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• 1. [Article] 2003-2004 Annual report

  Bounding coordinates: West Bounding Coordinate: -124.661867; East Bounding Coordinate: -122.595926; North Bounding Coordinate: 46.2694; South Bounding Coordinate: 42.613265

  Citation × Citation Citation Abstract Copy Title: 2003-2004 Annual report Author: Institute for Natural Resources Bounding coordinates: West Bounding Coordinate: -124.661867; East Bounding Coordinate: -122.595926; North Bounding Coordinate: 46.2694; South Bounding Coordinate: 42.613265 Title: 2003-2004 Annual report Author: Institute for Natural Resources Bounding coordinates: West Bounding Coordinate: -124.661867; East Bounding Coordinate: -122.595926; North Bounding Coordinate: 46.2694; South Bounding Coordinate: 42.613265 Close

• 2. [Article] 2004-2005 Annual Report

  2004-2005 INR Annual Report

  Citation × Citation Citation Abstract Copy Title: 2004-2005 Annual Report Author: Institute for Natural Resources 2004-2005 INR Annual Report Title: 2004-2005 Annual Report Author: Institute for Natural Resources 2004-2005 INR Annual Report Close

• 3. [Article] Fusing Science and Ethics: Tools for Natural Resource Educators

  Natural resource educators are beginning to appreciate that formal critical thinking and ethical reasoning skills are not only important but absolutely necessary tools for the 21st century natural resource ...

  Citation × Citation Citation Abstract Copy Title: Fusing Science and Ethics: Tools for Natural Resource Educators Author: Vucetich, John, Nagel, Linda, Nelson, Michael Natural resource educators are beginning to appreciate that formal critical thinking and ethical reasoning skills are not only important but absolutely necessary tools for the 21st century natural resource professional (both scientist and manager). However, given a historic lack of formal ethical reasoning within natural resource curricula combined with the separation of the sciences from the humanities over the past 100 years, a full embracing of ethics into natural resource curricula meets with resistance. One challenge associated with incorporating ethical reasoning into natural resource curricula appears to come from a misunderstanding of the very nature of ethics. While a certain characterization of ethics makes it appear to be at odds with science, intractable, and easy to dismiss, there are ways to characterize ethics and therefore allow for ethical discourse within the natural resource curricula that melds the two in a useful way. Another challenge involves the manner in which one recognizes, confronts, and works through ethical dilemmas. We address this problem by presenting some real-world examples amenable to ethical discourse and demonstrate how to work through at least two circumstances that are familiar to wildlife and forestry professionals. Finally, we suggest a minimal set of critical thinking and ethical reasoning skills that are crucial for the education of future natural resource professionals. Title: Fusing Science and Ethics: Tools for Natural Resource Educators Author: Vucetich, John, Nagel, Linda, Nelson, Michael Natural resource educators are beginning to appreciate that formal critical thinking and ethical reasoning skills are not only important but absolutely necessary tools for the 21st century natural resource professional (both scientist and manager). However, given a historic lack of formal ethical reasoning within natural resource curricula combined with the separation of the sciences from the humanities over the past 100 years, a full embracing of ethics into natural resource curricula meets with resistance. One challenge associated with incorporating ethical reasoning into natural resource curricula appears to come from a misunderstanding of the very nature of ethics. While a certain characterization of ethics makes it appear to be at odds with science, intractable, and easy to dismiss, there are ways to characterize ethics and therefore allow for ethical discourse within the natural resource curricula that melds the two in a useful way. Another challenge involves the manner in which one recognizes, confronts, and works through ethical dilemmas. We address this problem by presenting some real-world examples amenable to ethical discourse and demonstrate how to work through at least two circumstances that are familiar to wildlife and forestry professionals. Finally, we suggest a minimal set of critical thinking and ethical reasoning skills that are crucial for the education of future natural resource professionals. Close

• 4. [Article] The New Natural Resources Economy: Water, Markets, Opportunities

  Presented during the Oregon Resource Conservation and Development(RC&D)Conference, Redmond, Oregon, April 23, 2010.

  Citation × Citation Citation Abstract Copy Title: The New Natural Resources Economy: Water, Markets, Opportunities Author: Institute for Natural Resources, Duncan, Sally Presented during the Oregon Resource Conservation and Development(RC&D)Conference, Redmond, Oregon, April 23, 2010. Title: The New Natural Resources Economy: Water, Markets, Opportunities Author: Institute for Natural Resources, Duncan, Sally Presented during the Oregon Resource Conservation and Development(RC&D)Conference, Redmond, Oregon, April 23, 2010. Close

• 5. [Article] The role of transportation in the development of New Zealand's natural resources

  Citation × Citation Citation Abstract Copy Title: The role of transportation in the development of New Zealand's natural resources Author: Nelson, Jean Emily Title: The role of transportation in the development of New Zealand's natural resources Author: Nelson, Jean Emily Close

• 6. [Article] Methods to develop a crediting strategy for transportation and metropolitan planning agencies: White paper

  White paper from the Institute for Natural Resources (INR) is an Oregon University System institute located at Oregon State University and Portland State University.

  Citation × Citation Citation Abstract Copy Title: Methods to develop a crediting strategy for transportation and metropolitan planning agencies: White paper Author: Gaines, Lisa, Kagan, Jimmy White paper from the Institute for Natural Resources (INR) is an Oregon University System institute located at Oregon State University and Portland State University. Title: Methods to develop a crediting strategy for transportation and metropolitan planning agencies: White paper Author: Gaines, Lisa, Kagan, Jimmy White paper from the Institute for Natural Resources (INR) is an Oregon University System institute located at Oregon State University and Portland State University. Close

• 7. [Article] North coast explorer: a north coast basin prototype website for natural resource information management

  West Bounding Coordinate: -124.353159; East Bounding Coordinate: -122.942592; North Bounding Coordinate: 46.261906; South Bounding Coordinate: 43.719034

  Citation × Citation Citation Abstract Copy Title: North coast explorer: a north coast basin prototype website for natural resource information management Author: Institute for Natural Resources West Bounding Coordinate: -124.353159; East Bounding Coordinate: -122.942592; North Bounding Coordinate: 46.261906; South Bounding Coordinate: 43.719034 Title: North coast explorer: a north coast basin prototype website for natural resource information management Author: Institute for Natural Resources West Bounding Coordinate: -124.353159; East Bounding Coordinate: -122.942592; North Bounding Coordinate: 46.261906; South Bounding Coordinate: 43.719034 Close

• 8. [Article] A culturally appropriate, partnership-based natural resource education program on the Warm Springs Indian Reservation

  A natural resource science education program for members of the Warm Springs Indian Reservation was designed and developed in partnership with tribal members. The intent of the project was to create a ...

  Citation × Citation Citation Abstract Copy Title: A culturally appropriate, partnership-based natural resource education program on the Warm Springs Indian Reservation Author: Vergun, Judith Richardson A natural resource science education program for members of the Warm Springs Indian Reservation was designed and developed in partnership with tribal members. The intent of the project was to create a culturally relevant program supported by culturally reflective educational materials which met local needs. The goal of the project was to provide an on-reservation, partnership-based natural resource education program for the purpose of developing understanding between Indians and non-Indians about natural resource education, science, and management strategies. The program was taught on-reservation. Respect and understanding of some cultural differences between Indians and Euro-Americans occurred, and tribal members gained an understanding of the Euro- American view of the science behind natural resource management. The program was considered a success in both short-, and long-term gains. Short-term gains included a 16.30% increase in short-term knowledge gained in coursework sessions where this was measured. Long-term gains included providing a guideline for the design of the 1991 OSU/Warm Springs Memorandum of Understanding, the on-reservation application of coursework knowledge gained, an increase in tribal member's interest in natural resource science education, and the design of an exportable model for university/reservation natural resource science education programs. Title: A culturally appropriate, partnership-based natural resource education program on the Warm Springs Indian Reservation Author: Vergun, Judith Richardson A natural resource science education program for members of the Warm Springs Indian Reservation was designed and developed in partnership with tribal members. The intent of the project was to create a culturally relevant program supported by culturally reflective educational materials which met local needs. The goal of the project was to provide an on-reservation, partnership-based natural resource education program for the purpose of developing understanding between Indians and non-Indians about natural resource education, science, and management strategies. The program was taught on-reservation. Respect and understanding of some cultural differences between Indians and Euro-Americans occurred, and tribal members gained an understanding of the Euro- American view of the science behind natural resource management. The program was considered a success in both short-, and long-term gains. Short-term gains included a 16.30% increase in short-term knowledge gained in coursework sessions where this was measured. Long-term gains included providing a guideline for the design of the 1991 OSU/Warm Springs Memorandum of Understanding, the on-reservation application of coursework knowledge gained, an increase in tribal member's interest in natural resource science education, and the design of an exportable model for university/reservation natural resource science education programs. Close

• 9. [Article] Climate change outreach project presentation

  Citation × Citation Citation Abstract Copy Title: Climate change outreach project presentation Author: Institute for Natural Resources Title: Climate change outreach project presentation Author: Institute for Natural Resources Close

• 10. [Article] Out Standing in Left Field: Disciplinary Boundaries in Undergraduate Forestry & Natural Resources Education

  “Left field” implies something far from mainstream. In forest and natural resources education, biophysical science is the mainstream discipline. Biophysical sciences provide the knowledge to achieve ...

  Citation × Citation Citation Abstract Copy Title: Out Standing in Left Field: Disciplinary Boundaries in Undergraduate Forestry & Natural Resources Education Author: Vonhof, Sarah “Left field” implies something far from mainstream. In forest and natural resources education, biophysical science is the mainstream discipline. Biophysical sciences provide the knowledge to achieve desired forest and natural resource management goals. But an education that prepares students for successful careers must also provide understanding of the social context of forestry and natural resources management. Social sciences and humanities are out— standing in the left field of forestry. A preliminary analysis of one hundred and eighteen accredited undergraduate forestry curricula at forty-four institutions revealed that there are few upper division requirements in the social sciences and humanities. Sixty one percent of curricula require only one or two courses, usually in economics and/or policy. Just one fourth of curricula require an upper division course in the humanities. Law, history, ethics, conflict management, sociology, and human dimensions are relevant topics that encompass the broader context of forestry and natural resources; but courses in these topics are seldom required. To further investigate, I researched the upper division requirements in undergraduate curricula in both forestry and in natural resources management programs. I analyzed course and credit requirements in the categories of biophysical science, social science, mathematics, humanities, management, and communications. A comparison of ninety three forestry curricula and seventy four natural resources management curricula revealed small differences in the ranges of requirements across categories. More notable differences were observed when comparing the mean number of courses or credits as a percentage of the upper division. Natural resources management programs showed greater percentages in the humanities and communication categories. Still, social science and humanities requirements are slight relative to biophysical science requirements. Undergraduate education in natural resources should embrace the variety of disciplines rather than designating some to left field. It is not only knowledge from biophysical science, but also from other disciplines that will empower forest and natural resource managers deal with people and grow into leaders with broader visions of their professional and societal roles. Title: Out Standing in Left Field: Disciplinary Boundaries in Undergraduate Forestry & Natural Resources Education Author: Vonhof, Sarah “Left field” implies something far from mainstream. In forest and natural resources education, biophysical science is the mainstream discipline. Biophysical sciences provide the knowledge to achieve desired forest and natural resource management goals. But an education that prepares students for successful careers must also provide understanding of the social context of forestry and natural resources management. Social sciences and humanities are out— standing in the left field of forestry. A preliminary analysis of one hundred and eighteen accredited undergraduate forestry curricula at forty-four institutions revealed that there are few upper division requirements in the social sciences and humanities. Sixty one percent of curricula require only one or two courses, usually in economics and/or policy. Just one fourth of curricula require an upper division course in the humanities. Law, history, ethics, conflict management, sociology, and human dimensions are relevant topics that encompass the broader context of forestry and natural resources; but courses in these topics are seldom required. To further investigate, I researched the upper division requirements in undergraduate curricula in both forestry and in natural resources management programs. I analyzed course and credit requirements in the categories of biophysical science, social science, mathematics, humanities, management, and communications. A comparison of ninety three forestry curricula and seventy four natural resources management curricula revealed small differences in the ranges of requirements across categories. More notable differences were observed when comparing the mean number of courses or credits as a percentage of the upper division. Natural resources management programs showed greater percentages in the humanities and communication categories. Still, social science and humanities requirements are slight relative to biophysical science requirements. Undergraduate education in natural resources should embrace the variety of disciplines rather than designating some to left field. It is not only knowledge from biophysical science, but also from other disciplines that will empower forest and natural resource managers deal with people and grow into leaders with broader visions of their professional and societal roles. Close