EXECUTIVE SUMMARY
In late February, 2009, Provost Randhawa and the Deans of five colleges (Agricultural Science,
Engineering, Forestry, Liberal Arts and Science) initiated a working group tasked with
developing an undergraduate degree program in sustainability. The group was to identify and
document the need for this program, develop learning outcomes and describe the extent to which
the proposed program would add to existing curriculum. After a year of deliberation and
consultation with external reviewers the group determined that a dual-degree approach would be
most effective for incorporating sustainability into Oregon State University’s existing program
structure.
The curriculum proposed here will be offered via a 36-credit dual-degree approach similar in
structure to the OSU International Degree. The dual-degree consists of a sustainability core
(emphasizing economics, social/political dimensions, and ecological dimensions), a
sustainability-related practicum/internship (3 credits), and 16 credits of individualized study.
Credits for individualized study will be selected by students in cooperation with the
sustainability program advisor, and can emphasize sustainability as it relates to a primary
academic discipline. To the extent possible new courses for the degree will be developed via
modification of courses currently offered for the Sustainable Natural Resources Graduate
Certificate (College of Forestry).
The primary objective of the dual-degree is to prepare students to incorporate sustainability into
varied disciplinary and career pathways and be agents of positive change in their professions,
their communities and society as a whole. To achieve this objective the dual-degree uses an
overlay approach to create an academic context where sustainability theory is applied to a
student’s primary major of study. Students who complete the dual-degree will communicate
effectively with multiple audiences, work collaboratively with multiple and conflicting interests,
and apply content-level knowledge of economic, business, scientific, and sociological principles
of sustainability to an on-going practice of sustainable thinking and action.
1
2
Proposal to Initiate a New Instructional Program for an
Undergraduate Degree Program (Double-Degree) in Sustainability
December 2009
Oregon State University
College of Forestry
College of Liberal Arts
College of Science
College of Business
Contacts:
Matt Shinderman, PhD
Forest Ecosystems and Society
Cascades Campus
541-322-3159
[email protected]
Kate Lajtha, PhD
Botany and Plant Pathology
Oregon State University
541-737-5674
[email protected]
3
EXECUTIVE SUMMARY
In late February, 2009, Provost Randhawa and the Deans of five colleges (Agricultural Science,
Engineering, Forestry, Liberal Arts and Science) initiated a working group tasked with
developing an undergraduate degree program in sustainability. The group was to identify and
document the need for this program, develop learning outcomes and describe the extent to which
the proposed program would add to existing curriculum. After a year of deliberation and
consultation with external reviewers the group determined that a double-degree approach would
be most effective for incorporating sustainability into Oregon State University’s existing
program structure.
The curriculum proposed here will be offered via a 36-credit double-degree approach similar in
structure to the OSU International Degree. The double-degree consists of a sustainability core
(emphasizing economics, social/political dimensions, and ecological dimensions), a
sustainability-related practicum/internship (3 credits), and 16 credits of individualized study.
Credits for individualized study will be selected by students in cooperation with the
sustainability program advisor, and can emphasize sustainability as it relates to a primary
academic discipline. To the extent possible new courses for the degree will be developed via
modification of courses currently offered for the Sustainable Natural Resources Graduate
Certificate (College of Forestry).
The primary objective of the double-degree is to prepare students to incorporate sustainability
into varied disciplinary and career pathways and be agents of positive change in their
professions, their communities and society as a whole. To achieve this objective the doubledegree uses an overlay approach to create an academic context where sustainability theory is
applied to a student’s primary major of study. Students who complete the double-degree will
communicate effectively with multiple audiences, work collaboratively with multiple and
conflicting interests, and apply content-level knowledge of economic, business, scientific, and
sociological principles of sustainability to an on-going practice of sustainable thinking and
action.
4
1. Program Description
a. Proposed Classification of Instructional Programs (CIP) number:303301
b. Brief overview (1-2 paragraphs) of the proposed program, including its disciplinary
foundations and connections; program objectives; programmatic focus; degree, certificate,
minor, and concentrations offered.
The stated mission of Oregon State University is to ―promote economic, social, cultural and
environmental progress for people across Oregon, the nation and the world through our
graduates, research, scholarship, outreach, and engagement.‖ This statement, particularly the
introductory language, comes directly from the philosophy of sustainability. The proposed
sustainability double-degree was designed specifically to meet this need. While the career field
related to sustainability is nascent, the primary objective of this degree is to prepare students to
incorporate sustainability into varied disciplinary and career pathways and be agents of
positive change in their professions and their communities. Students who graduate with the
proposed double-degree will be able to integrate knowledge from their major with concepts and
practices of sustainability. They will communicate effectively with multiple audiences, work
collaboratively with multiple and conflicting interests, and apply content-level knowledge of
economic, business, scientific, and sociological principles of sustainability to an on-going
practice of sustainable thinking and action.
Sustainability education requires an explicit integration of economic, political, social and
ecological disciplines that transcends disciplinary boundaries. In contrast to traditional
disciplinary structures and knowledge, sustainability is a theme which has broad application to
all academic disciplines. The double-degree will not be housed within a particular college or
degree program, which will add value to existing sustainability-related curriculum at OSU by
providing access to students in all academic disciplines. Degrees for the program will be
certified by the department in which the student is majoring, similar to the International Studies
degree, and students will receive two separate diplomas. The curriculum proposed here will be
offered via a 36-credit double-degree approach similar in structure to the OSU International
Degree. The double-degree consists of a sustainability core (emphasizing economics,
social/political dimensions, and ecological dimensions), a sustainability-related
practicum/internship (3 credits), and 16 credits of individualized study. Credits for
individualized study will be selected by students in cooperation with the sustainability program
advisor, and can emphasize sustainability as it relates to a primary academic discipline. To the
extent possible new courses for the degree will be developed via modification of courses
currently offered for the Sustainable Natural Resources Graduate Certificate (College of
Forestry).
5
c. Course of study – proposed curriculum, including course numbers, titles, and credit
hours.
The curriculum for the Double-degree includes core, practicum and individualized study
components (36-credit total). Courses from a student’s major course of study will not count
towards Double-degree requirements, such that completion of the Double-degree will require 36
credits beyond the 180-credit minimum for graduation.
Sustainability Core (17-credits)
NR 350 (4)
SUS 304 (4)
SUS 430 (3)
SUS 440 (3)
Sustainable Communities
Sustainability Assessment
Ecological Dimensions of Sustainability or BI 301/306H
Economic Dimensions of Sustainability or AREC 352/ECON 352 or AREC 434
(pre-req ECON 201)
SUS 420 (3) Social Dimensions of Sustainability
Practicum (3 credits)
SUS 410 (3) Sustainability internship or
SUS 499 (3) Sustainable workshop/service learning
* SUS 410 credits may be achieved by participation in an IE3 Global Internship with advisor
approval.
Remaining Credits (16 credits)
In addition to the 20 credits specified above, students must work with the sustainability program
advisor to select courses relevant to their discipline and career path interests (16 credits total).
The program leads at both campuses will develop a series of thematic course sequences (example
tracks) for advising purposes and distribute to advisors in participating programs.
Credit total: 36
Classes that can be used to fulfill remaining requirements are listed below. Students are NOT
limited to taking courses within their primary major of study. The sustainability advisor(s) will
approve courses not listed here if they have an obvious link to sustainability and fulfill the intent
of the double-degree. Advisors will utilize the OSU Sustainability Office list of sustainabilityrelated courses as a guideline once the final list has been completed.
Business
BA 452 LEADERSHIP AND TEAM BUILDING (4) (pre-req BA 351 or 352)
BA 302 BUSINESS PROCESS MANAGEMENT (4) (pre-req MTH 245 or MTH 251)
BA 351 MANAGING ORGANIZATIONS (4)
BA 352 MANAGING INDIVIDUAL AND TEAM PERFORMANCE (4) (pre-req COMM 111
or COMM 114)
6
BA 362 SOCIAL ENTREPRENEURSHIP AND SOCIAL INITIATIVES (4)
BA 465 SYSTEMS THINKING AND PRACTICE (4)
BA 466 INTEGRATIVE STRATEGIC EXPERIENCE (4) (pre-reqs BA 340 or BA 360 AND BA
352 AND BA 357 and BA 390 or senior standing)
ECON 201 MICROECONOMICS (4)
ECON 202 MACROECONOMICS (4)
ECON 311 INTERMEDIATE MICROECONOMIC THEORY (4)
AREC 250 INTRODUCTION TO ENVIRONMENTAL ECONOMICS AND POLICY (3)
AREC 351 NATURAL RESOURCE EONOMICS AND POLICY (3) (pre-req AREC 250 or
ECON 201)
AREC 352 ENVIRONMENTAL ECONOMICS & POLICY (3) (pre-req ECON 201)
AREC 434 ENVIRONMENTAL AND RESOURCE ECONOMICS (3) (AREC 311 and AREC
312)
Engineering
BEE 221 FUNDAMENTALS OF ECOLOGICAL ENGINEERING (3)
BEE 320 BIOSYSTEMS ANALYSIS AND MODELING (3)
BEE 322 ECOLOGICAL ENGINEERING THERMODYNAMICS AND TRANSFER
PROCESS (4) (pre-req BEE 320)
CCE 422 GREEN BUILDING MATERIALS (3) (pre-reqs CCE 321 AND ECON 201/202 AND
ST 314)
ECE 438 ELECTRIC AND HYBRID VEHICLES (4) (pre-reqs ENGR 202 AND ENGR 212)
ME 312 THERMODYNAMICS (4) (pre-reqs MTH 256 AND ENGR 311/ME 311)
ENGR 350 SUSTAINABLE ENGINEERING (3)
CHE 450 CONVENTIONAL AND ALTERNATIVE ENERGY SYSTEMS (3)
CHE 451 SOLAR PV AND SOLAR THERMAL (3)
EEM XXX ENERGY LAW AND FINANCING (4)
EEM XXX ENERGY SYSTEM ASSESSMENT (4)
EEM XXX ENERGY STORAGE (4)
EEM XXX ENERGY DISTRIBUTION (4)
ECE 430 CONTEMPORARY ENERGY APPLICATIONS (4)
ENVE 321 ENVIRONMENTAL ENGINEERING FUNDAMENTALS (4)
Natural Sciences
ATS 320 MAN’S IMPACT ON CLIMATE (3)
BI 301 HUMAN IMPACTS ON ECOSYSTEMS (3)
BI 306 ENVIRONMENTAL ECOLOGY (3)
BI 349 BIODIVERSITY—CAUSES, CONSEQUENCES AND CONSERVATION (3)
BI 370 ECOLOGY (3) (pre-reqs BI 211 and BI 212 and BI 213)
BI 430H BIOTECHNOLOGIES: AGRICULTURE, FOOD AND RESOURCE ISSUES (3)
BI 435 GENES AND CHEMICALS IN AGRICULTURE: VALUE AND RISK (3)
CH 374 TECHNOLOGY, ENERGY, AND RISK (3)
CH 390 ENVIRONMENTAL CHEMISTRY (3) (one year chemistry required)
CSS/GEO 335 INTRO TO WATER SCIENCE & POLICY (3)
CSS 375 SOIL RESOURCE POTENTIALS (3) (pre-req CSS 305)
7
CSS 499 ST/GENE MOD ORGAN & SUST AGRI (1-16)
CSS 499 ST/ORGANIC FARMING (1-16)
FW 251 PRINCIPLES OF FISH AND WILDLIFE CONSERVATION (3)
FW 303 SURVEY OF GEOGRAPHIC INFORMATION SYSTEMS IN NATURAL
RESOURCES (3)
FW 321 FISHERIES AND WILDLIFE RESOURCE ECOLOGY (3) (pre-req FW 320)
FW 325 GLOBAL CRISES IN RESOURCE ECOLOGY (3)
FW 326 INTEGRATED WATERSHED MANAGEMENT (3) (pre-req FW 251)
FW 340 MULTICULTURAL PERSPECTIVES IN NATURAL RESOURCES (3)
FW 350 ENDANGERED SPECIES, SOCIETY AND SUSTAINABILITY (3)
FW 435 WILDLIFE IN AGRICULTURAL ECOSYSTEMS (3) (pre-reqs BI 370 and FW 251)
FW 441/442/443 PROBLEM SOLVING (must be taken in sequence)
FW 485 CONSENSUS AND NATURAL RESOURCES (3)
FW 488 PROBLEM SOLVING IN FISHERIES AND WILDLIFE SCIENCE (3) (pre-reqs FW
320 and FW 321 and 400 level FW coursework)
FW 489 EFFECTIVE COMMUNICATIONS IN FISHERIES AND WILDLIFE SCIENCE (3)
(pre-req FW 488)
FOR 332 RISK AND DECISION MAKING IN NATURAL RESOURCE MANAGEMENT (3)
(pre-reqs ST 351 and MTH 245 and AREC 250/ECON 201)
FOR 341 FOREST ECOLOGY (3)
FOR 355 MANAGEMENT FOR MULTIPLE RESOURCE VALUES (3) (pre-req FOR 111 or
NR 201x)
FOR 360 COLLABORATION AND CONFLICT RESOLUTION (3) (junior standing in COF)
FOR 365 ISSUES IN NATURAL RESOURCES CONSERVATION (3)
FOR 391 NATURAL RESOURCE COMMUNICATIONS (3)
FOR 445 ECOLOGICAL RESTORATION (4) (pre-req BI 370 or instructor approval)
FOR 448 MANAGEMENT OF LARGE FORESTED LANDSCAPES (3) (senior standing
COF)
FOR 455 URBAN FOREST PLANNING, POLICY AND MANAGEMENT (4) (pre-req FOR
447))
FOR 462 NATURAL RESOURCE POLICY AND LAW (3)
FOR 463 ENVIRONMENTAL POLICY AND LAW INTERACTIONS (3)
GEO 300 ENVIRONMENTAL CONSERVATION AND SUSTAINABILITY (3)
GEO 306 MINERALS, ENERGY, WATER AND THE ENVIRONMENT (3)
GEO 309 ENVIRONMENTAL JUSTICE (3) (pre-req WR 121 and sophomore standing)
GEO 324 GEOGRAPHY OF LIFE: SPECIES DISTRIBUTIONS AND CONSERVATION (4)
GEO 330 GEOGRAPHY OF INTERNATIONAL DEVELOPMENT AND GLOBALIZATION
(3) (GEO 105/106 or instructor approval)
GEO 350 POPULATION GEOGRAPHY (3)
GEO 365 INTRODUCTION TO GEOGRAPHIC INFORMATION SYSTEMS (4)
GEO 420 GEOGRAPHY OF RESOURCE USE (3) (pre-req 9 credits of upper division
geography)
GEO 424 INTERNATIONAL WATER RESOURCES MANAGEMENT (3) (pre-req 9 credits
of upper division geography)
GEO 426 THIRD-WORLD RESOURCE DEVELOPMENT (3)
8
GEO 423 LAND USE (3)
GEO 451/452/453 (3)
PH 313 ENERGY ALTERNATIVES (3) (upper division standing and 12 credits of science)
Z 349 BIODIVERSITY: CAUSES, CONSEQUENCES, AND CONSERVATION (3)
Z 348 HUMAN ECOLOGY (3)
Social Sciences/Humanities
ANTH 481 NATURAL RESOURCES AND COMMUNITY VALUES (3) (pre-req 3 credits of
social science)
AREC 250 INTRODUCTION TO ENVIRONMENTAL ECONOMICS AND POLICY (3)
AREC 253 ENVIRONMENTAL LAW, POLICY AND ECONOMICS (4)
AREC 351 NATURAL RESOURCE ECONOMICS AND POLICY (3) (pre-req AREC 250 or
ECON 201)
AREC 352 ENVIRONMENTAL ECONOMICS & POLICY (3) (pre-req ECON 201)
AREC 434 ENVIRONMENTAL AND RESOURCE ECONOMICS (3) (AREC 311 and AREC
312)
COMM 408 WORKSHOP (3)
COMM 440 THEORIES OF CONFLICT AND CONFLICT MANAGEMENT (3) (pre-req
COMM 321 or instructor approval)
COMM 442 BARGAINING AND NEGOTIATION PROCESSES (pre-req COMM 321 or
instructor approval)
ENG 482 STUDIES IN AMERICAN LITERATURE, CULTURE AND THE ENVIRONMENT
(3)
PHL 325 SCIENTIFIC REASONING (4)
PHL 390 MORAL THEORIES (3) (pre-req PHL 205)
PHL 439 PHILOSOPHY OF NATURE (3) (admission by application)
PHL 440 ENVIRONMENTAL ETHICS (3)
PHL 443 WORLD VIEWS AND ENVIRONMENTAL VALUES (3)
PS 331 STATE AND LOCAL GOVERNMENT AND POLITICS (4)
PS 370 SCIENCE, RELIGION AND POLITICS (4)
PS 474 NATURAL RESOURCE POLICY AND BUREAUCRATIC POLITICS (4) (pre-req PS
201 or 6 credits upper division NR)
PS 475 ENVIRONMENTAL POLITICS AND POLICY (4) (pre-req PS 201 or instructor
approval)
PS 477 INTERNATIONAL ENVIRONMENTAL POLITICS AND POLICY (4)
PS 449 TOPICS: COMPARATIVE ENVIRONMENTAL POLITICS AND POLICY (3)
PS 452 ALTERNATIVE INTERNATIONAL FUTURES (4) (pre-req PS 205)
PS 461 ENVIRONMENTAL POLITICAL THEORY (4)
SOC 360 POPULATION TRENDS AND POLICY (4) (pre-req SOC 204)
SOC 480 ENVIRONMENT SOCIOLOGY (4) (pre-req SOC 204)
SOC 481 SOCIETY AND NATURAL RESOURCES (4) (pre-req SOC 204)
SOC 485 CONSENSUS AND NATURAL RESOURCES (3)
9
New Course Descriptions
SUS 304 (4) Sustainability Assessment
A measurement and evaluation-based course where students will learn the theories behind and
application of sustainability assessment methodologies including The Natural Step, LEED
certification, ISO 14001 (and others), life-cycle assessment, embodied energy analysis, and
ecological, water and carbon footprint analysis.
SUS 430 (3) Ecological Dimensions of Sustainability or BI 301/306H
Students will learn fundamental principles of ecosystem dynamics and how human activities
influence ecosystem structure and function at local, regional and global scales. The course will
explore the use of ecological principles to understand and evaluate human endeavors including
product design (biomimicry), waste creation and management, and economies.
SUS 440 (3) Economic Dimensions of Sustainability or AREC 352/434
This course will describe how current economic models treat ecosystems and emerging theories
about how economics can be used to achieve sustainable outcomes. Areas of focus will include
market failures and externalities, ecosystem services markets, cap and trade approaches to
environmental pollution, natural capitalism, systems thinking and community-based approaches.
SUS 420 (3) Social Dimensions of Sustainability (pre-req SOC 204)
This course will be developed as an undergraduate version of SNR 520. Students will learn
about five primary components of sustainable social systems, including human and community
well being, tenure rights and security, participatory democracy, social viability, cultural diversity
related to sustainability and defining the obligations and responsibilities of citizenship.
SUS 410 (3) Sustainability Internship
The internship program will be similar to the MECOP program in engineering, wherein students
are paired with organizations, agencies and businesses to develop and/or implement
sustainability planning and operations. Students will primarily work with partners on
sustainability assessments (carbon inventories, life-cycle assessments, comprehensive
sustainability assessments) and sustainability planning via an established framework (e.g. The
Natural Step). Service learning projects will typically involve planning and managing
sustainability-related events including (but not limited to) the Portland Better Living Show, the
OUS Sustainability Conference and numerous community events related to
sustainability. Students may also participate in sustainability workshops and training sessions
offered by a variety of organizations, including The Natural Step and Sustainable Northwest.
Sustainability program advisors will be responsible for developing internship opportunities for
students and for developing a specific approach to service learning on a case-by-case basis.
10
*Written and oral communication skills will be emphasized in all core courses via presentations,
group work, reports, white papers, critical analyses and interaction with organizations offcampus. Additionally, the practicum component of the double-degree will require constant
interaction with off-campus professionals, for which students will develop skills in
sustainability-related outreach, education and training.
d. Manner in which the program will be delivered, including program location (if offered
outside of the main campus), course scheduling, and the use of technology (for both oncampus and off-campus delivery).
The proposed sustainability double-degree will be offered at both the Corvallis and Cascades
Campuses upon approval. The program will not be affiliated with an existing college, but will
instead be administered independently, similar to International Programs. To facilitate program
administration on the two campuses a joint-campus structure is proposed, wherein each campus
will have a program director/advisor. Given the uncertainty of future enrollment and
administrative need, staffing and administrative support for this degree will be minimal until
sufficient demand has been demonstrated. Program leads at each campus will communicate
regularly and share responsibility for maintaining information about the degree, both on-line and
in associated hard-copy materials. Program leads will also be responsible for scheduling SUS
courses and managing student internships/practicum projects.
Students enrolled in the program must complete the 180-credit minimum for graduation in
addition to 36 credits for the sustainability double-degree. Students will be accepted into the
double-degree program if they have completed all course prerequisites and maintain a minimum
institutional GPA of 2.5. Enrollment will also be open to post-baccalaureate students who have
completed a bachelor’s degree. Degrees for the program will be certified by the department in
which the student is majoring, similar to the International Studies degree, and students will
receive two separate diplomas.
Courses for the sustainability core will be developed primarily for on-campus delivery at both
campuses if resources allow. In the event that resources on the main campus are not available,
courses will be delivered on-site at the Cascades Campus and streamed to students in Corvallis.
NR 350 is currently delivered at the Cascades Campus only, so the course will be modified for
streaming media delivery to students at the main campus. SUS 420 and SUS 430 will be
developed as undergraduate, on-campus versions of existing courses, SNR 520 Social Aspects of
Sustainable Natural Resources and SNR 530 Ecological Principles of Sustainable Natural
Resources, respectively. The two remaining new courses, SUS 304 and SUS 440 will be
developed collaboratively by faculty from both campuses and delivered on-site or via streaming
media at each campus.
There is currently adequate room capacity for streaming media delivery of courses on both
campuses. According to CMC and John Meyers in particular, there is no problem with room
availability as long as sufficient lead-time is given for course scheduling. The purpose of the
rooms in Kidder -- as well as in Owen Hall -- is to receive classes, and CSS streams classes back
and forth to Eastern Oregon. CMC is creating another room in Kidder to accommodate
11
increased demand, and has other rooms that can be used if the demand is great enough as well.
Program leads will seek streaming media delivery for additional courses that meet the 16-credit
individualized study requirement of the degree.***
e. Ways in which the program will seek to assure quality, access, and diversity.
Quality control for the sustainability double-degree will be maintained by two committees: 1) a
dual-campus faculty review committee; and 2) an industry/community-expert review board. The
dual-campus faculty review committee will consist of faculty from both campuses who represent
a broad spectrum of sustainability-related disciplines. Membership will be by appointment of the
Deans from participating colleges. This committee will review program goals, curriculum and
student performance on a biennial basis. The industry/community-expert review board will be
comprised of local industry representatives from companies who are currently leading the field
in sustainability-related activities. Program directors at both campuses will populate the
industry/community-expert review boards with members from their respective communities,
although information developed by the two boards will be shared between the two campuses.
The faculty and industry boards will meet bi-annually to evaluate program outcomes, provide
input on curriculum and advise the program leads on critical areas for program improvement.
Access to the sustainability double-degree will be in keeping with the OSU policy of increasing
access to innovative, relevant educational programs through non-traditional delivery modes that
serve place-bound students, address targeted business needs, and promote lifelong learning. The
double-degree format was selected because it provides an excellent opportunity for students from
a variety of academic disciplines to participate while allowing them to gain the necessary depth
of knowledge in their selected major. Additionally, the degree will be available to students who
have recently completed a four-year degree but would like additional training in the field of
sustainability. There are no specialized requirements for the degree (i.e. a foreign language) and
limited pre-requisites, many of which can be used to satisfy baccalaureate core requirements.
Any students who meet the basic admission requirements for the double-degree will be admitted,
regardless of academic year or college affiliation.
f. Anticipated fall term headcount and FTE enrollment over each of the next five years.
Starting Fall Term 2011 the anticipated headcount and FTE is as follows:
Fall Term Headcount
2011
2012
2013
2014
2015
Cascades Campus
10
15
30
50
70
Corvallis Campus
25
50
75
100
150
Total Double-degree
35
65
105
150
220
12
Double-degree Grads
0
30
60
100
140
Enrollment predictions were based on several factors. First, a survey of current OSU students
(n=896) indicated strong student support for a double-degree in sustainability, even if it required
them to take an extra year of coursework. Interest in the degree program was also gauged by
enrollment in NR 350 Sustainable Communities, a required course for the degree. Enrollment in
NR 350 for Winter 2011 was the highest of any course at Cascades, and students consistently
contact the instructor inquiring about when the double-degree will be available. Finally,
anticipated student demand was based on enrollment in other similar programs around the
country, primarily at Arizona State University. Although the degree at ASU is a traditional
bachelor's we expect the flexibility of the double-degree approach to attract similar student
numbers.
Recruitment for this program will be similar to recruitment for other programs. Program
advisors will work with the Natural Resources Program to develop online and print materials for
both campuses. Additionally, Cascades Campus will utilize the existing Facebook page to
advertise the new program and will promote availability widely throughout the network of
listservs maintained for Cascades-related events. We did not develop a plan for marketing to
post-bacc students, but we could certainly work with the Alumni Association to promote the
program with graduates.
g. Expected degrees/certificates produced over the next five years.
See table above.
h. Characteristics of students to be served (resident/nonresident/international;
traditional/nontraditional; full-time/part-time; etc.)
It is expected that the majority of students enrolled in the program will be traditional, full-time
residents at either the Cascades or Corvallis campuses. Due to the flexibility of the doubledegree approach, it is likely that a significant proportion of the enrolled students will represent
non-traditional, part-time students who may or may not be in residence at either campus. There
are no current plans to offer the degree in an online-only format, although that may change if
there is sufficient demand for online delivery.
13
i. Adequacy and quality of faculty delivering the program.
Courses offered as part of the dual degree program will be taught by existing OSU faculty, with
the exception of one new tenure-track position at the Cascades Campus. All faculty participating
in the program are experts in their respective fields.
j. Faculty resources – full-time, part-time, adjunct.
As stated above, existing OSU faculty will deliver the majority of curriculum in the doubledegree. On the Corvallis campus, we are proposing to hire one instructor, who has taught many
classes relating to sustainability, to offer one core class per term (SUS 304, SUS 430) starting in
year 3 of the program. Faculty teaching alternates to the core SUS classes (e.g. BI 306H, BI 301,
AREC 352/434) are committed to offering these classes on a regular basis.
At the Cascades Campus the following faculty will be available to teach courses for the doubledegree:
Name
College
Specialty
FT/PT
Will Teach
Julie Elston
Business
Finance
FT/Tenured
SUS 440
Kreg Lindberg
Forestry
Eco-tourism
FT/Tenured
SUS 440
Matt Shinderman
Forestry
Sustainability
FT/Instructor
NR 350
Marla Hacker
Business
Management
FT/Tenured
BA 302
Natalie Dollar
Liberal Arts
Communications
FT/Tenured
COMM
440/442/408
Upon approval of this degree, the Cascades Campus will hire a full-time Assistant Professor
responsible for teaching SUS core and additional courses that fulfill requirements for the
Sustainability and Natural Resources degrees. Cascades will utilize an existing instructor
position to fulfill the role of campus program director and practicum supervisor. Existing faculty
at Cascades will deliver remaining SUS core courses. Program directors will pursue streamingmedia delivery for courses that meet both core and individualized study requirements.
k. Other staff.
N/A.
l. Facilities, library, and other resources.
14
Cascades Hall has classroom and library capacity to support this program. Additionally, the
campus has strong connections to organizations in the community which currently sponsor
student projects and internships directly related to the subject matter of the degree.
OSU Corvallis campus houses the Valley Library, whose collection comprises materials in all
subject areas, containing over 1.4 million volumes; 14,000 serials; and 500,000 maps and
government documents. Media Services has extensive experience with videoconferencing and
streaming media, both delivering and receiving courses from OSHU, Hatfield, and Cascades
Campus and many other points around Oregon. The Corvallis campus currently has 5
classrooms for videoconference classes with more being built as the need for interactive classes
and seminars is increasing. Students can also connect live to classes via streaming media.
Currently there is no cost at the Corvallis campus for receiving a class delivered by the Cascades
campus. Kidder 278 has a videoconferencing room that can accommodate 44 students, and
Kidder 274 can hold 18 students. Up to 5 classes each term can be held in these rooms.
m. Anticipated start date.
If approved the sustainability double-degree will be launched Fall Term 2011. Recruitment for
full-time and part-time faculty will begin immediately following approval.
2. Relationship to Mission and Goals
a. Manner in which the proposed program supports the institution’s mission and goals for
access; student learning; research, and/or scholarly work; and service.
The stated mission of Oregon State University is to ―promote economic, social, cultural and
environmental progress for people across Oregon, the nation and the world through our
graduates, research, scholarship, outreach, and engagement.‖ The proposed sustainability
double-degree was designed specifically for this purpose.
The sustainability double-degree will be the first undergraduate bachelor’s degree in
sustainability within the OUS system. Given the ―overlay‖ nature of the degree, students from
all disciplines at Oregon State University will have access to the curriculum. Offering the degree
at both campuses will address the needs of place-bound students on both sides of the Cascades.
Additionally, the partnership between Central Oregon Community College and the Cascades
Campus provides access to four-year degrees at considerably lower cost, which creates an
opportunity for students who might not otherwise be able to afford an OSU degree.
Sustainability is a topic that has global appeal. Program growth in the United States is only now
beginning in earnest, yet much of this growth has occurred at the graduate level, so there is
significant opportunity for institutions to gain a competitive advantage for students at the
undergraduate level. Implementation of the double-degree has the potential to attract students
from other areas of the country and abroad. We expect to conduct significant recruiting of both
foreign and out-of-state students to this unique degree program.
15
The proposed degree represents an interdisciplinary approach that is uncommon in traditional
academic divisions. Students will experience and embrace the interrelationships between
academic disciplines in a manner that mimics real-world situations. They will learn techniques
and strategies that allow them to be a part of resolving real-world problems in the classroom and
in project settings. The double-degree structure will allow students to gain sufficient knowledge
and training in their primary discipline while concurrently developing skills in sustainability
theory and practice. Students will leave the program prepared to integrate these skills into
whatever career pathways they follow, thus allowing OSU to achieve a much broader scope of
impact than is possible via traditional single-discipline pathways.
The double-degree will be delivered by a mix of research and instruction-based faculty at both
campuses. This split-focus approach, in combination with the interdisciplinary nature of the
degree, will provide excellent opportunities for collaborative research. Sustainability, at a
practical level, is at a threshold point where communities and organizations are struggling to
reinvent their operations. As such, there is tremendous opportunity for university research that
can provide empirical evidence to support sustainable approaches to a variety of problems faced
by communities throughout Oregon. Focus groups involving businesses, non-profit
organizations and government agencies in Central Oregon have demonstrated a clear need for
university assistance in the arena of sustainability and sustainable development. At a conceptual
level, the knowledge base and literature focused on sustainability is in its infancy, so there is
significant opportunity for OSU faculty scholarship to contribute to this emerging field.
Research and community outreach associated with the sustainability double-degree will directly
support OSU’s land-grant mission. Specifically, applied research in collaboration with
individual organizations, communities and local governments will assist those entities in their
development, planning and operations. For example, it is clear that some form of climate-based
legislation is imminent in the United States. OSU faculty and students enrolled in the
sustainability double-degree can assist communities and organizations with development of
baseline impact assessments, areas for improvement and efficient strategies to achieve success.
Further, the practicum requirement of the sustainability double-degree is expressly designed to
integrate community service into the student experience. Students will work with local
community organizations and agencies to develop sustainability related projects that benefit
project hosts and provide a valuable learning experience for students. Given its’ land-grant
roots, OSU is uniquely positioned to provide knowledge and assistance to communities all along
the rural-urban spectrum.
b. Connection of the proposed program to the institution’s strategic priorities and
signature areas of focus.
The sustainability double-degree is directly compatible with OSU’s strategic priorities and
signature areas of focus. Specific points of alignment are discussed for each priority and focus
area.
16
1. Sustain and accelerate improvements in student learning and experience through creation of
outstanding academic and student engagement programs.
The sustainability double-degree is the first undergraduate bachelor’s degree in sustainability
within the OUS system and offers a degree of interdisciplinary study uncommon in traditional
university settings. The program will engage faculty and students from a broad cross-section of
disciplinary backgrounds and requires students to work with entities from local communities on
sustainability-related projects.
2. Align and strengthen innovative scholarly and research activities to continue discovering new
products and technologies that generate economic activity.
The sustainability double-degree will bring together faculty from a variety of academic
disciplines, providing an opportunity for more strategic and holistic alignment of sustainabilityrelated scholarship and research.
3. Focus even more intently on enhancing OSU's ability to produce strategies and solutions for
the most important – and intractable – issues facing Oregon, the nation, and the world.
The issues facing Oregon, the nation and the world can all be described in the context of
sustainability. Students who complete the double-degree will be able to incorporate
sustainability into varied disciplinary and career pathways and be agents of positive change in
their professions and their communities. They will communicate effectively with multiple
audiences, work collaboratively with multiple and conflicting interests, and apply content-level
knowledge of economic, business, scientific, and sociological principles of sustainability to an
on-going practice of sustainable thinking and action.
4. Improving the understanding of the earth ecosystems upon which all life depends, and
promoting their sustainability through high-impact public policy involvement with issues such
as climate change, food security and safety, renewable energy production, and economically
viable natural resource management.
The sustainability double-degree was specifically designed to address this priority. Resolving
these issues will require a multi-disciplinary approach that is grounded by a universal
framework: sustainability. Students from a variety of disciplines will be able to apply an overarching sustainability approach to the more focused and specific content of their major
disciplines.
5. Building more holistic and interdisciplinary approaches to healthy aging, chronic infectious
disease control, new drug development, mental health, and disease prevention to enhance the
human lifespan, decrease health care costs, and maintain a healthy population.
Although not specifically designed to address these issues, the double-degree will prepare
students who graduate with an emphasis in these disciplines to take a holistic and sustainable
approach to resolving these problems.
17
6. Capitalizing on an expanding institutional culture of innovation and collaboration to discover
and implement creative, economically powerful solutions to America's critical challenges
through leadership in areas such as energy and clean technology, micro and nano technology,
and natural resource product technology.
There is no doubt that technological advancement is a critical component of improving life on
this planet, with the strong caveat that technologies must be developed and implemented in such
a way that they do not create new and more complicated problems. Students graduating with a
double-degree in sustainability will be prepared to answer not only how but whether to do things
in the quest for sustainable communities.
The sustainability double-degree is also consistent with OSU’s three signature areas of
distinction: advancing the science of sustainable earth ecosystems, improving human health and
wellness and promoting economic growth and social progress. Achieving these ends requires a
collaborative, interdisciplinary approach that is not likely to result from traditional withindiscipline academic structures.
Considerations for OSU Cascades Campus
The double-degree will be offered on both OSU campuses, and although the two campuses share
OSU’s strategic priorities and mission, the Cascades Campus has a separate but compatible
strategic plan. OSU-Cascades has four strategic priorities: enrollment growth, academic
program growth, fiscal sustainability, and community outreach. The sustainability doubledegree program will contribute to all of these.
The double-degree is the first sustainability bachelor’s degree within the OUS system and has the
potential to draw new students to both campuses. An additional benefit for OSU-Cascades is the
development of a two-year sustainability degree at COCC, which will likely provide a pipeline
of students into programs at Cascades, including the double-degree. Furthermore, the doubledegree is compatible with Central Oregon’s billing as a locus of sustainability-oriented business
activity.
OSU Cascades currently offers 6 undergraduate majors and 2 graduate majors. The doubledegree is among a suite of three new programs proposed for the campus including Energy
Engineering Management and Hospitality (option through College of Business). Given the
interdisciplinary nature of the degree and the overlay approach, the double-degree has the
potential to draw new students to the campus who will enroll in, and strengthen, existing
programs.
Although OSU Cascades is currently enjoying a period of fiscal investment, it is critical that the
campus attract a significant donor base and increase enrollment by out-of-state students.
Widespread student interest in sustainability would suggest that the double-degree will be
attractive to students throughout the United States and abroad. Additionally, the connection to
COCC will offer students a more affordable alternative to a traditional four-year university
18
degree. As tuition rates increase at universities across the nation OSU-Cascades will become an
increasingly popular option for students.
The practicum component of the sustainability double-degree is specifically designed to
encourage community outreach. Bend, Oregon is currently in the midst of determining how, as a
community, it will emerge from the current economic recession and become more economically
resilient in the future. Students enrolled in the double-degree program can be a part of crafting
and implementing solutions to these issues by developing projects in conjunction with the City of
Bend, Bend 2030, Economic Development of Central Oregon (EDCO), Central Oregon
Intergovernmental Council and other participating organizations and agencies. Based on
workshops held at the Cascades Campus in 2009, there is widespread support for sustainabilityrelated curriculum in the community.
c. Manner in which the proposed program contributes to Oregon University System goals
for access; quality learning; knowledge creation and innovation; and economic and
cultural support of Oregon and its communities.
In 2004 the Oregon State Board of Higher Education identified sustainability as ―a key
opportunity area for investment.‖ Similarly, the Board’s OUS Portfolio Subcommittee
concluded in 2007 that OUS should ―create a System reputation (each university, all universities
together) for excellence in sustainability education and research.‖ Following these
proclamations, the OUS convened the first annual Sustainability Summit in April 2008, one
conclusion of which was the system should work to ―capitalize on Oregon’s strengths in
sustainability and position it to be a world leader in education, research, facilities management,
and community outreach.‖ OUS institutions have yet to fully meet this challenge.
As a land-grant institution, Oregon State University has an obligation to assist communities
throughout Oregon in their economic development. While this assistance has traditionally
focused on agricultural and forestry extension, local and regional economies in transition
demand a more comprehensive approach. OSU is uniquely positioned, perhaps more than any
other Oregon University, to impact communities across the urban-rural spectrum. The
sustainability double-degree will provide sustainability curriculum that addresses stated OUS
goals. The degree will also create a mechanism for student involvement in local and regional
communities where they can help to create sustainable solutions for community enhancement.
The double-degree approach offers the greatest flexibility and potential for curricular
depth/specialization in a traditional major with an overlay of knowledge and skill areas necessary
for a degree focused on sustainability. A double-degree is also more visible and credible to
potential employers and/or graduate programs than a minor or specialty option. Given this
flexibility and the option to attend either the Bend or Corvallis campus, the double-degree will
offer significant access advantages over other approaches.
19
d. Manner in which the program meets broad statewide needs and enhances the state’s
capacity to respond effectively to social, economic, and environmental challenges and
opportunities.
As Oregon and the nation move headlong into the future fundamental questions about how our
communities can persist and thrive in changing social, ecological and economic times remain
unanswered. The proposed sustainability double-degree program is designed to integrate
disciplines that inform how humans can co-exist with non-human communities sustainably.
While the career field specifically related to sustainability is nascent, the primary objective of
this degree is to prepare students to incorporate sustainability into varied disciplinary and career
pathways and be agents of positive change in their professions and their communities.
Institutions and organizations across the globe are attempting to address challenges related to
climate change, energy-related issues, and growing consumer demand for socially responsible
products and services. Additionally, increasing emphasis at the federal and state levels on the
development of a ―green economy‖ is creating demand for individuals with knowledge and skills
in sustainability-related disciplines. From an academic perspective, meeting this need requires
development of new curricula that provide students with the conceptual background and
technical skills needed to address sustainability issues.
As stated above, students who graduate with the proposed double-degree will be able to integrate
knowledge from their major with concepts and practices of sustainability. The degree is
specifically structured to incorporate social, economic and ecological components of
sustainability, directly compatible with statewide goals and needs. In addition to the technical
skills required to address issues common to economic, social and environmental sectors, students
who graduate from this program will bring a more holistic and systems-based approach to
problems they encounter.
3. Accreditation
a. Accrediting body or professional society that has established standards in the area in
which the program lies, if applicable.
There currently are no accrediting bodies related to this field, although the Association for the
Advancement of Sustainability in Higher Education (AASHE) is emerging as a clearinghouse for
information regarding sustainability in higher education.
b. Ability of the program to meet professional accreditation standards. If the program does
not or cannot meet those standards, the proposal should identify the area(s) in which it is
deficient and indicate steps needed to qualify the program for accreditation and date by
which it would be expected to be fully accredited.
Not applicable.
20
c. If the proposed program is a graduate program in which the institution offers an
undergraduate program, proposal should identify whether or not the undergraduate
program is accredited and, if not, what would be required to qualify it for accreditation.
Not applicable.
d. If accreditation is a goal, the proposal should identify the steps being taken to achieve
accreditation. If the program is not seeking accreditation, the proposal should indicate why
it is not.
At which time an appropriate accrediting body has been formed Oregon State University will
seek accreditation for this program.
4. Need
a. Evidence of market demand.
Market demand, while not the driver for development of this degree, can be demonstrated in a
variety of ways. First, there has been exponential growth in the number of sustainability-focused
MBA programs around the country. A recent article in BusinessWeek magazine (January 19,
2009) reported that enrollment in sustainability-related electives at UNC’s Kenan-Flagler
Business School has doubled over the last four years. Given the emphasis on sustainability at the
graduate level, there is a need for sustainability-focused undergraduate programs.
Governments at all levels are increasingly focused on development of ―green economies‖,
creating a demand for individuals with knowledge and skills in sustainability-related disciplines.
At the same time, however, there is broad agreement that individuals with the skills to implement
sustainability are lacking across economic sectors. In a global survey of over 2000 sustainability
professionals in 2008, seventy-five percent felt strongly that there is a lack of effective
sustainability-related leadership in government, business and multi-lateral organizations
(GlobeScan 2008). From an academic perspective, meeting this need requires development of
new courses and coordinated programs that provide the conceptual background and technical
skills needed to address sustainability issues.
The double-degree is not designed to serve a specific job market. Instead, the program will
better prepare students in traditional disciplines to matriculate into their respective fields and
help their employers and communities make better, more sustainable decisions. As with other
fields, it is now well-established that many of the jobs for which our students will compete do
not yet exist. This is especially true for sustainability-related jobs, although there are already
signs of future demand, particularly for management-level positions including sustainability
coordinator and sustainability director. Much of the current and future job growth is in the arena
of consulting, where individuals are required to apply fundamental skills in a wide variety of
specific settings. Students with a double-degree in sustainability will be particularly well-suited
for sustainability consulting careers.
Results from the following surveys and job searches support the assertion of sustainabilityrelated job growth:
21
2009 Association of Energy Engineers (AEE)

Survey of energy professionals and engineers.

Over 41% of respondents indicated that they would be retiring within the next 10 years,
vacating positions including Certified Sustainable Development Professional and
Certified Carbon Reduction Manager, both of which would be well-served by doubledegree graduates.
Next10: Diversity and Distribution of California’s Green Jobs (2009)

Growth in the ―green jobs‖ sector outpaced growth in all jobs overall for the state.

Identified environmental consulting, and specifically sustainable business consulting, as
one of 15 major job corps subsections in the state economy.

Consulting jobs overlap the energy generation, energy efficiency, green transportation,
water and waste water, and air and environment job sectors.

45% of the job market is in services, the largest share of which is in environmental
consulting.

Specifically mentioned emerging jobs in management settings, including sustainability
coordination, program and operations management.
Jobs.com

Search using sustainability as a keyword generated 362 jobs nationwide.

Titles range from Greenhouse Gas Sustainability Consultant to Strategy and Operations
Sustainability Manager.

Jobs span economics sectors and include universities, government agencies and the
private sector.
Monster.com

Sustainability as a keyword.

Generated 363 jobs nationwide.

Results similar to the Jobs.com search.
Anecdotal evidence of student demand for sustainability programs is strong, particularly given
enrollment trends in NR 350, one of the first sustainability-focused undergraduate courses
offered at OSU. A survey conducted by the OSU Sustainability Working Group provides
22
empirical evidence of demand within the existing OSU student body. The survey was made
available to all undergraduate students at OSU (excluding veterinary medicine and pharmacy
students) in May 2009. Eight-hundred ninety-six students responded to the survey overall, with
40% indicating they would likely enroll in a sustainability double-degree, even if it required an
additional year of school. Support for the double-degree was irrespective of academic year or
college affiliation.
OSU Cascades and COCC jointly conducted community workshops focused on perceived needs
for sustainability curriculum in Winter 2008. Attendance was strong at these workshops and
participants represented a diverse spectrum of non-profit organizations, businesses and
government agencies. Participants universally expressed a need for sustainability education for
the future workforce and were keenly interested in the development of sustainability curriculum
at both institutions.
Finally, it is clear from the stated goals of the University, the OUS and the State of Oregon that
there is a need for students who can bring a multi-disciplinary, holistic approach to the kinds of
problems they are likely to face as citizens. These problems do not fit neatly within the
knowledge base of any single academic discipline, but instead cut across them all. Resolving
them will require state-of-the-knowledge approaches that are integrative rather than reductionist.
b. If the program’s location is shared with another similar OUS program, proposal should
provide externally validated evidence of need (e.g., surveys, focus groups, documented
requests, occupational/employment statistics and forecasts).
While several OUS institutions offer programs geared towards sustainability, none of the
programs provide the same level of access to students from all academic disciplines at the level
of a bachelor’s degree. The double-degree in sustainability will be unique within the OUS.
c. Manner in which the program would serve the need for improved educational
attainment in the region and state.
The double-degree will likely increase student interest in obtaining four-year degrees and will
help to establish OUS as a leader in sustainability education in the United States. One goal of
this program is to prevent the ―leakage‖ Oregon typically experiences wherein a significant
portion of our best students leave the state to obtain degrees elsewhere. Creating unique and
high-quality programs like the double-degree will allow students to pursue their professional
interests and develop skills for addressing societal problems. Furthermore, unique programs are
likely to increase interest from students beyond state and national borders.
d. Manner in which the program would address the civic and cultural demands of
citizenship.
As stated above, the primary objective of this degree is to prepare students to incorporate
sustainability into varied disciplinary and career pathways and be agents of positive change in
their professions and their communities. The curriculum for the double-degree is specifically
designed to emphasize the importance of civic engagement and community building as key to
23
sustainability efforts. Furthermore, key social components of sustainability, including group
communication and decision making, are requirements of the degree. Finally, by incorporating a
required practicum the double-degree explicitly responds to a need for student civic engagement
and community participation.
5. Outcomes and Quality Assessment
a. Expected learning outcomes of the program.
Students who graduate with the proposed double-degree will be able to integrate knowledge
from their major with concepts and practices of sustainability. They will communicate
effectively with multiple audiences, work collaboratively with multiple and conflicting interests,
and apply content-level knowledge of economic, business, scientific, and sociological principles
of sustainability to an on-going practice of sustainable thinking and action.
Specifically, they will be able to:
1
Comprehend: recognize and understand existing and new knowledge about sustainability.
Specifically, understand how social, economic, and environmental processes work alone and
interdependently to create sustainable systems. They will also demonstrate proficiency with
the use of different approaches to sustainable practices such as Natural Step, LEED, ISO
14001, etc.
2
Apply: concepts related to ecosystem and social components of sustainability in order to
interpret sustainability issues and evaluate potential solutions. Specifically, students will
demonstrate knowledge of…









basic principles of ecosystem structure and function
ecological goods and services and human use thereof
mass and energy laws as they relate to consumption of resources and production
of waste
natural resource stocks and flows and the ecological implications of consumption
biogeochemical cycles (e.g. hydrologic cycle, carbon cycle, other nutrient cycles)
social system organization
legal and human rights aspects of society
basic human needs and satisfiers
guidelines and tools for sustainable development.
3
Apply: apply concepts related to economic and business components of sustainability
including natural resource valuation and natural capitalism, ecological economics, systems
thinking, industrial ecology, sustainable product development and sustainable consumption,
tragedy of the commons, sustainability perspective of major macro-economics schools,
public policy and economic tools for strategic sustainable development, organizational
learning and change, weak and strong sustainability, backcasting, building an organizational
vision, prioritization support for decision makers, and management systems.
24
4
Demonstrate: proficiency with sustainability assessment tools (life cycle analysis, energy
return on energy invested, embodied energy, carbon and ecological footprinting) and their
application to various human systems.
5
Interpret and Apply: use available data and information to create sustainable solutions for
desired future conditions. Specifically, participate in the development and monitoring of a
sustainability solution that includes development of a long-term monitoring program.
Demonstrate the role of leadership in coping with change, energizing action and providing
inspiration for transformational change towards sustainability.
6
Communicate and Collaborate: with multiple audiences with diverse backgrounds and
interests. Specifically, be able to write for and talk with both experts and lay people, utilize
multiple approaches including websites and visualizations, and work with groups with
different perspectives and approaches.
b. Methods by which the learning outcomes will be assessed and used to improve
curriculum and instruction.
Outcomes assessment for the degree will be accomplished in several ways. First, assessment
will be accomplished via individual course evaluations for courses in the 17-credit sustainability
core. Faculty assigned to teach courses for the degree will review course outcomes following
conclusion of each course and summarize the extent to which course outcomes contributed to
outcomes specified for the double-degree. Faculty will develop their own method of direct
measurement of course outcomes (at least one) in addition to the traditional SET assessment.
Results from individual course assessments will be reviewed by the faculty advisory committee,
and the committee will prepare an annual assessment report specifying relevant areas of
excellence and deficiency with recommendations for improvement.
Learning outcomes will also be indirectly-assessed by an exit survey administered to all students
upon completion of double-degree requirements. Questions for the exit survey will be developed
collaboratively by the faculty and industry committees. Data obtained from exit surveys will be
reviewed and summarized by the faculty advisory committee on an annual basis.
Finally, the faculty advisory committee will develop a performance survey to be completed by
organizations with whom students work to satisfy their practicum requirement (upon
completion). Survey questions will link student performance directly to degree outcomes and
will require host organizations to evaluate performance in outcome categories using a Likert-type
scale. Data obtained from performance surveys will be compiled with other outcomes
assessment data and summarized in the annual assessment report. Program directors will review
assessment reports and work with individual faculty to make adjustments where appropriate.
c. Program performance indicators, including prospects for success of program graduates
(employment or graduate school) and consideration of licensure, if appropriate.
Program performance will be evaluated on a biennial basis using the following indicators:
25






student graduation and enrollment rates
student matriculation into sustainability-related positions and graduate programs
fiscal sustainability (principally in relation to FTE break-even)
SET scores for courses involved in the program
Outcomes assessment
periodic (every five years) industry review
Standards for performance indicators will be developed jointly by the faculty and industry
advisory committees. The five-year industry review will be coordinated by the program
directors and will entail a web-based survey of companies for which program graduates work.
The survey will also be administered to select samples within the communities of Corvallis and
Bend to ascertain the relative benefit of the double-degree program to community sustainability
initiatives and development.
d. Nature and level of research and/or scholarly work expected of program faculty;
indicators of success in those areas.
Tenured and tenure-track faculty participating in the program will largely come from existing
programs. Research expectations and indicators of success will be commensurate with
expectations in home departments. For the tenure-track position to be filled at Cascades
Campus, research expectations and indicators of success will be as follows:

Demonstrated ability to conduct high-quality, publishable research in the arena of
sustainability.

Publications in highly-regarded peer-reviewed journals which constitute significant
contributions to the field and establish Oregon State University as a locus of
sustainability-related scholarship.

Delivery of research-based presentations at professional conferences and symposia.
6. Program Integration and Collaboration
a. Closely related programs in other OUS universities and Oregon private institutions.
The double-degree will be the first undergraduate degree in sustainability within the OUS system
and in Oregon. Portland State University offers two minors that feature the word sustainability,
but they do not currently offer an undergraduate degree. Oregon Institute of Technology offers
an area of emphasis in sustainable technologies as a part of the environmental science degree, but
the focus is primarily on renewable energy and associated technologies. Southern Oregon
University offers a sustainable communities option within the Environmental Science program,
but this program appears to be limited to students enrolled in that program. Within OSU there
are several programs that approach the intent of the double-degree, including at least two
Options that include the word ―sustainability‖ in the title (Environmental Sciences
Undergraduate Programs’ Conservation and Sustainability Option and BRR’s Option in
26
Sustainable Ecosystems). The double-degree is unique in that it is open to students of all
academic disciplines.
Several undergraduate programs, including Natural Resources and Environmental Science, offer
similar multi-disciplinary curricular approaches, although emphasis on sustainability is typically
on a course by course basis.
b. Ways in which the program complements other similar programs in other Oregon
institutions and other related programs at this institution. Proposal should identify the
potential for collaboration.
The comprehensive nature of the double-degree and its over-lay design will complement existing
programs within the state by providing significant value-added to the available sustainability
curriculum. As stated above, the double-degree will prepare students to matriculate from their
primary disciplines and incorporate sustainability principles into their respective careers and
communities. While the double-degree was designed to be an OSU degree, there is potential to
offer the degree at multiple institutions, with each institution bringing its own relative
disciplinary strengths and resources. Within OSU, the double-degree is designed from the
ground up to encourage collaboration with existing programs, such as Business, Forestry,
Environmental Science, Liberal Arts, Engineering, and Geoscience. In fact, the degree will not
be possible without this collaboration.
c. If applicable, proposal should state why this program may not be collaborating with
existing similar programs.
N/A.
d. Potential impacts on other programs in the areas of budget, enrollment, faculty
workload, and facilities use.
Given the double-degree structure, negative impacts on other programs are unlikely. To the
contrary, it is possible that interest in the double-degree will have a positive impact on
enrollment in existing degree programs. The program will utilize existing faculty to the greatest
extent possible. To reduce faculty burden and utilize limited resources in the most efficient
manner possible, courses will be delivered via video-conferencing and streaming media to
Corvallis from Bend and vice-versa depending on capacities at each campus.
7. Financial Sustainability (attach the completed Budget Outline)
a. Business plan for the program that anticipates and provides for its long-term financial
viability, addressing anticipated sources of funds, the ability to recruit and retain faculty,
and plans for assuring adequate library support over the long term.
At Cascades one tenure-track faculty will be hired for the double-degree in Spring 2011 in
preparation for program implementation in Fall 2011. Funds for the position are accounted for in
the E&G budget for OSU-Cascades. Start-up funds ($20,000-30,000 per year) are available from
27
the institutional fund balance for three years. The budget for services and supplies for the
double-degree will be the same as for other programs ($5,000 per year). Costs for technology
support and hardware (phone and IT) are covered by the general institutional budget. Tenuretrack faculty will be awarded $2,000 per year for professional development, which is reflected in
funds allocated for supplies. Additional funds for the program will include $250.00 per year to
support program review meetings, a one-time expense of $11,000.00 to support costs associated
with recruitment, moving expenses and start-up for the tenure-track hire, a one-time expense of
$6,000.00 for the purchase of life-cycle assessment software, and $600.00 for supplies and travel
expenses.
Administration of the double-degree on the main campus will be handled by an interim
advisor/program lead (Kate Lajtha, Botany and Plant Pathology, has agreed to serve in this
capacity), who will receive one summer month in the first year and one course release in the
second year of the program. When student enrollment in the program exceeds 75 students (in
Corvallis) the program leads will request permission to hire a 0.25 professional advisor. The
program leads will also request a part-time instructor in year 3 to assist with on-campus delivery
of core classes (Corvallis).
The double-degree will both benefit from and provide benefits to faculty recruitment in existing
programs at OSU. The double-degree is a unique program that will attract innovative and
qualified faculty interested in building a new program and establishing a reputation of excellence
in an emerging and critically important field. In addition, the ability to work with students and
faculty from a variety of academic disciplines presents opportunities and challenges uncommon
in other fields. As program enrollment grows and new faculty are needed, competitive salaries
and Oregon’s excellent quality of life will help to recruit high-caliber faculty.
It is anticipated that enrollment at Cascades will reach the break-even point for FTE (25) by the
fourth year, at which point enrollment is expected to be 40-50 students. After four years the
program would be fiscally sustainable, and faculty could be added commensurate with student
enrollment growth.
Given limited resources to teach additional courses on the main campus, new courses associated
with the degree (NR 350, SUS 304, SUS 420, SUS 430, SUS 440) will be delivered by Cascades
faculty via streaming media to main campus. As with other courses delivered in this manner,
tuition revenue will be assigned to the instructor of a given course. This arrangement will
benefit both campuses by increasing course enrollments at lower cost per student. Where
necessary, Cascades will hire or use existing part-time instructors to provide on-site
supplemental instruction for classes that originate in Corvallis. Cascades will also provide the
necessary funds to build library resources in the sustainability field where necessary.
Note to Library: we do not anticipate this program requiring investment in library
resources for the Valley Library, which already provides outstanding resources for all of
the major academic disciplines impacted by the Double-degree.
28
The total budget requested for the main campus is under $200,000 for four years, and includes a
faculty advisor/program lead and part-time advising support when enrollment reaches 75
students. In year 2, a part-time instructor is requested when enrollment in required classes
exceeds what can be easily handled by video-conference classes from Cascades. With time, the
goal will be to add SUS classes to tenured faculty members' permanent assignments. Rather than
hire a separate professional advisor when enrollment grows, FTE will be added to other advising
interdisciplinary positions (e.g. Natural Resources). The program will not require a separate
administrative office, but will coordinate with Natural Resources and other Interdisciplinary
Programs.
b. Plans for development and maintenance of unique resources (buildings, laboratories,
technology) necessary to offer a quality program in this field.
No additional facilities will be required for the double-degree. To ensure a high-quality
program, participating faculty on both campuses will establish partnerships with local industry
and community organizations to provide opportunities for off-campus student learning and
leadership training.
c. Targeted student/faculty ratio (student FTE divided by faculty FTE).
Courses for the degree will be delivered by faculty from a number of different programs,
including adjuncts. At Cascades the student FTE/faculty FTE ratio will start at approximately
10, with a target maximum of 40 for the long-term.
d. Resources to be devoted to student recruitment.
Recruitment for this program will be similar to recruitment for other programs. Program
advisors will work with the Natural Resources Program to develop online and print materials for
both campuses. Additionally, Cascades Campus will utilize the existing Facebook page to
advertise the new program and will promote availability widely throughout the network of
listservs maintained for Cascades-related events. We did not develop a plan for marketing to
post-bacc students, but we could certainly work with the Alumni Association to promote the
program with graduates.
29
8. External Review
APPENDIX A-LIAISON WITH OSU INSTRUCTIONAL UNITS
From:
Sent:
To:
Cc:
Subject:
McLain, Tom
Tuesday, May 18, 2010 11:45 AM
Lajtha, Kate
Shinderman, Matt
Sustainability Dual Degree Program
Kate,
I’m very pleased to support the proposal for a Sustainability dual degree program. In addition
to the intrinsic merits of the plan, it also complements our strategic shift toward a restructured
undergraduate degree program for a BS in Renewable Materials. That name change is in the
final stages of the Cat I process, but our curriculum changes are now in place for Fall 2010.
Pairing Sustainability with Renewable Materials could easily be an attractive option for future
students interested in careers that foster a sustainable society. In addition, our revised
curriculum now includes a number of new or revised courses that may be of interest to a
broader group of dual majors, such as:
WSE 210 Renewable Materials Utilization and Technology
WSE 453 Global Trade in Renewable Materials
WSE 471 Renewable Materials in Building Construction
WSE 473 Bioenergy and Environmental Impact
Regardless of specific course opportunities, the concept of a Sustainability dual degree
opportunity for OSU students is clearly in line with the strategic direction of the university and
needs of Oregon. It should offer new value to our students and competitive advantage for
OSU.
Tom McLain
........................................................................
Thomas McLain
Professor and Department Head
Wood Science & Engineering
119 Richardson Hall
Oregon State University
Corvallis, OR 97331 USA
(O) 541-737-4257; (F) 541-737-3385
http://woodscience.oregonstate.edu
30
From:
Sent:
To:
Cc:
Subject:
Coakley, James - COB
Tuesday, May 18, 2010 5:06 PM
Lajtha, Kate
Shinderman, Matt
Dual Degree Program in Sustainability
The College of Business supports the Proposed Undergraduate Degree Program in
Sustainable Systems. We agree with the concept that this would be a dualdegree that adds value to undergraduate degrees from multiple disciplines.
The proposal offers flexibility in that it allows students multiple
paths/concentrations to fulfill the degree requirements.
jrc
James R. Coakley, PhD
Associate Dean for Academic Programs
College of Business
Oregon State University
Bexell Hall 200
Corvallis, OR 97331
31
From:
Sent:
To:
Cc:
Subject:
Field, Kate
Tuesday, May 18, 2010 11:34 AM
Lajtha, Kate
Shinderman, Matt
RE: Sustainability Dual Degree proposal
Hi Kate and Matt,
I reviewed your proposal for the Sustainability Dual Degree program and I
think it's a great idea. I like the idea that this is an add-on degree-students would presumably do it by choosing as many of their Bacc Core classes
as possible from your lists, and then choose most of their upper-division
classes from within their majors. That makes it accessible to a variety of
students. I think this is timely, very well aligned with the University's
goals, and also unique. Because it is unique, it could attract students to
OSU.
It will make an excellent add-on to the BioResource Research degree, and I
think you will see many BRR students who want to do it, especially those who
are in the following BRR options: Sustainable Ecosystems, Bioproducts and
Bioenergy, Water Resources, and Climate and Biosystems Modeling.
Looking forward to working with you on this,
Kate
Kate Field
Director, BioResource Research (http://agsci.oregonstate.edu/brr/)
Department of Microbiology
220 Nash Hall
Oregon State University
Corvallis, OR 97331
(541) 737-1837; (541) 737-0496 FAX
[email protected]
32
From:
Sent:
To:
Cc:
Subject:
Bloomer Sherman [[email protected]]
Monday, May 10, 2010 2:55 PM
Lajtha, Kate; Shinderman, Matt
Muir, Patricia; Wolf, Aaron - Email Forward; Trempy, Janine - Email Forward
College of Science Liaison on Sustainability Double Degree
Dear Kate and Matt:
The College of Science units have reviewed the proposal you have led for an Undergraduate Degree Program
(Double-degree) in Sustainability. This is certainly a complex undertaking at a campus like this, with so many
connections to sustainability. The general sense of comments back to me was that there were not major issues for
most of our programs. The proposal was noted as “a good idea” and a “nice idea in principle”.
There were a couple questions raised. One was about how this proposal would relate to options and degrees in
Environmental Sciences and if there was any significant overlap with options there. I understand that Pat Muir, the
Environmental Science Director and one of her advisors have had extensive conversations with Matt, and that those
concerns about curriculum and alignment have been addressed in the revised proposal.
The second pointed out that there is a GEO 300: Environmental Conservation course currently taught in
Geosciences, that might have some broad similarities to NR 350: Sustainable Communities, currently taught at
Cascades. The courses clearly target different audiences; this might be an opportunity to explore with Geosciences
how GEO 300 might be aligned with NR 350 or adapted to this program.
I don’t believe there were concerns with the proposed SUS courses, as these are all designated at a higher level
than any existing courses in the College. I did not get any suggestions for courses to be added to the list of electives.
Let me know if you have any questions. The College is supportive of the proposal, with only the suggestions noted.
I appreciate your very substantial efforts in working on this for the campus. Let me know if the College can be
helpful in any way.
Sherm
Sherman H. Bloomer
Dean, College of Science
128 Kidder Hall
Oregon State University
Corvallis, OR 97331-4608
Ph: 541-737-3877 541-737-3877
FAX: 541-737-1009
Sherman. Bloomer @oregonstate.edu
Experience. Explore. Discover. Achieve.
33
From:
Sent:
To:
Cc:
Subject:
Shinderman, Matt
Thursday, May 06, 2010 2:05 PM
Hall, Cori - COS
Lajtha, Kate
Sustainability Cat 1
Hello Cori,
Thank you for sharing your thoughts about the sustainability double-degree proposal. I’d like to take a
moment to address the comments you provided, so please review my responses below (in red).
Pat, DM,
I had a chance to look over this during travel and find this proposal very interesting. I’m surprised that
this is the first that I’ve heard about this. And yes, Pat, I’d like to hear your thoughts on this or if there is
any other background that we are not aware of.
In a first glance of the proposal, here are my thoughts:
1. This is a potentially wonderful opportunity for non-science students to add on an additional
degree to their current program. I’ve met with a few students interested in a minor in
Environmental Sciences, but do not have the lower division science background. This could be a
great option for those students. This program could potentially be very popular.
2. For students pursuing an Environmental Sciences major, it appears that a lot of the coursework
will overlap. Can the courses double count in existing interdisciplinary majors? If so, then it will
not be a lot of added coursework for an E. S. student to receive this double degree. Also, what
would be the advantage for students in Environmental Sciences to complete this, and would this
degree program potentially draw students away from the E. S. major? (I don’t know the answer,
just a question to consider!) Although there will be some overlap between courses that meet
requirements of the ES and proposed degrees students will not be allowed to double-count
courses between their major of study and the double-degree. The main objective here is to
have students expand their knowledge of dimensions of sustainability outside their primary
discipline. The advantage for ES students will be an opportunity to increase the depth of their
knowledge in sustainability and develop some specific skills related to sustainability assessment
and management. As I mentioned to Pat, it is just as likely that the double-degree (if promoted
properly) will increase enrollment in existing programs as it is for students to be drawn away.
Preventing significant enrollment ebb will require close collaboration between ES, NR and
program leads for the new degree to ensure appropriate messaging in promotional materials. If
34
ES decides to promote the double-degree with your current marketing materials the degree
could be added value rather than competition.
3. For students who are not on Cascades campus, there are pieces of this proposal that are not
best serving the students:
Given limited resources to teach additional courses on the main campus, new courses
associated with the degree (NR 350, SUS 304, SUS 420, SUS 430, SUS 440) will be delivered by
Cascades faculty via streaming media to main campus. As with other courses delivered in this
manner, tuition revenue will be assigned to the instructor of a given course. This arrangement
will benefit both campuses by increasing course enrollments at lower cost per student. Where
necessary, Cascades will hire or use existing part-time instructors to provide on-site
supplemental instruction for classes that originate in Corvallis. Cascades will also provide the
necessary funds to build library resources in the sustainability field. The estimate provided by
the Library is $XXXXXX. (pg 23)
As there are all ready many programs and people here locally who could teach these kinds of
classes, it doesn’t make sense to me why the courses will all be taught in Cascades, and available
to Corvallis students by streaming media. My understanding is that the student numbers in
Cascades is very low. But I know that there is interest in growing the footprint at Cascades, so I
imagine that this degree program is one way that they are planning on doing that. While
boosting enrollment at Cascades was certainly a consideration for this degree, the language you
refer to above was added principally as a cost-saving measure for main campus in the early
stages. Several Deans urged us to minimize the main campus commitment to this program
initially, particularly where fiscal resources were concerned. Although there are many good
instructor options on main campus we were working under the assumption that teaching
resources were already stretched fairly thin. If this is not the case we welcome development of
main campus offerings. Either way, the proposal does not limit the ability of faculty on either
campus to offer courses for the degree.
4. It would be good to get clarification on the following as it appears that it may affect us and our
advising loads. :
Rather than hire a separate professional advisor when enrollment grows, FTE will be added to
other advising interdisciplinary positions (e.g. Natural Resources). The program will not require
a separate administrative office, but will coordinate with Natural Resources and other
Interdisciplinary Programs. (pg 23) Kate Lajtha has had discussions with NR about collaborating
on advising for this degree, so that is likely the direction we will head as we move forward. We
do not anticipate adding advising load to ES as a result of the double-degree. If enrollment
35
exceeds expectations significantly we will reevaluate hiring a professional advisor for the
program. Again, the idea was to keep the administrative costs for this program as low as
possible until enrollment trends justify greater investment.
I’d be interested in discussing this further and staying updated on the plans, as it could potentially have
an impact on us!! If we work on this together the impact should be positive!
Thanks and take care!
Cori
Cori Hall
Academic Advisor
Environmental Science / Pre-science Education
3020 Cordley Hall
[email protected]
36
From:
Sent:
To:
Subject:
Rodgers, Lawrence
Monday, April 26, 2010 9:47 AM
Shinderman, Matt
Re: sustainability cat 1
Nothing new has come my way. Consider the email below to indicate my support. Let me know if
anything else needs to come your way from CLA. Good luck,
Larry
On 4/26/10 9:42 AM, "Shinderman, Matt" <[email protected]> wrote:
Hello Larry,
Just checking in to see if you have heard anything further on the proposal. If not, we will interpret your
message below as a final expression of support for the degree.
Cheers,
ms
Matt Shinderman, PhD
Forest Ecosystems and Society
Oregon State University-Cascades
541-322-3159 541-322-3159
[email protected]
From: Rodgers, Lawrence
Sent: Tuesday, April 13, 2010 10:57 AM
To: Shinderman, Matt
Subject: Re: sustainability cat 1
Hi Matt:
This has been circulating about in our college, presumably being vetted by our respective experts. I’m
hearing back general support all around so am willing to offer my support for the proposal.
Larry
37
Larry Rodgers, Dean
College of Liberal Arts
207 Gilkey
Oregon State University
Corvallis, OR 97331
Phone: 541-737-4581 541-737-4581
Fax: 541-737-3910
On 3/16/10 3:27 PM, "Shinderman, Matt" <[email protected]> wrote:
Greetings Larry,
It has been some time since we last spoke (the last sustainability working group meeting) and I hope you
have been well in the interim. As you know Kate and I have been steadily working on the Cat 1 for the
sustainability double-degree, and we have gotten to the point where the proposal is ready for
submission. We are in the process of soliciting letters of support to accompany the proposal when it is
finally submitted to Academic Programs. I know you have been a supporter of this process and would
greatly appreciate it if you would consider writing a brief letter we can include in our proposal package
(email submissions are acceptable). Towards that end I have attached the most recent draft for your
review.
Let me know if this is something you are willing to do or if you have any questions about the proposal.
Thanks very much for your consideration.
Cheers,
Ms
Matt Shinderman, PhD
Forest Ecosystems and Society
Oregon State University-Cascades
541-322-3159 541-322-3159
[email protected]
38
From:
Sent:
To:
Subject:
Shinderman, Matt
Wednesday, May 05, 2010 9:26 AM
Muir, Patricia
RE: Comments on draft sustainability degree program
I’ll make a point of it when I am in Corvallis again.
Cheers,
ms
Matt Shinderman, PhD
Forest Ecosystems and Society
Oregon State University-Cascades
541-322-3159 541-322-3159
[email protected]
From: Patricia Muir [mailto:[email protected]]
Sent: Wednesday, May 05, 2010 9:18 AM
To: Shinderman, Matt
Subject: RE: Comments on draft sustainability degree program
Thanks, Matt!
I haven’t taken time to read the revised proposal, but your comments below are helpful.
Take care – and who knows, maybe we’ll actually meet sometime!
Pat
39
From: Shinderman, Matt [mailto:[email protected]]
Sent: Tuesday, May 04, 2010 10:57 AM
To: Muir, Patricia
Cc: Lajtha, Kate
Subject: RE: Comments on draft sustainability degree program
Hello Pat,
Thanks again for the feedback on the proposal. I’ve attached a revised copy of the draft that
incorporates many of your comments. I’ve also prepared a point-by-point response to most of the
questions you raised in your review. Here they are:
1. Need to specify double-counting options between major course of study and double-degree—
there will be no double-counting, so a student will have to complete the required 180-credit
minimum plus 32 credits for the double-degree.
2. Can courses be substituted for the core? No. We designed the 16 credit individualized study
option to allow a degree of flexibility.
3. Courses already exist that fulfill specified requirements for SUS 420, 430 and 440. In our
meetings over the last year we did not find that to be accurate for the specified learning
outcomes. While some existing courses come close (e.g. AREC 352 for SUS 440) there are some
substantive gaps in relation to the learning outcomes. As a compromise we decided to allow BI
301 as a substitute for SUS 430 and AREC 352 for SUS 440, but there is value in having courses
with a specific designator for this degree. Perhaps we should try to get 301 and 352 cross-listed
as SUS for this purpose. Additionally, after conversations with Denise Lach about the social
component we agreed that a good option would be to create an undergraduate version of SNR
520.
4. Streaming media course delivery to main campus. We included this language in recognition of
teaching resource limitations on main campus. If there are resources on main campus to teach
the new courses we will pursue those options. If not, streaming media/live course delivery is
already done regularly from Cascades. To my knowledge there is no extra cost to Corvallis
students. See #12 below.
5. Why choose 400-level for core courses? We went back and forth on this issue and ultimately
decided on the 400-level because these courses will be of a capstone nature for most students.
Pre-reqs have been identified for most of the core courses and listed on the most recent draft. I
would be open to changing some of the courses to 300-level where appropriate.
40
6. Can other internship credits be substituted for the practicum requirement? Generally no.
Students enrolled in this program will benefit from more project experience, so completion of
two projects to meet requirements in two programs will be an asset rather than a liability.
7. Substitutions within the 16-credit individualized study component—yes, upon approval by the
program advisor.
8. Listing of SUS 304 in ENV SCI? Certainly.
9. Questions about anticipated headcount/FTE. The projections are based on data from the
survey, student requests for information about the degree at Cascades and enrollment in a
similar program offered at Arizona State University. We anticipate adding staff capacity as
student demand allows/requires.
10. Development of distance option—we will discuss this with distance ed once the program is
approved.
11. Approval for Cascades tenure-track hire. There is approval/support for the hire at Cascades but
it is linked to approval of the degree. If the degree (or some variant) is not approved the hire
will not occur.
12. Streaming media course costs for Corvallis students—currently there are no costs for students
taking courses piped in from Cascades. TRF funds allow for five courses to be delivered via
video-conference per term. Cascades will also dedicate funds to this purpose should the fivecourse limit be exceeded in a given term.
13. Survey results:
http://www.surveymonkey.com/sr.aspx?sm=_2fCX9CqG41EUfCew9A57cbL6tDABw
_2f4Ir_2fcdKpqbHv9M_3d
14. Concern about impact on ENVSCI and NR. As we state elsewhere in the document, the doubledegree approach is just as likely to increase enrollment in existing programs as it is to compete
with them. The key will be to promote the degree as value-added for programs like ENVSCI and
NR (actually ALL programs). This will require close collaboration with ENVSCI and NR on
promotional materials and advising, with the burden falling on the SUS program advisor for
development and sharing of materials.
Let me know if you have additional questions.
ms
Matt Shinderman, PhD
Forest Ecosystems and Society
Oregon State University-Cascades
541-322-3159 541-322-3159
41
[email protected]
From: Patricia Muir [mailto:[email protected]]
Sent: Monday, April 26, 2010 1:10 PM
To: Shinderman, Matt
Cc: Lajtha, Kate
Subject: FW: Comments on draft sustainability degree program
Dear Matt,
Sorry, I neglected to cc you on this message with attached comments!
Here you go,
Pat Muir
From: Patricia Muir [mailto:[email protected]]
Sent: Monday, April 26, 2010 1:03 PM
To: 'Kate Lajtha'; 'Doescher, Paul'
Cc: 'Patricia Muir'
Subject: Comments on draft sustainability degree program
Hi Kate and Paul,
I’m attaching an edit-tracked version of the proposal draft – was faster to comment this way than to create
a separate memo, and it seems that this wasn’t an official liaison request (a pre-liaison request, as I
understand it), so I hope this will meet your needs. I sent the draft to Cori and Dawn Marie, the oncampus and e-campus advisors, respectively, for the Env Sci Undergrad Program, so it is possible that
you’ll hear from one of them as well.
I think the proposed degree has a lot of potential.
Please get in touch with me if you want clarification on any of my comments.
Take care!
Pat
Patricia S. Muir, Professor
Dept of Botany & Plant Pathology
Director, Environmental Sciences Undergraduate Program
2082 Cordley Hall
42
Oregon State University
Corvallis, OR 97331-2902 USA
(541) 737-1745 (541) 737-1745
From: Kate Lajtha [[email protected]]
Sent:
Friday, April 02, 2010 7:32 AM
To:
Wu, Zhaohui - COB; Doescher, Paul; Muir, Patricia; Bloomer, Sherman - COS
Cc:
Shinderman, Matt
Subject:[Fwd: Sustainability Dual Degree proposal]
Attachments:
SustainabilityCat1draft.doc
Hi all,
A gentle reminder, as I have not yet gotten any letters from any of
you....................
Sherm, I assume you will have sent this to your chairs?
-------- Original Message -------Subject:
Date:
Sustainability Dual Degree proposal
Thu, 25 Feb 2010 15:32:19 -0800
From: Kate Lajtha <[email protected]>
To:
Salwasser, Hal <[email protected]>, Sherman H. Bloomer
43
<[email protected]>, Wu, Zhaohui - COB
<[email protected]>, Rodgers, Lawrence R
<[email protected]>, Adams, Ronald Lynn
<[email protected]>, Kleinsorge, Ilene K
<[email protected]>
CC:
Shinderman, Matt <[email protected]>, Lajtha, Kate J
<[email protected]>
Hi all,
All of you have seen drafts of this proposal, and all of you have appointed
faculty to serve on the ad hoc committee to develop the proposal. Matt
Shinderman and I are now sending the proposal to deans and faculty to gather
letters of liaison. Both Matt and I are happy to meet with you or others in
your units to discuss details of the proposal, and we welcome input and
comments. I am sending separate letters requesting liaison to departments
heads and other faculty; if you have specific individuals that you think I
should ask for letters, please let me know.
Traditionally, letters such as this requesting letters have a "due date"
comment, such as, "if we do not hear from you by May 1 we will assume that you
approve of this proposal for a new dual degree program."
Because we understand that this is a large and complex program, we prefer to
44
state that we very much want letters by May 1, but we are flexible, and if
more time is needed because you want to have us present this proposal to a
faculty group or to have a different committee review it, we can accommodate
such requests.
-Kate Lajtha
Department of Botany and Plant Pathology Oregon State University Corvallis OR
97331
phone: 541-737-5674
fax:
541-737-3573
45
APPENDIX B-LETTERS OF SUPPORT
46
47
NATURAL RESOURCES PROGRAM
211 Peavy Hall  Corvallis, Oregon  97331-5703
Telephone: 541/737-9135  Fax: 541/737-1393
May 6, 2010
Memo to:
Kate Lajtha, Professor
Matt Shinderman, Instructor
From:
Paul S. Doescher, Program Director
RE:
Sustainability Dual Degree Program
It is with enthusiasm that I write this letter in support of the proposed
Sustainability Degree Program. For many years, students in the undergraduate
Natural Resources Program have voiced a strong desire to have a curricular
pathway that encompasses the practice and theory behind the growing field of
sustainability. Many of these students have developed individualized specialty
options which touch on components of sustainability; however these do not carry
the same weight and visibility that could be accomplished through a Dual Degree
48
Program. Plus, the proposed curriculum provides a greater in-depth learning
environment that goes well beyond what is currently available at OSU.
It appears that this degree program would efficiently build on many courses that
already exist at OSU. I would suggest that much positive collaboration would result
as faculty from across campus engage to offer this dual degree. Overall, I find this
program to fit in well with the strategic direction of OSU, and thus am fully
supportive of this effort.
Sincerely,
Dr. Paul S. Doescher
Professor
Director, Natural Resources Program
49
Oregon State University, 321 Richardson Hall, Corvallis, Oregon 97331
T 541-737-2244 | F 541-737-1393
MEMO TO:
Kate Lajtha, Professor
Matt Shinderman, Instructor
FROM
Brenda McComb, Department Head
Brenda McComb
RE:
Sustainability Dual Degree Program
I am writing to support the Category 1 proposal to establish a Dual Degree Program in
Sustainability. The goals of the program include many of the same philosophical
underpinnings described in the Mission statement for the Department of Forest
Ecosystems and Society (FES), but extend those goals to many other disciplines. As
stated in the proposal, ―Sustainability education requires an explicit integration of
economic, political, social and ecological disciplines that transcends disciplinary
boundaries and reunites the arts and sciences.‖ The expertise in ecology, social science
and economics found in FES lends itself well to supporting this degree program. I expect
that many of the students currently enrolled in the Natural Resources undergraduate
degree program (which is administered within FES) would chose to seek a dual degree in
sustainability.
Because the program is largely based on courses already available across campus there is
minimal impact on our faculty with regards to increased course loads. Further, because
many of our faculty have expertise in the economics, social/political dimensions, and
ecological dimensions identified in this program, I fully expect that some of our faculty
would be willing to advise or mentor students in this program. Finally, some of the
courses currently being developed through eCampus within the Sustainable Natural
Resources Graduate Certificate (also administered with in FES) quite likely could be
modified to contribute to this dual degree option if comparable undergraduate eCampus
courses were to be developed.
Given the broad national and international interest in sustainability issues in all of its
dimensions, I feel confident that many students will find this an attractive option and I
would expect that it will attract students to this campus who otherwise may not have
considered OSU. It has my full support.
50
April 28, 2010
To Whom It May Concern:
Please accept this letter in support of the proposed Dual-Degree Sustainability
Program that is being considered for Oregon State University. Sustainability is an
increasingly important discipline that is influencing a large and growing amount of
economic activity. Sustainability expertise is one of Oregon’s key economic
competitive advantages.
I believe the dual-degree approach is an effective way to offer a sustainability
program and is a practical way to produce graduates that will be able to find good
jobs. I am currently working with the State or Oregon to develop the legislativelyrequired Oregon Green Jobs Growth Plan. A central focus of this effort is to ensure
that students are not just trained and educated, but also employed. My expertise
suggests that breadth of knowledge and flexibility of experience is highly valuable
in the green jobs arena and a dual degree option makes good sense.
Finally, I know that Matt Shinderman has great expertise and commitment in this
area. I believe he would be an excellent lead in this new program.
Sincerely,
Cylvia Hayes
CEO
51
52
APPENDIX C-BUDGET
Total new resources required to handle the increased workload, if any. If no new resources are required, the budgetary impact should be
reported as zero
Institution: OSU-Cascades
Indicate the year:
Program: Sustainability
Academic Year: 2011-2012
_____X____First
__________Second
__________Third
__________Fourth
Prepare one page each of the first four years
Column A
From Current
Budgetary
Unit
Column B
Institutional
Reallocation
from Ojher
Budgetary Unit
Column C
From Special State
Appropriation Request
Column D
From Federal Funds and
Other Grants
Column E
From Fees, Sales and
Other Income
Column F
LINE ITEM
TOTAL
Personnel
Faculty (Include FTE)
73,493
73,493
Graduate Assistants (Include FTE)
0
0
Support Staff (Include FTE)
0
0
Fellowships/Scholarships
0
0
34,886
34,886
OPE
Non-recurring
11,000
11,000
119,379
119,379
0
0
Library/Electronic
1,402
1,402
Supplies and Services
7,850
7,850
0
0
Personnel Subtotal
Other Resources
Library/Printed
Equipment
Other Expenses (Software)
Other Resources Subtotal
6,000
6,000
15,252
15,252
Physical Facilities
Construction
N/A
0
Major Renovation
N/A
0
Other Expenses
N/A
0
Physical Facilities Subtotal
0
0
Grand Total
134,631
134,631
53
Total new resources required to handle the increased workload, if any. If no new resources are required, the budgetary impact should be
reported as zero
Institution: OSU-Cascades
Indicate the year:
Program: Sustainability
Academic Year: 2012-2013
_________First
______X____Second
__________Third
__________Fourth
Prepare one page each of the first four years
Column A
From Current
Budgetary
Unit
Column B
Institutional
Reallocation
from Ojher
Budgetary Unit
Column C
From Special State
Appropriation Request
Column D
From Federal Funds and
Other Grants
Column E
From Fees, Sales and
Other Income
Column F
LINE ITEM
TOTAL
Personnel
Faculty (Include FTE)
75,593
75,593
Graduate Assistants (Include FTE)
0
0
Support Staff (Include FTE)
0
0
0
35,842
0
Fellowships/Scholarships
OPE
35,842
Non-recurring
0
0
111, 435
111, 435
0
0
Library/Electronic
1402
1402
Supplies and Services
7,850
7,850
0
0
6,000
6,000
15,252
15,252
Personnel Subtotal
Other Resources
Library/Printed
Equipment
Other Expenses (Software)
Other Resources Subtotal
Physical Facilities
Construction
N/A
0
Major Renovation
N/A
0
Other Expenses
N/A
0
Physical Facilities Subtotal
0
0
Grand Total
126,687
126,687
54
Total new resources required to handle the increased workload, if any. If no new resources are required, the budgetary impact should be
reported as zero
Institution: OSU-Cascades
Indicate the year:
Program: Sustainability
Academic Year: 2013-2014
_________First
__________Second
____X______Third
__________Fourth
Prepare one page each of the first four years
Column A
From Current
Budgetary
Unit
Column B
Institutional
Reallocation
from Ojher
Budgetary Unit
Column C
From Special State
Appropriation Request
Column D
From Federal Funds and
Other Grants
Column E
From Fees, Sales and
Other Income
Column F
LINE ITEM
TOTAL
Personnel
Faculty (Include FTE)
77,756
77,756
Graduate Assistants (Include FTE)
0
0
Support Staff (Include FTE)
0
0
Fellowships/Scholarships
0
0
38,018
38,018
0
0
115,774
115,774
0
0
Library/Electronic
1,402
1,402
Supplies and Services
7,850
7,850
0
0
OPE
Non-recurring
Personnel Subtotal
Other Resources
Library/Printed
Equipment
Other Expenses (Software)
Other Resources Subtotal
6,000
6,000
15,252
15,252
Physical Facilities
Construction
N/A
0
Major Renovation
N/A
0
Other Expenses
N/A
0
Physical Facilities Subtotal
0
0
Grand Total
131,026
131,026
55
Total new resources required to handle the increased workload, if any. If no new resources are required, the budgetary impact should be
reported as zero
Institution: OSU-Cascades
Indicate the year:
Program: Sustainability
Academic Year: 2014-2015
_________First
__________Second
__________Third
_____X_____Fourth
Prepare one page each of the first four years
Column A
From Current
Budgetary
Unit
Column B
Institutional
Reallocation
from Ojher
Budgetary Unit
Column C
From Special State
Appropriation Request
Column D
From Federal Funds and
Other Grants
Column E
From Fees, Sales and
Other Income
Column F
LINE ITEM
TOTAL
Personnel
Faculty (Include FTE)
79,983
79,983
Graduate Assistants (Include FTE)
0
0
Support Staff (Include FTE)
0
0
Fellowships/Scholarships
0
0
40,723
40,723
0
0
120,706
120,706
0
0
Library/Electronic
1,402
1,402
Supplies and Services
7,850
7,850
0
0
OPE
Non-recurring
Personnel Subtotal
Other Resources
Library/Printed
Equipment
Other Expenses (Software)
Other Resources Subtotal
6,000
6,000
15,252
15,252
Physical Facilities
Construction
N/A
0
Major Renovation
N/A
0
Other Expenses
N/A
0
Physical Facilities Subtotal
0
0
Grand Total
135,958
135,958
56
Institution: OSU-Corvallis
Indicate the year:
Program: Sustainability
Academic Year: 2011-2012
_____X____First
__________Second
__________Third
__________Fourth
Prepare one page each of the first four years
Column A
From Current
Budgetary Unit
Column B
Institutional
Reallocation from
Ojher Budgetary
Unit
Column C
From Special
State
Appropriation
Request
Column D
From Federal Funds
and Other Grants
Column E
From Fees, Sales and
Other Income
Column F
LINE ITEM TOTAL
Personnel
Faculty (Include FTE)
9,453
9,453
Graduate Assistants (Include FTE)
0
0
Support Staff (Include FTE)
0
0
Fellowships/Scholarships
0
0
4,123
4,123
OPE
Non-recurring
0
0
13,576
13,576
Supplies and Services
5,000
5,000
Equipment
5,000
5,000
Personnel Subtotal
Other Resources
Library/Printed
Library/Electronic
Other Expenses (Software)
Other Resources Subtotal
0
0
10,000
10,000
Physical Facilities
Construction
N/A
0
Major Renovation
N/A
0
Other Expenses
N/A
0
Physical Facilities Subtotal
0
0
Grand Total
23,576
23,576
Total resources required to handle the increased workload, if any. If no new resources are required, the budgetary impact should be reported as zero
Institution: OSU-Corvallis
Indicate the year:
Program: Sustainability
Academic Year: 2012-2013
_________First
_____X____Second
__________Third
__________Fourth
Prepare one page each of the first four years
Column A
From Current
Budgetary Unit
Column B
Institutional
Reallocation from
Ojher Budgetary
Unit
Column C
From Special
State
Appropriation
Request
Column D
From Federal Funds
and Other Grants
Column E
From Fees, Sales and
Other Income
Column F
LINE ITEM TOTAL
Personnel
Faculty (Include FTE)
Graduate Assistants (Include FTE)
18,089
18,089
0
0
57
Support Staff (Include FTE)
10,000
10,000
0
0
8,306
8,306
0
0
36,395
36,395
Supplies and Services
5,000
5,000
Equipment
5,000
5,000
0
0
10,000
10,000
Fellowships/Scholarships
OPE
Non-recurring
Personnel Subtotal
Other Resources
Library/Printed
Library/Electronic
Other Expenses (Software)
Other Resources Subtotal
Physical Facilities
Construction
N/A
0
Major Renovation
N/A
0
Other Expenses
N/A
0
Physical Facilities Subtotal
0
0
Grand Total
46,395
46,395
Total resources required to handle the increased workload, if any. If no new resources are required, the budgetary impact should be reported as zero
Institution: OSU-Corvallis
Indicate the year:
Program: Sustainability
Academic Year: 2013-2014
_________First
__________Second
____X_____Third
__________Fourth
Prepare one page each of the first four years
Column A
From Current
Budgetary Unit
Column B
Institutional
Reallocation from
Ojher Budgetary
Unit
Column C
From Special
State
Appropriation
Request
Column D
From Federal Funds
and Other Grants
Column E
From Fees, Sales and
Other Income
Column F
LINE ITEM TOTAL
Personnel
Faculty (Include FTE)
Graduate Assistants (Include FTE)
Support Staff (Include FTE)
Fellowships/Scholarships
OPE
Non-recurring
Personnel Subtotal
10,224
10,224
0
0
26000
26,000
0
0
23,402
23,402
0
0
59,626
59,626
5,000
5,000
Other Resources
Library/Printed
Library/Electronic
58
Supplies and Services
5,000
5,000
0
0
Equipment
Other Expenses (Software)
Other Resources Subtotal
0
0
10,000
10,000
Physical Facilities
Construction
N/A
0
Major Renovation
N/A
0
Other Expenses
N/A
0
Physical Facilities Subtotal
0
0
Grand Total
69,626
69,626
Total resources required to handle the increased workload, if any. If no new resources are required, the budgetary impact should be reported as zero
Institution: OSU-Corvallis
Indicate the year:
Program: Sustainability
Academic Year: 2014-2015
_________First
__________Second
__________Third
____X_____Fourth
Prepare one page each of the first four years
Column A
From Current
Budgetary Unit
Column B
Institutional
Reallocation from
Ojher Budgetary
Unit
Column C
From Special
State
Appropriation
Request
Column D
From Federal Funds
and Other Grants
Column E
From Fees, Sales and
Other Income
Column F
LINE ITEM TOTAL
Personnel
Faculty (Include FTE)
10,633
10,633
0
0
26000
26,000
0
0
24,043
24,043
0
0
60,676
60,676
5,000
5,000
Equipment
0
0
Other Expenses (Software)
0
0
5,000
5,000
Graduate Assistants (Include FTE)
Support Staff (Include FTE)
Fellowships/Scholarships
OPE
Non-recurring
Personnel Subtotal
Other Resources
Library/Printed
Library/Electronic
Supplies and Services
Other Resources Subtotal
Physical Facilities
Construction
N/A
0
Major Renovation
N/A
0
Other Expenses
N/A
0
59
Physical Facilities Subtotal
0
0
Grand Total
65,676
65,676
60
APPENDIX D-PROPOSER CREDENTIALS
Curriculum Vita
Matthew J. Shinderman, PhD
Instructor
Natural Resources Program
234 Cascades Hall
Oregon State University-Cascades Campus
Bend, Oregon 97701
541-322-3159
[email protected]
Education:
BS
MS
PhD
Environmental Studies/Health Sciences, James Madison University, 1995
Range Ecology, Utah State University, 1999
Ecosystem Management, Colorado State University, 2003
Positions Held (Current):
Instructor, OSU-Cascades
Co-Chair, OSU Sustainability Working Group
Faculty Representative, Healthy Communities Division, OSU Cascades
Employment/Previous Experience:
2009-Present Special Energy Consultant, OSU Cascades
2006-Present Independent Ecological Consultant
2005-Present Instructor, Natural Resources Program, OSU Cascades
2003-2004
Adjunct Faculty, Natural Resources Program, OSU Cascades
2001-2003
Instructor, College of Natural Resources, Colorado State University
2001-2003
Research Scientist, US Forest Service Rocky Mountain Research Station
1998-1999
Instructor, College of Natural Resources, Utah State University
Current Research Projects:
Dimensions of consumer behavior related to green home purchases. This research is being
conducted in collaboration with faculty from the OSU-Cascades Business program. In process.
Improving municipal and community greenhouse gas emissions inventories. In conjunction with
an undergraduate student from University of North Carolina, Chapel Hill. In process.
61
Graduate Students:
Jennifer Letz, Prescott College, AZ. Master of Arts Program in Sustainability.
Thesis topic-Developing sustainable energy programs in US national parks.
Graduated Summer 2007. Major advisor.
Collaborative Projects:
 Managed a student group to complete a greenhouse gas emissions inventory for the City
of Bend, Oregon.

Macro-invertebrate sampling on Lake Creek, Oregon. In collaboration with the Upper
Deschutes Watershed Council (UDWC) and faculty from the University of Oregon. This
work supports UDWC restoration activities at Lake Creek Lodge.

On-going collaboration with UDWC and students to develop coursework that integrates
students into the design, planning, and implementation of local watershed restoration
projects. In Winter 2006, students in NR 455 Natural Resource Decision Making
produced a decision analysis document pertaining to restoration options for Whychus
Creek, a historically significant spawning stream for steelhead.

Worked with Students in NR 455 (Winter 2005) to produce a report for the Deschutes
Basin Land Trust summarizing passage restrictions in Lake Creek, Oregon.

On-going work with University of Oregon faculty to develop and deliver curriculum for a
summer restoration field course
5 Recent Publications:
Shinderman, M. 2008. Ten tips for a greener holiday season. Bend Living Magazine December
issue.
Shinderman, M. 2008. Tapping into the light from above. Bend Living Magazine June/July
issue.
Shinderman, M. 2009. Gearing up for sustainability in Bend. Gusto June issue.
Shinderman, M. 2009. What Oregon should expect from the ARRA stimulus package. Gusto
June issue.
Shinderman, M. 2010. Green transportation options. Central Oregon Magazine June issue.
62
Recent Presentations:
Energy and the future of America’s Economy. Nancy R. Chandler Visiting Scholar Lecture
Series. Speaker. May 2009.
The Importance of Buying Locally. Bend Chamber of Commerce Panel Discussion. Invited
panelist. May 2009.
Climate Change and Community Development. Large-Scale Managers Workshop, Sunriver
Oregon. Keynote speaker. September 2008.
Greening Your Business. Bend Chamber Professional Development Series. Invited panelist.
April 2008.
Ecological Considerations for Development: A Case Study at Juniper Ridge, Oregon.
Sustainable Building Advisor Program, Central Oregon Community College. April 2008.
Community Outreach/Civic Involvement:
Member, Bend 2030 Board (May 2009-).
Non-profit community organization authorized by the City of Bend to develop and implement a
long-term community development plan.
Member, Oregon Dept of Fish and Wildlife Deschutes River Mitigation and Enhancement Board
(January 2008-present).
This board, consisting of members appointed by the Deschutes County Commissioners, is
responsible for directing the use of funds for restoration projects on the upper Deschutes River.
President, Board of Directors, 3EStrategies (11/05-11/06).
The leading non-profit organization in Central Oregon focused on developing sustainable
communities in the Pacific Northwest and beyond. 3EStrategies focuses on three main program
areas (Building Green, Energy and Climate, and Sustainable Economic Development) and
coordinates the state’s largest Tour of Solar Homes. Website: www.3estrategies.org.
Board of Advisors, 3EStrategies (11/06-11/08)
Volunteer, Oregon Trout Healthy Waters Institute (10/05, 10/06, 10/07).
Field instruction on macro-invertebrates for middle and high-school students.
Professional Certificates and Accreditations
Certificate: The Natural Step, Sustainability 101. August 2009.
Certificate: The Natural Step, Sustainability: Step by Natural Step. August 2009.
63
BIOGRAPHICAL SKETCH
Kate Lajtha, Professor
Department of Botany and Plant Pathology
Oregon State University
Cordley Hall 2082
Corvallis, Oregon 97331-2902
(541) 737-5674
PROFESSIONAL PREPARATION
B.A. Harvard University, Biology, 1979
Ph.D. Duke University, Botany, 1986
APPOINTMENTS
2000-present: Professor, Department of Botany and Plant Pathology, Oregon State University
2002-2009: Director, Environmental Sciences Program, Oregon State University
1995-2000: Associate Professor, Department of Botany and Plant Pathology, Oregon State
University
1996-1997
Interim Director, Environmental Sciences Program, Oregon State University
1993–1995: Associate Professor, Department of Biology, Boston University
Associate Director, Center for Energy and Environmental Studies
Director, Environmental Science Major
1987–1993: Assistant Professor, Department of Biology, Boston University
1986–1987: University Postdoctoral Fellow, Ohio State University
1981–1986: Graduate Research and NSF Fellow, Department of Botany, Duke University
HONORS AND AWARDS
National Merit Scholarship to Harvard University, 1975
James B. Duke Fellowship, Duke University 1981–1986
NSF Predoctoral Fellowship 1982–1986
Murray Buell Award at the Annual Meeting of the Ecological Society of America 1986
University Honors College Outstanding Teaching Award, 2000
OSU National Mortar Board Student Honor Society ―Top Professor‖ Honoree, 2000
5 Recent Publications
Sollins, P., M. Kramer, M. Kleber, K. Lajtha, C. Swanston, T. Filley, A. Aufdenkampe, R.
Wagai, R. Bowden. 2009. Organic C and N stabilization across soils of contrasting
mineralogy: further evidence from sequential density fractionation. Biogeochemistry 96:
209-231.
,
Cairns, M. A., K. Lajtha and P. A. Beedlow 2009. Carbon and nitrogen losses from forests of
the Oregon Cascades over a successional gradient. Plant and Soil 318:185–196
Kramer, M.G., K. Lajtha, G. Thomas, P. Sollins. 2009. Contamination effects on soil density
fractions from high N or C content sodium polytungstate Biogeochemistry 92:177–181
64
Crow, S. E., K. Lajtha, T. R. Filley, C. W. Swanston, R. D. Bowden, and B. A. Caldwell. 2009.
Sources of plant-derived carbon and stability of organic matter in soil: implications for
global change. Global Change Biology 15:2003-2019.
Crow, S.E., K. Lajtha, J. Brant, B. Caldwell, Y. Yano, R. D. Bowden, and E. Sulzman. 2009.
Increased coniferous needle inputs accelerate decomposition of soil organic matter in an
old-growth forest. Forest Ecology and Management 258 (2009) 2224–2232.
5 Other Significant Publications
Crow, S. E., C. W. Swanston, K. Lajtha, J. R. Brooks, and H. Keirstead. 2007. Density
fractionation of forest soils: methodological questions and interpretation of incubation
results and turnover time in an ecosystem context. Biogeochemistry 85:69-90.
Crow, S. E., E. W. Sulzman, W.D. Rugh, R.D. Bowden, and K. Lajtha. 2006. Isotopic analysis
of respired CO2 during decomposition of separated soil organic matter pools. Soil
Biology and Biochemistry 38: 3279-3291
Sollins, P., C. Swanston, M. Kleber, T. Filley, M. Kramer, S. Crow, B. Caldwell, K. Lajtha, and
R. Bowden. 2006. Organic C and N stabilization in a forest soil: evidence from
sequential density fractionation Soil Biology and Biochemistry38:3313-3324.
Michener, R.M. and K. Lajtha, eds. 2007. Stable isotopes in ecology and environmental science.
Blackwell Scientific, Oxford.
Sulzman, E.W., J.B. Brant, R.D. Bowden, and K. Lajtha. 2005. Contribution of aboveground
litter, belowground litter, and rhizosphere respiration to total soil CO2 efflux in an old
growth coniferous forest. Biogeochemistry 73:231 – 256.
CURRENT GRANTS
Differential effects of asymmetric versus symmetric warming on soil organic matter stability.
$121,233 (NICCR DE-FC02-06ER64159; PI, co-PI Caldwell).
REU: LTREB: Long-term detrital controls on soil organic matter stabilization . $7,000 (NSF
DEB- 0924668).
Soil organic matter dynamics: a cross-ecosystem approach, support for a cross-LTER workshop.
$12,000 (LTER Network Office)
LTREB: Long-term detrital controls on soil organic matter stabilization $400,000 (NSF DEB0817064; PI; co-PI Caldwell)
RECENT SYNERGISTIC ACTIVITIES
Editor-in-Chief, Biogeochemistry
Panel Member, NSF DEB Ecosystems (– 2010)
Session co-chair, ―Carbon turnover in upland soils‖, BIOGEOMON, Helsinki, Finland.
Member, US-ILTER (International Long-Term Ecosystem Research) National Committee (to
present)
American Geophysical Union (AGU) Session co-convener, Soil Carbon: Mechanisms of
Stabilization (2007- 2010)
Workshop Co-convener, LTER All-scientists Meeting. Estes Park, Co. (2006)
US member, Environmental Sciences Panel, Deutsche Forschungsgemeinschaft (German
Research Foundation) for Germany’s ―Excellence Initiative‖ (2006)
65
National Ecological Observation Network (NEON) Biogeochemistry committee member (2005)
Member of organizing committee, 2nd International Conference on Mechanisms of Soil Organic
Matter Stabilization, Monterey, CA (2005).
COLLABORATORS
J. Aitkenhead-Peterson (Texas), C. Anderson (USGS), J. Baron (USGS), R.D. Boone (AK), R.D.
Bowden (Allegheny), R. Brenner (Alaska), D. Breshears (Arizona), R. Brooks (EPA), M. Cairns
(EPA), Z. Cardon (Conn.), S. Crow (Purdue), B. Currie (Michigan), C. Driscoll (Syracuse), T.
Filley (Purdue), C. Goodale (Cornell), P. Groffman (IES), H. Johnson (USGS), C. Johnston (S.
Dakota), S. Kaushal (Maryland), C. Kendall (USGS), M. Kramer (Chico), J. Marshall (Idaho), R.
Michener (Boston), K. Nadelhoffer (Michigan), R. Ruess (Alaska), B. Seely (UBC), C.
Swanston (USFS), K.L. Vanderbilt (UNM), A.B. Whytemare (UWA), Y. Yano (MBL), D. Zak
(Michigan)
I have advised 14 graduate students (current and past), 2 postdocs
Graduate advisor: W.H. Schlesinger; Post-doctoral advisor: R.E.J. Boerner
66
APPENDIX D-LETTERS OF SUPPORT
NATURAL RESOURCES PROGRAM
211 Peavy Hall
Corvallis, Oregon
97331-5703
Telephone: 541/737-9135 Fax: 541/737-1393
May 6, 2010
Memo to:
Kate Lajtha, Professor
Matt Shinderman, Instructor
From:
Paul S. Doescher, Program Director
RE:
Sustainability Dual Degree Program
It is with enthusiasm that I write this letter in support of the proposed
Sustainability Degree Program. For many years, students in the
undergraduate Natural Resources Program have voiced a strong desire to
have a curricular pathway that encompasses the practice and theory behind
the growing field of sustainability. Many of these students have developed
individualized specialty options which touch on components of sustainability;
however these do not carry the same weight and visibility that could be
accomplished through a Dual Degree Program. Plus, the proposed curriculum
provides a greater in-depth learning environment that goes well beyond
what is currently available at OSU.
It appears that this degree program would efficiently build on many courses
that already exist at OSU. I would suggest that much positive collaboration
would result as faculty from across campus engage to offer this dual degree.
Overall, I find this program to fit in well with the strategic direction of OSU,
and thus am fully supportive of this effort.
Sincerely,
Dr. Paul S. Doescher
Professor
Director, Natural Resources Program
Oregon State University, 321 Richardson Hall, Corvallis, Oregon 97331
T 541-737-2244 | F 541-737-1393
MEMO TO:
Kate Lajtha, Professor
Matt Shinderman, Instructor
FROM
Brenda McComb, Department Head
Brenda McComb
RE:
Sustainability Dual Degree Program
I am writing to support the Category 1 proposal to establish a Dual Degree Program in
Sustainability. The goals of the program include many of the same philosophical
underpinnings described in the Mission statement for the Department of Forest
Ecosystems and Society (FES), but extend those goals to many other disciplines. As
stated in the proposal, “Sustainability education requires an explicit integration of
economic, political, social and ecological disciplines that transcends disciplinary
boundaries and reunites the arts and sciences.” The expertise in ecology, social science
and economics found in FES lends itself well to supporting this degree program. I expect
that many of the students currently enrolled in the Natural Resources undergraduate
degree program (which is administered within FES) would chose to seek a dual degree in
sustainability.
Because the program is largely based on courses already available across campus there is
minimal impact on our faculty with regards to increased course loads. Further, because
many of our faculty have expertise in the economics, social/political dimensions, and
ecological dimensions identified in this program, I fully expect that some of our faculty
would be willing to advise or mentor students in this program. Finally, some of the
courses currently being developed through eCampus within the Sustainable Natural
Resources Graduate Certificate (also administered with in FES) quite likely could be
modified to contribute to this dual degree option if comparable undergraduate eCampus
courses were to be developed.
Given the broad national and international interest in sustainability issues in all of its
dimensions, I feel confident that many students will find this an attractive option and I
would expect that it will attract students to this campus who otherwise may not have
considered OSU. It has my full support.
April 28, 2010
To Whom It May Concern:
Please accept this letter in support of the proposed Dual-Degree Sustainability
Program that is being considered for Oregon State University. Sustainability is an
increasingly important discipline that is influencing a large and growing amount of
economic activity. Sustainability expertise is one of Oregon’s key economic
competitive advantages.
I believe the dual-degree approach is an effective way to offer a sustainability
program and is a practical way to produce graduates that will be able to find good
jobs. I am currently working with the State or Oregon to develop the legislativelyrequired Oregon Green Jobs Growth Plan. A central focus of this effort is to ensure
that students are not just trained and educated, but also employed. My expertise
suggests that breadth of knowledge and flexibility of experience is highly valuable
in the green jobs arena and a dual degree option makes good sense.
Finally, I know that Matt Shinderman has great expertise and commitment in this
area. I believe he would be an excellent lead in this new program.
Sincerely,
Cylvia Hayes
CEO
Curriculum Vita
Matthew J. Shinderman, PhD
Instructor
Natural Resources Program
234 Cascades Hall
Oregon State University-Cascades Campus
Bend, Oregon 97701
541-322-3159
[email protected]
Education:
BS
MS
PhD
Environmental Studies/Health Sciences, James Madison University, 1995
Range Ecology, Utah State University, 1999
Ecosystem Management, Colorado State University, 2003
Positions Held (Current):
Instructor, OSU-Cascades
Co-Chair, OSU Sustainability Working Group
Faculty Representative, Healthy Communities Division, OSU Cascades
Employment/Previous Experience:
2009-Present Special Energy Consultant, OSU Cascades
2006-Present Independent Ecological Consultant
2005-Present Instructor, Natural Resources Program, OSU Cascades
2003-2004
Adjunct Faculty, Natural Resources Program, OSU Cascades
2001-2003
Instructor, College of Natural Resources, Colorado State University
2001-2003
Research Scientist, US Forest Service Rocky Mountain Research Station
1998-1999
Instructor, College of Natural Resources, Utah State University
Current Research Projects:
Dimensions of consumer behavior related to green home purchases. This research is
being conducted in collaboration with faculty from the OSU-Cascades Business program.
In process.
Improving municipal and community greenhouse gas emissions inventories. In
conjunction with an undergraduate student from University of North Carolina, Chapel
Hill. In process.
Graduate Students:
Jennifer Letz, Prescott College, AZ. Master of Arts Program in Sustainability.
Thesis topic-Developing sustainable energy programs in US national parks.
Graduated Summer 2007. Major advisor.
Collaborative Projects:
Managed a student group to complete a greenhouse gas emissions inventory for
the City of Bend, Oregon.
Macro-invertebrate sampling on Lake Creek, Oregon. In collaboration with the
Upper Deschutes Watershed Council (UDWC) and faculty from the University of
Oregon. This work supports UDWC restoration activities at Lake Creek Lodge.
On-going collaboration with UDWC and students to develop coursework that
integrates students into the design, planning, and implementation of local
watershed restoration projects. In Winter 2006, students in NR 455 Natural
Resource Decision Making produced a decision analysis document pertaining to
restoration options for Whychus Creek, a historically significant spawning stream
for steelhead.
Worked with Students in NR 455 (Winter 2005) to produce a report for the
Deschutes Basin Land Trust summarizing passage restrictions in Lake Creek,
Oregon.
On-going work with University of Oregon faculty to develop and deliver
curriculum for a summer restoration field course
5 Recent Publications:
Shinderman, M. 2008. Ten tips for a greener holiday season. Bend Living Magazine
December issue.
Shinderman, M. 2008. Tapping into the light from above. Bend Living Magazine
June/July issue.
Shinderman, M. 2009. Gearing up for sustainability in Bend. Gusto June issue.
Shinderman, M. 2009. What Oregon should expect from the ARRA stimulus package.
Gusto June issue.
Shinderman, M. 2010. Green transportation options. Central Oregon Magazine June
issue.
Recent Presentations:
Energy and the future of America’s Economy. Nancy R. Chandler Visiting Scholar
Lecture Series. Speaker. May 2009.
The Importance of Buying Locally. Bend Chamber of Commerce Panel Discussion.
Invited panelist. May 2009.
Climate Change and Community Development. Large-Scale Managers Workshop,
Sunriver Oregon. Keynote speaker. September 2008.
Greening Your Business. Bend Chamber Professional Development Series. Invited
panelist. April 2008.
Ecological Considerations for Development: A Case Study at Juniper Ridge, Oregon.
Sustainable Building Advisor Program, Central Oregon Community College.
April 2008.
Community Outreach/Civic Involvement:
Member, Bend 2030 Board (May 2009-).
Non-profit community organization authorized by the City of Bend to develop and
implement a long-term community development plan.
Member, Oregon Dept of Fish and Wildlife Deschutes River Mitigation and
Enhancement Board (January 2008-present).
This board, consisting of members appointed by the Deschutes County Commissioners, is
responsible for directing the use of funds for restoration projects on the upper Deschutes
River.
President, Board of Directors, 3EStrategies (11/05-11/06).
The leading non-profit organization in Central Oregon focused on developing
sustainable communities in the Pacific Northwest and beyond. 3EStrategies focuses on
three main program areas (Building Green, Energy and Climate, and Sustainable
Economic Development) and coordinates the state’s largest Tour of Solar Homes.
Website: www.3estrategies.org.
Board of Advisors, 3EStrategies (11/06-11/08)
Volunteer, Oregon Trout Healthy Waters Institute (10/05, 10/06, 10/07).
Field instruction on macro-invertebrates for middle and high-school students.
Professional Certificates and Accreditations
Certificate: The Natural Step, Sustainability 101. August 2009.
Certificate: The Natural Step, Sustainability: Step by Natural Step. August 2009.
1
Curriculum Vita
Kate Lajtha
Department of Botany and Plant Pathology
Oregon State University
Cordley Hall 2082
Corvallis, Oregon 97331-2902
(541) 737-5674
Research Interests:
Nutrient cycling in natural and human-disturbed ecosystems, including the attenuation of increased nitrogen inputs
to terrestrial ecosystems by soils and vegetation, detrital controls on soil organic matter formation
Education:
B.A.
Ph.D.
Harvard University, Biology, 1979
Duke University, Botany, 1986
Employment:
2002-present:
2000-present:
1995-2000:
1996-1997:
1993–1995:
1987–1993:
1986–1987:
1981–1986:
Director, Environmental Sciences Program, Oregon State University
Professor, Department of Botany and Plant Pathology, Oregon State University
Associate Professor, Department of Botany and Plant Pathology, Oregon State University
Interim Director, Environmental Sciences Program, Oregon State University
Associate Professor, Department of Biology, Boston University
Associate Director, Center for Energy and Environmental Studies
Director, Environmental Science Major
Assistant Professor, Department of Biology, Boston University
University Postdoctoral Fellow, Ohio State University
Graduate Research and NSF Fellow, Department of Botany, Duke University
Academic Honors and Fellowships:
OSU National Mortar Board Student Honor Society “Top Professor” Honoree, 2000
University Honors College Outstanding Teaching Award, 2000
National Academy of Sciences Representative, US–Romanian Program in Environmental Studies, 1991-1992
Murray Buell Award at the Annual Meeting of the Ecological Society of America, 1986
University Postdoctoral Fellowship, Ohio State University, 1986
NSF Predoctoral Fellowship, 1982–1986
James B. Duke Fellowship, Duke University, 1981–1986
National Merit Scholarship to Harvard University, 1975
Graduate Students Advised:
Boston University:
B. Keller, Ph.D. 1998 (co-advisor). “Trace metal sorption and cycling in the Danube Delta.”
A. Jamil, M.A. 1996. “Mussels as bioindicators of trace metals in the Danube Delta.”
B.A. Seely, Ph.D. 1996. “Atmospheric deposition and flux dynamics of nitrogen in the coastal forests
of the Waquoit Bay Watershed, MA.”
K.A. Kolberg, M.A. 1994. "Trace metal chemistry and ecophysiology of the saguaro cactus in the
Sonoran Desert."
J.L. Dudley, Ph.D. 1992. "Secondary succession and nitrogen availability in coastal heathlands."
C.L. Barford, M.A. 1991. "Plant litter chemistry and nitrogen cycling along a secondary successional
2
gradient."
D.J. Padien, M.A. 1990. "Stand structure and nutrient dynamics in a pinyon-juniper community of
northern New Mexico."
Oregon State University:
K. Townsend, Ph.D. expected 2010.
S.Crow, Ph.D. expected 2006.
Kristen Harrison, M.S. 2003 (co-advisor), Botany and Plant Pathology. “Litter decay processes and soil
nitrogen availability in native and cheatgrass-dominated arid rangelands.”
J. Spears, Ph.D. 2002. “The imprint of coarse woody debris on soil chemical and biological properties in
the Western Oregon Cascades”
S. Holub, Ph.D. 2002. “The fate of organic and inorganic nitrogen inputs in an old-growth forest of the
Central Oregon Cascade Range”
Y. Yano (Forest Science, co-advisor), Ph.D. 2002. "Characteristics of Dissolved Organic Matter (DOM)
and Its Stabilization in a Forest Soil"
Marion Brodhagen, M.S. 1998 (co-advisor), Botany and Plant Pathology. “Concentrations of secondary
metabolites following manipulations of the C:N ratio in spotted knapweed, Centaurea maculosa Lam.”
Teaching at Oregon State University:
BI 101, Introductory Biology. 1995 – 1996.
BI 306H, Environmental Ecology. 1996 - present. WIC Honors College course.
BI 370, Ecology. 1996, 1998, 2001
BI 370H, Honors Ecology, 2002 - present
FS 691, Stable Isotopes in Ecological Research (2 cr. seminar). 1996.
BOT/FS 547, Forest Nutrient Cycling. 1998 – 1999, 2004, 2006
BOT 505/605, Ecosystem Biogeochemistry, 1997 –
ENSC 102, Orientation to North American Environmental Sciences, 2000 - 2003
ENSC 101, Introduction to Environmental Sciences, 2002 - present
Departmental, College, University Service:
Soil Rhizosphere Biologist search committee, 2006
Forest Soil Organic Biogeochemistry search committee, 2005.
Advisory Board, Writing Intensive Curriculum (WIC) Program (2004-present)
Director, Undergraduate Environmental Sciences Program, 2002 - present
Director, FIPSE Study Abroad Program in Guaymas for Environmental Science students, 1998 - 2002
Interim Director, Environmental Sciences Program, 1996-1997
Environmental Sciences Advisor, 1996 - present
University SAIC, 1995 -2001
Plant Ecology Curriculum Committee, 1995/6.
BPP Graduate Committee, 1996
BPP Dept. Seminar Series, 1996 - 1997
Center for the Analysis of Environmental Change (CAEC) Steering Committee, 1997 -1998
Faculty Senate 1998 -2000, 2004 - present
College of Science post-admission recruiting, 1998 -1999
Distance Education Ad-hoc Committee for Environmental Sciences, 1997 - 1999
Professional Service:
2006
Workshop Co-convenor, LTER All-scientists Meeting. Estes Park, Co.
2005
National Ecological Observation Network (NEON) Biogeochemistry committee member
Member of organizing committee, 2nd International Conference on Mechanisms of Soil Organic Matter
Stabilization, Monterey, CA, October 9-13, 2005.
3
2004
Panel Member, NSF DEB Ecosystems (2004 – 2008)
Session Chair, Ecological Society of America annual meeting. Biogeochemistry: Soil and Nutrient
Cycling.
Editor-in-Chief, Biogeochemistry (to present)
Invited Participant, Workshop on Root Biology, University of Michigan Biological Station, Pellston, MI.
Co-Convener, LTER Strategic Plan Workshop: Nitrogen deposition and ecosystem effects. Boulder, CO.
2003
Member, US-ILTER (International Long-Term Ecosystem Research) National Committee (to present)
2002
Co- Editor in Chief, Biogeochemistry
Chair, Corporate Award, Ecological Society of America (2002-2005)
2001
Session Chair, Ecological Society of America annual meeting: Ecosystem Processes: Decomposition and
Litter.
2000
ESA Corporate Award Committee member
Peer-review Promotion Panel member, EPA Western Ecology Division
1999
Co-Organizer, ILTER (International Long Term Ecosystem Research Network) workshop: Cooperation in
Long Term Ecological Research in Central and Eastern Europe. Budapest, Hungary, 1999.
1998
Invited Member/ Participant, Scientific Committee on Problems of the Environment (SCOPE) working
group: Nitrogen Transport and Transformations: A Regional and Global Analysis. National Center for
Ecological Analysis and Synthesis (NCEAS), Santa Barbara, CA
Invited Member/ Participant, ILTER (International Long Term Ecosystem Research Network):
Workshop to Develop the ILTER in Poland. Warsaw, Poland.
1997
Session Chair, Third International Symposium on Ecosystem Behavior (BIOGEOMON): Nitrogen
Cycling, Limitations, and Saturation in Terrestrial Ecosystems. Villanova University, PA.
Member of Organizing Committee, Ecological Society of America (ESA) SBI Workshop, Atmospheric
Nitrogen Deposition to Coastal Watersheds. Univ. Rhode Island.
Committee Member, National Network of Index Sites, Office of Science and Technology Policy, The
White House.
1996
Invited Participant, LTER Soils Methods Standardization Workshop. Albuquerque, NM.
1995
Associate Editor, Biogeochemistry (1995 - present)
Panel Member, USDA-NRICGP: Strengthening Awards.
1994
Panel Manager, USDA-NRICGP: Forest/Range/Crop/Aquatic Ecosystems.
Invited Participant, Scientific Committee on Problems of the Environment (SCOPE) workshop:
Terrestrial N loading to the Coastal Environment. Block Island, RI.
ESA MacArthur Award Committee.
Invited Participant, International Arid Lands Consortium Workshop: Arid Lands Management - Towards
Ecological Sustainability. Jerusalem, Israel.
4
1993
Member of Organizing Committee, Scientific Committee on Problems of the Environment (SCOPE)
Workshop: Improved Management of Phosphorus Resources: A Global Perspective. Budapest, Hungary.
Session chair, Ecological Society of America national meeting: Wetland ecology: vegetation dynamics
and nutrient cycling.
Invited Participant, International Geosphere-Biosphere Programme (IGBP) Core Project in Global
Change and Terrestrial Ecosystems (GCTE), Transect Workshop. San Francisco, CA.
Panel Member, DOE: Problems in Ecosystem Research (PER).
1992
Ecological Society of America MacArthur Award Committee.
Panel Member, USDA-NRICGP: Forest/Rangeland/Crop Ecosystems.
1991
Panel Member, USDA-NRICGP: Forest/Rangeland/Crop Ecosystems.
Invited Participant: US-Romanian Summer Program for Young Investigators in Ecology/Environmental
Sciences, National Academy of Sciences.
Invited Participant, 4th Cary Conference: Human Influences on Ecosystems: Subtle Human Effects and
the Ecology of Populated Areas. Cary Arboretum, NY.
Invited Participant, NSF Workshop: Soil Warming. Woods Hole, MA.
1990
Consulting Editor, Biogeochemistry (1990-1995).
Invited Participant, NSF Workshop, Advancing Toward Closure of the Carbon, Water, and Nutrient
Cycles in Temperate Forest Ecosystems. Fort Collins, Colorado.
Invited Participant, NSF Workshop, Scaling Processes Between Leaf and Landscape Levels. Snowbird,
Utah.
Session chair, ESA national meeting: Ecosystem dynamics.
Invited Reviewer for Blackwell Scientific Publications, for M. Begon, J.L. Harper, and C.R. Townsend,
Ecology: Individuals, Populations, Communities.
1989
Invited Participant, Arid Ecosystem Interactions Workshop, OIES/NCAR. Boulder, Colorado.
Invited Participant, Scientific Committee on Problems of the Environment (SCOPE) workshop,
Terrestrial and Aquatic Phosphorus Cycles in Latin America. Caracas, Venezuela.
1988
Session chair, Ecological Society of America (ESA) national meeting: Nutrient dynamics in Arctic,
grassland and desert ecosystems.
ESA Buell/Braun Awards Selection Committee.
NSF Panel Member: Postdoctoral Fellowships.
Recent Research Support:
2005
Key Role of Nitrogenous Compounds in Soil Organic Matter Stabilization via Interactions with Mineral
Surfaces. $389,000 (USDA CSREES 2005-35107-16336, PI Sollins)
5
Preferential and Stable Sorption of N- vs. C-rich Soil Organic Matter on Mineral Surfaces. $59,969
(NSF DEB-0515846 (SGER); PI Sollins).
Conference on Mechanisms of Soil Organic Matter Stabilization, Monterey, CA, October 9-13, 2005.
$14,985 (NSF DEB- 0511835, PI Sollins).
Conference on Mechanisms of Soil Organic Matter Stabilization. $9,963 (USDA CSREES 2205-3510716016).
2004
DIRT (Detritus Input and Removal Treatments): A Cross-Continental Study of Controls on Soil C
(Carbon) and N (Nitrogen) Dynamics. National Academy of Sciences. $33,530.
2002
Detrital controls on SOM dynamics in an old-growth Douglas-fir soil. $290,000 (USDA NRICGP 200235107-12249; PI, co-PI Sollins)
2001
U.S.-Hungary: A cross-continental study of controls on soil carbon and nitrogen dynamics. $33,966
(NSF INT-0002956) 2-1-01 to 1-31-04
Nutrient status of a disturbed desert ecosystem: mechanisms for landscape change. $63,683 (CERL) 91-01 to 8-31-03
2000
Collaborative Research: Dirt: a cross-continental, experimental study of forest SOM and N dynamics.
$295,942 ($128,369 to OSU) (NSF DEB-0087081)
1999
U.S. – Hungary: Workshop to plan a Carpathian Basin ILTER Network. $32, 290 (NSF INT-9901106)
1997
SOM and N dynamics in an old-growth, Douglas-fir ecosystem: a long-term experimental manipulation.
$275,000 (USDA NRICGP #97-35101-4256; co-PI, P. Sollins PI)
Multi-User Biological Equipment Program. $42,298 (NSF #DBI-9729468; PI’s R. Griffiths, W.A.
McKee, K.Cromack Jr.; S.V. Gregory, K. Lajtha)
1995
Superfund Basic Research Center at Boston University. (NIEHS Superfund Basic Research Program
#94-007; co-PI with D. Ozonoff, P.I.)
1994
Assimilative capacity and retention of heavy metals in wetlands and lakes of the Danube Delta, Romania.
$50,000 (EPA)
1992
Assimilative capacity and retention of heavy metals between component ecosystems within the Danube
Delta, Romania. $24,993 (EPA)
Research exchange visit to the Danube Delta of Romania. $3200. (National Research Council/National
Academy of Sciences)
1991
Ecophysiological, nutrient cycling, and toxic element studies of the saguaro cactus. $25,000. (National
Park Service, Air Quality Division)
Environmental Analysis and Monitoring in an Urban Environment. $23,758. (NSF/ILI, USE-9152407)
1990
Coupling of watersheds and coastal waters in Waquoit Bay. $1,967,200. (NSF/NOAA Land Margin
Ecosystem Research Program, OCE-89-14729; co-PI with I. Valiela, P.I.)
AWU-DOE Faculty Fellowship, Los Alamos National Laboratory $12,000
6
Ecophysiological, nutrient cycling, and toxic element studies to determine the cause of the decline of the
saguaro cactus in the Rincon Mountain District of Saguaro National Monument. $20,000. (National Park
Service, Air Quality Division)
1989
AWU-DOE Faculty Fellowship, Los Alamos National Laboratory $12,000
1988
AWU-DOE Faculty Fellowship, Los Alamos National Laboratory $6,500
Purchase of an Isotope Ratio Mass Spectrometer. $161,400. (NSF DIR-8812235; with T. Kunz)
Invited Seminars:
2006
Playing in DIRT: What litter manipulations can tell us about soil biogeochemistry and soil organic matter
stabilization. Dept. Zoology, Oregon State University.
Soil organic matter stabilization: what long-term manipulations can tell us. Dept. Forest Science, Oregon
State University.
2004
DIRT: an experimental approach to soil organic matter studies. Institute of Ecosystem Studies,
Millbrook, NY.
2002
Detrital controls on soil organic matter dynamics: stories from DIRT, a cross-continental field
experiment. University of Debrecen, Hungary.
2001
Detrital controls on soil organic matter dynamics: success stories from a cross-continental manipulative
experiment. University of New Mexico.
Detrital controls on soil organic matter dynamics: stories from DIRT, a cross-continental field
experiment. UC-Davis.
1999
Collaboration in DIRT plots across North America. Carpathian Basin ILTER meeting, Budapest,
Hungary.
1998
Carbon and nitrogen manipulations in North American forests. Carpathian Basin ILTER (International
Long Term Ecosystem Research Network) working group, Warsaw, Poland.
1996
The watershed perspective: nitrogen saturation and nitrogen loss in coastal forests of Waquoit Bay, Ma.
Cornell University.
1995
Retention and leaching losses of atmospherically-derived nitrogen in the aggrading coastal watershed of
Waquoit Bay, MA. US EPA Laboratory, Narragansett, RI
1994
The watershed perspective: nitrogen saturation and nitrogen loss in coastal forests of Waquoit Bay, Ma.
Harvard University.
Coupling of watersheds and coastal waters: nitrogen dynamics and nutrient retention in coastal forests of
Waquoit Bay, Massachusetts. University of Georgia.
Coupling of watersheds and coastal waters: nitrogen dynamics and nutrient retention in coastal forests of
Waquoit Bay, Massachusetts. Oregon State University.
Retention and leaching losses of atmospherically-derived nitrogen in the aggrading coastal watershed of
Waquoit Bay, MA. SUNY-Binghamton, Binghamton, NY
7
1993
Coupling of watersheds and coastal waters: nitrogen dynamics and retention in coastal forests of Waquoit
Bay, Ma. Dartmouth College.
1992
Ecophysiology of the saguaro cactus in the Sonoran Desert of Arizona. Ecosystems Center, MBL,
Woods Hole, MA.
Is air pollution contributing to the decline of the saguaro cactus? National Park Service, Tucson,
Arizona.
Trace metal and nutrient dynamics in the Danube Delta of Romania: remediation of a highly eutrophic
wetland. University of Massachusetts at Boston, Environmental Studies Program.
1991
Ecophysiology and nutrient relations of the saguaro cactus: causes and patterns of decline. Harvard
University.
1990
Photosynthesis and water-use efficiency in pinyon-juniper communities along environmental gradients.
Harvard University.
Water and nutrient use in pinyon-juniper communities of northern New Mexico along environmental
gradients. University of New Hampshire.
1989
Resource-use efficiency in semi-arid plant communities of northern New Mexico. University of Rhode
Island.
Susceptibility of western desert ecosystems to air pollution and acid rain. National Park Service, Tucson,
Arizona.
1988
The biogeochemistry of phosphorus cycling in a desert ecosystem. Ecosystems Center, Marine
Biological Lab.
The biogeochemistry of resource limitation in desert ecosystems. Cornell University.
The biogeochemistry of nutrient cycling in arid and semi-arid ecosystems. Los Alamos National
Laboratory.
The nature of nutrient limitations in desert ecosystems. CEES, Boston University.
1987
Effects of water and nitrogen amendments on photosynthesis, leaf demography, and resource-use
efficiency in Larrea tridentata, a desert evergreen shrub. Natural Resource Ecology Lab, Colorado State
University.
Published Abstracts of Papers Presented at Professional Meetings:
2006
Van Verseveld, W., J. McDonnell, C. Graham, H. Barnard, K. Lajtha, B. Bond, R. Brooks. Linking
Water Pathways and Nutrient Sources during a Hillslope Scale Sprinkler Experiment, HJ Andrews
Experimental Forest. 3rd APHA Conference, Bankok, Thailand.
Caldwell, B.A., K. Lajtha., P. Sollins. Diversity of soil protease activities: separating bacterial and
fungal contributions. BIOGEOMON, Santa Cruz, CA.
Townsend, K.L., B.A. Caldwell, S. Crow, K. Lajtha. Litter manipulation and C quality: a cross-site
comparison. BIOGEOMON, Santa Cruz, CA.
Crow, S.E., K. Lajtha, C. Swanston, B.A. Caldwell, T. Filley, K. Townsend. Response of organic matter
fractions to alterations in litter inputs. BIOGEOMON, Santa Cruz, CA.
8
2005
S. Crow, H. Keirstead, K. Lajtha, E. Sulzman, R. Brooks, C. Swanston, and P. Sollins. Interpreting
density fractions – in search of meaningful soil organic matter pools. 2nd International Conference on
Mechanisms of Organic Matter Stabilization and Destabilization in Soils. Asilomar, CA.
B. Caldwell, K. Lajtha, K. Nadelhoffer, R.D. Bowden, S. Crow, and P. Sollins. Detritus Input and
Removal Treatments (DIRT) as an experimental approach to studying SOM dynamics. 2nd International
Conference on Mechanisms of Organic Matter Stabilization and Destabilization in Soils. Asilomar, CA.
P. Sollins, C. Swanston, M. Kleber, K. Lajtha, M. Kramer, T. Filley, .S. Crow, B. Caldwell, R. Bowden,
and D. Beilman. Organic C and N stabilization in a forest soil: evidence from sequential density
fractionation 2nd International Conference on Mechanisms of Organic Matter Stabilization and
Destabilization in Soils. Asilomar, CA.
P. Sollins, C. Swanston, M. Kleber, K. Lajtha, M. Kramer, T. Filley, .S. Crow, B. Caldwell, R. Bowden,
and D. Beilman. Organic C and N stabilization in a forest soil: evidence from sequential density
fractionation International Meeting of Organic Geochemistry (IMOG), Seville, Spain.
Van Verseveld, W. J., J.J. McDonnell, and K. Lajtha. Hydrological controls on nitrogen and DOC
transport at the plot, hillslope and catchment scale, HJ Andrews Experimental Forest. AGU annual
meeting.
2004
P. Sollins, T. Filley, S. Crow, C. Swanston, K. Lajtha, and B. Caldwell. Control of SOM Stabilization by
Preferential Sorption of Nitrogenous Compounds. AGU annual meeting
K. Lajtha, S. Crow, Y. Yano, S. Kaushal, E. Sulzman, P. Sollins. Detrital Controls on Dissolved Organic
Matter in Soils: A Field Experiment. AGU annual meeting
S.E. Crow and K. Lajtha. Nitrogen addition as a result long-term root removal affects soil organic matter
dynamics. AGU annual meeting
E.W. Sulzman, R. Bowden, K. Lajtha. On-Line Isotopic Analysis of Soil-Respired CO2 AGU Annual
Meeting
E.W. Sulzman, J.B. Brant, S.E. Crow, W. Rugh, J. Moore, and K. Lajtha. Soil CO2 efflux from forest
soils: Isotopic composition and the role of roots. ESA annual meeting.
Lajtha, K. Detrital controls on soil organic matter dynamics and soil solution chemistry: An experimental
approach. ESA annual meeting.
2003
Cairns, M. and K. Lajtha. Carbon and nitrogen pools in Oregon Cascades forests over a successional
gradient. EOS (Trans. AGU) 79(45): F320.
K. Lajtha, Y. Yano, E. Sulzman, S. Crow, R.D. Bowden, B. Caldwell, K. Nadelhoffer, J. Toth, K.
Vanderbilt. Detrital control of soil organic matter dynamics: an experimental approach. International
Conference on Mechanisms and Regulation of Organic Matter Stabilisation in Soils. Munich, Germany.
Abstracts p. 40
Crow, S.E. and K. Lajtha. Effects of manipulating detrital inputs on the lability of soil density fractions.
International Conference on Mechanisms and Regulation of Organic Matter Stabilisation in Soils.
Munich, Germany. Abstracts p. 106
B. A. Caldwell , K. Lajtha , E. Sulzman, R. Bowden, P. Micks, K. Nadelhoffer, J. Toth, K. Vanderbilt.
Detrital controls on microbial processing of SOM in four forest soils. International Conference on
9
Mechanisms and Regulation of Organic Matter Stabilisation in Soils. Munich, Germany. Abstracts p.
104
Sulzman, E., K. Lajtha, R. Bowden, J. Brant, B. Caldwell, S. Crow, H. Keirstead, K. Nadelhoffer, J.
Toth, K. Vanderbilt, Y. Yano. An experimental approach toward understanding soil organic matter
dynamics. LTER All-Scientists’ Meeting, Seattle, WA.
Y. Yano, K. Lajtha, P. Sollins, B. Caldwell. Effects of litter quality on dissolved organic matter and its
dynamics in a temperate coniferous forest soil. 4th North American Forest Ecology Workshop. June 1620, 2003. Corvallis, Oregon
B.A. Caldwell, B. Baros, R.D. Bowden, M. Copeland, S. Crow, K. Lajtha, P. Micks, K. Nadelhoffer,
W.H. McDowell, E. Sulzman, J. Toth, and K. Vanderbilt. Influence of Detrital Inputs on Carbon
Processing in Forest Soils. North American Forest Soils Conference, Montreal.
J. Aitkenhead-Peterson, W. McDowell, K. Lajtha, P. Micks and K. Nadelhoffer. Sources and Dynamics
of Dissolved Organic Carbon and Nitrogen in a Hardwood Forest Floor. Harvard Forest Symposium,
Petersham MA.
2001
K. Lajtha, J.D.H. Spears, S. Holub, Y. Yano, B. Caldwell, Detrital controls on SOM and nutrient
dynamics in an old-growth forest soil. ESA meeting in Madison, WI Abstracts p. 137.
Y. Yano, K. Lajtha, P. Sollins, B. Caldwell, J. Spears, Characteristics of dissolved organic matter and its
stabilization in forest soil. ESA meeting in Madison, WI Abstracts p. 240-241.
J. Spears and K. Lajtha, Coarse woody debris may influence soil chemistry and direct pedogenesis
towards podzolization in the Oregon Cascades. ESA meeting in Madison, WI Abstracts p. 210.
S. Holub and K. Lajtha, The fate and retention of organic and inorganic nitrogen in a western Oregon
coniferous forest. ESA meeting in Madison, WI Abstracts p. 115-116.
2000
K. Lajtha, B. Caldwell, R. Bowden, D.Coleman, W.Currie, S. Hobbie, B. McDowell, J. Moore, K.
Nadelhoffer, J. Toth. DIRT: a cross-continental, experimental study of forest SOM and N dynamics.
ESA Abstracts p. 392.
J.D.H. Spears, K. Lajtha, S.B. Pennington, B.A. Caldwell, K. Vanderbilt. Contrasting and comparing the
species effects of a nitrogen fixing species, Ceanothus velutinus, and a non-nitrogen-fixing species,
Pseudotsuga menziesii, Douglas-fir, on soil phosphorus and nitrogen properties in the Oregon Cascades.
ESA Abstracts p. 340.
Yano, Y., K. Lajtha, P. Sollins, B. Caldwell, and J. Spears. Characteristics of DOC and its stabilization
in forest soils. AGU Annual Meeting Abstracts, Dec. 2000.
1999
van Breemen, N., E. Boyer, N. Jaworski, K. Lajtha, K.J. Nadelhoffer, D. Van Damme. Estimated losses
and storage of N inputs to 15 watersheds of the mid-Atlantic and New England states, USA. ESA
Abstracts p. 37.
1998
Vanderbilt, K.L., K. Lajtha, and F.J. Swanson. Physical and biological processes affecting patterns of N
export from small experimental watersheds in the Western Cascades, Oregon EOS (Trans. AGU) 79(45):
F320.
1997
Lajtha, K., B. Keller, A. Jamil, S. Radan, G. Rusza, C. Postolache, S. Cristofor. The biogeochemistry
and bioavailability of trace metals in lakes and wetlands of the Danube Delta, Romania. Journal of
Conference Abstracts: Biogeomon 2: 228.
10
Lajtha, K., B. Keller, A. Jamil, S. Radan, G. Rusza, C. Postolache, S. Cristofor. The biogeochemistry
and bioavailability of trace metals in lakes and wetlands of the Danube Delta, Romania. ESA Bulletin
78: 273.
Whytemare, A., R. Edmonds, J. Aber, K. Lajtha. Influence of excess nitrogen deposition on a white
spruce (Picea glauca) stand in southern Alaska. ESA Bulletin 78: 207.
Transformations and retention of nitrogen in a coastal forest ecosystem: seasonal constraints. EOS
(Trans. AGU) 78(46): F221.
1996
Vanderbilt, K., K. Lajtha, F. Swanson. Nitrogen losses from experimental watersheds in western Oregon.
ESA Bulletin 77:454.
Lajtha, K., B. Seely. Tracing nitrogen retention and nitrogen losses in an urbanized coastal watershed:
results from Waquoit Bay, MA. Chapman Conference Program Abstracts p. 23.
1995
N, P, and heavy metal dynamics in wetlands and lakes of the Danube Delta, Romania. ESA Bulletin 76:
354-355.
Anthropogenic nitrogen inputs to North Atlantic watersheds: how much reaches the rivers? ESA
Bulletin 76:342. (R. Howarth presenting)
Application of a 15N tracer to simulate and track the fate of atmospherically-deposited N in the coastal
forests of the Waquoit Bay watershed, Cape Cod, MA. ESA Bulletin 76: 386. (B. Seely presenting)
Assimilative capacity and retention of trace metals in wetlands and lakes of the Danube Delta, Romania.
Society of Wetland Scientists, 16th Annual Meeting, Boston, MA. (B. Keller presenting)
1993
Coupling of watersheds and coastal waters: nitrogen dynamics and retention in coastal forests of Waquoit
Bay, Ma. ESA Bulletin 74: 321.
Coupling of watersheds and coastal waters: nitrogen dynamics and retention in coastal forests of Waquoit
Bay, Ma. 12th International Estuarine Research Conference, Hilton Head. Program Abstracts.
1991
Land-Margin Ecosystem Research: Effects of forest uptake and deforestation on nutrient and freshwater
inputs to Waquoit Bay, Massachusetts. 11th International Estuarine Research Conference, San Francisco.
Program Abstracts p. 77.
Ecophysiology and nutrient relations of the saguaro cactus: causes and patterns of decline. ESA, San
Antonio. ESA Bulletin 72:167-168.
1990
Resource-use efficiency in pinyon-juniper communities along an elevational gradient in northern New
Mexico. ESA, Snowbird, Utah. ESA Bulletin 71:221-222.
1989
Resource availability, chemical defense and herbivory. Gordon Research Conferences. (with G. CooperDriver and C.D. Dustin).
Nutrient uptake and growth in eastern deciduous tree seedlings. ESA, University of Toronto. ESA
Bulletin 70:176.
1988
The effect of varying nitrogen and phosphorus availability on nutrient use by Larrea tridentata, a desert
evergreen shrub. ESA, University of California at Davis. ESA Bulletin 69:193.
11
1987
Effects of water and nitrogen amendments on nutrient conservation, leaf demography, and photosynthesis
in a desert shrub. ESA, Ohio State University. ESA Bulletin 68:345-346.
1986
The biogeochemistry of phosphorus cycling and phosphorus availability in a calcareous desert
ecosystem. IV International Congress of Ecology, State University of New York at Syracuse. Program
Abstracts and ESA Bulletin 67:209-210.
Invited Symposium Paper (with W.H. Schlesinger): Geomorphology and desert ecosystems. ESA, State
University of New York at Syracuse. Program Abstracts and ESA Bulletin 67:300.
1985
Invited Symposium Paper: Landscape patterns of soil chemistry in the Chihuahuan Desert. ESA,
University of Minnesota. ESA Bulletin 66:213.
1984
Plant response to variations in nitrogen availability in a desert shrubland community. ESA, Colorado
State University. ESA Bulletin 65:101.
Scientific Publications:
Crow, S. E., C. Swanston, K. Lajtha, J. R. Brooks, H. Kierstead. 2007. Interpreting density fractions: searching for
meaningful soil organic matter pools. Biogeochemistry, in review.
J.D. Marshall, J.R. Brooks, and K. Lajtha. 2007. Sources of variation in the stable isotopic composition of plants.
In Stable Isotopes in Ecology and Environmental Science 2nd Edition Eds. R. Mitchener and K. Lajtha.
Blackwell Scientific, Oxford. In review.
Beldin, S. I., E. W. Sulzman, B. A. Caldwell, P. Sollins, K. Lajtha, and S. E. Crow. 2007. Cation exchange
capacity of density fractions from paired conifer/grassland soils. Biology and Fertility of Soils, in review.
Michener, R.M. and K. Lajtha, eds. 2007. Stable isotopes in ecology and environmental science. Blackwell
Scientific, Oxford.
Crow, S. E., E. W. Sulzman, W.D. Rugh, R.D. Bowden, K. Lajtha. 2006. Isotopic analysis of respired CO2
during decomposition of separated soil organic matter pools. Soil Biology and Biochemistry, in press.
Sollins, P., C. Swanston, M. Kleber, T. Filley, M. Kramer, S. Crow, B. Caldwell, K. Lajtha, and R. Bowden.
2006. Organic C and N stabilization in a forest soil: evidence from sequential density fractionation Soil
Biology and Biochemistry, in press.
Carreira, J.A., B. Viñegla, and K. Lajtha. 2006. Secondary CaCO3 and precipitation of P-Ca compounds control
the retention of soil P in arid ecosystems. Journal of Arid Environments 64:460-473.
Horváth, L., E. Führer and K. Lajtha. 2005. Nitric oxide and nitrous oxide emission from Hungarian forests: link
with atmospheric N deposition. Biogeosciences Discussions, 2, 703–723, 2005
Holub, S.M., K. Lajtha, J.D.H. Spears, J.A. Tóth, S.E. Crow, B.A.Caldwell, M. Papp, and P.T. Nagy. 2005.
Organic matter manipulations have little effect on gross and net nitrogen transformations in two
temperate forest mineral soils in the U.S.A and central Europe. Forest Ecology and Management
214:320-330.
Sulzman, E.W., J.B. Brant, R.D. Bowden, and K. Lajtha. 2005. Contribution of aboveground litter, belowground
litter, and rhizosphere respiration to total soil CO2 efflux in an old growth coniferous forest.
Biogeochemistry 73:231 - 256
12
Lajtha, K., S. Crow, Y. Yano, S.S. Kaushal, E.W. Sulzman, P. Sollins, and J.D.H. Spears. 2005. Detrital controls
on soil solution N and dissolved organic matter in soils: a field experiment. Biogeochemistry, 76:261281.
Cairns, M. A., and K. Lajtha. 2005. Effects of succession on nitrogen export in the west-central Cascades, Oregon.
Ecosystems 8:583-601.
Yano, Y., K. Lajtha, P. Sollins, and B.A. Caldwell. 2005. Chemistry and dynamics of dissolved organic matter in
a temperate coniferous forest on Andic soils: Effects of litter quality. Ecosystems 8: 286 - 300
Yano, Y., K. Lajtha, P. Sollins, and B.A. Caldwell. 2004. Chemical and seasonal controls on the dynamics of
dissolved organic matter in a coniferous old-growth stand in the Pacific Northwest, USA.
Biogeochemistry 71:197-223.
Spears, J.D.H. and K. Lajtha. 2004. The imprint of coarse woody debris on soil chemistry in the western Oregon
Cascades, Biogeochemistry 71:163-175.
Johnston, C.A., P. Groffman, D.D. Breshears, Z.G. Cardon, W. Currie, W. Emanuel, J. Gaudinski, R.B. Jackson,
K. Lajtha, K. Nadelhoffer, D. Nelson Jr., W. Mac Post, G. Retallack, R. Stallard, L. Wielopolski. 2004.
The frontier below: Carbon cycling in soil. Frontiers in Ecology and the Environment 2: 522-528.
Holub, S.M. and K. Lajtha. 2004. The fate and retention of organic and inorganic 15N-nitrogen in an old-growth
forest soil in Western Oregon. Ecosystems 7:368-380.
K. Nadelhoffer, J. Aitkenhead, R. Boone, R. Bowden, J. Canary, J. Kaye, K. Lajtha, W. McDowell, P. Micks, and
A. Ricca. 2004. The DIRT experiment: litter and root influences on forest soil organic matter stocks and
function. Chapter 15 in: D. Foster and J. Aber (eds.), Forests in Time: The Environmental Consequences
of 1000 Years of Change in New England. Yale University Press, pp. 300-315.
Holub, S.M. and K. Lajtha. 2003. Mass loss and nitrogen dynamics during the decomposition of a 15N-labeled N2fixing epiphytic lichen, Lobaria oregana . Canadian Journal of Botany 81:698-705.
Spears, J.D.H., S.M. Holub, M.E. Harmon, and K. Lajtha. 2003. The influence of decomposing logs on soil
biology and nutrient cycling in an old-growth mixed coniferous forest in Oregon, USA. Canadian Journal
of Forest Research 33: 2193-2201.
Vanderbilt, K.L., K. Lajtha and F. Swanson. 2003. Biogeochemistry of unpolluted forested watersheds in the
Oregon Cascades: temporal patterns of precipitation and stream nitrogen fluxes. Biogeochemistry 62:87117.
Mayer, B., E.W. Boyer, C. Goodale, N. A. Jaworski, N. van Breemen, R. W. Howarth, S. Seitzinger, G. Billen, K.
Lajtha, K. Nadelhoffer, D. Van Dam, L.J. Hetling, M. Nosil, and K. Paustian. 2002. Sources of nitrate in
rivers draining 16 major watersheds in the northeastern US: Isotopic constraints. Biogeochemistry 57/58:
171–197.
van Breemen, N., E. Boyer, C. Goodale, N. Jaworski, K. Paustian, S. Seitzinger, K. Lajtha, B. Mayer, D. Van
Dam, R.W. Howarth, K.J. Nadelhoffer, M. Eve and G. Billen. 2002. Where did all the nitrogen go? Fate
of nitrogen inputs to large watersheds in the northeastern U.S.A. Biogeochemistry 57/58: 267–293.
Goodale, C. L., K. Lajtha, K. J. Nadelhoffer, E. A. Boyer, N. A. Jaworski. 2002. Forest nitrogen sinks in large
eastern U.S. watersheds: estimate from forest inventory and an ecosystem model. Biogeochemistry
57/58: 239-266.
Holub, S.M., J.D.H. Spears, K. Lajtha. 2001. A reanalysis of nutrient dynamics in coniferous coarse woody
debris. Canadian Journal of Forest Research 31: 1894-1902.
13
Spears, J.D.H., K. Lajtha, B. A. Caldwell, S. B. Pennington, and K. Vanderbilt. 2001. Species effects of
Ceanothus velutinus versus Pseudotsuga menziesii, Douglas-fir, on soil phosphorus and nitrogen
properties in the Oregon Cascades. Forest Ecology and Management 149:205-216.
Lajtha, K. 2000. Ecosystem nutrient balance and dynamics. Pages 249-264 in: Sala, O., R. Jackson, H. Mooney
and R. Howarth. Methods in Ecosystem Science. Springer-Verlag, New York.
Lajtha, K. and K. Vanderbilt, eds. 2000. Cooperation in Long Term Ecological Research in Central and Eastern
Europe: Proceedings of the ILTER Regional Workshop, 22-25 June, 1999, Budapest, Hungary. Oregon
State University, Corvallis, OR.
Nadelhoffer, K., R. Bowden, R. Boone, and K. Lajtha. 2000. Controls on forest soil organic matter development
and dynamics: chronic litter manipulation as a potential international LTER activity. Pp. 3-9 in: Lajtha,
K. and K. Vanderbilt, eds. 2000. Cooperation in Long Term Ecological Research in Central and Eastern
Europe: Proceedings of the ILTER Regional Workshop, 22-25 June, 1999, Budapest, Hungary. Oregon
State University, Corvallis, OR.
Joyce, L.A., J.J. Landsberg, M. Stafford Smith, J. Ben-Asher, R. Cavazos Doria, K. Lajtha, G.E. Likens, A.
Perevolotsky, and U.N. Safriel. 1999. Ecosystem-level consequences of management options. Pages 97 –
116 in: Hoekstra, T.W. and M. Shachak, eds. Arid Lands Management: Towards Ecological
Sustainability. University of Illinois Press, Urbana.
Jamil, A., K. Lajtha, S. Radan, G. Ruzsa, and S. Cristofor. 1999. Mussels as bioindicators of trace metal pollution
in the Danube Delta of Romania. Hydrobiologia 392:143-158.
Harmon, M.E. and K. Lajtha. 1999. Analysis of detritus and organic horizons for mineral and carbon constituents.
Pages 143-165 in: Robertson, G.P., C.S. Bledsoe, D.C. Coleman, and P. Sollins, eds. Standard Soil
Methods for Long Term Ecological Research. Oxford University Press, New York.
Robertson, G.P., P. Sollins, B.G. Ellis, and K. Lajtha. 1999. Exchangeable ions, pH, and cation exchange
capacity. Pages 106-114 in: Robertson, G.P., C.S. Bledsoe, D.C. Coleman, and P. Sollins, eds. Standard
Soil Methods for Long Term Ecological Research. Oxford University Press, New York.
Sollins, P., C. Glassman, E. Paul, K. Lajtha, J. Heil, and E.T. Elliott. 1999. Soil carbon and nitrogen: pools and
fractions. Pages 89-105 in: Robertson, G.P., C.S. Bledsoe, D.C. Coleman, and P. Sollins, eds. Standard
Soil Methods for Long Term Ecological Research. Oxford University Press, New York.
Lajtha, K., C. Driscoll, W. Jarrell, and E.T. Elliott. 1999. Soil phosphorus: characterization and total element
analysis. Pages 115-142 in: Robertson, G.P., C.S. Bledsoe, D.C. Coleman, and P. Sollins, eds. Standard
Soil Methods for Long Term Ecological Research. Oxford University Press, New York.
Lajtha, K., W. Jarrell, D.W. Johnson, and P. Sollins. 1999. Collection of soil solution. Pages 166-182 in:
Robertson, G.P., C.S. Bledsoe, D.C. Coleman, and P. Sollins, eds. Standard Soil Methods for Long Term
Ecological Research. Oxford University Press, New York.
Valiela, I., P. Peckol, C. D’Avanzo, J. Kremer, D. Hersh, K. Foreman, K. Lajtha, B. Seely, W.R. Geyer, T. Isaji,
and R. Crawford. 1998. Ecological effects of major storms on coastal watersheds and coastal waters:
Hurricane Bob on Cape Cod. J. Coastal Research 14: 218-238.
Lajtha, K. 1998. Forest ecosystems in a changing global context. Pages 1791 - 1802 in Meyers, R.A., ed.
Encyclopedia of Environmental Analysis and Remediation. John Wiley and Sons, NY.
14
Keller, B.E.M., K. Lajtha, and S. Cristofor. 1998. Trace metal concentrations in the sediments and plants of the
Danube Delta, Romania. Wetlands 18:42-50.
Seely, B., K. Lajtha, and G. Salvucci. 1998. The dynamics of N fluxes from canopy to ground water in a coastal
forest ecosystem developed on sandy substrates. Biogeochemistry 42: 325-343.
Valiela, I., G. Collins, J. Kremer, K. Lajtha, M. Geist, B. Seely, J. Brawley, and C.-H. Sham. 1997. Nitrogen
loading from coastal watersheds to receiving waters: Review of methods and calculation of loading to
Waquoit Bay. Ecological Applications 7: 358-380.
Carreira, J.A. and K. Lajtha. 1997. Factors affecting phosphate sorption along a Mediterranean, dolomitic soil and
vegetation sequence. European Journal of Soil Science 48: 139-149.
Lajtha, K. K. Kolberg, and J. Getz. 1997. Ecophysiology of the saguaro cactus (Carnegiea gigantea) in the
Saguaro National Monument: relationship to symptoms of decline. J. Arid Environ. 36: 579-590.
Kolberg, K. and K. Lajtha. 1997. Population dynamics and trace metal biogeochemistry of the saguaro cactus
(Carnegiea gigantea) in the Sonoran Desert. Ecoscience 4: 223-231.
Whytemare, A.B., R.L. Edmonds, J.D. Aber, and K. Lajtha. 1997. Influence of excess nitrogen deposition on a
white spruce (Picea glauca) stand in southern Alaska. Biogeochemistry 38: 173-187.
Carreira, J.A., K. Lajtha, and F.X. Niell. 1997. Phosphorus transformations along a soil/vegetation series of fireprone, dolomitic, semi-arid shrublands of southern Spain. Biogeochemistry 39: 87-120.
Seely, B. and K. Lajtha. 1997. Application of a 15N tracer to simulate and track the fate of atmosphericallydeposited N in the coastal forests of the Waquoit Bay Watershed, Cape Cod, MA. Oecologia 112: 393402.
Valiela, I., P. Peckol, C. D'Avanzo, K. Lajtha, J. Kremer, W.R. Geyer, K. Foreman, D. Hersh, B. Seely, T. Isaji,
and R. Crawford. 1996. Hurricane Bob on Cape Cod. American Scientist 84: 154-165.
Dudley, J. L., B. Michener, and K. Lajtha. 1996. The contributions of nitrogen-fixing symbioses to coastal
heathland succession. The American Midland Naturalist 135: 334-342.
Howarth, R.W., G. Billen, D. Swaney, A. Townsend, N. Jaworski, K. Lajtha, J.A. Downing, R. Elmgren, N.
Caraco, T. Jordan, F. Berendse, J. Freney, V. Kudeyarov, P. Murdoch, and Z. Zhao-lang. 1996. Regional
nitrogen budgets and riverine N & P fluxes for the drainages to the North Atlantic Ocean: natural and
human influences. Biogeochemistry 35: 75-139.
Lajtha, K., B. Seely, and I. Valiela. 1995. Retention and leaching losses of atmospherically-derived nitrogen in the
aggrading coastal watershed of Waquoit Bay, MA. Biogeochemistry 28: 33-54.
Lajtha, K. and A.F. Harrison. 1995. Strategies of phosphorus acquisition and conservation by plant species and
communities. pp. 139-147 in: H. Tiessen, ed., Phosphorus in the global environment: Transfers, cycles,
and management. SCOPE 54. John Wiley and Sons, Chichester.
Lajtha, K. and J.D. Marshall. 1994. Sources of variation in the stable isotopic composition of plants. pp. 1-21 in
Lajtha, K. and R.M. Michener, eds., Stable isotopes in ecology and environmental science. Blackwell
Scientific, Oxford.
Lajtha, K. and R.M. Michener, eds. 1994. Stable isotopes in ecology and environmental science. Blackwell
Scientific, Oxford.
Lajtha, K. 1994. Nutrient ion uptake and growth in eastern deciduous tree seedlings. Plant and Soil 160: 193-199.
15
Carreira, J.A., F.X. Niell, and K. Lajtha. 1994. Soil nitrogen availability and nitrification in Mediterranean
shrublands of varying fire history and successional stage. Biogeochemistry 26: 189-209.
Lajtha, K. and J. Getz. 1993. Photosynthesis and water-use efficiency in pinyon-juniper communities along an
elevation gradient in northern New Mexico. Oecologia 94: 95-101.
Dudley, J.L. and K. Lajtha. 1993. The effects of prescribed burning on nutrient availability and primary
production in sandplain grasslands. Am. Midl. Nat. 130: 286-298.
Lajtha, K. 1992. Forest ecosystems. pp 241-251 in W.A. Nierenberg, ed. Encyclopedia of Earth System Science.
Academic Press, Orlando.
Lajtha, K. and K.A. Kolberg. 1992. Ecophysiological and toxic element studies of the saguaro cactus in Saguaro
National Monument. pp 47-55 in: C.P. Stone and E.S. Bellantoni, eds. Proceedings of the symposium on
Research in Saguaro National Monument. Southwest Parks and Monuments Assoc., Tucson.
Padien, D.J. and K. Lajtha. 1992. Plant spatial pattern and nutrient distribution in pinyon-juniper woodlands along
an elevational gradient in northern New Mexico. International Journal of Plant Sciences 153: 425-433.
Barford, C. and K. Lajtha. 1992. Nitrification and nitrate reductase activity along a secondary successional
gradient. Plant and Soil 145: 1-10.
Valiela, I., K. Foreman, M. LaMontagne, D. Hersh, J. Costa, P. Peckol, B. DeMeo-Anderson, C. D'Avanzo, M.
Babione, C.-H. Sham, J. Brawley, and K. Lajtha. 1992. Couplings of watersheds and coastal waters:
sources and consequences of nutrient enrichment in Waquoit Bay. Estuaries 15: 443-457.
Lajtha, K. and F.J. Barnes. 1991. Carbon gain and water use in pinyon pine-juniper woodlands of northern New
Mexico: field versus phytotron chamber measurements. Tree Physiology 9: 59-67.
Lajtha, K. and W.G. Whitford. 1989. The effect of water and nitrogen amendments on photosynthesis, leaf
demography, and resource-use efficiency in Larrea tridentata, a desert evergreen shrub. Oecologia 80:
341-349.
Lajtha, K. and W.H. Schlesinger. 1988. The biogeochemistry of phosphorus cycling and phosphorus availability
along a desert soil chronosequence. Ecology 69: 24-39.
Lajtha, K. 1988. The use of ion exchange resin bags for measuring nutrient availability in an arid ecosystem. Plant
and Soil 105: 105-111.
Lajtha, K. and S.H. Bloomer. 1988. Factors affecting phosphorus adsorption and phosphorus retention in an arid
ecosystem. Soil Science 146: 160-167.
Lajtha, K. and M. Klein. 1988. The effect of varying nitrogen and phosphorus availability on nutrient use by
Larrea tridentata, a desert evergreen shrub. Oecologia 75: 348-353.
Lajtha, K. and W.H. Schlesinger. 1988. The effect of CaCO3 on the uptake of phosphorus by two desert shrub
species, Larrea tridentata (DC.) Cov. and Parthenium incanum H.B.K. Botanical Gazette 149: 328-334.
Lajtha, K., J. Weishampel, and W.H. Schlesinger. 1987. Phosphorus and pH tolerances in the germination of the
desert shrub Larrea tridentata. Madrono 34: 35-40.
Lajtha, K. 1987. Nutrient reabsorption efficiency and the response to phosphorus fertilization in the desert shrub
Larrea tridentata (DC.) Cov. Biogeochemistry 4: 265-276.
16
Lajtha, K. and W.H. Schlesinger. 1986. Plant response to variations in nitrogen availability in a desert shrubland
community. Biogeochemistry 2: 29-37.
Morris, J.T. and K. Lajtha. 1986. Decomposition and nutrient dynamics of litter from four species of freshwater
macrophytes. Hydrobiologia 131: 215-223.
Banay-Schwartz, M., K. Lajtha, H. Sershen, and A. Lajtha. 1977. Temperature dependence of amino-acid
transport in brain slices. Neurochemical Research 2: 695-706.
Book reviews:
2004
Bashkin, V.N. 2002. Modern biogeochemistry. Kluwer, Academic Publishers, Boston. (Ecology
85:290)
2002
Belnap, J. and O.L. Lange (eds.). 2001. Biological soil crusts: Structure, function, and management.
Springer-Verlag, New York. (Ecology)
1995
Caldwell, M.M. and R.W. Pearcy (eds.). 1994. Exploitation of environmental heterogeneity by plants:
ecophysiological processes above- and belowground. Academic Press, San Diego. (Ecology 76: 313)
1987
Stevenson, F.J. 1986. Cycles of soil: carbon, nitrogen, phosphorus, sulfur, micronutrients. John Wiley
and Sons, NY. (Ecology 68: 457-458)
Pickett, S.T.A. and P.S. White (eds.). 1985. The ecology of natural disturbance and patch dynamics.
Academic Press, NY. (Journal of Environmental Quality 16: 286-287)
1986
Howard, J.A. and C.W. Mitchell. 1985. Phytogeomorphology. John Wiley and Sons, NY. (Ecology 67:
823)
Oregon State University Libraries Evaluation of the Collection supporting a
Proposal to Initiate a New Instructional Program for an
Undergraduate Degree Program (Dual-Degree) in Sustainability
This library assessment reviews the monographic and serials collections as related to Sustainability literature in the
discipline areas of agricultural economics, business, economics, forestry, engineering, geosciences, natural sciences, and
social sciences.
As noted by the Category 1 Proposal, the OSU Libraries are currently supporting most of the undergraduate courses
proposed for this dual degree program, with the exception of a handful of new courses. The Category 1 states
“. . .we do not anticipate this program requiring investment in library resources for the Valley Library, which
already provides outstanding resources for all of the major academic disciplines impacted by the Dual-Degree.”
As librarians, we disagree slightly with this assessment for two reasons. A number of librarians supporting a broad range
of subject areas will be called upon to add an additional focus to selection criteria for their disciplines. In addition, as
courses for this degree are to be delivered online, the Libraries will need to focus on additional online resources and
services for students. We have focused this assessment on those new course areas and the need to focus on electronic
books and periodicals, as well as efficient delivery mechanisms between campuses for those print resources needed by
students in these courses.
The Category 1 Proposal states: “Cascades will also provide the necessary funds to build library resources in the
sustainability field where necessary.”
Librarians who work primarily with the Valley Library will need to work more collaboratively with the Cascades Campus
branch library to collectively acquire more electronic resources for this degree so that materials can be more easily
(both financially and logistically) shared between campuses. The new Scan and Deliver Program at the Valley Library,
where students can request articles or book chapters to be scanned and delivered via their ONID email accounts, may
help to support students on the Cascades campus with library resources from Valley.
Recommendations
The library evaluation for the Cascades Category 1 for this program recommended additional funding for the library as
follows:
Year 1:
Ongoing (annual):
$2,500 (Cascades request)
$7,902
$1,500 (Additional funding for AASHE)
Year 1 costs address improving students’ access to targeted information as well as the first year of Association for the
Advancement of Sustainability in Higher Education (AASHE) membership. Ongoing costs reflect database, e-book
purchases and ongoing AASHE membership if deemed useful.
Monographs:
OSU is served well by the Libraries’ investment in the Orbis/Cascades Alliance, whose combined collection is substantial.
Students and faculty can order from the collections of all the libraries in the Orbis Cascade Alliance through the Summit
catalog. University of Oregon, Portland State University, University of Washington and Washington State University are
some of the larger research libraries represented in the Summit catalog. Books requested through Summit are delivered
to OSU Libraries within three to five working days.
When collecting books for sustainability, librarians at OSU Cascades and OSU Corvallis must focus on electronic
monographs (e-books) as a way to share access to titles, without the need to ship books from one campus to another. A
cursory search in the OSU Libraries Catalog for e-books on sustainability resulted in 349 titles. A recommendation in the
Cascades Campus library evaluation for this program is that “$5,000 be committed annually [from new program funds]
for three years to purchase e-books addressing various aspects of sustainability. After this period, the OSU Libraries
would assess usage and recommend whether to continue the funding.”
One drawback to e-books as a format is that they cannot be shared across the Orbis Cascade Alliance, therefore if
students find e-books in the Summit catalog they will be unable to access them, unless owned by OSU Libraries.
However, the Orbis Cascade Alliance is actively exploring options to make sharing e-books within the consortium a
possibility.
Government Documents:
OSU Libraries’ status as a selective federal depository for government documents is useful for students and researchers.
Many of the government documents are freely available online and are represented in the OSU Libraries online catalog.
As an example of the types of government documents collected locally, OSU Libraries is a 74% depository of Department
of Energy documents.
Appendix A provides an Excel file of some of the item numbers we currently select, as an example of the types of
government documents students can expect to access.
In addition, access to “grey” (limited circulation reports) literature will be useful to students in these courses and while
much of this can be found via the web, we encourage faculty to make their own “grey” literature (preprints, contract
reports, etc.) available via the ScholarsArchive@OSU.
Serials/Journals:
Thompson-ISI’s Journal Citation Report does not supply a category for Sustainability; the concept covers a number of
disciplines. We looked at subject categories that relate to sustainability, such as Environmental Economics and
Environmental Engineering. In addition, alternative lists were found such as one from USDA for top Sustainable
Agriculture Journals. While OSU Libraries subscribes to a number of the top journals in environmental engineering,
environmental economics, energy and fuels, water research, sustainable agriculture and forestry, sustainable
development journals focused on policy and international issues are perhaps a gap in the collection for librarians to
track. As stated in the Cascades Campus library evaluation for this program, the current serials holdings are adequate to
support undergraduate needs.
Appendix B provides a listing of journals for the categories named above and OSU Libraries holdings.
Electronic Access to Journals:
OSU Libraries’ subscriptions to online journal packages, such as BioOne, Springer, Wiley, and Elsevier have expanded
electronic access and in most cases cover the years 1996 – present. Helpful for coursework is full-text access to articles
older than 3-12 months from the array of journals covered by the Libraries’ Ebsco and Gale database subscriptions.
Subject-Specific Indexes and Abstracts
OSU Libraries subscribes to the following databases that can be useful for identifying literature covering sustainability
topics:
• AgEcon Search
• Agricola (1970-present)
• ASCE Digital Library
• Aquatic Sciences & Fisheries Abstracts (1978-present)
• CAB Abstracts (1973-present)
• Compendex (1970-present)
• EIS: Digests of Environmental Impact Statements (1984- present)
• Environmental Sciences and Pollution Management, ESPM (from 1967 –present) covers a broad range of
subjects relating to sustainability and includes Sustainability Science Abstracts.
•
•
•
•
•
•
•
•
•
•
•
Environmental Studies & Policy Collection (1980 – present)
Fish, Fisheries and Aquatic Biodiversity Worldwide (1971-present)
GEOBASE ( 1980-present)
HealthSource Plus (1984-present)
Medline (1966-date)
Science Citation Index (1970-present)
Social Sciences Citation Index (1970-present)
Sustainability Science Abstracts (2003 – present) part of ESPM
TOXLINE (1994-present)
Wildlife and Ecology Studies Worldwide (1935 –present)
Zoological Record (1993-present)
In the Cascades Campus library evaluation for this program, an additional abstracting and indexing database was
recommended “Public Administration Abstracts,” at an annual cost of $1,402 [covered by new program funding at
Cascades].
Library staff and expertise:
Librarian support for this program as proposed is spread across many OSU Library faculty members. Key librarians
include Bonnie Avery (Natural Resources), Alison Bobal (Biological Sciences), Laurie Bridges (Business/Economics),
Maureen Kelly and Kate Gronemyer (OSU Cascades), May Chau (Agriculture), Valery King (Public Policy and Government
Documents), Margaret Mellinger (Engineering), Janet Webster (Fisheries & Wildlife), and Andrea Wirth (Geosciences).
This allows for breadth but not depth, and it is likely that primary responsibility and a fund code for this program will
need to be negotiated. Ideally, one or two librarians could support this program through selection, teaching (in person
and/or online) and reference assistance. The Cascades Campus library evaluation for this program notes that a librarian
will likely create an information portal using Library a la Carte software.
Summary:
OSU Libraries collections are adequate to support the Sustainability Dual Degree Program as proposed, with the
additional funding for collections recommended in the Cascades Campus library evaluation for this program.
The distributed nature of this program places a communication burden on the faculty from each department to work
with the library to ensure that the library collections meet the needs of students and that new faculty have access to the
journals, books, working papers, and data they need to do the work of a top-ten land grant institution. We also
emphasize the need for faculty to secure the accessibility of their research findings by actively participating in the
ScholarsArchive@OSU.
Respectfully submitted,
Margaret Mellinger, Engineering Librarian,
Laurie Bridges, Business and Economics Librarian
Valery King, Social Sciences and Government Documents Librarian
In consultation with:
Alison Bobal, Health and Human Performance Librarian
Andrea Wirth, Geosciences Librarian
May Chau, Agricultural and Resource Economics Librarian
Bonnie Avery, Natural Resources Librarian
Maureen Kelly, OSU Cascades Librarian
Janet Webster, Fisheries & Wildlife Librarian
Oregon State University Libraries
11/05/10
Appendix A: Typical Department of Energy Documents Collected at OSU Libraries
title
Fuel Economy Guide (annual) (EL)
Annual Report to Congress, Department of Energy Activities Relating to
the Defense Nuclear Facilities Safety Board (annual) (EL)
Annual Site Environmental Report (EL)
Report to the Secretary of Energy on the U.S. Department of Energy's
Small Business Programs (annual) (EL)
U.S. Department of Energy Strategic Plan for Small Business (annual)
(EL)
Pacific Northwest Technology Today (Monthly) (EL)
Science & Technology Highlights (Semiannual) (EL)
Energy Assurance Daily (EL)
SciDAC Review (Quarterly) (EL)
GasTIPS (Quarterly) (EL)
Report on the Effect the Low Enriched Uranium Delivered under the
Russian HEU Agreement has on the Domestic Uranium Mining,
Conversion and Enrichment Industries, and the Operation ... (Annual)
(EL)
Combustion Research Facility News, CRFnews (Bimonthly) (EL)
National Report for the Joint Convention on the Safety of Spent Fuel
Management and on the Safety of Radioactive Waste Management
(irregular) (EL)
DOE Office of Science American Recovery and Reinvestment Act
Newsletter (monthly) (EL)
Superconductivity News Update (irregular) (EL)
Clean Coal Today (quarterly) (EL)
Inertial Confinement Fusion (ICF) Annual Report (EL)
Clean Coal Technology (Topical Reports) (EL)
Clean Coal Technology Demonstration Program, Program Update
(annual) (EL)
Natural Gas Imports and Exports (quarterly) (EL)
Annual Energy Review (EL)
Annual Energy Outlook, With Projection to ... (EL)
Short-Term Energy Outlook (EL)
Oil and Gas Field Code Master List, DOE/EIA-0370 (annual) (EL)
Emissions of Greenhouse Gases in the United States (annual) (EL)
Electronic Products (misc.) (E)
Voluntary Reporting of Greenhouse Gases Annual Report (EL)
OPEC Revenues Fact Sheet (Integrating Resource, updated monthly)
(EL)
Energy Research, DOE/ER (series) (MF) (EL)
Energy Research, DOE/ER (series) (MF) (EL)
Directory of Awardee Names (annual) (MF)
Research programs, Division of Materials Sciences and Engineering
(updating website) (EL)
Energy Efficiency and Renewable Energy ClearingHouse ... (Fact Sheets)
(EL)
Wind Energy Program Highlights (MF) (EL)
Wind Energy Program Highlights (MF) (EL)
Environmental Impact Statements, DOE/EIS (series) (EL)
Environmental Assessment, DOE/EA (series) (MF)
DOE Occupational Radiation Exposure Report (annual) (EL)
Electric and Hybrid Vehicles Program Annual Report to Congress (P)
Renewable Energy Annual (annual) (EL)
Weekly Petroleum Status Report (EL)
Financial News for Major Energy Companies (Quarterly) (EL)
Financial News for Independent Energy Companies (quarterly) (EL)
Environmental Impact Statements, FERC/EIS (series) (MF) (EL)
Environmental Impact Statements, FERC/EIS (series) (MF) (EL)
Draft Environmental Impact Statements, FERC/DEIS (series) (MF)
Environmental Impact Statements, FERC/FEIS (series) (MF)
FY ... performance and accountability report (annual) (EL)
The Qualifying Facilities Report (annual) (MF)
Subsistence and Environmental Health (EL)
Clean Cities Now (quarterly) (EL)
Office of Inspector General Public Reports (various series) (EL)
DOE Information Bridge (EL)
frequency
Annual
Annual
Annual
Annual
Monthly
SemiAnnual
Quarterly
Quarterly
Annual
Bimonthly
Irregular
Monthly
Irregular
Quarterly
Annual
Annual
Quarterly
Quarterly
Annual
Annual
Misc.
Series
Series
Annual
Monthly
Series
Series
Annual
Annual
Quarterly
Quarterly
Series
Series
Series
Annual
Annual
Future Drive (quarterly) (EL)
Federal R&D Project Summaries (EL)
Sandia Technology (quarterly) (EL)
Energy Citations Database (online database) (EL)
Quarterly
Quarterly
Appendix B: Journals related to Sustainability
The following journal titles were identified from lists, ISI Impact Factor Lists, Thomson ISI’s
Science Watch, and Aggropedia, a wiki dedicated to sustainability issues.
Top 10 Research Journals: Sustainable Agriculture 2009.
http://www.nal.usda.gov/afsic/pubs/agnic/susagjournals.shtml
Journal Title
Acta Horticulturae
Aspects of Applied Biology
Agriculture, Ecosystems and
Environment
Renewable Agriculture and
Food Systems
Journal of Sustainable
Agriculture
Journal of the Science of Food
and Agriculture
HortTechnology
HortScience
Livestock Science
International Journal of
Agricultural Sustainability
Print
From no. 11 - present
Symposia proceedings – we
have 14 from 1982 – 1996.
1983-2005
2004-2005
1990-2008
1950-2004
1992 - Pres
1996 - Pres
2006
No
Online
2003-present
No
1995 – present (via
ScienceDirect)
2004 – present (Cambridge
Journals Online)
1997 –present (via
InformaWorld)
1996 – present(via Wiley
InterScience)
None
None
2006 – Present (via
ScienceDirect)
No
Top Environmental Economics Journals (by ISI Impact Factor for 2009)
Title
Journal of Economics and
Management (JEEM)
Ecological Economics (EE)
American Journal of Agricultural
Economics (AJAE)
Resource and Energy Economics (REE)
Energy Journal (EJ)
Australian Journal of Agricultural and
Resource Economics (AJARE)
Land Economics (Land)
Environmental and Resource
Economics (ERE)
Environment and Development
Economics (EDE)
Journal of Agricultural and Resource
Economics (JARE)
Natural Resources Journal (NRJ)
Energy Economics
Natural Resource Modeling
Marine Resource Economics
Energy Policy
Journal of Environmental
Management
Journal of Agricultural and Applied
Economics
Water Resources Research
Agricultural and Resource Economics
Print
v. 7 (1998) – v. 15 (
2006)
v. 16 (1996) – V. 55
(2005)
v.50 (1968) v.88
(2006)
v.15 (1993) - v.27
(2005)
No
v. 41 (1997) - v. 50 (
2000)
v. 24 (1948) – v 84
(2008
v. 7 (1996) – v. 29
(2004)
No
Online
1997-2009 (various vendors
1992- present
No
v. 1 (1961) – v. 50
(2010 -cancelled)
v. 7 (1985) – v. 27
(2005)
v. 1(1986/88) – v.20
(2007)
v. 1 – present
(Guin Library)
v. 4 (1976) – v. 20
(1992)
v. 20 (1985) – v. 77
(2005)
v. 25 (1993) – present
2004 –present (LexisNexis
Academic)
1995-present (ScienceDirect)
1965-2008
v. 22 (1993) –v. 37
1965-present
No
1995-present (ScienceDirect)
1968 – present (various
vendors)
Jan. 01, 1995-(ScienceDirect)
1989-present (various vendors
1998 – 2009 (various vendors)
1965- present (various
vendors)
1997 – present (Springer LINK)
No
No
Mar. 01, 2004- June 17, 2009 (
Academic OneFile)
1995-present (ScienceDirect)
1995-present (ScienceDirect)
No
Review
(2008)
Top Journals in Environmental Engineering
(by ISI Impact Factor, 2009)
Journal Title
Print
Applied Catalysis B –
v. 1 (1992) – v. 28 (2000)
Environmental
Environmental Science and
v.1 (1967)-v.37(2003)
Technology
Online
1995-present (ScienceDirect)
1967- present (ACS)
Water Research
Journal of Hazardous
Materials
International Journal of
Greenhouse Gas Control
Environmental Modelling and
Software
Indoor Air
v.1 (1967) - v.39 (2005)
No
1995-present (ScienceDirect)
1995-present (ScienceDirect)
No
On order
No
1997-present (ScienceDirect)
No
Ecological Engineering
International Journal of Life
Cycle Assessment
Ambio
No
No
Mar. 01, 1998- June 17, 2009
(Academic Search Premier)
1995-present (ScienceDirect)
1997- present (Springer LINK)
v. 1 (1972) – v. 35 (2006)
2000 – present (BioOne)
Energy and Fuels Journals (ISI Impact Factor, 2007)
Rank
2007 Impact Factor
Print
1
Progress in Energy and
v.2 (1976) - v. 24( 1998)
Combustion Science.
(5.27)
2
Renewable & Sustainable
No
Energy. Reviews
(3.77)
3
Fuel Cells
No
(3.27)
4
Bioresource Technology.
v.35 (1991) - v.96 (2005)
(3.10)
5
Journal of Power Sources
No
(2.81)
6
International Journal of
No
Hydrogen Energy.
(2.73)
7
Proceeedings of the .
Combustion Institute.
(2.65)
8
Combustion and Flame
v.1 (1957) - v.143 (2005)
(2.18)
9
Progress in Photovoltaics
No
(2.18)
10
SolarEnergy Materials and
No
Solar Cells
(2.00)
Environmental Studies Journals (ISI Impact Factor, 2007)
Rank
2007 Impact Factor
Print
1
Annual. Review of
COCC 2003- present
Environment and
Resources.
(4.04)
2
Global Environmental.
No
Change
(3.92)
3
Energy Policy
V. 4 (1976 ) – V. 20
(1.90)
(1992
4
Environment & Planning-D
v.1 (1983) – present
(1.81)
5
Regional Studies
v.1 (1967) - v.26 (1992)
(1.80)
6
Harvard Environmental Law
No
Rev.
(1.78)
7
Environment & Planning-A
v.6 (1974)- v.28 (1996)
(1.73)
8
International Regional
v.1 (1975) - v.15 (1993)
Online
1995- present
ScienceDirect
On order
No
1995- present
ScienceDirect
1995- present
ScienceDirect
1995- present
ScienceDirect
1995- present
ScienceDirect
No
1995- present
ScienceDirect
Online
2003 – present (various)
1995- present
(ScienceDirect)
1995- present
(ScienceDirect)
1995- present
(ScienceDirect)
1994-2009 (various
vendors)
1994 – present (LexisNexis
Academic)
No
No
9
10
Science Review.
(1.72)
Landscape Urban Plan.
(1.63)
Energy Journal
(1.58)
No
No
no
1989 – present (various
vendors)
Sustainable Development Journals with Impact Factors
Journal Title
Print
World Development
v.13 (1985) - v. 33 (2005)
(1.225)
Sustainable Development
No
(Impact Factor 1.1)
Journal of Educational
No
Technology & Society
(1.067)
Environment, Development and
No
Sustainability
(.954)
Journal of Sustainable Forestry
v.18 (2004)- v.25 (2007)
The Journal of Sustainable Product
No
Design,
International Journal of Sustainable
Development and World Ecology,
Sustainability
No
Journal of Sustainable Development
(No impact factor)
Development and Change
No
Online
Jan. 01, 1995(ScienceDirect)
No
OA
Mar. 01, 1999-(Springer
LINK)
1992 – present
2001-2004 online Springer
2003-2009 online
(embargo)
OA journal
OA journal
No
No
Jan. 01, 1998- June 17,
2009 (Academic Search
Premier
OA
2003-2009 (embargo)
No
2005- present, OA
No
No
No
OA
OA (DOAJ)
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
International Journal of Sustainable
No
Development and Planning
Journal of Sustainable Development in No
Africa
Proceedings of ICE, Engineering
No
Sustainability
No
Journal of Sustainable Development
International Journal of Sustainable
Energy
The International Journal of Education
and Development using Information
and Communication Technology
(IJEDICT)
Journal of Sustainable Development Peace, Conflict and Development
The international journal of
environmental, cultural, economic,
and social sustainability
International Journal of Sustainable
Society
Sustainable Economics,
(No impact factor)
Management of Sustainable
Development
International Journal of Sustainable
Transportation,
Sustainable Development
International
International Journal of Sustainable
Development and World Ecology
International Journal of Sustainable
Development
No
No
From:
To:
Subject:
Date:
Beach, Gary
Hoelscher, Steve; Babcock, Carol; Bronson, Tamara
FW: B&FP Cat I Proposal Review Questions - Sustainability Dual Degree Program
Friday, March 11, 2011 2:39:03 PM
Steve, Carol, and Tamara,
Here is the response I just received from Matt Shinderman at OSU-Cascades regarding the
questions that you had about the proposal to establish a Sustainability Dual Degree
program.
--Gary
Gary L. Beach
Curriculum Coordinator
Office of Academic Affairs
500 Kerr Administration Building
Oregon State University
Corvallis, OR 97331
[email protected]
541-737-2815 (office)
541-760-1103 (cell)
From: Shinderman, Matt
Sent: Friday, March 11, 2011 2:28 PM
To: Beach, Gary; Hacker, Marla E; Franklin, Sandie
Cc: Lajtha, Kate; Shinderman, Matthew J - ONID
Subject: RE: B&FP Cat I Proposal Review Questions - Sustainability Dual Degree Program
Greetings Gary et al.
I have reviewed the questions below and have updated the draft to reflect the required changes. My item by item response is as follows:
1. The Proposal mentions a biannual meeting of the two boards however the Budget Outline
Form does not include costs for coordination, meeting sites, travel, etc… Please estimate
those costs and include in the Budget Outline Forms. We have added $250.00 to the
annual budget for this purpose. It is expected that faculty from both campuses will utilize
polycom and/or streaming video technology to attend meetings, so the funds requested
will primarily be used to cover travel costs for off-campus program advisors.
2. With this type of degree program, the internship and workshops with service learning will
require organization, who will be taking this on? The dual-degree program directors on
both campuses will serve as internship advisors, with the Cascades Campus director serving
as the lead until student demand on the main campus makes this impractical. The program
directors will reevaluate internship advising roles on the main campus after year 2 of the
program. 3. On all years of the Budget Outline Forms for both OSU Cascades & OSU Corvallis there are
no amounts listed for Library Resources. However, the proposal contains two Library
Evaluations. One evaluation recommends additional library funding in Year 1 of $2500 &
$1500 and ongoing funding of $7902, and the other recommends additional library funding
in Year 1 of $1500 and ongoing funding of $1500. It was unclear if both evaluations are
applicable to both campuses or if one is applicable to one campus and the other to the
other campus. This needs clarification within the Proposal and inclusion on the Budget
Outline Forms. We did not have library resource evaluation data at the time we submitted
the proposal. We have met with librarians and have revised the budget requests for both
campuses based on their recommendations.
4. Page 26 indicates that “Administration of the dual-degree on the main campus will be
handled by an interim advisor/program lead (Kate Lajtha, Botany and Plant Pathology, has
agreed to serve in this capacity without additional funding support).” However, the OSUCorvallis Budget Outline Form contains costs in the Faculty line item for a faculty advisor
starting in the first year. If additional funding support isn’t required for the interim advisor,
why is there an amount indicated on the Budget Outline Form? On a related topic, the
Budget Outline Form notes “1 summer month” on the Faculty line item starting in the first
year and also notes “1 course release” on the Faculty line item starting in year 2 but it isn’t
clear if this is for the faculty advisor or for a separate faculty to teach classes. This is
confusing because the proposal indicates that there are no additional funding costs for an
interim advisor as noted above and the proposal doesn’t mention adding costs for
someone to teach classes on the Corvallis campus until year 2 of the program as stated in
page 12 item j. second sentence “On the Corvallis campus, we are proposing to hire one
instructor, who has taught many classes relating to sustainability, to offer one core class
per term (SUS 304, SUS 430) starting in year 2 of the program.” Yet, the cost for the 2
classes taught by an instructor aren’t added on the OSU-Corvallis Budget Outline Form
until Year 3 on the Support Staff line item. This needs clarification within the Proposal and
should be easily reconciled to the Budget Outline Form. We have amended this section to
reflect the following information:
“Kate Lajtha, or another interim advisor, will receive one summer month in the first year
and a one-course release in the second year.” The text was also modified to read:
“On the Corvallis campus, we are proposing to hire one instructor, who has taught many
classes relating to sustainability, to offer one core class per term (SUS 304, SUS 430)
starting in year 3 of the program.” 5. The Budget Outline Form for OSU-Cascades includes a non-recurring cost of $11,000 in the
Personnel section that isn’t addressed in the proposal. That cost appears in each year of
the budget but isn’t explained in the Proposal. What is the non-recurring cost for? This
cost is for recruitment, moving expenses and start-up funds for the new hire proposed for
Cascades Campus. This has been modified in the draft.
6. Page 13 of the Proposal indicates “Students can also connect live to classes via streaming
media. Although there is a cost for receiving such classes, the costs of Cascades Campus
classes are currently being covered by TRF funds, and this is expected to continue into the
future, and costs are decreasing.” Page 27, third paragraph indicates “… Given limited
resources to teach additional courses on the main campus, new courses associated with
the degree (…) will be delivered by Cascades faculty via streaming media to main campus.” There are two confusing points here: 1) Is the $6000 cost on the OSU-Cascades Budget
Outline Form the same costs currently being covered by TRF funds? If not, why are there
additional resources allocated for the cost of delivery? 2) The proposal indicates that
“there is a cost for receiving such classes”, should there be a cost indicated on the OSU–
Corvallis Budget Outline Form for receiving video courses? Will OSU-Corvallis do any
delivery of courses and should there also be a cost associated with that? The $6000 cost is
for software purchase (Life Cycle Assessment) to support the program. After further review
we have concluded that there is no cost for receiving courses from Cascades. The draft has
been modified to reflect these changes.
7. Page 26, Item 7. a., second paragraph, second sentence indicates “When Student
enrollment in the program exceeds 75 students (in Corvallis) the program leads will request
permission to hire a 0.25 professional advisor.” Page 12 projects that the Corvallis Campus
will reach 75 students in Fall Term 2013. However, the OSU-Corvallis Budget Outline Form
adds the cost of a 0.25 professional advisor in Year 2 of the program which represents
Academic Year 2012-2013. If the projections of students are correct, the costs of the
professional advisor shouldn’t be added until Year 3 of the program. Please clarify. The
draft has been modified to reflect this change.
8. Page 26, item 7.a., first paragraph, fourth sentence indicates “The budget for services and
supplies for the dual –degree will be the same as for other programs ($5000 per year).
Costs for technology support and hardware (phone and it) are covered by the general
institutional budget. Tenure-track faculty will be awarded $2000 per year for professional
development which is reflected in funds allocated for supplies.” The OSU-Cascades budget
for supplies and services is $7600 and the OSU-Corvallis budget is $5000. Why the cost
differential? Does the OSU-Corvallis budget include the $2000 per year for professional
development? Corvallis does not use professional development funds. The remainder of
the cost differential reflects supplies and travel costs at Cascades.
9. On the OSU-Cascades Budget Outline Form the cost for the Faculty member remains flat
across all 4 years. Is it realistic not to allow for some sort of raise or cost of living
adjustment at sometime during the four year term? The budget forms have been modified
to reflect an annual 3% raise (with OPE adjusted). The updated draft and budget forms have all been uploaded to the online curriculum system for
your review. Please let me know if you have additional questions.
Matt Shinderman, PhD
Forest Ecosystems and Society
Oregon State University-Cascades
541-322-3159
[email protected]
From: Beach, Gary [mailto:[email protected]]
Sent: Tuesday, February 08, 2011 4:00 PM
To: Hacker, Marla E; Franklin, Sandie
Cc: Lajtha, Kate; Shinderman, Matthew J - ONID
Subject: FW: B&FP Cat I Proposal Review Questions - Sustainability Dual Degree Program
Marla and Sandie, and Kate and Matt,
I have just received this email message from Tamara Bronson, a member of the Budgets
and Fiscal Planning Committee. They would like to have additional budget information
regarding your Sustainability Dual degree program proposal.
Please let me know if I can be of assistance as you respond to these questions.
--Gary
Gary L. Beach
Curriculum Coordinator
Office of Academic Affairs
500 Kerr Administration Building
Oregon State University
Corvallis, OR 97331
[email protected]
541-737-2815 (office)
541-760-1103 (cell)
From: Bronson, Tamara
Sent: Tuesday, February 08, 2011 3:31 PM
To: Beach, Gary
Cc: [email protected]
Subject: B&FP Cat I Proposal Review Questions - Sustainability Dual Degree Program
Gary,
Please forward the following review and request for information to the contact for the Category 1
Proposal for a Sustainability Dual Degree Program.
Thank you,
Tamara Bronson
The Budgets & Fiscal Planning Committee has reviewed your Category 1 Proposal for Creation of a
Sustainability Dual Degree Program and needs the additional information or clarification identified
below in order to complete the review.
10. The Proposal mentions a biannual meeting of the two boards however the Budget Outline
Form does not include costs for coordination, meeting sites, travel, etc… Please estimate
those costs and include in the Budget Outline Forms.
11. With this type of degree program, the internship and workshops with service learning will
require organization, who will be taking this on?
12. On all years of the Budget Outline Forms for both OSU Cascades & OSU Corvallis there are
no amounts listed for Library Resources. However, the proposal contains two Library
Evaluations. One evaluation recommends additional library funding in Year 1 of $2500 &
$1500 and ongoing funding of $7902, and the other recommends additional library funding
in Year 1 of $1500 and ongoing funding of $1500. It was unclear if both evaluations are
applicable to both campuses or if one is applicable to one campus and the other to the
other campus. This needs clarification within the Proposal and inclusion on the Budget
Outline Forms.
13. Page 26 indicates that “Administration of the dual-degree on the main campus will be
handled by an interim advisor/program lead (Kate Lajtha, Botany and Plant Pathology, has
agreed to serve in this capacity without additional funding support).” However, the OSUCorvallis Budget Outline Form contains costs in the Faculty line item for a faculty advisor
starting in the first year. If additional funding support isn’t required for the interim advisor,
why is there an amount indicated on the Budget Outline Form? On a related topic, the
Budget Outline Form notes “1 summer month” on the Faculty line item starting in the first
year and also notes “1 course release” on the Faculty line item starting in year 2 but it isn’t
clear if this is for the faculty advisor or for a separate faculty to teach classes. This is
confusing because the proposal indicates that there are no additional funding costs for an
interim advisor as noted above and the proposal doesn’t mention adding costs for
someone to teach classes on the Corvallis campus until year 2 of the program as stated in
page 12 item j. second sentence “On the Corvallis campus, we are proposing to hire one
instructor, who has taught many classes relating to sustainability, to offer one core class
per term (SUS 304, SUS 430) starting in year 2 of the program.” Yet, the cost for the 2
classes taught by an instructor aren’t added on the OSU-Corvallis Budget Outline Form
until Year 3 on the Support Staff line item. This needs clarification within the Proposal and
should be easily reconciled to the Budget Outline Form.
14. The Budget Outline Form for OSU-Cascades includes a non-recurring cost of $11,000 in the
Personnel section that isn’t addressed in the proposal. That cost appears in each year of
the budget but isn’t explained in the Proposal. What is the non-recurring cost for?
15. Page 13 of the Proposal indicates “Students can also connect live to classes via streaming
media. Although there is a cost for receiving such classes, the costs of Cascades Campus
classes are currently being covered by TRF funds, and this is expected to continue into the
future, and costs are decreasing.” Page 27, third paragraph indicates “… Given limited
resources to teach additional courses on the main campus, new courses associated with
the degree (…) will be delivered by Cascades faculty via streaming media to main campus.” There are two confusing points here: 1) Is the $6000 cost on the OSU-Cascades Budget
Outline Form the same costs currently being covered by TRF funds? If not, why are there
additional resources allocated for the cost of delivery? 2) The proposal indicates that
“there is a cost for receiving such classes”, should there be a cost indicated on the OSU–
Corvallis Budget Outline Form for receiving video courses? Will OSU-Corvallis do any
delivery of courses and should there also be a cost associated with that?
16. Page 26, Item 7. a., second paragraph, second sentence indicates “When Student
enrollment in the program exceeds 75 students (in Corvallis) the program leads will request
permission to hire a 0.25 professional advisor.” Page 12 projects that the Corvallis Campus
will reach 75 students in Fall Term 2013. However, the OSU-Corvallis Budget Outline Form
adds the cost of a 0.25 professional advisor in Year 2 of the program which represents
Academic Year 2012-2013. If the projections of students are correct, the costs of the
professional advisor shouldn’t be added until Year 3 of the program. Please clarify.
17. Page 26, item 7.a., first paragraph, fourth sentence indicates “The budget for services and
supplies for the dual –degree will be the same as for other programs ($5000 per year).
Costs for technology support and hardware (phone and it) are covered by the general
institutional budget. Tenure-track faculty will be awarded $2000 per year for professional
development which is reflected in funds allocated for supplies.” The OSU-Cascades budget
for supplies and services is $7600 and the OSU-Corvallis budget is $5000. Why the cost
differential? Does the OSU-Corvallis budget include the $2000 per year for professional
development?
18. On the OSU-Cascades Budget Outline Form the cost for the Faculty member remains flat
across all 4 years. Is it realistic not to allow for some sort of raise or cost of living
adjustment at sometime during the four year term?
The Budgets & Fiscal Planning Committee will be meeting on the following dates and will complete
our financial review as soon as we have the information above.
Budgets & Fiscal Planning Committee Winter Term Meeting Dates
February 9
February 14
February 25
March 2
March 9
March 14
Tamara
____________________________________________________________
Tamara J. Bronson, CPPO
Procurement and Contracts Supervisor
Oregon State University
644 SW 13th Street
Corvallis, Oregon 97333-4238
Phone: (541) 737-8044
Fax: (541) 737-2170
____________________________________________________________
"This e-mail and any files transmitted with it may contain confidential information that is intended only for the addressee(s). Unless
otherwise indicated, please do not share or forward this information without the sender's approval as it may not be intended for review,
dissemination or use by other persons or unauthorized employees."