria,o
S
1(of
3. Post
graduate staff usually have the experience of planning and producing a thesis, an
exercise closely related to producing reports for our clients (although we cover similar
ground in much less time).
We do not therefore at
the present time hire many undergraduate university staff full time
although we do hire twelve undergraduate cop students per year in technician roles.
However,
having
reviewed the above, we think the ENPL program being proposed would be a
very, positive -development. In fact, one of our Ph.D. staffs' comments was,
"Looks like an
excellent program with a good blend of theoretical and practical courses etc. If iwas a starting
undergraduate
student. I would want to enroll!"
We would like to
see
enhancement of the program in the following areas:
1. ?
Provision of courses to ensure solid writing abilities even at the ENPL level (i.e.,
computers cannot write alone - yet).
•
?
2.
?
Provision of a requirement or possibly option for a graduating thesis (such as that required
for some undergraduate honours courses).
3.
Exposure to some
marketing concepts since in small businesses .every employee must be
at least partly able to market the services of the company,
4.
More spècic coverage of intemational environmental and resource- management topics
such as biodiversity, global warming, coastal resource planning, rainforest management,
etc. Since the market for environmental services and jobs in future
will
be much larger
outside of Canada, state-of-the-art in these areas must be covered.
S.
?
Concepts of working together in interdisciplinary, intercompany/interinsiftutional,
interracial/ cultural, etc terms should be imparted (i
e, it
is one thing to know the theory
of carrying out international envtronmental work, it is quite another to do at)
6. ?
graduate
Insurance
degree-programs.
that the ENPL program
?
would fit well as a strong basis for a
-
number of post
?
- -.
Let us know if we canassist-further.
Yours
Vuly,
?
-
Christopher T. Ha
?
d ?
-
?
-
?
.-•
• ?
-
-President
?
-
RATFThLD CONSULTANTS LTD.
?
••
?
1. -
- ?
•"-.M-----•-
.,
T BY : HATFIELD
CONSULTANT
5-u-':.1:4uF\l
:jTFlEL{) Co\LT,'\Ti— ?
€u4
291 4329: 3/ 3
a
C
THAILAND - CANADA
VA MID PROJECT
DELIVERABLE 0
DELIVERABLE TiTLE
YEAR
QUARTER
1
Establish Linkages. lctcntii5t Relevant
Cultural
Issue
s
&
Initiate Needs Assessment
I
I
2
Identify and Train Level I
& 2
Expens and Develop
•
3
Level
Sc1ecr
I Course
(23) Thai
MaterialsParticipants,
Deliver Level I Seminar,
1
1 ?
2
Select and Train (8) Thai Trainers and Translate Course
Materials
1
3-4
4
Thai
Trainers
Present
Level I Seminar
(1 in Year 1)
1
4
5
Thai
Trainers Present Level I Seminar (4 in
Year 2)
2
-
5-8
• ?
6
Develop Course Mate.rials
for
Level 2 Seminar
-
i
2
5
7
Select" Thai Participants (25),
Deliver Level 2
Seminar in
•
Thailand,
Select
& Train (8) Thai Trainers and
Tr4nslate
1
4
Course Materials
2
5-6
9
8
Thai Trainers Present Level 2 Seminars
(2
in Year 2)
2
5-8
-
Thai Trainers Present Level I & 2 Seminars (6
of
each
in
-
Year 3)
3
-
10
Thai Trainers Present Level 2 Seminars (2 in
Year
4)
4
-
11
Th.ai Trainers Present Level 1
Semlnar(6in Year 3)
•
Evaluate Level
I & 2 Thai
Trainers and Course Materials
1
4
and Make Appropriate Adjustments -Year
I & 2
2
6&8
12
Thai
Trainers Present Level
1
Seminar (2
in
Year
4)
-
Evaluate
Levci
1& 2 Thai Trainers
and
Course
Materials
and
Make Appropriate Adjustments - Year
3 &
4
3-4
-
13
Identify
(8) Appropriate Level 3
Seminars and Relevant
Experts, Train the
Experts and
Develop
Course Materials
for First 2Semjnars
2
7-8
14
]cveIop Course
Materials
for 6
Remaining Level
3
Senars
3
15
Sdoct Thai Participants, Dcivcr First 2
Level
3
Seminars
in
Thailand,
Select &
Train
(4)
Thai Trainers &
-
Translate
Course Materials
2
8
16
"Select'
Thai Participants, Dcl iver Remaining 6 Level
3
Seminars in
Thailand
Select
& Train
(12)
Thai
Trainers
&
Translate Course Materials
3
1817
Thai Trainers
Present
2 Level 3 Seminars in
Year
3
2
-
Thai Trainers
Prcscnt
26 Level 3 Seminars in Year 3
3
19
Thai Trainers Present 16
Level
3 Seminars in
Year
4
4 ?
-
-
20
Evaluate Thai Trainers and
Level
3
Course Material and
Make Appropriate Adjustments -Year
2
2
8
21
Evaluate Thai Trainers and Level
3
Course Material and
-
-
Make Appropriate Adjustments -
Year
3
3
-
.22
Evaluate
Thai
Trainers and
Level 3 Course Material and
Make Appropriate Adjustments - Year 4
4
-
Note: Ueliverablcs broken down
by
quarter
for
first two years only.
0
16^
161
Appendix 8?
BREM Program Library Support
.
itI,.
?
e
MEMORANDUM
W.A.C. Bennett Library, Simon Fraser University?
Burnaby, British Columbia, Canada VSA 1S6
Date: 10 November, 1994
From: Ralph Stanton (Collections Librarian)
To: ?
Dr. Chad Day, School of Resource and Environmental
Management
Re:
?
Bachelor of Science Programme in Environmental
Planning and Management, Library Assessment
Enrollments
This programme offers a Bachelor of Science degree and will
start beginning in the fall of 1995. Admissions for the
first year will be 25 students followed by another 25 in the
second,
?
50 in the third and 50 in the forth. The total
enrollment at the end of the forth year should be 150
students. The Programme is expected to be very well
enrolled.
Courses
The programme offers 32 courses, 7 are transdiciplinary and
will enroll up to 150-200 students per offering and may be
offered up to once a semester. 6 are described as specialist
and will enroll a minimum of 25 students and will be offered
once a year. 9 are optional courses with an enrollment of
less than 15 per offering. 10 are specialization courses
with an enrollment of less than 15 per offering.
Prooramme Assessment Method
Due to the large number of courses we did not attempt a
course by course assessment but rather developed a list of
subject headings bsed on the reading lists. We then
compared our holdings to UBC library using a list of Library
of Congress call numbers equivalent to the selected subject
headings. For the most part the comparison was not useful
since the UBC records are contaminated with records from
Microlog (a source which we have but which is not include4
in our catalogue records). Therefor, the comparison is not
presented although gaps indicated were considered when
investigating profile gaps. The same list of subject
o
1
I(o4
headings was very useful when it came to developing a list
of gap titles on the AMIGOS collection development system.
We also checked the reading lists
?
(November 94) to determine
what titles were missing from the collection and which
titles required added copies. The School was very helpful
in
providing lists of required journals and suggesting addition
readings.
LC Call Number Gaps
Using the Amigos collection development disk we compared
our
holdings to our peer group in selected LC class numbers.
Lists of the gap books were sent to the Department for
selection. The subject headings for the larger gaps were
•
compared to the ENA Thesaurus to determine if there were
and
holes in the collection profile. A number were found and
are
listed on page 11 of this report.
•
GAP
GB671 ?
(Water Supply)
1
•
GE105
?
(Environmental Sciences)
3
GF41 (Human Ecology)
8
GF5O
?
'I
22
GF75-GF80
?
(Man Influence on Nature)
27
HB849.4 ?
(Population Policy)
9
HC120 (Offenses Against the Environment)
8
HD42
?
(Conflict Management)
13
HD62 ?
(Social Sciences Research)
2
HD75.6 ?
(Econ. Dev. Environ. Aspects, Green Movement)
37
•HD87.5 ?
(Planning History)
5
HD1415 ?
(Food .
Supply)
8
HD1691 (Water Resources Development)
5
HD1696 (Water Diversion Canada)
2
HD9018
?
(Food.Supply)
12
HD9502 ?
(Energy Policy Environmental Aspects)
13
1*173. (Human Ecology)
?
. 15
HN90 ?
(Population Policy)
?
. ?
. 5
•
HT166
(City Planning Environmental Aspects)
24
JA75.8 (Green Movement)
5
JX4150 ?
(International Rivers)
1
•
JX4473 ?
(Conflict Management)
9
• K73816 ?
(Hazardous Wastes)
?
•
1
Q181 ?
(Ecology) ?
.
32
Q175 ?
(Experimental Design
.
) ?
•
56
QC912.3 ?
(Greenhouse Effect)
?
.
15
•
• QC981.8
?
(Climatic Changes)
7.6
QH77 ?
(Wilderness Areas•
Canada) ?
. ?
••
'3
QH91.5 ?
(Marine
Ecology). ? .
I
QH541 -
?
.
QH541.5
(Ecology, Forest Ecology, ?
. ?
.
Ecological
Simulation Methods, Marine Ecology)
158
R.A565-569.8
.(EnvironmentalHealth) ?
• ..
?
••
?
•
61
•
o
SD387 (Forest Ecology)
?
11
SH157.8 (Fish Habitat Improvement)
?
4
SH177 (Stream Biology)
?
4
SH223 (Fish Populations)
?
7
SH327-333 (Fishery Management)
?
10 ?
TC405-409 (Water Res. Development, International Rivers) 18
TD170-170.3 (Environmental Protection)
?
37
TD171.5 (Env. Law Canada)
?
2 ?
TD194-195.5 (Env. Impact Anal., Tourist Trade-Env.Asp.) 49
TD345 (Water Supply)
?
5
TD883-883. 7 (Air-Pollution) ?
20
TD885-890 (Air Poll. Measurement, Air Pollution)
?
41
TD1030 (Hazardous Wastes)
?
13
TJ163.2-163.3 (Energy Conservation)
?
17
Gap titles ?
881
The Department reviewed these 881 titles and selected 209 as
being important to add to the collection. We estimate that
half of these titles will be in print at the time of
ordering. The cost of 104 titles is $9,880.
Book Costs
The average price of books in these fields is $95 per title
(BNA Approval Program Coverage and Cost Study 1993-1994).
Added Cooies
Since the institution of Library fines it is the policy of
the Library to pay for added copies identified on course
reading lists and required as a result of course
assessments. We have identified 56 such titles from the
reading lists which the Library will purchase fines money at
a cost of $5,320.
Serials
The Department identified the follow serials as not present
in the collection and wanted for the Programme:
.
Coastal Management
Ecological Economics
Environmental Monitoring and Assessment
Environmental Toxicology and Chemistry
Journal of Risk and Uncertainty
Journal of Vegetation Science
Landscape Ecology
Marine Mammal Science
Natural Areas Journal
$ 213
$ 685
$1108
$ 749
$ 415
$ 474
$ 248
$ 155
$ 84
I.
Total ?
$4131
From the reading lists we identified the following journals
which should be added:
Coastal Zone Management
Ecography (was Holarctic Ecology)
Forest
Planning
Canada
Hyda t a
Impact Assessment
Landscape ecology
Natural Areas Journal
Water Resource Management
Western Nildlands
Journal costs
Total Journal Costs
$ 549
$ 169
$ 43
$ 54
$ 83
$ 248
$ 83
$ 261
$ 29
$1,519
$4,131
$1,519
$5,650
Course by
Course Summary
ENPL 100-3 Global Chance
There are 14 items on the reading list of which 4 are not in
the collection and should be purchased at a cost of $380.
ENPL 200-3 Environmental Dynamics
The one text for this course is in the Library but a added
copy should be purchased at a cost to the Library of $95.
ENPL 301-3 Introduction to Planninc Thought
The one text for this course is in the Library but a added
copy should be purchased at a cost to the Library of $95.
There -are 6 items on the reading list of which 1 is not in
• ?
the collection and should be purchased at a cost of $95.
There was evidence of high use on a further 2 items which
will be duplicated
by the library at an estimated cost of
$190.
Ibf'
o
?
ENPL 311-3 Sustainable Environments : Alied Ecology
There are 70 monograph items on the reading list of which 22
are not in the collection and should be purchased at a cost
of $2090. There was evidence of high use on a further 9
items which will be duplicated by the library at an
estimated cost of $855.
There are 90 serial items on the reading list of which 14
are missing from the collection (see separate section on
serials)
ENPL 3l1-3 Fisheries Manacernent : An Introduction
There are 16 monograph items on the reading list of which 1
is not in the collection and should be purchased at a cost
of $95. There was evidence of high use on 1 further item
which will be duplicated by the library at an estimated cost
of $95.
There are 5 serial citations on the reading list of which 1
is missing from the collection (see separate section on
serials)
0
?
ENPL, 316-3 Human Ecoloov
There are 4 monograph items on the reading list of which 2
are not in the collection and should be purchased at a cost
of $190.
ENPL 330-3 Aolications of GeocraDhic Information S
y stems in
Resource and Environmental Manaoement
There is 1 text which is not in the collection and should be
purchased for $95. An added copy should be purchased at a
cost of $95 to the Library.
ENPL 331-3 AoDlied Watershed Hvdrolocv
There are 3 monograph items on the reading list of which 1
is not in the collection and should be purchased at a cost
of $95.
ENPLJ 340-3 Environmental Conflict and Public Involvement in
ri-WI
?
Decision Making
5 -
10
4.
There is 2 texts cited of which 1 is not in the collection
and should be purchased at a cost of $95.
ENPL 341-3 Environmental and Resource Law
There are 4 monograph items on the reading list of which 1
is not in the collection and should be purchased at a cost
of $95. One additional item should be duplicated at a cost
to the Library of $95.
ENPL 342-3 Plannina for Sustainabilitv
There are 4 monograph items on the reading list of which .1
is not in the collection and should be purchased at a cost
of $95. One additional item should be duplicated at a cost
to the Library of $95.
E1'PL 343-3 Environmental Plannin
g
in Urban Reaions
There is 1 monograph listed which is in the Library with
three copies present.
ENPL 346-3 Imoact Assessment
There are 28 monograph items on the reading list of which 5
are not in the collection and should be purchased at a cost
of $475. There was evidence of high use on 3 further items
which will be duplicated by the library at an estimated cost
of $285.
There are 7 serial citations on the reading list of which 2
are missing frOm the collection (see separate section on
serials)
EN PL 347-3 Plannino and Mana g
ement of Protected Areas
There are 7 monograph items on the reading list of which all
are in the collection. Five of the items show signs of high
use and should be duplicated at a cost to the Library
.
of
$475.
ENPL 350-3 Ener
gy Plannin g and Management
r^
a
There are 15 serial citations on the reading list all are
from journals present in the collection.
ENPL 356-3 Institutions for Sustainable Environmental
Management
There are 24 monograph items on the reading list of which 11
are not in the collection and should be purchased at a cost
of $1045. There was evidence of high use on 5 further items
which will be duplicated by the library at an estimated cost
of $475.
There is 1 serial citation on the reading which is from a
journal in the collection.
ENPL 402-3 Sustainable Environmental Manacement Workshop
There are no texts or journals listed for this course.
ENPL 410-3 Water and Air
q ualit y
Monitorina and Management
There are 5 monograph items on the reading list of which 4
are not in the collection and' should be purchased at a cost
of $380.
There is 1 serial citation on the reading which is from a
journal which is not in the collection (see separate section
on serials)
ENPL 411-3 Water Qualit y
Moriitorina : Laboratory
and Field
Testing
There are 2 monographs on the reading list neither are in
the collection and should be purchased at a cost of $190.
ENPLI 412-3 Environmental Modelina
There are 3 monograph items on the reading list of which 1
is not in the collection and should be purchased at a cost
of $95. There was evidence of high use of one item which
will be duplicated by the library at a cost of $95.
ENPL 413-3 Advanced Fisheries Manaaement
There are 20 monograph items on the reading list of which 5
are not in the collection and should be purchased at a cost
of $475. There was evidence of high use on 1 further item
S..
7
?
1-11
(T' ?
which will be duplicated by the library at an estimated cost
of $95.
ENPL 414-3 Solid and Hazardous Waste Manaoement
There is 1 monograph text listed which is not in the
collection and should be purchased at a cost of $95.
ENPL 415-3 Air
q ualit y
Monitorin
g
: Laboratory
and Field
Testing
There is 1 monograph text listed which .is not in the
collection and should be purchased at
.
a cost of $95.
ENPL 442-3 Resource Plannina
This course is currently offered as aGeography course.
ENPL 443-3 Decision Makin
g
in Resource and Environmental
Manacement
There are 11 monograph items on the reading list none are
absent. from the collection.
The one journal cited is also in the collection.
ENPL 445-4 Environmental Risk Assessment and Manaaement of
Hazardous Substances
There are 2 monograph items on the reading list both are not
in the collection and should be purchased at a cost of $190.
ENPL 448-3 Tourism Plannino and ManaGement
There are 9 monograph items on the reading list of which 2.
are not in the collection and
.
should be purchased at a cost
of $190. There was evidence of high use on 3 items which
will be duplicated by. the library at an estimated cost of
$285.
There is 1 serial citation on the reading which is from a
journal which is not in the collection (.see
• separate section
on
serials,).
ENPLI 455-3 Water Plannina and Management.
[I
81'
?
:
e'
There are 30 monograph items on the reading list of which 14
o. are not in the collection and should be purchased at a cost
of $1330. There was evidence of high use on 3 further items
which will be duplicated by the library at an estimated cost
of $285.
There are 14 serial citations on the reading list of which 7
are from journals which are not in .the collection (see
separate section on serials).
ENPL
471-3 Forest Ecosy
ste-,n
Manacement
There are 63 monograph items on the reading list of which 20
are not in the collection and should be purchased at a cost
of $1900. There was evidence of high use on 14 further items
which will be duplicated by the library at an estimated cost
of $1330.
There are 79 serial citations on the reading list of which
24 are from journals which are not in the collection (see
separate section on serials)
ENPL
475-3 FreswaterEcosvstem Manacement
There are 2 monograph items on the reading list both are in
the collection.
ENPL
477-3 Conservation Biology
There is 1 monograph text listed which has evidence of high
use and which will be duplicated by the library at an
estimated cost of $95.
121 Monographs identified from reading list cost $11,495
Cost Summar
y
for B.Sc. in Environmental
. Plannin g
and,
Manaement
ONE TIME COSTS:
121
Monographs
from reading lists
$11,495
.
56
Added copy
monographs
[$
5,320)
?
LIBRARY COST
104
Monographs from Amigos gap lists
$ 9,880
281
New and added titles
t21,375 one time cdst
The
Department
.
may wish to discuss the
purchase of these
resources over
a 3 or 4 year' period which
corresponds with
9
TT' ?
the period of implementation of the programme.
RECURRING COSTS:
Serials additions:
Identified by Department
?
$ 4,131
From reading lists
?
.
?
$ 11519
Total ?
. ?
$ 5,650 per year
Changes to Library profile:
196425 EnvironmentalImpact Statements Law 44
?
$
260
390502 Environmental Studies 02
$
4,485
390505 Environmental Policy
?
02
$
2,759
390510 Water Pollution and Society 02
$
NP.
390520 Air Pollution and Society 02
.$
44
390560 Human Ecology 02
$
1,376
390570 Energy Policy 036
$
400
3907 Technology and society 02
?
. .
$
2,159
392002 Population Studies 36
?
.
$
650
51764525 Climatic variation and Change 28
$
•235
51764540 Climate and Society
new
517650 Air Pollution Meteorology 28
$
700
691640 Environmental Health
?
02
$
2,020
782602 Water Conservation
$
375
7839 Forest Conservation
?
.
$
415
Total
$15,878
Those headings with an even number after them
represent a
change from forms to books. Those without a number
represent
anew or added heading for the books profile.
The figure $15,878 represents the purchase of all North
American publications sold by our major vendor in these
categories in 1993-1994. It does not include British
publications. Consistent with past practice we expect to
apply a number of non-subject parameter, limits to these
profile changes which will reduce this total. Our -estimate
of the final cost for the British and North American
publications
is $10,500 per year;:: .
-
?
Summary Recurring Costs':
,.:. ?
r1L
•
Serials
?
$ 5,650
Profile Changes
?
$10,500
916,150 per year
THE TOTAL ONE TIME COSTS FOR THE DEPARTMENT ARE
$21,375.
THE
TOTAL RECURRING COSTS FOR THE DEPARTMENT ARE 16,150 PER
YEAR TRANSFER FROM BASE BUDGET.
The Library will pick
up
costs
for added copies of $5,320
from its
fines account.
Please contact me if you have questions or concerns about
this assessment (5946)
Regards,
RS
E1;
c.c. Sharon Thomas, Head Collections Management
doc is Course/Enviropi
11
?
I1A:
c
S
0
'-
MEMORANDUM
W.A.C. Bennett Librar y
, Simon Fraser University?
Burnaby, British Columbia, Canada V5A 1S6
Date: 10 November, 1994
From: Ralph Stanton (Collections Librarian)
To: ?
Chad Day, School of Resource and Environmental
Management
Re:
?
Bachelor of Science Programme in Environmental
Planning and Management, Library Assessment
.
This assessment should be seen as a supplement to the
document produced by our office on 10 November 1994
Re:
3achelor of Science Programme in Environmental Planning and
Management, Libra_
r y
Assessment.
We understand there has been
a decision to proceed with the teaching of ENPL 100 and 200
and that the balance of the programme will be delayed for
some time. This assessment can be regarded as a "down
payment" on the costs outlined in the 10 November document.
?
.
There are 14 items on the reading list of which 4 are not in
the collection and should be purchased at a cost of $380.
ENPL 200-3 Environmental Dynamics
The one text for this course is in the Library but a added
copy should be purchased at a cost to the Library of $95.
Serials
The follow serials as not present in the collection and
should be added at this time:
Ecological Economics
?
$ 685
Journal of-Risk
and Uncertainty
?
$415
Total Journal Costs $1100
4
4_.
?
V
Change to Library profile from forms to books:
3907
?
Technology & society 02 (1/2 full cost) $1,080
COST SUMMARY
ONE TIME COSTS:
4 Monographs from reading lists
?
$380 one time cost
1 Added copy monographs
?
[$ 95) LIBRARY COST
Total
?
$380
RECURRING COSTS:
Serials additions, three added journals
?
$1,100
Change to Library Profile
?
$1,080
?
4
?
Total
?
$2,180
THE TOTAL ONE TIME COSTS FOR THE DEPARTMENT ARE $380. THE
TOTAL RECURRING COSTS FOR THE DEPARTMENT ARE $2,180 PER YEAR
TRANSFER FROM BASE BUDGET.
Please contact me if you have questions or concerns about
this assessment (5946)
Regards,
11
c.c. Sharon Thomas, Head Collections Management
Parveen Eawa, Associate Dean of Applied Scienes
?
0
?
doc is Course/ENPL100
I T+
0
