Bingo VRRH harvest post-operation. Photo shows clumps of trees that are retained throughout the unit.

The OSU Research Forests recently performed two variable retention regeneration harvests (VRRH). Yes, it is a mouthful! Can you say it five times fast?

A VRRH is a harvesting technique that seeks to retain varying densities of trees throughout the harvest unit. Foresters implement VRRH for a variety of reasons including providing more wildlife habitat, enhancing visual aesthetics, and retaining forest structural elements that are associated with structurally complex stands.

We completed a VRRH harvest in 2020, and ‘Bingo’ VRRH was its name-o. We chose the 68-year-old mature stand as part of an experiment because VRRH’s had not been widely performed in the Research Forests in the past. The Bingo unit contained predominately even-aged Douglas-fir with a small component of grand fir and hardwoods (e.g., bigleaf maple and Oregon white oak). The pre-existing trees in the unit showed signs of significant mortality that were the result of two previous weather events in 2015: the hot drought and damaging ice storm. Many of the Douglas-firs that succumbed to mortality also showed signs of sap rot (decay) on the boles (i.e. trunks) of the trees. These factors played into our decision to use a VRRH management approach because the trees had to be salvaged, and the storm and insect damage had created many snags ideal for wildlife use. This stand also stood adjacent to a road heavily for recreation, thus safety and aesthetics were additional factors. Additionally, the harvest would be highly visible from Highland Avenue near Crescent Valley High School.

The second VRRH unit was Davie Crockett 2, which we wrapped up in June 2021. This unit was 12.5 acres and 74 years old. Davie Crockett 2 primarily contained even-aged Douglas-firs with a smaller component of bigleaf maple and grand fir. We chose this unit for a VRRH demonstration because it also was in a highly used recreation area and the retention of trees could help reduce the view of exposed tree boles or bare ground.

Figure 1. LiDAR vicinity map of Bingo VRRH unit and viewpoint from Nazarene Church on Highway 99.
Figure 2. Simulated image from LiDAR drone data depicting what Bingo VRRH would look like from Nazarene Church if it had been clear cut.

A major goal for the Bingo and Davie Crockett 2 harvests was to minimize the post-harvest appearance of upslope tree boles and bare ground from the surrounding valley. If you were to use binoculars to view the Bingo harvest unit from Crescent Valley High School or from the Nazarene Church on Highway 99, our hope was that you would not be able to see much bare ground or tree boles (Figure 1 and 2). We tried to achieve this by including enough retention trees in the units so that their crowns would block the view of these post-harvest features. In forestry, we call the area that a harvest unit can be viewed from the “viewshed”. We used LiDAR technology (Light Detection And Ranging), a remote sensing technique, to simulate images of what each unit would look like under different tree retention scenarios. LiDAR works by emitting pulses of light waves which bounce back to the device; in this case we used a drone. The time needed for the wavelengths to bounce back are used to calculate the distance an object (tree, road, or ground surface) is from the sensor, which can then be used to generate an image of the landscape. Graduate student Bryan Begay and OSU College of Forestry professor Bogdan Strimbu helped gather the data necessary to create the simulated images. Forest director Stephen Fitzgerald brought them into the field to help identify retention patches that would best meet our visual objectives.

We consider the visual aesthetics of harvest operations from multiple scales. For example, the Bingo unit is located on the 600 road, which is a highly-trafficked recreation area with the Bombs Away trail traversing through the unit. Davie Crockett is similarly traversed by the Vineyard Mountain trail and many users hike or bike by the unit’s edge on the 500 road every day. We wanted to make sure the final product was visually appealing from miles away as well as from the adjacent roads and trails. Often our recreation department will visit a harvest site during the planning phase to visualize and anticipate how the post-harvest area will be experienced as a runner, walker, equestrian, or biker. These experiential and aesthetic factors also play into our decision making for selecting retention trees and clumps of trees.

The process for selecting retention trees, especially for a VRRH approach, is very methodical and specific. Trees left behind often include a mixture of live hardwoods, healthy conifers, as well as standing dead conifers (snags) that are important for wildlife habitat. Many of the trees that we retain, especially when thinking about aesthetics, have large crowns (i.e. over half of the tree has a full living canopy), and consist of Douglas-firs and bigleaf maples. We retained over 100 trees for both units. For recreationists, we sought to retain trees that anchored the trail and/or provided shade for visitors.

To visualize and anticipate the spatial arrangement of the retained trees (sometimes called leave trees or wildlife trees), we use GIS technology. We take detailed maps out to the field on a tablet that contains a georeferenced mapping application (e.g., Avenza). This application allows us to drop “pins” that mark the location of the chosen retention trees. We also physically mark all retained trees with a pink painted “W” or with a permanent blue “wildlife tree” tag. This process is iterative; it is important to continually visualize and anticipate what the stand will look like after the harvest is completed. When I’m in the field doing tree marking, I am constantly keeping this in mind.

Figure 3. (A) Simulated image from LiDAR drone data depicting what Davie Crockett 2 would look like if patches from Fig. 4 were retained. Unit boundary is approximately within the white oval. (B) Picture from highway 99 depicting what Davie Crockett 2 looks like post-harvest. Unit boundary is approximately within the white oval

My own role in creating the design and layout for these harvests was composed of fieldwork, assisting with retention tree identification, and helping with contract administration post-operation. Working on these units was an incredible learning experience for my future career. Every time I am exposed to a different management technique or harvesting styles, I am able to think more critically and holistically about forest management approaches.

Hannah Proffitt is working on her Bachelors of Science in Forest Management and Fire Protection and Reforestation with the College of Forestry. She is a student employee in Forest Management with the Research Forests. She plans to graduate Spring 2022. The OSU College of Forestry’s Research Forests include network of ten forest tracts spread throughout Oregon, totaling 15,000 acres. Subscribe to their newsletter to receive monthly newsletters as well as trail updates. This article originally appeared in the July issue of their newsletter.

Congratulations to our 2021 Oregon State University College of Forestry graduates and awardees!

As part of the 2021 OSU Spring Commencement, the College awarded more than 200 undergraduate degrees, 54 master’s degrees and 26 graduate certificates.  13 students earned their doctoral degree as part of the ceremonies, the highest degree one can receive at OSU.

Commencement also provides an opportunity to announce our annual student, staff and faculty awards. Congratulations to our graduates and awardees.

Pack Essay award – Karra Showen
Created by Charles Lathrop Pack, the Pack Essay Award encourages sound communication skills for forestry and natural resource professionals.

Robert Aufderheide Award – Ashley D’Antonio
This award recognizes the outstanding instructor or professor on the teaching staff at the College of Forestry

Julie Kliewer Mentor Award Mindy Crandall
This award, also known as the XSP Mentor Award, is presented to the faculty or staff member who provides outstanding mentorship to students.

12th Annual Photo of the Year Contest – Jessica Blunn, for her photo “Legacies,” taken in the Holiday Farm Fire in the western Cascades.

Culture of Writing Award – Jay Sharpe and Rachel Villarreal
This award recognizes an individual’s ability to create a culture in which writing is taught, practiced, modeled, valued, and remembered.

Kelly Axe Award- Paul Catino
This award goes to a graduating senior who helps or cooperates tirelessly behind the scenes to advance the College. This award is unique in that the recipient generally receives little recognition for all of their efforts.

Harold Bowerman Leadership Award – Hanna Girod
Since 1976, the College annually recognizes a senior who demonstrates outstanding service to the College or University. The student selected exemplifies the Fernhopper Spirit through demonstrated leadership, unique contributions, and enthusiastic participation in student club activities and College programs.

Paul & Neva Dunn Outstanding Senior Award – Stacey Dunkley
The Dunn Outstanding Senior Award goes to the College’s outstanding graduating senior based on high academic achievement combined with professional ability.

Outstanding Senior Awards
Andrea Jacobs, E-Campus Natural Resources
Julian Kirchler, Natural Resources, Corvallis Campus
Cameron Castle, Tourism, Recreation, and Adventure Leadership
Quinn Smesrud, Renewable Materials
Gracie Stutzman, Forest Engineering
Ashley Backen, Forestry
Cody Irish, Forest Engineering/Civil Engineering

Reece Dobmeier has received the Oregon State University (OSU) Outstanding Student Award from the Oregon Society of American Foresters (OSAF). Dobmeier accepted the award at the 2021 OSAF virtual Annual Meeting on May 13, 2021.

The OSU Outstanding Student Award is to be presented annually to an Oregon State University forestry student who is a member of the Society of American Foresters; participates regularly in OSU SAF activities, including a leadership role of some kind; represents the OSU SAF Student Chapter at state or national SAF gatherings; and who demonstrates good academic standing, good citizenship, and excellence in extracurricular and professional work activities. 

Reece served as Student Chapter Chair during 2020 and is recognized by John Bailey, a professor in the Department of Forest Engineering, Resources & Management at Oregon State University, for keeping the student club active in spite of the ongoing pandemic. “Beyond the regular emails, updates, links, and encouragements, Reece made sure that all the necessary things on the calendar were getting done,” he said. “This year was a significant struggle for most students including Reece. In this oft-raging storm, Reece was a calming force for many and an anchor for the chapter and its activities.”

Reece will graduate in spring 2021 with a Bachelor of Science degree and has accepted a position at the Confederated Tribes of the Siletz Indians.

OSAF and its 15 local chapters represent all segments the forestry profession within the state. The society includes public and private practitioners, researchers, administrators, educators, and forestry students. Its mission is to advance the science, education, technology, and practice of forestry; to enhance the competency of its members; to establish professional excellence; and to use the knowledge, skills, and conservation ethics of the profession to ensure the continued health and use of forest ecosystems and the present and future availability of forest resources to benefit society.

Skye Greenler, a PhD candidate and Provost Fellow in the College of Forestry at Oregon State University, is one of 100 doctoral students in the U.S. and Canada selected to receive a $20,000 Scholar Award from the P.E.O. Sisterhood.  She was sponsored by Chapter A of Portland, Oregon.

Skye, originally from Stoughton, Wisconsin, is a fire ecologist whose work focuses on collaborative science that bridges fire management and ecology to develop ways to better live with and manage wildfire into the future. She received an MS from the Forestry and Natural Resources Department at Purdue University (2018) and BA from Colorado College (2014). 

Greenler is at the forefront of a more holistic perspective in scientific inquiry, working to understand ways that systemic entrenched bureaucracy, patriarchal perspectives of command and control, and injustices to underrepresented communities inhibits adaptation to our current fire challenge.  Her dissertation focuses on identifying when wildfires can help restore historical and healthy forest conditions in eastern Oregon and working to develop landscape-scale fire models for northern California that incorporate Indigenous fire management practices into cutting-edge fire modeling and management tools.

Her dissertation is linking new concepts in planning, large-scale quantitative modeling, and the voices of Indigenous Peoples to inform new policy and management directions that embody the best hope for a more resilient future. 

Greenler has served as the President of the Student Association for Fire Ecology at OSU, and helped found the Traditional Ecological Knowledge club which supports Tribal rights and inclusion in natural resource stewardship, including hosting a recurring conference on Traditional Ecological Knowledge in ecosystem sustainability.

The P.E.O. Scholar Awards were established in 1991 to provide substantial merit-based awards for women of the United States and Canada who are pursuing a doctoral-level degree at an accredited college or university. Scholar Awards recipients are a select group of women chosen for their high level of academic achievement and their potential for having a positive impact on society.

The P.E.O. Sisterhood, founded January 21, 1869, at Iowa Wesleyan College, Mount Pleasant, Iowa, is a philanthropic educational organization dedicated to supporting higher education for women.  There are approximately 6,000 local chapters in the United States and Canada with nearly a quarter of a million active members.

Growing up in Kenya, Paul Oyier, who is pursuing a PhD in sustainable forest management, quickly understood the importance education could play in his life. Born into a family where neither of his parents knew how to read nor write, Oyier did not have access to the opportunities or academic support afforded to others.

However, inspired by his uncle, who went to school and created a better, more secure life for himself, Oyier turned to education. He is where he is today because of his teachers.

“When teachers realize they have a good student, they feel they can’t let this person go,” Oyier says. “It’s the encouragement from those teachers that propelled me to my success.”

Oyier is grateful for his teachers and still maintains a connection with them.

“I appreciate the teachers who stood with me and encouraged me. Whenever I see them, I tell them that they are a part of my success.”

Oyier received his undergraduate degree from Moi University in Kenya in Wood Science and Technology. Afterward, he worked at an industrial wood products manufacturing company and became interested in timber harvesting operations because of their contribution to production activities in the factory.

“When you’re on a production line, your main objective is that the line doesn’t stop and that you produce as much as you can,” Oyier says. “If something in the production process stalls, like supplies or materials, production becomes intermittent and people get laid off.”

Oyier was interested in creating production planning and control systems to ensure that material supplies were consistent to meet customer demands. This interest led him to pursue a master’s of forestry science with a focus on forest harvesting operations at the University of Canterbury, courtesy of the New Zealand Development Scholarship. After completing his degree, he was employed as a teaching assistant in Maasai Mara University, Kenya where he taught forestry harvesting and management before he came to OSU.

Oyier says he wanted to come to OSU because of its academic and research reputation. He is particularly grateful for his major professor, Kevin Lyons, the Wes Lematta Professor of Forest Engineering and the mechanized harvesting laboratory director who made it possible for Oyier to come to OSU through graduate assistantship.

“Lyons has been keen on ensuring that I master the requisite knowledge and analytical skills in forest engineering and operations,” Oyier says. “I lacked subject mastery in these areas, and he has devoted extra time over the last two years to teach me the needed skills in forest engineering and operations, and has never given up on me. It shows how committed College professors will go to ensure that their students succeed. I appreciate him for this effort.”

The pair are working together to study how harvest machine simulators can be incorporated in training forest engineers, foresters and allied scientists.

Training forest harvesting professionals to make better harvesting planning decisions contributes to a safe, efficient, and economically viable operations in the supply chain’s success and resilience.

Oyier says education has changed his life in many ways, yet it is not easy to be separated from his loved ones in Kenya.

Oyier believes resilience is cultivated from within and says he’s had to make a choice every day where to focus his energy. Instead of focusing his energy on missing his family, he tries to focus on academics so that he will find success and his family will experience success, too.

“Being able to discover what you’re made of, and your ability to navigate through to the end, that is what resilience is all about,” Oyier says.

Oyier plans to graduate in 2021 and aspires to return to Kenya as an educator, researcher or industry expert in forest engineering and operations. The Jake Eaton Scholarship for Short Rotation Forestry and the College of Forestry Fellowship has provided Oyier additional support during his time here.

“My dream is to become a professor and share my knowledge with people,” Oyier says. ‘I want to experience the satisfaction of having the opportunity to change one’s destiny by giving knowledge. Teachers did that for me, and I want to do that for others.”

A version of this story appeared in the Spring 2021 issue of Focus on Forestry, the alumni magazine of the Oregon State University College of Forestry.

For Zowie Blue DeLeon, an undergraduate student majoring in natural resource management, resilience means having the mental, emotional and physical elasticity to see beyond the single experience of suffering.

“Bigger picture, things may be hard now, but they won’t be forever,” DeLeon says. “That perspective can provide strength during hard times.”

DeLeon, who uses both they and her pronouns, encountered many situations while growing up which required inner strength. However, at the time, they didn’t necessarily see themselves as being “resilient.”

“I grew up in a toxic environment, left home when I was sixteen. I had to grow up fast and learn a lot through trial and error. I am the first to break many cycles in my family and a first-generation college student. I’ve experienced estrangement, loss, death, being a caregiver, feeling alone and that if I failed, no one would be there to help me.”

DeLeon admits that when she was younger, they believed resilience was forged by putting up walls and being tough to make themselves feel safe. DeLeon doesn’t feel that way anymore.

“Over time, I have learned that resilience is moving through difficult or uncomfortable experiences with fluidity, softness and empathy,” DeLeon says.

Though outdoor recreation was not central to DeLeon’s childhood in the southeast, they were always outside and interested in plants, trees and bugs. After DeLeon moved to Corvallis, a friend who attended OSU inspired DeLeon to begin college, and at the age of 21, they joined the OSU community to study biology.

“As a first-generation college student, attending university was a big deal for me,” DeLeon says.

After working a season in an Alaskan fishery, DeLeon realized they wanted to pursue a career in natural resources with a specialization in fish and wildlife conservation. DeLeon is seeking an additional degree in anthropology and is interested in traditional ecological knowledge and Indigenous stewardship.

DeLeon received multiple scholarships from OSU and the College of Forestry.

“These scholarships allowed me to work less and focus more on my education as well as my personal and professional development. Because of the financial assistance, I can participate in fellowships, clubs, research, volunteer work and invest in myself.”

These opportunities outside of class helped them zero in on their focus, and DeLeon advises incoming students to seize every opportunity they can.

“Exploring is how I developed my sense of direction. I took a few classes just for fun, like pottery and yoga, attended free lectures, joined clubs, went to socials, and found out wherever there was free food. These experiences are some of my favorite memories on campus and led me to new friendships and interests.”

DeLeon worked as a student employee in the Dean’s Office and was recognized and awarded for her outstanding contributions. Nominators noted that DeLeon approached her work with thoughtfulness and dedication and was a leader to her office mates.

DeLeon plans to graduate in the spring of 2022 and hopes to find a job with an agency or enroll in grad school. DeLeon’s dream job or graduate program would focus on ethnoecology or the intersection of Indigenous stewardship with aquatic ecology and fisheries.

DeLeon thinks that cultivating resilience requires both humility and vulnerability.

“The ability to communicate ‘I have no clue what I am doing’ and the ability to ask for help to find direction and solutions can help with navigating hard times,” DeLeon says. “Dropping your guard and your ego can help you gain the support you need to persist and find solutions during difficult times.”

A version of this story appeared in the Spring 2021 issue of Focus on Forestry, the alumni magazine of the Oregon State University College of Forestry.

The OSU College of Forestry is leading an international effort to advance the technology needed to construct much taller, environmentally friendly buildings made primarily from wood. At the center of this effort is COF’s new state-of-the-art facility, the Oregon Forest Science Complex (OFSC).

Home to the College, the complex’s two newest buildings are primarily made and grown in Oregon. The new George W. Peavy Forest Science Center (PFSC) and the new A. A. “Red” Emmerson Advanced Wood Products Laboratory (AWP) highlight an entirely new way of thinking about building and design.

The buildings feature innovative materials and products throughout the 95,000-square feet of new space, from cross-laminated timber and mass plywood panels to Accoya wood cladding and View dynamic glass windows. The project highlights how mass timber and structural wood products building solutions can increase the value of Oregon’s natural resources and enhance our communities.

Thanks to the vision, support and work of former dean Thomas Maness, the leadership of former interim dean Anthony S. Davis, the State of Oregon, OSU Foundation and numerous donors, faculty, students, staff, and alumni, the complex provides a learning environment that is one of a kind.

“This building showcases how renewable materials can be used to create beautiful, innovative buildings that positively impact our education, research, and outreach work, reduce our carbon footprint and support the sustainable management of Oregon’s natural resources,” says Tom DeLuca, the Cheryl Ramberg-Ford and Allyn C. Ford Dean of the College of Forestry.

The complex features 20 classrooms and several computer rooms and laboratories, including the FERN Student Center and the Peavy Arboretum. In these spaces, faculty, students and researchers can participate in active learning and discovery while utilizing cutting-edge technology.

“This building is a product of collaboration and the leadership at OSU and the college. Students, faculty, donors, and partners all came together to create this wonderful space. This is what collaboration and consensus look like and highlights what we can accomplish together in the future,” says Destiny Pauls, a Natural Resources major.

Designed by Michael Green, a leading innovator in high-rise wood construction, the OFSC is an excellent example of how sustainably managed forests can create beautiful buildings out of wood and reduce the carbon footprint of new building construction while establishing a connection with outdoor landscapes.

Built in partnership with others, the building also demonstrates the power and impact of a shared vision of sustainability.

“To the donors and the industries that all came together, I just want to say thank you,” Pauls says. “We are going to show you what we can do with all of this together.”

By the Numbers
Total Size: 95,000+ square feet

Project Funding: A public-private partnership that brought together four lead donors, gifts from more than 100 others and matching bonds from the State of Oregon

Incorporated Wood: Baltic birch, black walnut, Douglas-fir, juniper, maple, red alder, and white oak

PFSC Specifics
Opened: March 2020
Size: 80,000 square feet
Constructed with: Glulam, cross-laminated timber (CLT), mass plywood panels (MPP)
Features: Classrooms (7), meeting rooms (6), computer classrooms (2), offices, laboratories (5), outdoor arboretum, graduate student workspaces, numerous study areas, Harvest Simulation Laboratory

AWP Specifics
Opened: May 2019
Size: 15,000 square feet
Constructed with: MPP
Features: Structural testing bay, advanced wood products manufacturing bay, offices, meeting space

INNOVATIVE CONSTRUCTION
The cross-laminated timber (CLT) panels that make up the sheer walls and the floors are Oregon Douglas-fir processed by D.R. Johnson Wood Innovations, LLC in Riddle, Oregon. Mass plywood panels (MPP), created by Freres Lumber Company, Inc. in Lyons, Oregon, are heavily utilized throughout the AWP and are used as the roof for the PFSC.

A LIVING LAB
381 sensors are installed throughout the PFSC and will monitor wood moisture content, indoor and outdoor weather conditions, heat transfer, long-term movement of walls and floors, tension in self-centering rods and building and floor vibrations.

LAND RECOGNITION
Oregon State University in Corvallis, Oregon, is located within the traditional homelands of the Mary’s River, or Ampinefu, Band of Kalapuya. Following the Willamette Valley Treaty of 1855, Kalapuya people were forcibly removed to reservations in Western Oregon. Today, living descendants of these people are part of the Confederated Tribes of Grand Ronde Community of Oregon and the Confederated Tribes of the Siletz Indians.

EDUCATIONAL SPACES
Formal and informal classroom and lab spaces range from small capacity to large capacity, and will allow students to study all aspects of the forest landscape.

STRONG WALL
A 60’-x-80’ foot strong wall and reaction floor system within the AWP facilitates testing of up to three-story wood structures. Oregon State and TDI researchers use the facility to conduct seismic tests, connection tests, loading tests and more.

This story was part of the College of Forestry’s 2019-2020 Biennial Report.

Transforming commitment to diversity, equity and inclusion into action
The College of Forestry focuses on creating a diverse, equitable and inclusive environment where staff and students, regardless of race, culture, gender identity, disability and sexual orientation are valued, supported and know they belong.

“We want to support and facilitate increased participation in DEI learning and action among the College of Forestry faculty, staff and students,” says Tom DeLuca, Cheryl Ramberg-Ford and Allyn C. Ford Dean of the OSU College of Forestry. “By increasing awareness of how many among us participate in and gain influence from systems of privilege and oppression, we can be better equipped to counter these systems and create a more diverse, equitable and welcoming community in our college, university and nation.”

Responding to the events of the past few years, including the murder of George Floyd and subsequent Black Lives Matter protests, the College of Forestry has made a strong commitment to building awareness and breaking down the barriers that oppress and suppress Black, Indigenous and other people of color within our country, the college and the broader fields of natural resources and forestry.

In the Fall of 2019, the college restructured the DEI committee into a seven-member workgroup to advance the actions in the DEI strategic plan and provide learning opportunities for the entire college. The college also established three taskforces to address curriculum and pedagogy, community building and inclusion, and recruitment and retention. Now, in addition to the college leadership team, 25 people are actively involved in achieving shared DEI goals. Led by Michele Justice, DEI Workgroup Lead, they have coordinated numerous events for college stakeholders to expand knowledge and change the college’s institutional culture.

Sampling of DEI accomplishments AND IMPACTS
• In June 2020, Bill Ripple, distinguished professor of ecology and Richardson Chair, generously funded the purchase of an anti-racist book for any staff member who requested one and distributed over 125 books. The college also launched a Commitment to Change scholarship, providing funds for DEI-related professional growth activities for all employees and graduate students.

Michelle Maller, WSE internship and education coordinator, helped create “Breaking the Grain,” a women’s group designed to encourage networking and mentoring for females working in the forest products industry in the Pacific Northwest. Members meet quarterly for discussion and interaction with students from the Wood Science and Engineering program.

• The College of Forestry established new relationships with Hampton, Florida A&M and Tuskegee (all Historically Black colleges and universities (HBCUs) and Kootenai Salish College as part of a submission to USDA’s Agricultural and Food Research Initiative (AFRI) for a Research and Extension Experiences for Undergraduates Fellowships programs.

• The college designed and positioned outside the Dean’s office in the George W. Peavy Forest Science Center a statement acknowledging that the land currently occupied by OSU is the traditional homeland of the Kalapuya.

• Faculty have been working to incorporate DEI in meaningful ways into classes and mentoring. Associate professor Meg Krawchuk included a new syllabus statement on pronouns and an open discussion of pronoun use with her classes on the first day. Assistant professor Ashley D’Antonio and Troy Hall, professor and Forest Ecosystems and Society Department head, hosted joint lab group discussions around diverse perspectives, such as the book Braiding Sweetgrass by Robin Wall Kimmerer.

• Assistant professor Reem Hajjar developed modules on decolonizing methodologies for her research methods class.

• Every request for proposal issued by the College of Forestry Research Office for internally-funded projects now requires a description of how the project addresses equity and inclusion of diverse perspectives.

• The Research Forests faculty, staff and student team developed and engaged in informal pieces of training focused on understanding Oregon’s history of racism, white privilege and implicit bias. The training focused on what they can do as land managers, teachers, and students to advance the representation of BIPOC in outdoor recreation.

Student Groups & Organizations
• College of Forestry ambassadors participated in the Equal Opportunity and Access responsible employee training program, the Social Change Workshop with Community Engagement and Leadership, and helped with the Louis Stokes Alliance for Minority Participation (LSAMP) Bridge program.

• The Traditional Ecological Knowledge Club (TEKC) was formally established in Spring 2020 and hosts events to educate student peers and the wider community on Indigenous ways of understanding the natural world.

Student Recruitment & Admissions
• International students bring diversity to the College of Forestry, comprising more than 30% of the college’s graduate student population.

• Female students now represent 39 percent of the college undergraduate student population while underrepresented minorities (self-reported) make up 12 percent of the student body. Over the past five years, enrollment of female students is up 49 percent, while enrollment of underrepresented minorities is up 30 percent.

• 10 percent of COF students are Veterans or military-connected (compared to 3 percent of OSU’s student population), and 32 percent self-identify as the first in their families to attend college (compared to 24 percent of OSU’s student population).

This story was part of the College of Forestry’s 2019-2020 Biennial Report.

The College of Forestry is committed to addressing personal and systemic forms of privilege and oppression, adopting anti-racist practices and engaging in teaching, learning and research that supports the eradication of racism and the pursuit of equity in higher education and the field of natural resources.

To engage students in this important work, Eric Jones, a faculty instructor with Ecampus, created a course called Diversity, Equity and Inclusion (DEI) in Natural Resource Management for students enrolled in the Master of Natural Resources program (MNR). The College of Forestry’s MNR program, offered through Ecampus, is consistently recognized as one of the top natural resources programs in the country and provides a platform for equity in higher education, serving a non-traditional student demographic who often have additional commitments, such as family obligations, job responsibilities and financial constraints.

Jones’ course examined the systemic dynamics of historical inequality and power differentials in natural resource management. It covered concepts like implicit bias, structural racism, assimilation, cultural competency, intersectionality, agency and social justice.

Jones’ goal with the course was to help students understand how the many different pieces that encompass DEI can be brought together in a cohesive framework to analyze real-world problems and recommend solutions that support the principles of DEI. Jones also wanted students to recognize and challenge their own cultural biases and learn listening and facilitation techniques to identify, understand and manage diverse and conflicting views of individuals and groups.

“This class was full of amazing people,” Jones says, “and every participant came to the class already equipped with an understanding of pieces of DEI principles.”

Jones’ original plan was to co-develop and co-teach the course with a colleague that identifies as an underrepresented person. He began the initial planning stages with that colleague and then COVID-19 turned the world upside down, forcing him to scale back and create the first version of the course himself.

“However,” Jones says, “I do not want to be a gatekeeper that isn’t open to fresh perspectives and energy or somebody else teaching the course altogether.”

Jones explains that it wasn’t hard to identify critical topics essential to include within the course, but distilling their complexity and fitting them all together into a meaningful eleven-week term for students proved far more challenging and time-consuming than anticipated.

“For one, I had to be positive that how I understood issues reflected current scholarly thinking, so I did an extensive literature review and read more than I had since graduate school,” he explains. “I drew inspiration and courage from the never-ending headlines of hate, inequity, and injustice that characterized spring and summer 2020. I appreciated the positive public messaging and reassurance from OSU administrators, colleagues, and students during this time.”

Jones’ interests and professional experience helped him develop and teach the course. In 1997, Jones was a fellow in the Environmental Protection Agency’s Community-based Environmental Protection Program, which closely aligned with the EPA’s Office of Environmental Justice. In 1998, he co-founded and co-managed the now-retired Institute for Culture and Ecology for 13 years, which had the explicit mission of bringing social science to natural resource problem-solving.

“Analyzing systems of power, justice, and equity to protect and promote cultural diversity and inclusiveness were commonplace in our projects,” he says.

Jones had reservations about teaching this course online because the subject matter can be emotionally taxing. He places a premium on fostering discussion spaces where people feel safe and supported to express critical thinking and share experiences and was unsure if he could create that kind of environment online.

“I feel safer teaching these kinds of emotionally charged subjects on-campus, but I’m not sure that is justified,” Jones says. “I’ve come to learn over the years that some students thrive in the online environment. What I’ve found is that it is better for me to actively participate in the online discussions, letting students have space to interact with each other, but also for us to interact as a community.”

Jones was impressed with the thoughtful responses and high engagement from students.

“I wanted the class to feel that they could engage deeply with difficult and often tragic subject matter such as systemic racism, unethical science, and cultural appropriation and come out the other end feeling more hopeful and more empowered,” he explains.

“Did this happen? Based on the feedback I received, it seems participants generally felt hopeful and empowered, but while that is nice, what matters to me is what they do in the future. Lasting social change takes a long time. It is tough to measure the underlying catalysts, but I will say the students are extraordinary individuals. They give me great hope for a future where someday DEI principles are woven into the way people think, and societies work.” Learn more about DEI in the College of Forestry.

This story was part of the College of Forestry’s 2019-2020 Biennial Report.

Justin Ariah Fasana has always loved nature, especially the forests of the Pacific Northwest. As a natural resources major with an individualized specialty option in Indigenous environmental policy, he wants to do his part to protect the forests and the communities that rely on them.

“When I realized the importance of natural resources like timber and how communities like my hometown of Willamina rely on them, I knew that I wanted to do my part in making these resources accessible to those that need them the most,” Fasana said.

After graduation, his dream job would be to work in a natural resources department for a native tribe somewhere in the Pacific Northwest.

“I am a proud member of the Confederated Tribes of Grand Ronde, and growing up, I got to see how natural resources have provided so much opportunity for our Tribe to grow into what it is today from almost nothing,” Fasana said. “My uncle worked in CTGR’s natural resources department for many years, and I would love a job very similar to his.”

When it came time to choose a college, OSU’s College of Forestry appealed to him because the courses and degrees offered aligned with what he needed to learn to start his chosen career path.

“Being able to live close to home, study forests I am familiar with and meet people from all over with many different interests in forestry and natural resources were all part of my decision to come to OSU,” Fasana said. “Being so close to home has also allowed me to spend time with family, which is important to me. My dad and I are very adventurous and go on hikes, ride motorcycles, or snowboard together.”

One of his favorite experiences at OSU has been studying abroad at the University of Canterbury in New Zealand, an opportunity available to students thanks to the college’s international programs office. Aside from the many traveling experiences and close friends he made during the five months he spent there, he had the opportunity to study similar topics in natural resources and forestry from a completely different context and learn about New Zealand’s indigenous culture.

Another powerful experience has been the opportunity to work on a research project with a PhD student in the college.

“Being able to see the practical application of all of the things we learn in the classroom has allowed me to better consider what I can do in the future and how I might achieve my career goals,” Fasana said.

When not in class, he can often be found at OSU’s Craft Center, throwing pots.

“Since freshman year of high school, I have been in love with ceramics, particularly wheel throwing,” Fasana said. “I have been working in the pottery studio of OSU’s Craft Center for the past two years, which has been an awesome pastime in between classes.”

Fasana was a recipient of the Finley Academic Scholarship and received an Intertribal Timber Council scholarship, which the college matched.

“These scholarships have made my learning experience much less stressful since I do not have to worry about paying for school as much. I would highly recommend applying for every and any scholarship you come across, in and outside of the College of Forestry, as it can make a world of difference.”

As Fasana looks to the future and towards the end of his undergraduate experience at OSU, he encourages other students to tap into the connections and opportunities available to them at the college.

“I believe I am speaking for everybody in the College of Forestry when I say that we are passionate about what we do,” Fasana said.

“Do not be afraid to talk to professors, test out job and internship opportunities and make friends with people in your major,” Fasana advised. “The college can have a huge impact on your life.”

This story was part of the College of Forestry’s 2019-2020 Biennial Report.