Biological Science Courses (online)
Fire Ecology and Management
| FOR 426-2, 3 credits | Camille Stevens-Rumann
| 602-509-5077 | Fall semester
This course covers fire ecology of multiple ecosystems and relates them to challenging fire management issues. This course is often taken by senior undergraduate students and graduate students. There are readings from science literature and you must write short papers addressing ecologically-based fire management issues. Exams are on Blackboard and include short answer essay as well as comparing and contrasting and applying different fire terms and concepts.
| FOR 526, 3 credits | Penelope Morgan
| 208-885-7507 | Fall semester
This graduate course provides an overview of fire effects in multiple ecosystems, as well as key concepts, approaches to studying ecological effects of fires, and the science literature. Exams are take-home, requiring extensive reading in scientific journals available online through the University of Idaho library. Because you can choose which questions to address on the take-home exam, you can tailor this class to your interests in fire ecology. I have high expectations of my students for their ability to synthesize science information, and to write concisely in style of scientific journals. We cover restoration ecology, fire and climate change, and other ecological issues, but this is not a course on fire management.
| REM 560-40, 3 credits | Ronald Robberecht
| 208-885-7404 | Fall semester
Functional responses and adaptations of individual plant species to their environment, emphasizing morphological and physiological mechanisms that influence plant establishment, the physical environment, below- and above-ground productivity, and plant interactions such as competition, herbivory, and allelopathy.
Rangeland Community Ecology
| REM 459, 2 credits | Stephen Bunting
| 208-885-7103 | Fall semester
A discussion on the major ecological principles and processes that influence the function of rangeland ecosystems. Ecological processes are similar across all types of ecosystems. However, some processes are more important determinants in some ecosystems than in others. We will focus on those processes that greatly influence the function of rangeland ecosystems such as succession, disturbance (e.g. herbivory, fire, and climatic variation), and nutrient cycling. Diversity and sustainability of ecosystems are ever- increasing important considerations. We will discuss these topics as they are currently applied to rangelands. I will often use examples from other types of ecosystems, such as wetlands, tide marshes, and temperate forests, to illustrate particular points.
| FISH 540, 3 credits | Lynaire Banks
| 208-885-7132 | Fall semester
This web-based course contains modules covering wetland science, restoration ecology, freshwater restoration, coastal restoration, and monitoring/maintenance. The emphasis is on the science of wetland ecosystems and the applied ecology/practice of restoration, with additional consideration of cultural and socio-political contexts. Extensive readings, an assignment, and a study guide are required for each module. Students apply their learning in and contribute relevant professional experience to weekly online discussions. Students are also responsible for obtaining documentation of at least one wetland restoration site in their region and conducting a site visit in order to evaluate the success of the restoration project. A final exam (re-design of a failed restoration project) is administered online, with partial credit earned through discussion with an interdisciplinary team of classmates and the remaining credit earned through individual analysis and synthesis.
Wildland Restoration Ecology
| REM 440, 3 credits | James Kingery | Spring semester
Ecological principles and management practices involved in restoring and rehabilitating wildland ecosystems after disturbance or alteration to return damaged ecosystems to a productive and stable state.
Restoration Ecology Practicum
| CSS 580, 2 credits | Charles Harris
| 208-885-6413 | Summer session
Capstone experience in the Restoration Ecology Certificate Program. Students work independently to develop plan for implementing and assessing the success of ecological restoration; plan must synthesize literature, concepts, and challenges; plan shall be written with graphics and electronic submission for possible Internet publication.