SOUTH DAKOTA BOARD OF REGENTS
Revision to General Education Requirements
SDSU
Institution
Arts & Sciences/
English
Division/Department
Laurie Stenberg Nichols
Institutional Approval Signature
10/17/13
Date
SDSU
Institution
David Willis
Form Initiator
Don Marshall
Dean’s Approval Signature
10/10/13
Date
Indicate (X) the component of the General Education Curriculum that the proposal
impacts.
X
System General Education Requirements
Indicate (X) the revision(s) that is being proposed (more than one may be checked).
X
Addition of a course to the set of approved courses
Section 1. Provide a Concise Description of the Proposed Change
Add RANG 105-105L Introduction to Range Management and Lab to the list of courses approved
to meet SGR #6 Natural Sciences.
Section 2. Provide the Effective Date for the Proposed Change
Fall 2014
Section 3. Provide a Detailed Reason for the Proposed Change
The components of the RANG 105-105L Introduction to Range Management and Lab course
correspond with the SGR #6 objectives, and thus the department seeks approval and inclusion of
RANG 105-105L on the designated list of SGR #6 courses.
Section 4. Provide Clear Evidence that the Proposed Modification will Address the Specified
Goals and Student Learning Outcomes
SGR #6 goals and SLO’s are detailed below, along with specific means by which this course will
address each goal and achieve each objective. This course description is provided here for
reference.
Course Description: RANG 105-105L Introduction to Range Management and Lab: Basic
principles and application of range science including ecosystem structure, function and
management. Water and nutrient cycles, energy flow, plant physiology, grazing management and
grazing systems will be discussed. Identification and management of important range plants in the
Northern Great Plains are included. Range improvements such as seeding, fertilization, brush
control and prescribed burning will be introduced.
Co-requisites: RANG 105L-RANG 105.
SGR#6 goal: Students will understand the fundamental principles of the natural sciences and
apply scientific methods of inquiry to investigate the natural world.
SGR #6 – RANG 105-105L Introduction to Range Management and Lab
SGR #6 Student Learning Outcomes: As a result of taking RANG 105-105L,students will be able
to:
1. Demonstrate the scientific method in a laboratory experience;
To meet this goal, we will conduct as many labs outside as possible. We will identify range
management problems and collect real data out in the world to analyze these problems. Using
the scientific method to evaluate problems is a key attribute for good range management. This
outcome will be assessed using lab participation, reports, and the lab exam.
2. Gather and critically evaluate data using the scientific method;
To meet this goal, we will use the data collected in the field to learn important range
management calculations and then critically evaluate our data. Not all range problems are
easily observed, precise calculations and rigorous evaluation of data is required. This outcome
will be assessed using lab participation, reports, and exam.
The first four labs are dedicated to using the scientific method (SLO 1), collecting data in the
field (SLO 2), and analyzing data (SLO 2). Due to the nature of range management, we need
to be able to access field sites and be able to physically get out into natural rangelands, so
these labs are scheduled early in the semester when the chance of favorable weather is highest.
Enough flexibility is built into the lab schedule that if the weather is conducive, more field
trips can be added. Although, these labs are the only time that students will be conducting
research themselves, many of the lectures include examples of recent research and the
experimental design, data collection, data analysis, and results are discussed. These SLOs are
assessed with lab participation, lab reports, and a lab exam.
3. Identify and explain the basic concepts, terminology and theories of the selected natural
sciences;
Eighteen lectures and seven labs discuss basic concepts, terminology, and theories of natural
science. This a major focus of the class. Range Management is unique in that it involves many
physical and biological sciences. As an introductory level class, we introduce and provide an
overview of natural sciences such as: climate, hydrology, soil (e.g., lecture 4), plant
physiology, ecology, wildlife management, and livestock production. This SLO is assessed
with group discussion, in-class writing, and quizzes/exams.
4. Apply selected natural science concepts and theories to contemporary issues.
Contemporary issues are specifically addressed in eleven lectures and four labs through
presentation of recent research, guided discussions on current topics (e.g., lab 12), and
presentation of current rangeland problems (e.g. lecture 7). This SLO is emphasized
whenever is possible. Many students come into the class with some ideas or knowledge about
current problems (for example, last summer’s drought), so addressing these topics in class
may help students feel more connected and interested in class material. This SLO is assessed
with group discussion, in-class writing, lab reports, and quizzes/exams.
Each course meeting this goal includes the following student outcomes: Required #1, #2, #3 and
#4.
Course Form #11
AAC Feb2007
SGR #6 – RANG 105-105L Introduction to Range Management and Lab
Section 5. Provide a Copy of all Course Syllabi and Other Supporting Documentation
Please see attached.
Introduction to Range Management
South Dakota State University
Instructor
Dr. Lora Perkins
(605) 688-6970
[email protected]
RANG 105, 3 Credits
Fall 2012
Office hours
Tuesday 9-11 and Wednesday 9-11
or by appointment or feel free to drop-in
SNP 141D
Class time and location (unless otherwise noted):
Lecture: Tuesday/ Thursday 8:00-8:50 a.m.
Ag Hall 100A
Lab Section 1: Tuesday
1:00-3:50 p.m.
Hansen Hall 010
Lab Section 2: Thursday
1:00-3:50 p.m.
Hansen Hall 010
Course Website: https://d2l.sdbor.edu (Any supplemental materials outside of your textbook and a fill-in-the-blank style outline for each lecture
will be posted on the course page in D2L.)
Course description: Basic principles and application of range science including ecosystem structure, function and management will be
introduced. Water and nutrient cycles, energy flow, plant physiology, wildlife, and grazing management will be discussed. Identification and
management of important range plants in the Northern Great Plains are included. Range improvements such as seeding, fertilization, brush
control and prescribed burning will be introduced.
Additional course description: Rangelands are generally described as all lands that are not cultivated, under ice or water, and not paved. This
course will provide students with factual knowledge of the basic physical science (such as soils, plant physiology, hydrology, and geography)
important in rangelands and the concepts an dprinciples on how to best manage land for optimum wildlife, livestock, and human use.
Course prerequisites: None
Instructional Methods: Our classes will mostly be lectures. However, I do try to spice it up with videos, mini class discussions, and ‘one minute
papers’ during class. These mini-discussions and papers will count toward the class participation part of your grade.
** I try to post an outline of the lecture the day before class, so you can print that out and save yourself some writing during the lecture.**
Textbook: Range Management: Principles and Practices (6th ed). Author: Holechek, Pieper, and Herbel.
Class attendance policy: Students should attend class regularly as poor attendance will probably be reflected in poor achievement and low
scores. Students should be in their seats at 8:00 a.m. and students coming in late should try to minimize disturbance. Attendance will not be taken
but any class participation points or pop quizzes missed due to unexcused absences cannot be made up.
Academic Dishonesty Policy: Academic dishonesty will not be tolerated. Cheating and plagiarism will result in the student receiving zero points
for that assignment. Additional action may be justified depending on the severity of the offence.
Make-up work: If you know in advance that you will miss an exam, quiz, or lab, contact me and arrangements can be made. Unless you let me
know in advance that you will miss a class or lab, any quiz or class participation given in that class cannot be made up!
Phones: Phones should not be seen or heard during class. The first time during a given class period that your phone is seen or heard, you will
receive a reminder to put it away. The second time during a given class period that your phone is seen or heard, you will be dismissed from class.
Freedom in Learning Policy: Under Board of Regents and University policy student academic performance may be evaluated solely on an
academic basis, not on opinions or conduct in matters unrelated to academic standards. Students should be free to take reasoned exception to the
data or views offered in any course of study and to reserve judgment about matters of opinion, but they are responsible for learning the content of
any course of study for which they are enrolled. Students who believe that an academic evaluation reflects prejudiced or capricious consideration
of student opinions or conduct unrelated to academic standards should first contact the instructor of the course to initiate a review of the
evaluation. If the student remains unsatisfied, the student may contact the department head and/ or dean of the college which offers the class to
initiate a review of the evaluation.
ADA Statement: Students are entitled to ‘reasonable accommodations’ under the provisions of the Americans with Disabilities Act. Those in
need of such accommodation should make appropriate arrangements with Nancy Hartenhoff-Crooks, Coordinator of Disability Services, to
develop an accommodation plan. She can be reached at 605-688-4504 (voice) or 605-688-4394 (TTD), by e-mail at [email protected], or
at the office in SWSC 125. Additional information is available at http://www.sdstate.edu/campus/student-services/disability/index.cfm. Please
discuss your needs with the instructor as well.
**I feel like in order to be a good instructor; I need to make it as easy as possible for all of our course information to get into your brain. I am
happy to make any accommodations that you need for that to happen**
RANG 105 fulfills 3 credits for SGR GOAL #6 Natural Sciences. SGR 6 outcomes include:
1.
Demonstrate the scientific method in a laboratory experience.
Course Form #11
AAC Feb2007
SGR #6 – RANG 105-105L Introduction to Range Management and Lab
To meet this goal, we will conduct as many labs outside as possible. We will identify range management problems and collect real data out
in the world to analyze these problems. Using the scientific method to evaluate problems is a key attribute for good range management.

This outcome will be assessed using lab participation, reports, and the lab exam.
Gather and critically evaluate data using the scientific method.
To meet this goal, we will use the data collected in the field to learn important range management calculations and then critically
evaluate our data. Not all range problems are easily observed, precise calculations and rigorous evaluation of data is required.

This outcome will be assessed using lab participation, reports, and exam.
3.
Identify and explain the basic concepts, terminology and theories of the selected natural sciences.
This goal is the main focus of our lectures. We will also discuss how to apply concepts and theories for optimal range management.

This outcome will be assessed using class participation, quizzes and exams.
4. Apply selected natural science concepts and theories to contemporary issues.
This is the most exciting part of our class. Range management is an applied science and there is so much ongoing research that relates
to us. We will discuss current research and the current condition of our local SD rangelands. I think it is nifty when we can just go
outside and see the things that we talk about in class!

This outcome will be assessed using class participation, lab discussions, quizzes and exams.
2.
Course learning objectives: The overall goal of this class is to provide students with an overview of the many aspects of range management.
1.
IDEA goal: gain factual knowledge of the basic science behind range management
2.
IDEA goal: learn fundamental principles and theories of range management
3.
IDEA goal: learn how to find and use resources to answer questions and solve problems
Additional learning objectives: At the conclusion of this class, students will be able to:
What is range management?
 Define range terminology
 Describe range management history
What is rangeland?
 Explain the physical characteristics of rangelands
 Recognize the different rangeland types
Why do we care about rangelands?
 Review the major uses of rangelands (including livestock production, recreation, wildlife habitat, and ecosystem services)
How do we manage rangelands?
 Discuss range management goals
 Apply range management methods aimed to meet those goals
Assignments and Grading:
Exam 1
10%
Exam 2
10%
Exam 3
10%
Laboratory
25%
Class participation and quizzes
25%
Final Exam
20%
Final letter grades will be based upon a 100 point scale:
A = >90%, B = 80-90%, C = 70-80%, D = 60-70%, F = <60%
Exams: Each exam will be comprehensive and cover lecture material, assigned readings, and guest lectures. Exam #1 will cover all concepts and
knowledge covered up to the date of the exam. Exam #2 & 3 will primarily cover concepts and knowledge covered after the previous exam, but
may also include material presented earlier. The Final Exam will cover all concepts and knowledge included in the course. All exams may
consist of multiple choice, matching, short answer, and short essay questions.
Quizzes and class participation: Unannounced quizzes will be given and will cover lecture material and handouts. Class participation will be
given fairly often as a way to record attendance and attention during lecture.
Laboratory: Lab grades will come from participation, reports and exams. During the course of the semester, we will have lab outside as much as
possible. This includes big field trips to Oak Lake Research Station and Sioux Prairie Nature Conservancy Land! At Oak Lake, you will practice
assessing fundamental range characteristics. At Sioux Prairie, we will inventory and assess vegetation. Lab reports will be required for the field
labs (rubric provided in class). We will also have labs inside. Inside, you will practice other skills like plant identification and range calculations.
Come to lab prepared, engage in the laboratory activity, write your lab report, study for the plant identification exam, and you will do fine.
Course Form #11
AAC Feb2007
SGR #6 – RANG 105-105L Introduction to Range Management and Lab
Tentative course schedule- we are flexible!
Date
Topic
28‐Aug What do you think Rangeland is?
Introduction, pre‐assessment, & Syllabus day
30‐Aug Rangeland and Man
Rangeland defined
4‐Sep Range Management History
History of Range Science & Land grant schools
6‐Sep Rangeland Physical Characteristics
Climate, Soil, Hydrology
11‐Sep Description of Rangeland Types
Types of rangelands that occur in the US
13‐Sep Rangeland Plant Physiology
How rangeland plants 'work'
18‐Sep Rangeland problems
Invasive plants, Fire, & other current problems
20‐Sep Catch‐up & review
25‐Sep
Exam 1
27‐Sep Range Inventory and Monitoring
What is out there and how is it changing?
2‐Oct Manipulation of Range Vegetation
How to influence what is growing on rangelands
4‐Oct Rangeland Ecology
Rangeland organisms and their environment
9‐Oct Rangeland Ecology 2
Rangeland organisms and their environment
11‐Oct Multiple Use of Rangelands
What we need from range management
16‐Oct Catch‐up & review
18‐Oct
Mid‐term
23‐Oct Livestock production
Stocking rate
25‐Oct Livestock production
Grazing systems
30‐Oct Livestock production
Improving livestock distribution
1‐Nov Guest Lecture!
A local cattle producer will talk to the class
6‐Nov Livestock production
Animal nutrition and common‐use
8‐Nov Catch‐up & review
13‐Nov
Exam 3
15‐Nov Rangeland animals and habitat
There are so many animals that are not cattle!
20‐Nov Rangeland animals and habitat 2
There are so many animals that are not cattle!
22‐Nov
No School
27‐Nov Guest Lecture!
A local wildlife expert will talk to the class
29‐Nov South Dakota Predators and Prairie Dogs
Range animals of local concern
4‐Dec Adaptive Management Course Form
#11
Best way to plan for an uncertain future
6‐Dec Feb2007
Catch‐up, review, and post‐assessment
AAC
14‐Dec
Final Exam
SGR Reading outcome #
Syllabus
3
Chapt 1 & 2
3
Chapt 1 & 2
3
Chapt 3
3
Chapt 4
3
Chapt 5
3
Labs
SGR outcome #
No lab
Handouts
Chapt 1‐5 + handouts
Chapt 1‐5 + handouts
Chapt 7 + handouts
Chapt 15 + handouts
3 & 4
3 & 4
3
Chapt 6
3
Chapt 10
1 & 2
1 & 2
Rangeland health data calculation and evaluation
1 & 2
Data collection field trip to TNC Sioux Prairie
1 & 2
Plant productivity data calculation and evaluation
1 & 2
3 & 4
Chapt 6
Chapt 12 + handouts
Chapts 6,7,12, 15 + Chapt 1‐7, 12, 15 + Chapt 8 + handouts
Chapt 9 + handouts
Rangeland Health field trips to Oak Lake Field Station for data collection
Plant ID 1
3
Plant ID 2
3
Plant ID 3
3
Plant ID 4
3
Final Plant ID
3
Livestock production calculations
2, 3 & 4
3 & 4
3 & 4
3 & 4
3
4
Chapt 11 & 13
Chapt 8‐11, 13 + Chapt 1‐13, 15 + Chapt 14 + handouts
Chapt 14 + handouts
3
Internet resources‐ Web Soil 3 & 4
3 & 4
4
handout
4
handout
4
Chapt 1‐15 + handouts
Survey, Ecological Site Descriptions, USDA Plants Database, Google Earth
3 & 4
Discussion‐ participate in a collaborative planning/management activityof competing interests 4
Discussion‐ Responsibilities & 4
Ethics of Range Management
Lab final
No lab
SGR #6 – RANG 105-105L Introduction to Range Management and Lab
System/Institutional (SDSU) Graduation Requirements (SGR) Course Review
Faculty Self-Report Form
Directions:
1.
Complete this form for each course you are submitting for consideration as an SGR course.
2.
Attach one copy of the proposed syllabus for the course. Please follow the SDSU/SDBOR guidelines for syllabi found on Inside State.
NOTE: For multiple section courses, please submit one syllabus that is representative of all course sections, unless the sections are
taught substantially differently (then a syllabus for each section is needed). For courses that are listed as meeting both SGR, IGR and/or
globalization include all information for SGR, IGR and/or globalization requirements.
Due: January 14, 2013 to (Doug Malo), Chair, Academic Affairs Committee-SGR/IGR Review Sub-committee. E-mail copy is required
([email protected] ).
SGR Goal ___ #1: Written Communication ___ #2: Oral Communication ___ #3: Social Sciences/Diversity ___ #4: Humanities and
Arts/Diversity
___ #5: Mathematics _X__ #6: Natural Sciences ___ Globalization
1.
2.
3.
SGR/global Course prefix, number, and title:
Number of Credits:
Faculty member’s name, department, college:
4.
Department Head
RANG 105 Introduction to Range Management
3
Dr. Lora Perkins, Department of Natural Resources Management, College of
Agriculture and Biological Sciences
(Electronic signature indicates approval)
DOES THIS SYLLABUS CONTAIN:
Course Prefix, Number Title, Credit Hours
University Name
Academic Term, Year
Course Meeting Time and Location
Instructor’s Contact Info (Name, Office Location, Office hours, Office
Phone Number, Email Address)
Course Description:
Catalog description
Addition course description (optional)
Course Prerequisites:
Catalog description
Technology skills (optional)
Description of Instructional Methods
Course Requirements
Required textbook(s) and other supplementary materials
Class attendance policy
Cheating and plagiarism policy
Key deadlines
Course Goals (includes specific reference to SGR goal)
Student Learning Outcomes (SLOs)
Grading Procedures
ADA Statement and Freedom in Learning Statement
Tentative Course Outline/Schedule
How SLOs Are Assessed/Covered in Course Schedule
GOAL(S) AND STUDENT LEARNING OUTCOMES (SLOS)
MET (LIST ONLY THOSE GOALS AND STUDENT
LEARNING OUTCOMES MET BY THE COURSE)*
Goal as listed in the latest College Catalog
(e.g., System Graduation Requirement Goal #6:
Natural Sciences - Students will understand the
fundamental principles of the natural sciences and
apply scientific methods of inquiry to investigate
the natural world)
Y
X
X
X
X
X
N
COMMENTS
Pg 1
Pg 1
Pg 1
Pg 1
Pg 1
Pg 1
X
X
X
Pg 1
X
X
X
X
X
X
X
X
X
X
X
X
Pg 1
Pg 1
Pg 1
Pg 1
Pg 2
On class schedule (Pg 5)
Pg 3
Pg 3
Pg 4
Pg 2
Pg 5
Pg 3 & Pg 5
ARE THE
GOAL(S) AND
STUDENT
LEARNING
OUTCOMES
INCLUDED ON
THE
SYLLABUS?
(YES/NO)
DO THE
MEASUREABLE
ASSESSMENT
METHODS
INCLUDED
MEASURE THE
SLOS LISTED?
(YES/NO)
Yes
Yes
The course assessment is designed to measure
student performance related to each SLO. This
includes lecture and lab exams (T), class
participation (W and D), lecture quizzes (T), lab
participation and reports (W and L), and lab group
discussion (D).
Yes
Yes- L,W,T
Our first four labs are dedicated to using the
LIST ASSESSMENT TOOLS AND HOW THEY
DEMONSTRATE STUDENT PERFORMANCE RELATED
TO EACH STUDENT LEARNING OUTCOME+
List all SLOs for the Goal met by this course
1.
Demonstrate the scientific method in a laboratory
Course Form #11
AAC Feb2007
SGR #6 – RANG 105-105L Introduction to Range Management and Lab
experience
2.
Gather and critically evaluate data using the
scientific method
Yes
Yes- L,W,T
3.
Identify and explain the basic concepts, terminology
and theories of the selected natural sciences
Yes
Yes-D,T,W
4.
Apply selected natural science concepts and
theories to contemporary issues
Yes
Yes- D,T,W
scientific method (SLO 1), collecting data in the field
(SLO 2), and analyzing data (SLO 2). Due to the
nature of range management, we need to be able to
access field sites and be able to physically get out
into natural rangelands, so these labs are scheduled
early in the semester when the chance of favorable
weather is highest. Enough flexibility is built into the
lab schedule that if the weather is conducive, more
field trips can be added. Although, these labs are the
only time that students will be conducting research
themselves, many of the lectures include examples of
recent research and the experimental design, data
collection, data analysis, and results are discussed.
These SLOs are assessed with lab participation
(L), lab reports (W), and a lab exam (T).
Eighteen of our lectures and seven of our labs
discuss basic concepts, terminology, and theories of
natural science. This a major focus of the class.
Range Management is unique in that it involves
many physical and biological sciences. As an
introductory level class, we introduce and provide an
overview of natural sciences such as: climate,
hydrology, soil (e.g., lecture 4), plant physiology,
ecology, wildlife management, and livestock
production. This SLO is assessed with group
discussion (D), in-class writing (W), and
quizzes/exams (T).
Contemporary issues are specifically addressed in
eleven of our lectures and four of our labs.
Contemporary issues are addressed by presentation
of recent research in lectures and labs, guided
discussions on current topics (e.g., lab 12), and
presentation of current rangeland problems (e.g.
lecture 7). This SLO is emphasized whenever is
possible. Many students come into the class with
some ideas or knowledge about current problems (for
example, last summer’s drought), so addressing these
topics in class may help students feel more connected
and interested in class material. This SLO is
assessed with group discussion (D), in-class
writing (W), lab reports (W), and quizzes/exams
(T).
* For courses meeting SGR / IGR/globalization requirements include goals and SLOs for all.
+ P
S
E
= portfolio
= speech or presentation
T
L
= tests/exams
= lab skill demonstration
= performance (music,
theatre, forensics)
V = visual arts/design studio work
C = clinical field demonstration
W = written assignment (research
paper, reaction paper, creative
writing, etc.)
D = group discussion
O = Other, please specify
This assignment is an example of how this class meets SLO 3 and SLO 4. It is a lab discussion that takes place very late in the semester. During
this lab, students demonstrate basic concepts and theories of Range Management while addressing very contemporary issues.
In short, during the lab period the students divide into groups. Each group represents one point of view on range management (wildlife, livestock
producers, conservationists, etc). The students discuss within their groups how to best manage a parcel of land, then all the groups come together
as an ‘Advisory Council’ to develop the management plan for this land. The objectives of the lab are to interpret the competing interests involved
with rangeland and to creatively address potential disputes over rangeland resources (both are very contemporary issues).
This lab is assessed both with class participation and a lab report.
Attached are the rubric for the lab report and the student handout for the lab.
Little Muddy Creek Watershed
Lab report guideline
Course Form #11
AAC Feb2007
SGR #6 – RANG 105-105L Introduction to Range Management and Lab
**Attach this page to the front of your lab report**
Lab report is due in class or lab on Nov 20.
Write a 1-2 page paper that:
1.
Describes the point of view of each organization in the Advisory council and their plan for the watershed.
2.
Restates the final management plan for Little Muddy Creek Watershed.
3.
Discusses how the point of view of each group was addressed and incorporated in the final plan.
Remember to balance being concise and including all relevant information. Use good grammar, sentence structure, and paragraph structure. Use
12 point font, 1.5 line spacing, and 1 in. margins.
Achieved
Possible
15
Content (Did you clearly address all three points above?)
5
20 total
Clarity (Did you take your time, use good writing skills, and write an easy to understand paper?)
Little Muddy Creek Watershed
A Rangeland Planning Simulation
Objectives:
1.
Experience the give-and-take that occurs when representatives of competing interests participate in a collaborative
planning/management activity.
2.
Encourage creative solutions in disputes over rangeland resources.
General Plan for the lab:
The mayor of Williston has called for the creation of the Little Muddy Advisory Panel (LMAP) to manage Little Muddy Creek Watershed. This
will be done in a meeting of the Advisory Panel using the following steps:
1.
Groups will meet and review the history of Little Muddy Creek Watershed. Groups will also review their values and decide what they
want to do with the land.
2.
Everyone will meet for the Advisory Panel. The mayor will run the meeting. First, each group will introduce themselves and present
their values, beliefs, and what they want to do with the land.
3.
The Advisory Panel as a whole will then come up with ideas for the management plan that everyone is happy with.
4.
Oh no! A conflict has arisen between and endangered bird species and the livestock that graze land in that bird's habitat. The Advisory
Panel as a whole needs to decide what to do.
Overview and History of Little Muddy Creek Watershed:

The Little Muddy Creek Watershed is a 51,840 acre (91 square mile) area which forms the drainage of Little Muddy Creek.

The creek got its name during the homesteading era by the pioneers and settlers. The meadows around the creek were excellent forage for
cattle so the valley was quickly homesteaded.

A natural leader among the homesteaders was a young widow named Molly Willis. Her ranch was located at the base of the valley which
was also the location of the school. All social activities in the valley were held at the Little Muddy School and at Molly's house. Because of
her hospitality and leadership, the town that grew up around the school was named "Williston".

These early homesteaders raised hay on their homesteaded land to provide for livestock in winter. They grazed their stock on the foothills
and mountains surrounding the valley during the grazing season. These foothill and mountain ranges were not controlled and were "open
range" until the early 1900's.

Years and years of buying and selling ranch property has resulted in only 11 livestock producers owning the land that was originally
homesteaded. These ranchers each own 3,000-7,000 acres of deeded land and they have leases for grazing the State, Bureau of Land
Management (BLM), and Forest Service land at higher elevations in the watershed.

In the late 1920's and 1930's, the U.S. Government claimed all the land that was not homesteaded. The forested lands in the mountains were
declared to be administered by the U.S. Forest Service for timber production, grazing, and recreation. The sagebrush grasslands on the
mountain foothills were not valuable for timber but were recognized as important areas for grazing, recreation, and watershed management.
They were designated for management by Bureau of Land Management.

Williston grew quickly to support the ranchers in Little Muddy Creek Valley and the farmland located south of Williston.
Course Form #11
AAC Feb2007
SGR #6 – RANG 105-105L Introduction to Range Management and Lab
Summary of land ownership in Little Muddy
Creek:
Privately-Owned Deeded
Acres
% of Watershed
8,290
16%
State
2,074
4%
21,254
41%
Bureau of Land Management
US Forest Service
Total
20,218
39%
531,748
100%
Modern Developments:
Ideas of what people want out of the Little Muddy Creek Watershed have changed over the years.

In the homesteading era, most people just wanted healthy cattle ranches to turn grass into money to fuel the economy of Williston.

In the 1940's, people from other parts of the state started to visit Little Muddy Creek for the great fly-fishing that the locals had long
recognized. There is one particular spot along the creek that is well known for the big, tasty, and hard to catch "Chubby Trout".

In 1945, Route 200 was paved. This brought lots of travelers through Williston and Little Muddy Creek Valley. These travelers often
go out of their way to visit the beautiful valley because it is so scenic.

In 1953, the USFS created the East Fork Campground so people could camp and overlook the beautiful valley. A few years later, the
USFS established the "Loop Trail" that is now used heavily by hikers and horseback riders in the summer, and cross-country skiers in
the winter. Currently, no motorized vehicles are allowed on the trail, excluding motorbikes and snowmobiles.
Conflicts in the Valley:
The past few decades have seen changes in how people value Little Muddy Creek Valley, and how they believe it should be managed. Some
people want growth; others do not. While some revere the area's ranching heritage, others are more impressed by its relatively underdeveloped
condition. Inevitably these interests collide from time to time. The mayor of Williston is a very progressive person who loves the Little Muddy
Creek Watershed and does not want to see the citizens of Williston torn apart by environmental conflicts. The mayor has called for the formation
of a Little Muddy Advisory Panel to seek solutions to conflicts before they result in law suits and ill feelings in the community. The advisory
panel consists of representatives from the following organizations:
The Little Muddy Creek Livestock Association consists of the eleven ranching families who own the deeded land along Little
Muddy Creek. Most of these ranched have been operating in the Little Muddy Creek Watershed for three or four generations.
Historically, there were a few sheep operations in the association; however today, all the members of the association own only cattle.
All eleven families have a representative in B-MAP although usually no more than three show up for any one meeting.
The Williston Horizons Development Council (WHDC) was created several years ago by the city council to encourage development
of Williston. The council, made up of local business owners and entrepreneurs, want to encourage growth. They are especially
interested in promoting the area's recreation potential through upscale shops, restaurants, and motels to serve the hikers, campers, and
anglers who might visit Little Muddy Creek Watershed.
The Rugged Mountain Recreationists are a group of local residents who like to recreate in the mountains and valleys of Little
Muddy Creek. This group gets together every month to share hunting and fishing stories and learn ho to do recreational activities such
as fly fishing, back packing, bird watching, low-impact camping, etc.
The Williston Environmental Coalition (WEC) is a regional environmental organization concerned with preserving the health and
western rangelands. The "preservation" goal of WEC yields several campaigns to limit the use of public lands for grazing, timber, and
recreation. Several members of WEC live in Williston and focus on monitoring wildlife species and encouraging wise management of
lands. They keep a close eye on the activities of public land agencies and try to discourage use and development of the Little Muddy
Creek Watershed. NWEC is also concerned with maintaining open space for wildlife and people.
The Public Lands Agencies include the USFS, BLM, and State which all manage land in the Little Muddy Creek Watershed. They
have a difficult job because they need to ensure the health and integrity of the ecosystems but they also have to mandate for "multiple
use" management. This means that they must try to manage for recreation, ranching, wildlife, timber, and water all at the same times.
The land managers in these agencies went to the University and obtained degrees in rangeland management so they understand the
biological constraints and opportunities of the system. Each B-MAP will include a member of the state land management agency and
occasionally a member of one of the federal agencies.
Ground Rules for Little Muddy Creek Advisory Panel Meeting
1.
Respect. All participants recognize and respect the concerns of others, and expect that their interests will be respected as well.
2.
Active Listening and Involvement. Everyone should be able to speak their opinion on the topic at hand without the interruption of
others. Participants listen carefully to each other, ask questions for clarification or explanation and recognize each person's concerns.
3.
Calm and Collected Discussion. Participants should raise their hand if they want to speak. The mediator will let them know when it
is their turn to talk. Members should speak in turn, let people finish their statements and do not cut them off. Everyone needs to stay
Course Form #11
AAC Feb2007
SGR #6 – RANG 105-105L Introduction to Range Management and Lab
on task. Please do not lash out with ridiculous comments. Participants must commit to being open by stating needs and problems
instead of positions.
4.
Freedom to Disagree. Participants "agree to disagree". Members should respect the right of others to disagree with their points of
view.
5.
Consensus. Participants agree that any direction will be reached by consensus. This means that everyone approves of the decision.
6.
Creativity. Participants commit to search for opportunities and alternative solutions. Be creative. Creativity often leads to the best
solutions.
Conflict Management Styles
Name of Style
Win/Lose
Characteristics
Do it my way, or not at all
Coerce, outwit, fight, try to gain control
Impatience with information gathering
High concern for personal goals
Low concern for relationship
Win/Win
Gather information
Look for options
Welcome disagreement
Open discussion
High concern for personal goals
High concern for relationship
Compromise
I'll give in if you do the same
Bargain
Split the difference
Reduce expectations
Tolerate some less-than comfortable bargaining
Lose/Win
Whatever you say
Agree to anything
Appease
Refuse to discuss or gather information
Low concern for personal goals
High concern for relationship
Lose/Lose
Conflict, what's conflict?
Run away
Deny conflict exists
Refuse to discuss or gather information
Low concern for personal goals
Low concern for relationship
Course Form #11
AAC Feb2007