Public communication processes, elements, and ethics. Criticism of and response to public discourse. Practice in individual speaking designed to encourage civic participation.

Speaking/writing about scientific/technical issues. Student-centered, relies on interaction/participation. Public communication.  Lectures for this course will be online, while discussion sections will be held in-person.

A one-semester exploration of the genetic, evolutionary, and ecological processes that govern biological diversity from populations to ecosystems. We explore how these processes influence human evolution, health, population growth, and conservation. We also consider how the scientific method informs our understanding of biological processes. Lab. This course is oriented towards non-majors and does not fulfill prerequisites for allied health grad programs.

A comprehensive introduction to biology - includes molecular structure of living things, cell processes, energy utilization, genetic information and inheritance, mechanisms of evolution, biological diversity, and ecology. Includes lab. This comprehensive course serves as a prerequisite and requirement in many majors.

Introduction to the biology of plants, algae, and fungi. Structure, growth, development, reproduction, diversity, and aspects of their ecology. Includes laboratory that focuses on structures in photosynthetic organisms and fungi as well as an introduction to physiology. prereq: One semester of college biology

Basic physical, chemical, and biological properties of soil. Soil genesis classification, principles of soil fertility. Use of soil survey information to make a land-use plan. WWW used for lab preparation information. prereq: [CHEM 1015, CHEM 1017] or CHEM 1021 or equiv

Matter/energy, atoms, compounds, solutions, chemical reactions, mole/chemical calculations, gases, liquids, solids, chemical bonding, atomic/molecular structure, acids, bases, equilibria. Physical/chemical properties of hydrocarbons and organic compounds. Problem solving. prereq: [High school chemistry or equiv], two yrs high school math, not passed chem placement exam, high school physics recommended; Students who will go on to take CHEM 1061/1065 should take CHEM 1015 only. Students who will NOT be continuing on to CHEM 1061/1065 and need to fulfill the Physical Science/Lab core requirement need take the 1-credit lab course CHEM 1017 either concurrently or consecutively. This course will NOT fulfill the Physical Science/Lab core requirement unless the CHEM 1017 lab course is completed either concurrently or consecutively.

Organic chemistry. Matter/energy, atoms, compounds, solutions, chemical reactions, mole/chemical calculations, gases, liquids, solids, chemical bonding, atomic/molecular structure, acids, bases, equilibria. Physical/chemical properties of hydrocarbons and organic compounds containing halogens, nitrogen, or oxygen. Problem solving. prereq: [1015 or concurrent registration is required (or allowed) in 1015], dept consent; credit will not be granted if credit received for: 1011; CHEM 1017 is a 1-credit lab-only course. This course is not intended for students who are planning to take CHEM 1061/1065. Intended only for students who need the course to fulfill the Physical Science/Lab requirement, and are taking CHEM 1015 either concurrently or consecutively. This course will NOT fulfill the Physical Science/Lab core requirement, unless CHEM 1015 is completed either concurrently or consecutively.; meets Lib Ed req of Physical Sciences)

Atomic theory, periodic properties of elements. Thermochemistry, reaction stoichiometry. Behavior of gases, liquids, and solids. Molecular/ionic structure/bonding. Organic chemistry and polymers. energy sources, environmental issues related to energy use. Prereq-Grade of at least C- in [1011 or 1015] or [passing placement exam, concurrent registration is required (or allowed) in 1065]; intended for science or engineering majors; concurrent registration is required (or allowed) in 1065; registration for 1065 must precede registration for 1061

Basic laboratory skills while investigating physical and chemical phenomena closely linked to lecture material. Experimental design, data collection and treatment, discussion of errors, and proper treatment of hazardous wastes. prereq: concurrent registration is required (or allowed) in 1061

Advanced introduction to atomic theory. Periodic properties of elements. Behavior of gases, liquids, and solids. Molecular/ionic structure, bonding. Aspects of organic chemistry, spectroscopy, and polymers. Mathematically demanding quantitative problems. Writing for scientific journals. prereq: Honors student, permission of University Honors Program, concurrent registration is required (or allowed) in 1075H; registration for 1075H must precede registration for 1071H

Develop laboratory skills while investigating physical and chemical phenomena closely linked to lecture material. Experimental design, data collection and treatment, discussion of errors, and the proper treatment of hazardous wastes. Prereq-&1071H, honors student, permission of University Honors Program.

Microeconomic principles and their application to natural resource management problems. Economic and policy tools to address market failures. Discussion of regulatory and market-based instruments. Discounting and compounding concepts. Methods for conducting financial and economic analyses of natural resource management projects. Decision criteria when conducting benefit/cost analysis of natural resource projects. Methods for valuing non-market natural resource goods and services. Economics of managing renewable natural resources such as forests and fisheries. Land economics. Payments for environmental services. Planning and management problems. Case studies. prereq: MATH 1031 or equivalent.

Political processes in management of the environment. How disagreements are addressed by different stakeholders, private-sector interests, government agencies, institutions, communities, and nonprofit organizations.

Forest resources, recreation resource management, urban forestry programs. Forestry and natural resource careers. Qualification requirements for government positions, competencies, internships, and experiences to compete for jobs in industry. Course planning, mentoring, alumni contacts. Leadership, organization, process. Lab equipment/software, GUIs, the Internet, spreadsheets, Lumina, periodical indexes.

Identification nomenclature, classification, and distribution of common/important forest trees/shrubs. Use of keys. Field/lab methods of identification.

Spatial data development/analysis in science/management of natural resources. Data structures/sources/collection/quality. Geodesy, map projections, spatial/tabular data analysis. Digital terrain analysis, cartographic modeling, modeling perspectives, limits of technology. Lab exercises. Both onsite and fully online options for course enrollment. prereq: Soph or jr or sr or UHP fr

Most of us participate in some form of outdoor recreation: hiking, hunting, riding all-terrain vehicles, or simply enjoying nature. Managing for outdoor recreation on public lands is mandated by federal law and an integral part of natural resource management. In this class, we'll learn why and how agencies manage recreation at the federal level, the management frameworks that guide this work, and apply management principles to an actual federal property in Minnesota. This course is designed to provide students with an understanding of the principles and practices of outdoor recreation management. Specific objectives are to: 1)compare and contrast federal recreation land management policies & organizations, 2)develop and demonstrate an understanding of conceptual frameworks for recreation resource and visitor use management, 3)evaluate visitor caused impacts to resources and to visitor experiences, 4)understand and apply management tools designed to reduce recreation- related impacts and conflicts, and 5)demonstrate an understanding of course material through exams & applied assignments.

This course is designed to develop and refine your understanding of tribal and Indigenous natural resource management, tribal and Indigenous perspectives, and responsibilities natural resource managers have for tribal and Indigenous communities. This course includes one eight-hour weekend field session.

Negotiation of natural resource management issues. Use of collaborative planning. Case study approach to conflict management, strategic planning, and building leadership qualities. Emphasizes analytical concepts, techniques, and skills.

Political processes in management of the environment. How disagreements are addressed by different stakeholders, private-sector interests, government agencies, institutions, communities, and nonprofit organizations.

Water quality decision making. International focus. Ecology of aquatic ecosystems, how they are valuable to society and changed by landscape management. Case studies, impaired waters, TMDL process, student engagement in simulating water quality decision making.

Most of us participate in some form of outdoor recreation: hiking, hunting, riding all-terrain vehicles, or simply enjoying nature. Managing for outdoor recreation on public lands is mandated by federal law and an integral part of natural resource management. In this class, we'll learn why and how agencies manage recreation at the federal level, the management frameworks that guide this work, and apply management principles to an actual federal property in Minnesota. This course is designed to provide students with an understanding of the principles and practices of outdoor recreation management. Specific objectives are to: 1)compare and contrast federal recreation land management policies & organizations, 2)develop and demonstrate an understanding of conceptual frameworks for recreation resource and visitor use management, 3)evaluate visitor caused impacts to resources and to visitor experiences, 4)understand and apply management tools designed to reduce recreation- related impacts and conflicts, and 5)demonstrate an understanding of course material through exams & applied assignments.

The purpose of this course is to acquaint students with the identification, scheduling, and cultural requirements of commercially produced vegetables, herbs, ornamental flowers, and foliage plants, gain experience in growing them, and conduct experiments to understand current problems. The course builds on knowledge obtained in Hort 1001 or Hort 1015, by adding in additional factors of plant growth coupled with scheduling and growing of crops which commercial growers would experience. The role of ornamental plants in the human environment will be discussed, with special emphasis on future issues. Writing is an integral component of this course; one major paper is revised and expanded multiple times plus other course writing fulfill the writing intensive requirement. Through the use of interactive learning, field trips, written assignments, and in-class discussions students learn crop requirements and the interactions between the marketing distribution system of breeders, producers, distributors, growers, retailers, and consumers. Prerequisites: HORT 1001/6011 Additional Preferred Courses: HORT 1015

Interdisciplinary course, ranging across spatial, historical, economic, political, and design perspectives, among many others.

Introduction to statistical principles, foundations, and methods for examining data and drawing conclusions. Confidence intervals, hypothesis testing, analysis of variance, and regression modeling of relationships in environmental and natural resource science and management problems. prereq: Two yrs of high school math

Standard statistical reasoning. Simple statistical methods. Social/physical sciences. Mathematical reasoning behind facts in daily news. Basic computing environment.

Properties of trigonometric functions and their inverses, including graphs and identities, with applications; polar coordinates, equations, graphs; complex numbers, complex plane, DeMoivre's Theorem; conic sections; systems of linear equations and inequalities, with applications; arithmetic and geometric sequences and series. prereq: Satisfactory score on placement exam or grade of at least C- in [1031 or 1051]

A streamlined one-semester tour of differential and integral calculus in one variable, and differential calculus in two variables. No trigonometry/does not have the same depth as MATH 1271-1272. Formulas and their interpretation and use in applications. prereq: Satisfactory score on placement test or grade of at least C- in [1031 or 1051]

Differential calculus of functions of a single variable, including polynomial, rational, exponential, and trig functions. Applications, including optimization and related rates problems. Single variable integral calculus, using anti-derivatives and simple substitution. Applications may include area, volume, work problems. prereq: 4 yrs high school math including trig or satisfactory score on placement test or grade of at least C- in [1151 or 1155]

Form and function of forests as ecological systems. Characteristics and dynamics of species, populations, communities, landscapes, and ecosystem processes. Examples applying ecology to forest management. Weekly discussions focus on research topics in forest ecology, exercises applying course concepts, and current issues in forest resource management. Required weekend field trip. Prereq: Biol 1001, 1009 or equivalent introductory biology course; 1 semester college chemistry recommended.

Hydrologic cycle and water processes in upland/riparian systems. Applications of hydrological concepts to evaluate impacts of forest and land management activities on water yield, streamflow, groundwater erosion, sedimentation, and water quality. Concepts, principles, and applications of riparian/watershed management. Regional/national/global examples. Forest ecosystems. prereq: [[BIOL 1001 or BIOL 1009], [[CHEM 1015, CHEM 1017] or CHEM 1021], MATH 1151] or instr consent

Sampling design, survey techniques to assess resource conditions. Applying metrics/sampling methods to forest vegetation. Calculating tree/stand volume. Modeling approaches. Case studies of modeling to project future growth. Landscape processes, characterization, modeling. prereq: [ESPM 3012 or STAT 3011], MATH 1151

Introductory principles and techniques of remote sensing and geospatial analysis applied to mapping and monitoring land and water resources from local to global scales. Examples of applications include: Land cover mapping and change detection, forest and natural resource inventory, water quality monitoring, and global change analysis. The lab provides hands-on experience working with satellite, aircraft, and drone imagery, and image processing methods and software. Prior coursework in Geographic Information Systems and introductory Statistics is recommended. Prereq: None, but prior coursework in GIS and Statistics is recommended.

Management of forest ecosystems for sustaining ecological integrity, soil productivity, water quality, wildlife habitat, biological diversity, commodity production in landscape context. Silvics, forest dynamics, disturbances, regeneration, restoration, silvicultural systems. Ramifications of management choices. Weekend field trip. FEMC track students should take FNRM 5413 concurrently

Introduction to forest operations. Terminology, basic engineering, equipment and harvesting system options, productivity/costs. Relationship to forest management and silviculture. Road planning, forest management guidelines, approaches for mitigating potential impacts to forest resources. Environmental implications of method/equipment choices. Selling timber. Sale design, layout, and administration. One all-day field trip. prereq: FNRM 3411 or instr consent

Management science as applied to forest decision-making to help develop better forest management plans. Helps students develop a basic understanding of common analytical tools from operations research and how they are applied to forestry problems to help explore many potential solutions. Also reviews traditional approaches based on simulation. Emphasizes trade-off information, interpretation of model results, and linkages between stand-level economic analysis and forest-wide planning. Reviews recent modeling efforts in Minnesota. Includes synthesis of information from multiple natural resource disciplines. Guest speakers demonstrate value of analyses in planning. Emphasizes homework assignments with some group work. An individual project requires an informal class presentation. prereq: recommended ESPM 3261 and [3218 or 3411]

This course is intended to be taken with, or after, the introductory remote sensing class, FNRM 3262/5262. It builds on the introductory course by providing a field context to the remote sensing discipline. We will focus on field methods and associated analyses that are typical in using and applying imagery and other spatial data. We will use a variety of remote sensing imagery, maps, field data collection tools, and software. Students will learn in an active, hands-on, way through multiple small-group field exercises. This course includes two eight-hour weekend field sessions.

Development of silvicultural prescriptions to achieve various landowner objectives. Timber cruise, growth/yield simulations, stand density management diagrams, thinning schedules, use of forest vegetation simulator. This will include mandatory field trips. prereq: FNRM-FEMC track students should take FNRM 3411/5411 concurrently

Negotiation of natural resource management issues. Use of collaborative planning. Case study approach to conflict management, strategic planning, and building leadership qualities. Emphasizes analytical concepts, techniques, and skills.

Biology, ecology, population management of forest/shade tree insects. Emphasizes predisposing factors/integrated management. Lecture/lab.

This course provides an overview of tree diseases in urban and forested areas. It covers diseases that have had a significant impact on society such as Dutch Elm disease; oak wilt, chestnut blight, white pine blister rust, sudden oak death and many others. It also provides an overview of important cankers, leaf diseases, wilts, rusts, root rots and other tree problems. Laboratory sessions enable students to get hands-on experience identifying disease agents, examining symptoms and learning appropriate control procedures. Emphasis will also be placed on ecological processes, biological and cultural control, and host-parasite interactions. This course should be of value to anyone interested in biological sciences, natural resources or ecology. It is a must for individuals that will have a career in natural resources but should also be useful to those interested in maintaining healthy trees at home, in urban areas or woodlands. Alumni of the University working with trees or woody ornamentals indicate this is one of the most important courses you can take as a student.

Fish, wildlife, and other forms of biodiversity. Single species, populations, ecosystem, and landscape approaches. Experiential/interactive course. Decision-case studies. prereq: BIOL 1001 or BIOL 1009

Introduction to themes/concepts of diverse, dynamic, and interdisciplinary field. Biological/social underpinnings of conservation problems/solutions. prereq: introductory biology course

This course covers the ecological basis for management of wildlife, including biological and sociological factors that influence management. Goals include: understanding the ecological mechanisms influencing the distribution and abundance of wildlife, learning the ecological and historical foundations of wildlife management and the ecological and social ramifications of management actions, thinking critically and logically about current wildlife issues, honing writing skills, and developing technical skills in key areas. prereq: Intro biology course, [jr or sr]

Field identification of common northwoods trees, shrubs, and nonwoody vascular plants. Emphasizes concept of plant communities, soil site relationships, and wildlife values. Taught at Cloquet Forestry Center.

Field examination of natural history of northern/boreal forests with respect to soils, ecological characteristics of trees, community-environment relationships, stand development, succession, and regeneration ecology. Taught at the Cloquet Forestry Center. prereq: Biol 1001 or Biol 1009

Introduction to land survey, tree/forest stand measurement (mensuration), and forest sampling techniques. Taught at Cloquet Forestry Center.

Collection of field data to prepare/write silvicultural prescriptions for regeneration, thinning, and harvesting in context of landscape, watershed, and wildlife habitat issues. Field exercises in forest entomology, pathology, tree improvement, and non-timber forest products. Tree planting. Marking stands for harvest. Taught at the Cloquet Forestry Center. Field trips to forests managed by state/industry. prereq: FNRM 3411

Field applications of sampling/measurement methods for inventory and assessment of forest and other natural resources. Offered at the Cloquet Forestry Center. prereq: FNRM 3218 or instructor consent

Design, layout, and administration of timber sales. Forest road planning and design. Timber appraisal, forest management guidelines. Field visits to timber harvesting and road planning sites with private organizations. Develop a harvest plan for landowner's property. Taught at the Cloquet Forestry Center. prereq: FNRM 3411 and 3431, or instructor consent.

Fish, wildlife, and other forms of biodiversity. Single species, populations, ecosystem, and landscape approaches. Experiential/interactive course. Decision-case studies. prereq: BIOL 1001 or BIOL 1009

Management concepts for green infrastructure of cities, towns, and communities. Urban forest as a social/biological resource. Emphasizes management of urban forest ecosystem to maximize benefits to people. Tree selection, risk assessment, cost-benefit analysis, landscape planning, values, perceptions. How urban forestry can be a tool to improve community infrastructure.

Freshwater wetland classification, wetland biota, current/historic status of wetlands, value of wetlands. National, regional, Minnesota wetlands conservation strategies, ecological principles used in wetland management.

Explore four different areas of world (Minnesota, Morocco, Nepal, Costa Rica) by networking with locals on ground in each region through online interactions. Food, agriculture, environment. Biophysical/socio-cultural aspects of agroecosystems through unique multi-disciplinary lens.

This course uses fundamental concepts of ecology and evolution to illuminate and solve the challenges in managing insects and microbes in today's global context of food and fiber production. Students will learn relevant aspects of insect and microbial biology to be able to situate concrete management problems in an appropriate ecological and evolutionary conceptual framework. Students will apply these concepts and discuss ecological and management controversies, such as what can we learn from natural areas to better manage food and fiber production systems. Case studies, readings, and discussion topics will emphasize factors influencing responsible management decisions.

Impacts that microbes have made on course of human civilization. Negative influences of major human/plant infectious disease. Positive benefits attained by harnessing power of microbes. Scale of history includes prehistoric to present day. Projected future impacts.

The overarching theme of the course is the role of artistic/humanistic ways of knowing as tools for making sense and meaning in the face of "grand challenges." Our culture tends to privilege science, and to isolate it from the "purposive" disciplines--arts and humanities--that help humanity ask and answer difficult questions about what should be done about our grand challenges. In this course, we will examine climate change science, with a particular focus on how climate change is expected to affect key ecological systems such as forests and farms and resources for vital biodiversity such as pollinators. We will study the work of artists who have responded to climate change science through their artistic practice to make sense and meaning of climate change. Finally, students create collaborative public art projects that will become part of local community festivals/events late in the semester.

What are the effects of climate change, disease emergence, food and water security, gender, conflict and poverty, and sustainability of ecosystem services on health, and how do we lead across boundaries for positive change? Unfortunately, these large-scale problems often become overwhelming, making single solution-based progress seem daunting and difficult to implement in policy. Fortunately, the emerging discipline of ecosystem health provides an approach to these problems grounded in trans-disciplinary science. Ecosystem health recognizes the interdependence of human, animal and environmental health, and merges theories and methods of ecological, health and political sciences. It poses that health threats can be prevented, monitored and controlled via a variety of approaches and technologies that guide management action as well as policy. Thus, balancing human and animal health with the management of our ecosystems. In this class, we will focus on the emerging discipline of ecosystem health, and how these theories, methods, and shared leadership approaches set the stage for solutions to grand challenges of health at the interface of humans, animals, and the environment. We will focus not only on the creation and evaluation of solutions but on their feasibility and implementation in the real world through policy and real-time decision making. This will be taught in the active learning style classroom, requiring pre-class readings to support didactic theory and case-based learning in class. Participation and both individual and group projects (written and oral presentation) will comprise most of the student evaluation. These projects may reflect innovative solutions, discoveries about unknowns, or development of methods useful for ecosystem health challenges. We envision that some of them will lead to peer-review publications, technical reports, or other forms of publication. This is a Grand Challenge Curriculum course.

Seeking Connection through Decolonization: The Power of Indigenous Languages and Place-Based Knowledge in the Face of Racism How has unequal distribution of power resulted in the decline in Indigenous language and the loss of societal connections to the land? How might we all, from different positionalities, revitalize our relationships to indigenous land and languages, in the face of racism and attempts to perpetuate colonization? In this course students will grapple with ideological roots of the ongoing decline in Indigenous language and place-based knowledge and how their decline has implications for all peoples. To understand the connections, students will participate in Indigenous language learning (Dakota and Ojibwe) as acts of cultural production. Discussion and reading will be supplemented with visits to local sites, for example, Medicine Gardens, Bell Museum, Gibbs Farm, and Bdote to directly interact with the land as pedagogy. Through the course themes, students will experience the interconnectedness of place-based knowledge, language, and human identity, while also seeing the importance of understanding the lands on which one resides and the power of indigenous languages in re-imagining those relationships. This is a Grand Challenge Curriculum course. GCC courses are open to all students and fulfill an honors experience for University Honors Program students.

Despite understanding the consequences of not acting to curb unsustainability, why do people fail to act? Human?s behavioral apathy toward sustainability may be due to an inaccurate characterization of sustainability and/or a lack of understanding of cultural diversity and behavior. Therefore, an understanding of the human behavior will contribute greatly to (i) decipher human actions that negatively impact global ecosystems, (ii) slowdown or stop human ecologically destructive trajectory, and (iii) promote sustainable alternatives. The problem is that environmental issues are not generally included in psychology programs, and psychology is not often represented in environmental programs. In the United Nation?s (UN) Sustainable Development goals 2030 (UN SDG 2030), psychological indices have been conspicuously absent (except for mental health in general terms) even though environmental degradation, social or economic inequity, all are implicated by human behavior. The UN SDG 2030 is based on the unproven concept that sustainability is an intersection of social, economic and environmental factors, the key pillars of sustainability. Since economic activity and society are subsets of human behavior, psychology should be considered central to unsustainability and/or sustainability. Therefore, we hypothesize that behavioral psychology has a critical role to play in creating a sustainable society. The aim of the proposed GCC is to discuss (un)sustainability using this new paradigm that will allow new approaches to achieve transition from unsustainability to sustainability worldwide. The specific aims of the proposed GCC are following: (i) Describe interaction between sustainability and behavioral psychology as the 4th pillar of sustainability. (ii) Explain the behavioral correlates of cultural differences in terms of transition to sustainability. (iii) Explain the consumption (related to unsustainability) and conservation (related to sustainability) behavior. (iv) Determine the place of Psychology in the UN?s Sustainable Development Goals (SDGs) that are mostly based on Sociology, Economy and Environment. (v) Describe humanity?s transition from unsustainable to sustainable development. This is a Grand Challenge Curriculum Course. GCC courses are open to all students and fulfill an honors experience for University Honors Program students.

Introduction to statistical principles, foundations, and methods for examining data and drawing conclusions. Confidence intervals, hypothesis testing, analysis of variance, and regression modeling of relationships in environmental and natural resource science and management problems. prereq: Two yrs of high school math

Standard statistical reasoning. Simple statistical methods. Social/physical sciences. Mathematical reasoning behind facts in daily news. Basic computing environment.

Graphs of equations and functions, transformations of graphs; linear, quadratic, polynomial, and rational functions, with applications; inverses and compositions of functions; exponential and logarithmic functions with applications; basic probability rules, conditional probabilities, binomial probabilities. prereq: 3 yrs high school math or satisfactory score on placement exam or grade of at least C- in [PSTL 731 or PSTL 732 or CI 0832]

Graphs of equations and functions, transformations of graphs; linear, quadratic, polynomial, and rational functions with applications; zeroes of polynomials; inverses and compositions of functions; exponential and logarithmic functions with applications; coverage beyond that found in the usual 3 years of high school math. prereq: 3 yrs of high school math or satisfactory score on placement test or grade of at least C- in [PSTL 731 or PSTL 732 or CI 0832]

Scientific study of human behavior. Problems, methods, findings of modern psychology.

This course is designed to introduce you to the study of society and what sociologists call the "sociological imagination:" a way of viewing the events, relationships and social phenomena that shape our individual lives and much of our collective experience. Through the course we will examine some of the central concepts and problems that have preoccupied both classical and contemporary sociologists and gain a sense of how the sociological imagination can illuminate the social forces that have a concrete impact on our everyday lives. Throughout the course you will be asked to consider the ways in which society affects your life, and how you, in turn, affect society. prereq: Soc Majors/Minors must register A-F

Overview of theories/research in social psychology. Attitudes/persuasion, social judgment, the self, social influence, aggression, prejudice, helping, and applications. prereq: 1001 or instr consent

Social psychology is at the intersection of macro and micro sociology, linking social structures, interpersonal relationships and interactions, attitudes, values and the self-concept. Principles of social psychology are drawn from multiple theoretical perspectives, including symbolic interactionism, expectation states theory, social structure and personality, and the life course. This course covers a broad range of topics as well as the diverse methods that social psychologists use to study them (for example, experiments, surveys, ethnographic observation). prereq: 1001 recommended; soc majors/minors must register A-F

Form and function of forests as ecological systems. Characteristics and dynamics of species, populations, communities, landscapes, and ecosystem processes. Examples applying ecology to forest management. Weekly discussions focus on research topics in forest ecology, exercises applying course concepts, and current issues in forest resource management. Required weekend field trip. Prereq: Biol 1001, 1009 or equivalent introductory biology course; 1 semester college chemistry recommended.

Ecology of ecosystems that are primarily composed of managed plant communities, such as managed forests, field-crop agroecosystems, rangelands and nature reserves, parks, and urban open-spaces. Concepts of ecology and ecosystem management. prereq: BIOL 1001 or BIOL 1009 or HORT 1001 or instr consent

Hydrologic cycle and water processes in upland/riparian systems. Applications of hydrological concepts to evaluate impacts of forest and land management activities on water yield, streamflow, groundwater erosion, sedimentation, and water quality. Concepts, principles, and applications of riparian/watershed management. Regional/national/global examples. Forest ecosystems. prereq: [[BIOL 1001 or BIOL 1009], [[CHEM 1015, CHEM 1017] or CHEM 1021], MATH 1151] or instr consent

Water quality decision making. International focus. Ecology of aquatic ecosystems, how they are valuable to society and changed by landscape management. Case studies, impaired waters, TMDL process, student engagement in simulating water quality decision making.

Fish, wildlife, and other forms of biodiversity. Single species, populations, ecosystem, and landscape approaches. Experiential/interactive course. Decision-case studies. prereq: BIOL 1001 or BIOL 1009

Introduction to themes/concepts of diverse, dynamic, and interdisciplinary field. Biological/social underpinnings of conservation problems/solutions. prereq: introductory biology course

This course covers the ecological basis for management of wildlife, including biological and sociological factors that influence management. Goals include: understanding the ecological mechanisms influencing the distribution and abundance of wildlife, learning the ecological and historical foundations of wildlife management and the ecological and social ramifications of management actions, thinking critically and logically about current wildlife issues, honing writing skills, and developing technical skills in key areas. prereq: Intro biology course, [jr or sr]

Tourism is a significant industry locally, nationally, and internationally. Park and protected area attractions are among the most visited but also the most vulnerable attractions. This course is designed to familiarize you with the basic concept of park and protected area tourism, including cultural and ecotourism, and then develop your expertise to plan and evaluate sustainable tourism development and operations. Accordingly, you will complete assignments that apply the knowledge gained to planning and evaluation activities. This course is offered partially on-line. COURSE OBJECTIVES By the end of the class you will be able to: 1.Differentiate and appreciate the complexities involved with defining and developing nature, eco, heritage, geo-, park and protected, cultural and "sustainable tourism." 2.Identify specific social, economic, and environmental impacts associated with park and protected area tourism, how to measure them, and methods to minimize the negative and maximize the positive impacts. 3.Analyze domestic and international case studies of park and protected area tourism. 4.Critically evaluate park and protected area tourism services and effective management and planning. 5. Create elements of a business plan for park and protected area tourism operations that emphasize sustainability.

Recreation, leisure, and tourism are significant parts of the world, national, and state economies. Understanding visitor behavior is important and has significant implications for organizations, agencies, and businesses related to parks, tourism destinations, and museums. In this class, you will learn to apply both social science theory and methods to understand consumers, with an emphasis on visitors to parks and protected areas. You will immediately apply your learning of survey development, interviewing, observation and content analysis to real-word situations in class projects. This is an online course.

Negotiation of natural resource management issues. Use of collaborative planning. Case study approach to conflict management, strategic planning, and building leadership qualities. Emphasizes analytical concepts, techniques, and skills.

Policies affecting land use planning at local, state, and federal levels. Ecosystem and landscape scale planning. Collaborative and community-based approaches to planning for ecological, social, and economic sustainability. Class project applies interdisciplinary perspectives on planning and policy, including information gathering techniques, conservation planning tools, and evaluation of planning options.

This course is designed to be an introduction to the broad field of Environmental Interpretation, Communication Theory, Visitor Information Services (VIS), and Nonformal Education experience's found in parks, nature centers, camps, zoos, museums, arboretums, and free-choice learning environments. Students will understand the definitions, role and scope of interpretation, differences between audiences and/or users of interpretive services, and distinguish between interpretive techniques based on their advantages/disadvantages. Students can also qualify for the National Association for Interpretation's (NAI) Certified Interpretive Guide (CIG) program.

This course is designed to be a directed field study of park and protected area management including observation of and training in (1) recreation planning and visitor management, (2) cultural resource management, (3) natural resource management, (4) nature-based tourism management, and (5) resource interpretation and communication across local, state, federal and tribal park and protected areas in northern Minnesota. prereq: Sophomore status or higher

This course is designed to meet the CFANS Experiential Learning requirement which defines the importance and processes of learning through experience. Students will undertake an experience in an authentic work-place setting related to agriculture, food or natural resource settings as a prerequisite to the course. The prerequisite experience will serve as a foundation for learning professional competencies including reflection, problem solving, managing interpersonal relationships, professional communication, and goal setting. Current theories of career development will be introduced to help students construct meaning from their experiences to inform future goals and strategies. prereq: Secured internship, completion of summer module, instr consent

This course is designed to meet the CFANS Experiential Learning requirement which defines the importance and processes of learning through experience. This course also is a Diversity Enriched course. Students will undertake an experience in an authentic work-place setting related to agriculture, food or natural resource settings as a prerequisite to the course. The professional/internship experience will serve as a foundation for learning professional competencies including reflection, problem solving, managing interpersonal relationships, professional communication, and goal setting. Current theories of career development and career readiness will be introduced to help students construct meaning from their experiences to inform future goals and strategies. prereq: Secured internship, instr consent

Field identification of common northwoods trees, shrubs, and nonwoody vascular plants. Emphasizes concept of plant communities, soil site relationships, and wildlife values. Taught at Cloquet Forestry Center.

Field examination of natural history of northern/boreal forests with respect to soils, ecological characteristics of trees, community-environment relationships, stand development, succession, and regeneration ecology. Taught at the Cloquet Forestry Center. prereq: Biol 1001 or Biol 1009

Introduction to land survey, tree/forest stand measurement (mensuration), and forest sampling techniques. Taught at Cloquet Forestry Center.

Fish, wildlife, and other forms of biodiversity. Single species, populations, ecosystem, and landscape approaches. Experiential/interactive course. Decision-case studies. prereq: BIOL 1001 or BIOL 1009

Management concepts for green infrastructure of cities, towns, and communities. Urban forest as a social/biological resource. Emphasizes management of urban forest ecosystem to maximize benefits to people. Tree selection, risk assessment, cost-benefit analysis, landscape planning, values, perceptions. How urban forestry can be a tool to improve community infrastructure.

Introductory survey of environmental issues that explores the connections between environmental sciences, policy, and management. You will explore interrelationships between the environment and human society, as well as the underlying social, ethical, political and economic factors that affect those relationships. You will also examine the roles for science, technology, policy, and environmental justice in meeting environmental challenges. Asynchronous online lectures with weekly discussions in small groups.

Environmental issues facing the world today are increasingly complex. Challenges such as global climate change, air and water quality impairments, land use change for forest and agricultural production, and species conservation require an ability to conceptualize problems broadly so that solutions are crafted in a manner that addresses a multitude of perspectives and considerations. This course will use an interdisciplinary case-study approach to expose students to the most important environmental problems facing society today as well as innovative solutions. The case studies include investigations of ecosystem services, invasive species and pollution remediation, with world experts on these topics leading the discussions. Throughout, a focus on interdisciplinary analysis, including linkages to environmental grand challenges will be emphasized. An interactive approach will be utilized as well, in which students work in groups and engage in class discussions as ways to internalize and conceptualize information. prereq: 1011, ESPM major

Freshwater wetland classification, wetland biota, current/historic status of wetlands, value of wetlands. National, regional, Minnesota wetlands conservation strategies, ecological principles used in wetland management.

Roles of governmental agencies, consultants, and private citizens in EIS process. Students read EIS/EAW, analyze their content/scope, and prepare an EAW and EIS according to Minnesota EQB guidelines. prereq: ESPM 2021 and jr or sr

Capstone course. Students working with a team on a real world project related to selected track, gather/analyze data relevant to client's objectives, and make recommendations for future use. Students produce a final written report and formal presentation, and present findings to client group.

Ecological/ethical concerns of food production systems in global agriculture: past, present, and future. Underlying ethical positions about how agroecosystems should be configured. Decision cases, discussions, videos, other media.

Ecological/ethical concerns of food production systems in global agriculture: past, present, and future. Underlying ethical positions about how agroecosystems should be configured. Interactive learning using decision cases, discussions, videos, other media.

This course uses fundamental concepts of ecology and evolution to illuminate and solve the challenges in managing insects and microbes in today's global context of food and fiber production. Students will learn relevant aspects of insect and microbial biology to be able to situate concrete management problems in an appropriate ecological and evolutionary conceptual framework. Students will apply these concepts and discuss ecological and management controversies, such as what can we learn from natural areas to better manage food and fiber production systems. Case studies, readings, and discussion topics will emphasize factors influencing responsible management decisions.

Since the rise of civilization, the large predators of humans have been subdued and the most dangerous predators remaining are those unseen--vastly smaller than our bodies. They are the microbial predators that cause disease. Infectious disease has devastated human populations and even caused global population declines. Subduing and managing disease is one of the grand challenges of our time. Through an enormous global effort, we have driven smallpox in humans and Rinderpest in livestock extinct from the natural world, and guinea worm is expected to follow. Other infectious diseases are in continual decline. In this course we will combine ecological thought and ecological models with historical and future perspectives to understand the fundamental dynamics of our miniscule predators, and relate this to similar miniscule predators of wild and domestic animals, to crops, and to other plants. This is a Grand Challenge Curriculum course. prereq: sophomore, junior, senior

The overarching theme of the course is the role of artistic/humanistic ways of knowing as tools for making sense and meaning in the face of "grand challenges." Our culture tends to privilege science, and to isolate it from the "purposive" disciplines--arts and humanities--that help humanity ask and answer difficult questions about what should be done about our grand challenges. In this course, we will examine climate change science, with a particular focus on how climate change is expected to affect key ecological systems such as forests and farms and resources for vital biodiversity such as pollinators. We will study the work of artists who have responded to climate change science through their artistic practice to make sense and meaning of climate change. Finally, students create collaborative public art projects that will become part of local community festivals/events late in the semester.

Students will explore ecological and human health consequences of climate change, the psychology of climate inaction, and will be invited to join us in the radical work of discovering not only their own leadership potential but that of others. We will unpack the old story of domination and hierarchy and invite the class to become part of a vibrant new story of human partnership that will not only help humanity deal with the physical threat of climate change but will help us create a world where we have the necessary skills and attitudes to engage the many other grand challenges facing us. Using a strategy of grassroots empowerment, the course will be organized to help us connect to the heart of what we really value; to understand the threat of climate change; to examine how we feel in the light of that threat; and to take powerful action together. Students will work in groups throughout the course to assess the global ecological threat posed by climate change, and they will be part of designing and executing an activity where they empower a community to take action. This is a Grand Challenge Curriculum course. prereq: soph, jr, sr

Introduction to statistical principles, foundations, and methods for examining data and drawing conclusions. Confidence intervals, hypothesis testing, analysis of variance, and regression modeling of relationships in environmental and natural resource science and management problems. prereq: Two yrs of high school math

Standard statistical reasoning. Simple statistical methods. Social/physical sciences. Mathematical reasoning behind facts in daily news. Basic computing environment.

Properties of trigonometric functions and their inverses, including graphs and identities, with applications; polar coordinates, equations, graphs; complex numbers, complex plane, DeMoivre's Theorem; conic sections; systems of linear equations and inequalities, with applications; arithmetic and geometric sequences and series. prereq: Satisfactory score on placement exam or grade of at least C- in [1031 or 1051]

A streamlined one-semester tour of differential and integral calculus in one variable, and differential calculus in two variables. No trigonometry/does not have the same depth as MATH 1271-1272. Formulas and their interpretation and use in applications. prereq: Satisfactory score on placement test or grade of at least C- in [1031 or 1051]

Differential calculus of functions of a single variable, including polynomial, rational, exponential, and trig functions. Applications, including optimization and related rates problems. Single variable integral calculus, using anti-derivatives and simple substitution. Applications may include area, volume, work problems. prereq: 4 yrs high school math including trig or satisfactory score on placement test or grade of at least C- in [1151 or 1155]

Selection, growth, propagation, and maintenance of trees for urban spaces. Tree selection, site preparation, plant health care management. Prevention, diagnosis, and remediation of urban tree risks such as insects, pathogens, pollution, development, and climate change.

The most recent surveys reveal there are 347,298 vascular plant species in the world! During this course, you will acquire the skills that will allow you to identify many plants you encounter day-to-day in Minnesota and around the world. By the end of the term, you will have been introduced to over 150 woody and herbaceous plants and learned the key distinguishing features for identifying some of the most important ones. You will be introduced to plant families that are important from a human perspective, where in the world they are most commonly found, some of the problems they can experience or create, and some of the ways they are used by humans.

Management concepts for green infrastructure of cities, towns, and communities. Urban forest as a social/biological resource. Emphasizes management of urban forest ecosystem to maximize benefits to people. Tree selection, risk assessment, cost-benefit analysis, landscape planning, values, perceptions. How urban forestry can be a tool to improve community infrastructure.

Biology, ecology, population management of forest/shade tree insects. Emphasizes predisposing factors/integrated management. Lecture/lab.

This course provides an overview of tree diseases in urban and forested areas. It covers diseases that have had a significant impact on society such as Dutch Elm disease; oak wilt, chestnut blight, white pine blister rust, sudden oak death and many others. It also provides an overview of important cankers, leaf diseases, wilts, rusts, root rots and other tree problems. Laboratory sessions enable students to get hands-on experience identifying disease agents, examining symptoms and learning appropriate control procedures. Emphasis will also be placed on ecological processes, biological and cultural control, and host-parasite interactions. This course should be of value to anyone interested in biological sciences, natural resources or ecology. It is a must for individuals that will have a career in natural resources but should also be useful to those interested in maintaining healthy trees at home, in urban areas or woodlands. Alumni of the University working with trees or woody ornamentals indicate this is one of the most important courses you can take as a student.

Form and function of forests as ecological systems. Characteristics and dynamics of species, populations, communities, landscapes, and ecosystem processes. Examples applying ecology to forest management. Weekly discussions focus on research topics in forest ecology, exercises applying course concepts, and current issues in forest resource management. Required weekend field trip. Prereq: Biol 1001, 1009 or equivalent introductory biology course; 1 semester college chemistry recommended.

Management of forest ecosystems for sustaining ecological integrity, soil productivity, water quality, wildlife habitat, biological diversity, commodity production in landscape context. Silvics, forest dynamics, disturbances, regeneration, restoration, silvicultural systems. Ramifications of management choices. Weekend field trip. FEMC track students should take FNRM 5413 concurrently

This course explores a range of plant physiological processes, including how plants make and use food; acquire and use minerals; transport water and nutrients; and regulate growth and development in response to hormones and environmental cues, such as light quality. While this course is paired with the PMB 3005W Plant Function Laboratory, the courses do not need to be taken together or in a specific order. prereq: [1002 or 1009 or 2003 or equiv], [CHEM 1011 or one semester chemistry with some organic content]

Sampling design, survey techniques to assess resource conditions. Applying metrics/sampling methods to forest vegetation. Calculating tree/stand volume. Modeling approaches. Case studies of modeling to project future growth. Landscape processes, characterization, modeling. prereq: [ESPM 3012 or STAT 3011], MATH 1151

Survey, measurement, and modeling concepts/methods for study of natural resources/environmental issues. Emphasizes survey design for data collection, estimation, and analysis for issues encompassing land, water, air, vegetation, wildlife, and human/social variables. prereq: ESPM 3012, FW 4001, STAT 3011, or equivalent

Hydrologic cycle and water processes in upland/riparian systems. Applications of hydrological concepts to evaluate impacts of forest and land management activities on water yield, streamflow, groundwater erosion, sedimentation, and water quality. Concepts, principles, and applications of riparian/watershed management. Regional/national/global examples. Forest ecosystems. prereq: [[BIOL 1001 or BIOL 1009], [[CHEM 1015, CHEM 1017] or CHEM 1021], MATH 1151] or instr consent

Water quality decision making. International focus. Ecology of aquatic ecosystems, how they are valuable to society and changed by landscape management. Case studies, impaired waters, TMDL process, student engagement in simulating water quality decision making.

Dynamic relationships between environmentally designed places and biological/physical contexts. Integration of created place and biological/physical contexts. Case studies, student design.

The purpose of this course is to acquaint students with the identification, scheduling, and cultural requirements of commercially produced vegetables, herbs, ornamental flowers, and foliage plants, gain experience in growing them, and conduct experiments to understand current problems. The course builds on knowledge obtained in Hort 1001 or Hort 1015, by adding in additional factors of plant growth coupled with scheduling and growing of crops which commercial growers would experience. The role of ornamental plants in the human environment will be discussed, with special emphasis on future issues. Writing is an integral component of this course; one major paper is revised and expanded multiple times plus other course writing fulfill the writing intensive requirement. Through the use of interactive learning, field trips, written assignments, and in-class discussions students learn crop requirements and the interactions between the marketing distribution system of breeders, producers, distributors, growers, retailers, and consumers. Prerequisites: HORT 1001/6011 Additional Preferred Courses: HORT 1015

Interdisciplinary course, ranging across spatial, historical, economic, political, and design perspectives, among many others.

Interdisciplinary course, ranging across spatial, historical, economic, political, and design perspectives, among many others.

Examine links between cities and the environment with emphasis on air, soil, water, pollution, parks and green space, undesirable land uses, environmental justice, and the basic question of how to sustain urban development in an increasingly fragile global surrounding.

Field identification of common northwoods trees, shrubs, and nonwoody vascular plants. Emphasizes concept of plant communities, soil site relationships, and wildlife values. Taught at Cloquet Forestry Center.

Field examination of natural history of northern/boreal forests with respect to soils, ecological characteristics of trees, community-environment relationships, stand development, succession, and regeneration ecology. Taught at the Cloquet Forestry Center. prereq: Biol 1001 or Biol 1009

Introduction to land survey, tree/forest stand measurement (mensuration), and forest sampling techniques. Taught at Cloquet Forestry Center.