Course Syllabus
Topics in Wildland Fire: FOR 346
Basic Course Information:
Course: FOR 346: Topics in Wildland Fire (3 credits)
Instructor: Daniel Leavell, Associate Professor of Practice and State Fire Specialist, Forestry and Natural Resources Extension (FNR) and Forest Engineering, Resources, and Management (FERM) Dept.
Students: This is an online class. Students can be from anywhere in the US or abroad, from any discipline. Many are professionals taking classes while working, some are working part-time trying to better themselves, gain knowledge, or just earn credits towards any degree. Should be some retirees, too. All adding to the neat diversity of opinion and knowledge base. The common thread is that all are affected in some way or other by the Great Constant: fire.
Location: All online.
Time: This is a self-paced, scheduled course that has bi-weekly assignments due and a mid-term and final due at set times during the term.
Contacting Me Outside of Class:
email: Daniel.leavell@oregonstate.edu
Phone: Office - 541-737-7163; Cell - 406-293-1290
Office: Peavy Forest Science Center (PFSC), room 348.
Dedicated communication (office) hours: Monday, Tuesday, Thursday, 0800 to 1000 and 1500 to 1700, Pacific Time. I will try to be available during those times, but things come up. Exceptions made for other appointments during this time will be posted. If something comes up before or after those times, please call and leave a message and I will get back as soon as I can.
Course Objectives
Wildland fire will always be a "hot topic". Fire, like any other global calamity sits at the economic, cultural, social, and ecological focal point in many regions in the western U.S. Fire is a crucial issue for natural resource managers and the human communities in and around those resources. Issues range from the unwanted damage to valuable natural resources by unusually intense wildfires to the important role that fire plays in the natural functioning of forests and rangelands. Interwoven with these issues are increasing dilemmas surrounding fire at the urban and rural interface and the use of prescribed fire as a management tool. The overarching objective of this course is to provide a broad understanding of wildland fire with emphasis on biological, physical, chemical, ecological, and social issues and their interactions.
Why is that the main objective? Because the primary learning outcome is to use this understanding to bring about a cultural shift from viewing fire as a bad and evil danger to humanity – to spreading the perception of fire as a hazard with potentially beneficial as well as detrimental effects, to better use fire as a tool for management and survival. To understand the risks of values to the hazard and strengthen the ability to prepare, mitigate, and live with an acceptable risk of fire in our lives.
Topics (Modules)
- Introduction and Wildfire News
- Fire History and Ecology
- Fire Behavior
- Fire Effects and Severity
- Hazard and Risk
Texts and Readings
You are required to do all of the readings and thoroughly understand the web pages listed and publications linked below and each file assigned to the modules.
Texts. There are no textbooks required for this course.
Readings and Webpages. You will be expected to read each publication in the list below and assigned to each module. In addition to these readings, you will be expected to fully view, read, and follow all links for our Fire Program website and 2020 post-fire StoryMap. These readings are required – they are not optional. The readings will be available at any time - you can access them online and either read them online or print them out. I strongly recommend that you print out all of the readings so that a) you can take notes as you read and b) you can bring your readings and notes to class for reference in the discussion and for further note-taking. You can access each reading by its link within the list below. The mid-term and final exams (30% of the total grade) will be derived from this material.
As discussions progress during the term, I will post other pertinent links to more electronic resources. I will try to post additional readings (or links) at least 3 days before expecting everyone to use them.
Feedback
The year 2020 was about as goofy and stressful as any I have experienced. Starting this year off as well as I can, this course will still be tailored to accommodate the Covid-era by taking as much stress as possible out of at least this part of life’s equation, but still trying to keep the course a worthwhile learning experience for your investment. If at any time you feel that the course is not meeting your expectations or you want to provide feedback on how the course is progressing for you, please contact me by cell or office phone – or by email. I will also be circulating an early course evaluation just after the mid-term assignment. This course evaluation will give you an opportunity to provide for anonymous feedback on the course and I will use your constructive comments as a way to improve the course wherever possible.
Assessment
Assessment of course performance will be based on:
- (10% total) Anytime during the first week and due by COB, January 8 – a one-page introduction of yourself: anything you want to share. Where you are from, what you do, experience with fire, etc. End the introduction with a one-word, gut-level word you use to describe your reaction when you hear the word, “FIRE”.
- (30% total) You will be expected to submit three, 5-page reports specifically related to the topics listed for each. Due dates are: COB January 22, February 12, and March 5. Please follow the Instruction sheet, “How to Write a Two-Page Paper”, based on instructions written by Dr. Helen Echmann and modified for this course. Expand this to a 5-pager (graphics extra), following the format. This is an opportunity to demonstrate your knowledge of the concepts presented in materials available for each assignment. Present your findings and make any arguments based on an objective review of the materials. Discuss with other participants. Your grade will depend on the professional quality of these reports.
- (30% total) You will have two exams in this course (no quizzes) - a mid-term and a final. The mid-term will be available January 29 and due COB on February 4. The final will be available March 12 and due COB on March 18. Both exams will be comprehensive to the material required, discussions, comments – and based on the scientific foundation of it all.
- (30% total) Post and comment throughout the course on the Canvas discussion board. Thoughts, ideas, debate, opinion – all are welcome. You will be expected to participate in the class discussion on a regular basis. Discussions follow the After Action Review (AAR) standards for any topic covered or referenced throughout the course: what went right, what didn’t go so right, how can it be improved. No fault, no criticism – no blame. Just professional, respectful discussion and sharing of ideas, thoughts, etc. Base all discussion/comments pertinent to the module topics, please.
- Alternative to Discussion via Canvas:You can also earn this 30% by participating in organized and facilitated Zoom sessions. I can set this up for groups of five at a time. Three, 1-hour Zoom sessions where everyone in the group actively participates will earn the 30%. Let me know if this is preferable.
Grading Scale:
93-100%: A 80-82%: B- 67-69%: D+
90-92%: A- 77-79%: C+ 63-66%: D
87-89%: B+ 73-76%: C 60-62%: D-
83-86%: B 70-72%: C- < 60%: F
Academic Dishonesty:
Students are expected to do their own work and comply with the Student Code of Conduct and all OSU policies relating to academic integrity and dishonesty. OSU defines these terms as: Academic Integrity – students are expected to be honest and ethical in their academic work. Academic dishonesty is defined as an intentional act of deception in one of the following areas:
- Cheating: use or attempted use of unauthorized materials, information, or study aids • Fabrication: falsification or invention of any information
- Assisting: helping another commit an act of academic dishonesty
- Tempering: altering or interfering with evaluation instruments and documents
- Plagiarism: representing the words or ideas of another person as one’s own must write using your own words. Cutting and pasting text from other sources is plagiarism. For this class, avoid using direct quotations in your writing unless you intend to discuss the quoted material in-depth; do not use it as a substitute for synthesizing information and putting it in your own words. If you do quote directly, the quote must be enclosed within quotation marks and clearly cited. Ask the instructor if you are uncertain about the appropriate use of sources.
Academic dishonesty may result in an "F" grade for the course. The plagiarism detection software “Turnitin” may be used for assignments submitted for this class. For more information on OSU’s Student Code of Conduct, Academic Dishonesty polices, and examples of plagiarism, see: https://studentlife.oregonstate.edu/studentconduct.
Readings List/Links:
A new, post-2020 fire season StoryMap developed by the Oregon State University Forestry & Natural Resources Extension Fire Program documents Oregon’s 2020 wildfires and offers information and resources for property owners affected by those fires.
The StoryMap includes an overview of the conditions that led to the catastrophic series of wildfires that exploded across western Oregon over the 2020 Labor Day weekend. It also includes descriptions and characterizations of the major 2020 wildfires and the impacts of those fires.
The maps included illustrate the 2020 fire perimeters in Oregon and neighboring states and offers a range of tools and layers that allow landowners to zoom in on their property and track burn severity and other ways fire may have affected their land. Included along with the map is information for landowners on how to assess their property following a wildfire such as surveying for soil erosion and hazard trees. The story map also offers an extensive list of resources provided by federal, state and private organizations for Oregonians affected by the 2020 wildfires.
Links:
https://extension.oregonstate.edu/fire-programLinks to an external site.
https://catalog.extension.oregonstate.edu/pnw707Links to an external site.
https://www.fs.fed.us/rm/pubs/rmrs_gtr315.pdf (Links to an external site.)
https://www.fs.fed.us/rm/pubs/rmrs_gtr298.pdf (Links to an external site.)
https://www.usfa.fema.gov/downloads/pdf/publications/risk_management_practices.pdf
Student Conduct:
Students in this course will be expected to conduct themselves in a professional manner. You will be expected to treat other students, instructors, and guest lecturers with dignity and respect, and follow university guidelines regarding academic honesty, student conduct, and civility. Behaviors that are disruptive to teaching and learning will not be tolerated, and will be referred for disciplinary action. Behaviors that create a hostile, offensive or intimidating environment based on gender, race, ethnicity, color, religion, age, disability, marital status or sexual orientation will be referred to the Affirmative Action Office. The student code of conduct can be reviewed here: https://beav.es/codeofconduct. The Office of Student Life, https://studentlife.oregonstate.edu/, provides extensive resources and support for navigating your time as a student at Oregon State University.
Diversity, Equity, and Inclusion:
OSU is a community that includes and values the voices of all people. As such, we recognize the social barriers that have systematically marginalized and excluded people and communities based on race, ethnicity, gender, sexual identity, socioeconomic background, age, disability, national origin and religion. We are committed to the equity of opportunities, and strive to promote and advance diverse communities. We value and proactively seek genuine participation from these historically under-represented and underserved groups, and recognize them as an essential component of creating a welcoming and rich academic, intellectual, and cultural environment for everyone. For more information on the DEI initiative, please see: https://diversity.oregonstate.edu/
Pronouns:
We all have preferred pronouns, words that we use to refer to ourselves and other people. We all use pronouns every day: common gender pronouns are she/her/hers and he/him/his. Some people choose pronouns other than these ones that align better with their gender identify. Examples of these gender-neutral pronouns include: they/them/their and ze/hir/hirs (pronounced zee-hereheres). It’s important not to assume someone’s pronouns based on the way they look or by their name. If you’re comfortable doing so, please share your pronouns, and make this part of the way you introduce yourself.
Religious Holidays:
Oregon State University strives to respect all religious practices. If you have religious holidays that are in conflict with any of the requirements of this class, please contact me immediately so that we can make alternative arrangements.
Reach Out for Success:
University students encounter setbacks from time to time. If you encounter difficulties and need assistance, it’s important to reach out. Consider discussing the situation with an instructor or academic advisor. Learn about resources that assist with wellness and academic success at oregonstate.edu/ReachOut. If you are in immediate crisis, please contact the Crisis Text Line by texting OREGON to 741-741 or call the National Suicide Prevention Lifeline at 1-800-273-TALK (8255)
Course Summary:
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