12:30 p.m. – 1:30 p.m., or by appointment
Course Purpose Wildfire risk to human populations, natural resources, and ecosystem functioning have been increasing for decades. Likewise, addressing wildfire as both a hazard and a necessary ecological process is frequently discussed as one of the more challenging issues facing modern environmental management. Policymakers, professionals, and scholars are increasingly recognizing that many of the distinct challenges facing wildfire risk management arise from a unique nexus of human influences, behaviors policies, and institutions. Ongoing decisions, made by individuals and through collective action at various scales, interact with the environmental conditions that will continue to influence human relationships with wildfire.
This course will explore foundational and emerging concepts surrounding wildfire management and wildfire risk. Special focus will be on theory and methods that guide understanding of the “human dimensions” influencing wildfire management, including the ideas or practices that structure wildfire management at local, state, and national levels. Students will consider social science lessons pertaining to landscape-level wildfire management, debate the utility of various scientific approaches or methods for assessing risk from wildland fire, discuss how science and policy influence collaborative wildfire management, and propose ways to strengthen the connections between science and real-world application.
Students in this course will develop a more nuanced understanding of the social, managerial and policy influences on wildfire management. They also will have a better understanding of the ways that foundational theories, ideas, and processes will continue to shape wildfire management so that they can engage those challenges as researchers, professionals or policymakers.
Welcome to the class. I look forward to working with you.
Course Goals- Explore the human dimensions of wildland fire management, including the ways that individual perception, collective action, policy, and institutions influence ways of managing societal risk.
- Illuminate the ways that emerging science intersects with the continued management of wildfire and associated natural resources.
- Develop knowledge of scientific research methods and their application to ongoing management practices or policy innovations.
- Develop the ability to synthesize findings from management, research, and policy studies to articulate gaps in knowledge surrounding a given topic or propose additional directions for advancement.
- Appreciate the broad range of theories and disciplines that combine to advance management of complex natural resource and hazard management issues.
- Understand some of the key policies and management guidance that drive wildfire management at federal, state and local levels of government.
My personal goal is to treat students with respect and provide them with the opportunity to learn.
I welcome your opinions about what topics you would like to focus on or learn more about. Never be afraid to ask questions—we can always investigate the answer together. In return, I ask that you treat the class, your fellow students, and this university with respect by working hard and striving to improve.
Course MaterialsCollege is expensive and the right materials are not always found in one book. I carefully designed the progression of our topics, and chose individual readings for each class day, to help provide a logic for our exploration of a complex topic. These readings also provide a broad array of perspectives or approaches for understanding class topics so that we can explore what will be most effective for individual student development.
Readings will all be made available on the course website for free. You can keep up with these readings, or read ahead, by accessing the course schedule. PDFs of all readings, or links to webpage documents are hyperlinked on the schedule for ease of access. The course schedule will be posted on the class website (i.e. not Canvas). Additional links will be provided on the class website to provide resources you might need.
Select Course and College PoliciesClass attendance Much of the knowledge you create in this class will come from readings and informed discussion with others. For that reason, attendance during class time is mandatory, and will count toward your grade (see grading section below). I have designed the reading list for this course to stimulate discussion, and I will help guide our exploration of topics. However, a big part of your success in class will come from engaging course topics, research, and associated ideas in a meaningful way. Use ideas, methods, and theories presented in the readings as means to explore your own interests. Adapt them to support your program of study. I encourage students to find ways that courses can help with their own research or professional endeavors.
Sharing ideas or perspectives with others can be challenging or embarrassing. However, working through common examples or building shared ideas can help us all improve. Be prepared to share your thoughts with others and have them discussed or constructively critiqued. Be sure to bring paper and something to write with if you are attending class in person. Virtual students should be prepared to write notes on a computer or tablet. One unexcused absence will be accepted. Additional absences will result in loss of participation points that count toward your grade. Please email me and the course TA if circumstances arise that will prevent you from attending.
This course takes place in the evening, and I understand there may be situations where someone needs to get in touch with you during class. As such, please turn your phone ringers to “silent” or “vibrate,” and exit the room to take any important calls. The same goes for text messaging. Please refrain from using your laptop in class for non-course related work.
Hybrid and Virtual Instructional Method This is a hybrid course, meaning that students can attend in person or virtually. A hybrid option maximizes opportunities for students to participate. Students are welcome to join the professor in CNR 18A during any of our class meetings. Likewise, can attend any class virtually if they prefer. Students are expected to attend class during the allotted time, even if you are not attending in person. I also expect that you will contribute to discussions, provide class examples, and engage with other students.
Instructor-Student Interaction Please make an appointment to meet with me about the course. The best way to reach me for scheduling is before or right after class. I am also available by email. I will generally respond to emails within 24 hours during the week. My expectation is the same for students. I generally do not respond to emails during the weekend, nor is it expected that you will respond over the weekend. I prefer not to discuss grades or any student records issues via email. Please schedule a meeting with me to discuss these issues. If necessary, I may ask you to submit a written petition about your particular grade. The classroom is typically not an appropriate place for these discussions.
Academic Integrity Plagiarism and/or cheating are among the most significant offenses that any student or professional can make. Academic integrity will be strongly enforced in this course. Any student caught plagiarizing on any assignment will be given an F grade for the assignment and will be reported to the Dean of Students Office. Cheating and plagiarism are defined in the
University of Idaho Student Code of Conduct. Additional
resources are available for students to avoid such activities.
UI Disability Statement Students with Disabilities: Reasonable accommodations are available for students who have documented temporary or permanent disabilities. All accommodations must be approved through the Center for Disability Access and Resources in order to notify your instructor(s) as soon as possible regarding accommodation(s) needed for the course. You can contact the
Center for Disability Access and Resources at 208-885-6307 or cdar@uidaho.edu.
Assignments and EvaluationStudents will submit discussion questions, participate in class discussions, complete written assignments, and serve as discussion leaders as part of the class. More information and scheduling information will be provided for evaluation points 2 and 3 in class.
- Active contributions to class discussion: Success in the class depends on student ability to keep up with the readings, critically reflect on what is read, and communicate thoughts or reactions to the ideas presented by other students. Each student will be evaluated on their: (1) regular class attendance; (2) demonstrated knowledge of weekly readings at the time of discussion; (3) engagement in critical discussion about topics covered in readings; and (4) participation in assigned class activities.
Each student should submit at least three discussion questions based on weekly readings to the discussion board on the course website. Questions could focus on applications of the work to fire management, a theoretical assumption of the research, methods or frameworks used, policy implications, etc. Questions may also include how the reading extends or can be applied to other work discussed in class. Questions need to be submitted to the course discussion forum for the week by noon two business days prior to the class meeting (Monday by noon). This allows the discussion leaders adequate time to incorporate the questions.
- Topic discussion lead: Each student will be expected to lead discussion for two classes. The discussion lead/co-leads will develop a short presentation overviewing of each of the assigned readings for that week. They also will be expected to compile the discussion questions submitted by their fellow classmates, come up with their own discussion questions, and help manage discussion during that week of class.
- Final Paper and Presentation: Each student will produce a final paper, which can take a number of forms depending on its utility to the student. For instance, some students may choose to produce a publishable literature review or synthesis paper on a topic relevant to wildfire risk management. Other students may choose to write a critical analysis of a risk management practice, or a synthesis of best practices relevant to a professional management issue (e.g. best practices for Community Wildfire Protection Planning creation, design of risk communication messaging surrounding evacuation). These more professional applications should follow the conventions of professional “grey” literature, policy briefs or technical reports. Other students may choose to write up existing data or research findings in the form of a publishable paper. Ideally, the focus of the paper should relate to or be an extension of topics covered in class. Students will be invited to discuss ideas with me for approval and comment.
Students will produce a pre-recorded presentation that outlines the primary findings, conclusions or lessons derived from their work. That presentation should take the form of a professional presentation to agency/organization superiors, a seminar to professional peers, or an academic conference presentation. Presentations should include verbal presentation of content by the author, visual aids, and be about 12-15 minutes in length. More detail will be discussed in class.
Completed assignments need to be submitted to the professor via email to ensure that the assignment is recorded. Late assignments will automatically lose 10% of the grade for the assignment. The assignment will decrease by a letter grade for each additional two days the assignment is late.
Grading
|
Content
|
Points
|
Percentage
|
Due
|
|
Active
contribution to class discussion
|
20
|
20%
|
-
|
|
Discussion
Leader (x2)
|
40
|
40%
|
-
|
|
Final
Paper
|
|
|
|
|
Final
Paper
|
30
|
30%
|
|
|
Final
Paper Presentation
|
10
|
10%
|
|
Grading
Distribution
|
A
|
B
|
C
|
D
|
F
|
|
100%-90%
|
89.9%-80%
|
79.9%-70%
|
69.9%-60%
|
< 59.9%
|
Schedule The website includes a link to a continually updated outline of how we will approach topics in the class. The schedule is not finalized and will likely evolve as we go depending on student progression, student mastery of topics, and the need to focus on some aspects over others. Reading assignments will be posted on the schedule ahead of classes. Please check the schedule often.
University of Idaho Policy on Concealed Carry of Firearms The University of Idaho bans firearms from its property with only limited exceptions. One exception applies to persons who hold a valid Idaho enhanced concealed carry license, provided those firearms remain concealed at all times. If an enhanced concealed carry license holder’s firearm is displayed, other than in necessary self-defense, it is a violation of University policy. Please contact local law enforcement (call 911) to report firearms on University property.
