Full text of "Academic Catalog, v.11"

See other formats

Digitized by the Internet Archive
in 2016 with funding from

F. Franklin Moon Library at the State University of New York College of Environmental Science and Forestry

https://archive.org/details/academiccatalogv00unse_10

state University of New York

COLLEGE OF

ENVIRONMENTAL SCIENCE AND FORESTRY

1984—85 CATALOG

CORRESPONDENCE DIRECTORY

Detailed information about the College may be obtained by addressing inquiries
to:

The State University of New York

College of Environmental Science and Forestry

Syracuse, New York 13210

(315) 470-6500

Admission (Undergraduates)

Director of Admissions

110 Bray Hall
470-6600

Graduate Studies
Office of Academic Programs
227 Bray Hall
470-6599

Financial Assistance
Coordinator of Financial Aid

111 Bray Hall
470-6670

Transcripts and Academic Records
Registrar
113 Bray Hall
470-6655

Housing

Coordinator of Undergraduate Housing

Office of Residential Life

Steele Hall

Syracuse University

Syracuse, New York 13210

423-2720

The State University of New York College of Environmental Science and Forestry is accred-
ited by the Middle States Association of Colleges and Secondary Schools: the B.S. degree
program in Forestry is accredited by the Society of American Foresters; the B.L.A. and M.L. A.
degree programs in landscape architecture are accredited by the American Society of Land-
scape Architects; and the B.S. degree program in forest engineering is accredited by the Accred-
itation Board for Engineering and Technology.

Additional information is available upon request from any of the above addresses. This under-
graduate/graduate catalog was published by the College of Environmental Science and
Forestry, June 1984.

The calendar, courses, tuition, and fees described in this catalog are subject to change at any
time by official action either of the State University of New York Board of Trustees or of the
College of Environmental Science and Forestry.

The State University of New York College of Environmental Science and Forestry does not
discriminate on the basis of race, sex, religion, national origin, age, handicap, marital or veteran’s
status in admissions, employment, and treatment of students and employees in any program,
activity, or service.

State University of New York

COLLEGE OF

ENVIRONMENTAL SCIENCE AND FORESTRY

1984-85 General Catalog

TABLE OF CONTENTS

ACADEMIC CALENDAR 3

ESF: WHAT’S IN A NAME? 5

THE MISSION: INSTRUCTION, RESEARCH, AND PUBLIC SERVICE 7

THE CAMPUSES 11

THE SYRACUSE METROPOLITAN AREA. 14

ACADEMIC LIFE > 15

Undergraduate Admission 15

Graduate Admission 17

Expenses ...... 18

Financial Assistance 20

Academic Policies 25

Student Life '. 30

Degree Programs and Areas of Study 1 . . 33

THE SCHOOL OF BIOLOGY, CHEMISTRY AND ECOLOGY 33

Environmental and Forest Biology Department 33

Chemistry Department 39

Interdepartmental Area of Study i 42

THE SCHOOL OF ENVIRONMENTAL AND RESOURCE ENGINEERING 42

Forest Engineering Department 43

Paper Science and Engineering Department 45

Wood Products Engineering Department 46

THE SCHOOL OF FORESTRY 50

Forest Resource Management ! 52

Forest Technician Program 56

THE SCHOOL OF LANDSCAPE ARCHITECTURE 58

Bachelor of Science in Environmental Studies 59

Bachelor of Landscape Architecture 60

Master of Landscape Architecture, 62

DUAL UNDERGRADUATE PROGRAM IN ENVIRONMENTAL AND FOREST

BIOLOGY AND RESOURCES MANAGEMENT 64

GRADUATE PROGRAM IN ENVIRONMENTAL SCIENCE 66

GRADUATE EXCHANGE PROGRAMS 70

COURSE OFFERINGS 71

STATE UNIVERSITY OF NEW YORK 97

COLLEGE TRUSTEES AND ADMINISTRATION 99

COLLEGE FACULTY AND PROFESSIONAL STAFF 100

INDEX 109

CAMPUS LOCATOR Inside Back Cover

f : K I

1, '1

1 fvj
$ Ci 1

I- - ij

1 5 4!

MiT

br ' ‘ X ■

/ * ^ _ \v

.:,J ..mi

7 y

!S"w. \ ‘ : *V~.

r»i ,iriri> X-« u j

e&y

s * 4?^x^k

h ' 4. ' \ J

XJihU, - ~w

. r<wS^8sti

Academic Calendar

SYRACUSE CAMPUS

FALL 1984

New Student Orientation Program

Sept. 2, 3

Sunday, Monday

Academic Advising

Sept. 3, 4

Monday, Tuesday

Registration for New Students

Sept. 3, 4

Monday, Tuesday

Classes Begin

Sept. 5

Wednesday

Graduate Student Registration

Nov. 14, 15

Wednesday, Thursday

Thanksgiving Recess

Nov. 21—25

Wednesday — Sunday

Early Registration

Nov. 26 — Dec. 7

Monday — Friday

Last Day of Classes

Dec. 14

Friday )

Exam Period

Dec. 17—21

Monday— Friday

SPRING 1985

Orientation and Advising for

Jan. 14

Monday

New Students

Registration for New Students

Jan. 14

Monday

Classes Begin

Jan. 15

Tuesday

Spring Recess

Mar. 9—17

Saturday — Sunday

Early Registration

Apr. 1—11

Monday— Thursday

Last Day of Classes

May 1

Wednesday

Reading Day

May 2

Thursday

Exam Period ,

May 3 — 9

Friday — Thursday

Commencement

May 11

Saturday

> ZM

-•'* * H

' jfi ^

ESF: What’s In A Name?

1911. Governor John A. Dix signed a bill establishing
the New York State College of Forestry at Syracuse
University.

1948. ' Legislative action incorporated into State
University of New York all state-supported higher
education. Thus, the State University College of
Forestry at Syracuse University.

1972. By special legislative act, the College was
renamed the State University of New York College
of Environmental Science and Forestry.

Why, in the first place, all the name changes? And,
secondly, what difference do they make? What, really,
is in our name?

ESTABLISHING A TRADITION

The beginnings and early development of the New
York State College of Forestry were largely due to
James R. Day, chancellor of Syracuse University, and
community leaders who were attuned to the growing
national sentiment favoring forest conservation and who
sensed the need for a professional school of forestry. The
legislative act which created the College instructed that
the institution “conduct such special research in state-
wide investigations in forestry as will throw light upon
and help in the solution of forestry problems. . .” and that
it be “the institution for educational work in forestry
in the State.”

From the very first years of its existence under the first
dean, Hugh P. Baker, the College responded to the
broad needs of environmental professionalism. While
other schools and colleges of forestry became more
specialized, the College at Syracuse broadened to
include the essentials of environmental science: design,
engineering, and the life sciences, as well as resource
management.

With the formation of the State University of New
York in 1948, coordination and systematization came to
higher education in the state. The University, according
to its charter, was to “supplement, not supplant, the
great network of private colleges and universities.” The
College of Forestry, which from its beginning had been
state-supported and governed by a Board of Trustees
currently made up of nine members appointed by the
Governor and six ex officio members, was recognized as
a specialized college within the State University system.

Stemming from Chancellor Day’s early sponsorship of
the College, Syracuse University and ESF have long
been engaged in numerous fruitful devices of institutional

cooperation. This relationship is probably the most
outstanding example in this country of collaboration
between , public and private institutions of higher
education. Even as a part of State University, the College
maintains this unique position. The major character of
the relationship stems from the fact that since its
beginning, the College purchased from Syracuse
University the major portion of its supportive and
enrichment instruction, thus allowing the College to
more fully develop its professional upper division and
graduate level instruction.

Other cooperative areas are living centers and dining
facilities, athletic programs, the use of the University’s
infirmary and health counseling services, the bookstore
facilities, the University library system, joint Commence-
ment ceremonies held in the Carrier Dome, and partici-
pation in numerous social activities including the
elaborate religious, dramatic, and cultural benefits of
a large university.

ESF TODAY

The third phase in the evolvement of the College’s
name came in 1972 when it was rechartered as the State
University of New York College of Environmental
Science and Forestry. Thus, the name reflects more
deeply the traditional grounding and concern of forestry
in the environment; it illuminates more clearly the
capabilities of its program.

The College of Environmental Science and Forestry
has completed a plan, conceived more than a dozen
years ago, to achieve complete upper division/graduate
status. Undergraduate students wishing to embark upon
a career in the environmental sciences and forestry will
enroll for two years at a junior college or four-year insti-
tution, studying an ESF prescribed program and transfer
to this college as juniors. The move to upper division/
graduate college status marks another step in the
College’s long-standing commitment to educate profes-
sionals capable of facing the complex environmental
problems of today and of the future.

For more than 73 years, the full thrust of the State
University of New York College of Environmental
Science and Forestry has been focused on the environ-
ment on all of its six campuses and in each of its three
mission areas— instruction, research, and public service.
The College has been, and continues to be, devoted to
the advancement of environmental science and forestry.

^§1®

mmm'

■T-

INSTRUCTION

In the fall of 1983, student enrollment reached 1,591.

. Of this number, 1,084 were undergraduates and 507
were graduate students. In addition, there were 11
students engaged in postdoctoral work.

\\ ■ -* I

i'1. • ; • . - f .

Undergraduate Education

yy At the baccalaureate level, the College offers profes-
sional study in eight areas: chemistry; environmental
and forest biology; environmental studies; forest engi-
neering; paper science and engineering; wood products
engineering; resource management; and landscape
i architecture. These programs are registered with the
New York State Education Department.

Each of these curricula leads to the bachelor of science
degree. In the case of landscape architecture, an addi-
tional year of study results in a bachelor of landscape
architecture degree, and in the forest engineering
program, a fifth year leading to.a bachelor’s degree in civil
engineering can be taken at Syracuse University or State
University at Buffalo.

/Graduate Education

The College awarded its first graduate degree in 1913.
Today the College offers advanced degrees in seven
major program areas: environmental and forest biology;
chemistry; resource management and policy; silvi-
culture and forest influences; environmental and
resource engineering; landscape architecture; and
environmental science. These programs are registered
with the New York State Education Department.

Graduate study leads to the master of science degree,
the master of landscape architecture degree, and the
doctor of philosophy degfee. A postdoctoral study
program, closely related to the College’s research effort,
is also available.

In addition to these degrees, the College and Syracuse
University provide the opportunity for graduate students
to complete concurrently a degree at ESF and, at
/Syracuse University, either the J.D. degree in the
College of Law, the M.P.A. degree in the Maxwell School
of Citizenship and Public Affairs, the M.A. or M.S.
;i degree in the S.I. Newhouse School of Public Communi-
cations, or the M.B.A. degree in the School of Manage-
ment. Students must complete at least one semester of

The Mission:

♦

Instruction, Research,
and Public Service

graduate level coursework at ESF before being con-
sidered for a concurrent degree program at Syracuse
University.

Technical Education

At the paraprofesskmal level, the College has been
training forest technicians since 1912 at its Wanakena
Campus in the Adirondack Mountains. It is the oldest
Ranger School in the United States and offers a two-year
forest technology curriculum. Graduates are awarded
an associate in applied science degree. In this curric-
ulum, students take their first year of general education
at a two- or four-year college. The second year, with its
emphasis on practical field training in the relationships
between forest technology and managerial needs, is
taken at Wanakena with its 2,800 acres of forested land.
Graduates of this degree program in practical forestry
are prepared for positions as forest rangers; federal,
state, and private industry forest technicians and
forestry aides; district forest supervisors; timber
inventory specialists; timber sales supervisors; forest
surveyors and engineering aides; and forest protection

technicians.

Continuing Education

The philosophy that education is a lifelong pursuit is
an ancient one and was written into the law creating thg
College. This concept is doubly important to the
sciences and professions in this technological age when,
with knowledge expanding in all directions, major envi-
ronmental problems still remain to be resolved. The
informational needs of New York’s citizens also are
undergoing change. The increasing urban character of
our population; the changing pattern of agricultural and
forest land ownership and use; the rise in level of educa-
tion and sophistication in a more efficient society; and
the increase in leisure time, travel mobility and need for
recreational facilities and pursuits all contribute to a
growing need for educational opportunities in environ-
mental science and forestry for adult audiences.

The College has, over the years, succeeded in com-
municating knowledge on forest resources manage-
ment, utilization, and conservation to' a variety of off-
campus publics. The entire College faculty has contri-
buted to these programs. To reinforce this commitment,

8 THE MISSION

the College established a School of Continuing Educa-
tion upon which to base expanded educational oppor-
tunities at both the undergraduate and graduate course
levels.

Conferences, symposia, seminars, and shortcourses
on various aspects of forestry and the related sciences
are conducted at both the basic and applied levels.
Audiences include forest owners, managers, and
operators; wood engineers and forest industries per-
sonnel; academic and scientific groups; conservation
and recreation personnel from local and other public and
private planning groups; and citizen-action committees.
Upon request, continuing education programs can be
designed to meet specific needs of professional organiza-
tions, agencies, and industry. Credit or noncredit
courses, at campus or off-campus sites, can be arranged.

Expansion of in-service training courses, establish-
ment of environmental learning centers on College forest
properties, and production of media materials for public
information and education are examples of activities
directed toward updating and upgrading professional
clients and broadening the public’s awareness and
appreciation of New York’s forestlands and other
natural resources.

For information on specific continuing education
projects, inquiries should be sent to Director, School of
Continuing Education.

RESEARCH

The College’s commitment to scientific inquiry
stretches far back to its second year of existence. In
1912, Dean Hugh P. Baker initiated the first research
project of the College by joining forces with the U.S.
Forest Service in an industry study designed to show
what kinds of firms were using wood in New York State
and the species and quantities used.

In the 1980’s, the College’s research program has
attracted a worldwide clientele of industrial, govern-
mental, professional and scientific groups, and through
liaison with .them, the program maintains its vigor and
relevancy to the important environmental issues.
Support from this clientele amounts to more than $4
million a year, a two-fold increase in the last decade.

Students and faculty from across the College con-
tribute to the depth and diversity of the research
program. Findings from these studies are applied to
a host of issues and problems through various demon-
strations and information devices. Recent examples
include studies of limestone quarry reclamation; the
development of polymeric materials for artificial human
organs; nonchemical control measures for insect pests,
e.g., the gypsy moth; studies of the ecology of Antarctic
birds; new wood pulping processes leading to pollution-
free water and air effluents; and the ecological effects of
winter navigation in the Great Lakes and the St. Law-
rence River.

Institute of Environmental Program Affairs

Research and public service programs at the College
of Environmental Science and Fqrestry are given addi-
tional emphasis through the Institute of Environmental
Program Affairs (IEPA). This Collegewide coordination
vehicle was initiated in 1972 in recognition of the^Col-
lege’s traditionally broad and integrated approach to
natural resources science and in response to new per-
ceptions of the relationship between human eqdeavors
and environmental quality. The Institute, which is staffed
by the Office of Research Programs, functions to bring
together groups of faculty scientists to explore research
and public service needs and opportunities which tran-
scend the programs of the schools, departments, and
organized research centers and institutes of the College.

Study teams of scientists and graduate students from
many disciplines have collaborated with external pro-
gram cooperators from governmental agencies, citizens’
groups, and private industry to pursue multidisciplinary
research and public service programming as part of the
IEPA program. Early efforts were focused on regional
natural resource and environmental studies conducted
at the request of New York State agencies such as the St.
Lawrence-Eastern Ontario Commission, the Tug Hill
Gommission, the Catskill Study Commission, and the
Adirondack Park Agency. Other studies which tran-
scend regional problems and issues have been
conducted with diverse sponsorship, including environ-
mental service systems, leisure time and -recreational
activities appropriate to the Hudson River Basin; solid
waste processing and heavy metals recovery from
processing residues from the forest products industry;
wetlands evaluation studies; remote sensing techniques
to facilitate environmental monitoring of coastal water
quality and land use patterns; reclamation of open pit
limestone quarries; the siting of nuclear power genera-
tion facilities; and environmental assessment studies
associated with proposals for extended season naviga-

*tj 'y ' '■

tion in Lake Ontario and the St. Lawrence River., . ,

More recently, IEPA has provided a focus for faculty
interested jn pursuing research and public service
programming through diverse sponsorships in particular
areas of high public concern. Three task forces are
currently operating in these areas to develop new project
activity and coordinate the Collegewide research focus
in bioenergy projects, acid precipitation and atmos-
pheric deposition, and sludge and sludge management
concerns. ■

Empire State Paper Research Institute

The Empire State Paper Research Institute (ESPRI) is
the only worldwide basic research organization in the
pulp and paper field. It performs investigations in ,
cooperation with the Empire State Paper Research
Association (ESPRA), which is comprised of 78 pulp and
paper companies in 14 countries. The Institute was

THE MISSION 9

(

established in 1945 when the members of ESPRA
recognized the need for new scientific and technical
knowledge and methods, and since then ESPRI has been
able to maintain an efficient balance between the prac-
tical and theoretical bases of the pulp and paper industry.

Housed in the modern J. Henry Walters Hall with its
own pilot paper mill, and staffed by scientists who are
internationally recognized for their accomplishments,'
ESPRI provides a research base for long-range industry
development. Its program has widened in scope to cover
almost all aspects pulping and papermaking, including
additive retention, oxygen pulping and bleaching,
effluent control, sheet drying, printability, and energy
efficiencies. i

Polymer Research Institute

Scientists at the College have made many original
contributions to the field of pure and applied polymer
chemistry, including the development of living polymers,
the study of anionic polymerization and electron-transfer
initiation,, and work on the permeation of gases and films
through polymeric films.

College faculty members specializing in polymer
chemistry have trained several hundred graduates and
f postdoctoral researchers, many of whom now hold
leading positions in universities and industrial and
governmental laboratories.

Nelson Courtlandt Brown Laboratory for
Ultrastructure Studies

| '

This Center, located in Baker Laboratory, is a teach-
ing, research, and service facility of the College. It is
equipped to handle virtually every type of modern micro-
scopy. This includes light, scanning electron, and trans-
mission electron microscopy. Among the major items of
equipment are: two RCA EMU-3 transmission electron
microscopes; an RCA EMU-4, an ETEC Autoscan
* scanning electron microscope, energy dispersive X-ray
analyzer, several types of light microscopes, high
vacuum evaporators, microtomes and ultramicrotomes.
The laboratory resources include specimen preparation
rooms, several photographic darkrooms, three electron
microscope laboratories and other supporting facilities.

The primary service of the Center is teaching; course
offerings include photomicrography, scanning electron
microscopy, and interpretation of cellular ultrastructure.
Research is a second major activity since support is
provided for students, faculty, and research staff who
have projects involving structural studies. Public service
is extended to local high school groups, medical facilities,
other regional colleges and universities, and industry.

Adirondack Ecological Center

The Adirondack Ecological Center (AEC) is located
on the College’s Newcomb Campus in the center of the
Adirondack Mountains. Staffed by resident scientists,

technicians, and support staff, the AEC conducts studies
of the Adirondack region year-round. Research includes
studies of managed and unmanaged forest lands, wildlife
populations and habitats, terrestrial and aquatic ecology,
and wilderness management. Work is carried on in close
collaboration with the New York State Department of
Environmental Conservation, the U.S. Fish and Wildlife
Service, the U.S. Department of Agriculture, and forest
industries.

The vigorous research program of the Center pro-
vides excellent opportunities for collaboration by
Syracuse-based faculty and students. Several gradyate
students are regularly in residence at Newcomb pur-
suing their thesis research.

Renewable Materials Institute

The Renewable Materials Institute (RMI) has as its
principal goal research on wood and other renewable
materials such as agricultural waste products, which
would include straw, rice hulls, and bagasse. To meet its
mission, research on the characterization of the material
itself is primary. Closely related with it is the determin-
ation of physical properties which control the behavior of
the material during utilization as well as in use in con-
sumer products. In exploring renewable materials,
strong emphasis is placed on energy considerations.
This can be in terms of energy savings during production
or economies of energy because of the use of the end
product in housing or in some other application. Also
included are related studies in the combustion of wood,
the efficiency of heating with wood and the emissions
resulting from wood combustion.

The principal facilities for the materials characteriza-
tion are found in the Center for Ultrastructure Studies
and include the transmission electron microscopes, a
scanning electron microscope with EDXA and rapid
particle analysis. All of the facilities of the. Department of
Wood Products Engineering are also available, including
a sawmill, veneer and plywood manufacturing facility,
dry kilns, wood machining equipment, and timber testing
laboratory. The facilities of other research institutes and
Departments in the College are also available for special
projects.

Tropical Timber Information Center

The Tropical Timber Information Center (TTIC)
provides identifications of wood samples and informa-
tion about tropical woods for both general character-
istics and technical properties. These services are
oriented toward importers and users of tropical woods.
The Center began operation in 1975 as part of the
Department of Wood Products Engineering and is one of
only two such sources of information in the western
hemisphere. The Center also carries out special studies
under contract for production of data that is not available
in the literature. The technical base for operation of the

10 the mission

wood samples and an exIensZ I?" °' du,henticated
materials in Moon Library and then C“°n °‘ reference
Products Engineering. Both of 1 Partmem of W°°d
been built up over the oast fin hLS6 resources have

with institutions throughou t the wo^hT COOperation
Center is oriented toward reaL t f' ActlVity of the

importers and users of tropical wn H ^ Services from

the collections. P Woods and to expanding

Cellulose Research Institute

Present centered on the f^trucTu^^f is at

andf ,ts transformations into od, 6 ° Ce,,u,ose
Portant forms of cellulose For ev C.°mmerci^y in-
differences between native and reo"^ ’ ^ StructuraJ
have been determined, for the1ir<f, ?nerated ce,,u'oses
crystallographic studies Th p St tlme> through x-ray
now being used to study the ^J“meI ‘‘^ues are -
Jose mercerization, an important ^ aspects of cellu-
cellulose chemistry. Other recent0™™6^1 process in

-ate source of all wood and bark PmducedS^

Coopera^^e°'c^“,,ure-Forest Service

Department S'a,'°n °' the US'

-arch center a, the

Pursued studies fu

a- Of developing meThtTfo"** reCrea,io" the
and other uses of forests^ lntcSrating recreation

re oriented to research on !Xn Research Unit was

““*•» i„ studies 0T“b°ara,e ^hFores. Serv.ce
problems. urban and environmental

PUBLIC SERVICE

The College, throughout its 79
"nued to respond to its spedficT haS con'

Prescribing major responsibilif e3ls,atlve mission
public service. Public educaS !. ,he area of .

nical advice and guidance* * and information, tech-

ance to the forest and wood S’- ^ ,<ichnical assis-
fhe principal formal public serf/ ,ndus.tries constitute
fute of Environmental Program Aff act'^.ltles- 7116 Insti-
Research section) coordLte^k ^ j^escrib^i in the
service activities on t ho n t the Co,,e9e’s public
While the list of nnhr Pr°fess,onaJ level. * P *
a few examples include^ is ,en9thy, '

Jree Pest and Disease SenS^fe8 F^Ubn“W «*
advice to private citizens an/t„ h Provides technical
and the participation of ESF fac^6™^1 a9encies;

New York’s Poison Contra? r yfmembers in Central
Public service programs of the r" i^' AJt°sether. the
mately one million New York ^ r6ach approxi‘

°rk bfate residents each year

» ,/ I

!/,:

:g.

V-.

The College operates a multiple campus system with
regional campuses and field stations located at Syracuse,

1 Jully, Wanakena, Warrensburg, Cranberry Lake,
Newcomb, and Clayton. This system, composed of
. about one million square feet of facilities in 186 buildings
and 25,000 acres of land, represents the largest fully-
utilized campus in the world.

\ ‘

THE SYRACUSE CAMPUS

The main campus is in Syracuse and lies on 12 acres
adjacent to Syracuse University in an area that tradi-
tionally has been known as “The Hill.” Located here are
the Schools of Biology, Chemistry, and Ecology; Envi-
1 ronmental and Resource Engineering; Forestry; Land-
* scape Architecture; and Continuing Education. In
addition, the main campus houses the Institute of
Environmental Program Affairs, the Empire State Paper
Research Institute, the Polymer Research Institute, a
cooperative research Unit of the USD A Forest Service,
the Ultrastructure Center, the Graduate Program in
Environmental Science, and the Renewable Materials
> ' Institute. ' '

These program units are housed in five major aca-
' demic buildings (Baker Laboratory, and Walters, Bray,
Marshall, and Illick Halls). The main campus also
includes Moon Memorial Library, the Maintenance
Building, and several other small service and storage
• facilities.

. Specialized facilities at the Syracuse campus
include electron microscopes, plant growth chambers,
air-conditioned greenhouses, a bio-acoustical labora-
tory, a 1, 000-curie cobalt-60 radiation source, radioiso-
tope laboratory, computing center, and specialized
instrumentation including nuclear magnetic resonance
spectrometers, electron spin resonance spectrometer,
gas chromotography, mass spectrometer, ultracentri-
fuge, and X-ray and infrared spectrophotometer.
Photogrammetric and geodetic facilities of the forest
engineering department include one of the most exten-
sive arrays of equipment in the United States, with a
Nistri TA-3 stereocomparatqr, Mann comparator,
, computerized Nistri photocartograph, and nine other
varieties of plotters. The paper science and engineering
; ) ( laboratory has a semicommercial paper mill with acces-
, sory equipment. The wood products engineering depart-
ment has a complete strength-of-materials laboratory as
well as a pilot scale plywood laboratory and a machining
laboratory. The greenhouses and forest insectary are
used to produce plant and insect material for classroom
and laboratory. Extensive collections are available for

The Campuses

study,- including wood samples from all over the world,
botanical -materials, insects, birds, mammals, and fishes.

The F. Franklin Moon Library contains more than \
90,000 cataloged items and over 900 journals are cur-
rently received. The collection constitutes a specialized
information source for the forestry, environmental
science, and landscape architecture programs of the
college, and it has concentrations in such' areas as
botany and plant pathology, biochemistry, chemical
ecology, forest chemistry, polymer chemistry, eco-
nomics, entomology, environmental studies, landscape
architecture, environmental design, management, paper
science and engineering, photogrammetry, silviculture
soil science, water resources, world forestry, wildlife
biology, wopd products engineering, and zoology.

The collections of Syracuse University libraries (SU’s
Science and Technology Library is immediately adjacent
to the ESF campus), and SUNY Upstate Medical Center
are within walking distance. These libraries may be used
by all members of the College of Environmental Science
and Forestry. Other collections located throughout New
( York State and the United States are readily accessible
through Inter-library loan. All Syracuse University
collections may be searched by using the SULIRS on-line
catalog located in Moon Library.

The library building, opened for service in 1968, can
accommodate 132,000 volumes and can seat 575
persons. The main reading areas are located on the
upper level adjacent to the open stacks and are divided
by the card catalog and reference service area. The
library contains a current periodical room, a biblio-
graphic center containing indexes and abstracts, indi-
vidual study carrels and library faculty offices. The
Hoverter Archives and special collections, conference
room, audio tutorial center, Directed Studies Center
and the computer terminal room are located on the
lower level.

, . Leisure reading material is not housed separately but

i is distributed throughout the collection. This collection
contains books on national and world social problems,
humanities, education, and popular books concerned
with the environment. The archives consists of historical
items relevant to the college and forestry development in
New York State. The special collections area of the
archives contains rare, scarce, and valuable books, and
folios as well as the Fletcher Steele collection on land-
scape architecture, and the Thomas Cook collection
on papermaking. (

Public services provided by the library faculty includes
a credit course, orientation, class lectures, study guides,

12 THE CAMPUSES

user aids, and reference desk service. Moon Library is a
member of the SUNY OCLC network.

/ The Educational Communications unit directly
supports the program areas of the College through
development and application of media materials and
methods for the classroom, for the presentation of
research findings, and for public service endeavors.
These include television programming, slide/tape and
motion picture production and photographic services.
Other services to the College community include
engineering, audio-visual equipment distribution, and
maintenance and support functions. The Educational
Communications staff also participates directly and
actively in instructional programs in environmental
communication at both the undergraduate and graduate
levels, as well as through the School of Continuing
Education.

The College provides academic computer services
in several forms. Remote communication facilities are
available for both batch and interactive processing on
tfye Syracuse University systems, and local/stand-alone
facilities are available in the form of micro computers
dispersed about the ESF campus. Syracuse University
operates an academic computer center consisting of
two IBM 4341’s and one DEC-KL10, all of which are
accessible via terminals (20 public access and 60 re-
stricted access) on the ESF campus. Clusters of micro-
computers have been established by each of the
academic divisions of ESF for purposes of faculty-staff-
student use and education. Computer applications take
advantage of extensive software on the Syracuse
University systems including packages for statistics,
graphics, text editing, and general mathematical func-
tions as well as most of the major programming lan-
guages—FORTRAN, APL, BASIC and PASCAL
finding the heaviest usage. In addition, a color graphics
facility is being developed at ESF to satisfy the many
needs for graphics analysis, design, and communication.

THE TULLY CAMPUS

Located about 25 miles south of Syracuse is the Tully
Campus which is composed of the Heiberg Memorial.
Forest and the Genetic Field Station.

Heiberg Memorial Forest is located on the northern .
escarpment of the Allegheny Plateau. It includes 3,800
acres of diverse terrain and forest growth. The Forest is
utilized both as an extensive outdoor teaching labora-
tory and as a site for intensive research. The Forest
Ecosystem Lab, which is a highly instrumented out-
door teaching laboratory, a large complex of all-weather
classrooms, many experimental plantings from through-
out the world, a commercial-scale maple syrup opera-
tion, and an experimental deer research area are among
the developments on this forest. Each fall the Heiberg
Memorial Forest is the site of an intensive program for
environmental and resource management students in a

total ecosystem approach to forest community manage- ...
ment instruction. '

ViTl.Mfi-i! •; .. U;

(

■■■ f y.

THE WANAKENA CAMPUS

* 1 'v\ ‘F -V “ , j

The Wanakena Campus, located on the Oswegatchie
River , 65 miles northeast of Watertown and 35 miles west
of Tupper Lake, is the site of the James F. Dubuar v
Forfcst and the School of Forestry’s Forest Techni-
cian Program. This campus, with its large instructional ‘ V
and demonstration forest, supports the College's
associate degree program for the training of forest tech-
nicians. This is the oldest forest technician school in the

country. This campus is situated on the western plateau
of the “lakes region” of the Adirondacks.

In addition to its full academic program, this campus

hosts various summer short courses in forest biology
and forest technology. ' . T

i ■: 'l-

THE WARRENSBURG CAMPUS

The Warrensburg Campus is located in the south-
eastern Adirondack .region and encompasses the \
Charles Lathrop Pack Demonstration Forest, an
area of roughly 2,500 acres of heavily forested land noted
for its white pine. The Forest has been under intensive
management since 1927 for the combined purpose of
instruction, research, and demonstration in forestry and
. allied fields. , -TT\ ; s

Each year this campus hosts the Summer Session in
Field Forestry, a seven-week course devoted to intro-
ductory instruction in field forestry principles and tech-
niques. The course is required of all entering students in
Environmental and Resource Management and is open , .jr.
■ to election by students in Environmental and Forest V [|

Biology. ^ v

Formal offerings in.Continuing Education and various {
meetings and conferences are also held here for practic- ’

ing professionals and organizations directly associated
with forestry and allied environmental fields. .

THE CRANBERRY LAKE CAMPUS

The Cranberry Lake Campus, approximately 1,000
acres of forested property situated in the northwestern
section of the Adirondack Mountains of northern New
York State, is the site of the College’s Biological
Station where the College operates a ten-week summer
field program in environmental biology. The campus is
bounded by 150,000 acres of New York State forest
preserve |ands, by Cranberry Lake and by isolated forest
bogs and beaver meadows. ~ .

The extensive facilities are intensely utilized in a
comprehensive' curriculum of upper-level and graduate
courses. „.r . :• / v ,

Use of this campus before and after the summer
session program varies to include individual research
projects, cooperative studies with other agencies and
visits by large groups from both the College and outside
institutions. 1 .

Y'.vSt

: '

v ■ -S®'

tv-

Trisr

THE CAMPUSES 13

J THE NEWCOMB CAMPUS

Located in the central Adirondack Mountains, New-,
comb is the largest of the regional campuses and home
' to the Adirondack Ecological Center where exten-
sive studies of animal biology and ecology are carried
out. Also ’ located there is The Archer and Anna
Huntington Wildlife Forest which is about 15,000
acres in size.* ' v . 1

' This campus is of mountainous terrain and contains a
variety of vegetative types and wildlife. The campus is
used year, round for a general research and forest
management program participated in by faculty, grad-
uate students, and visiting scientists.

THE FIELD STATIONS

■ : In addition to its regional campus system, the College
operates several field stations which directly support the
instruction, research, and public service programs of the
institution. The 44-acre Forest Experiment Station,
■ , located only a few minutes drive from the main campus

•j‘ in Syracuse, is used to support main campus academic

programs. Located at the Station are a large arboretum,
tree nursery, and experimental greenhouse facility.
Adjacent to the Tully Campus is the College’s Genetic
Field Station. It is a 59-acre area devoted to relatively
short-term outplantings of plant materials developed in
the various genetic research projects of the College.
With its irrigation system and layout of level blocks, it is
an excellent facility for developing hybrids, for grafting,
doing experiments, and for research in heritability. A
magnificent island, the Ellis International Laboratory,
is situated in the heart of the Thousand Islands — St. Law-
rence River area off the village of Clayton. Accessible,
only by boat, this laboratory is an unusually appropriate
site for the Collegewide, cooperative and international,
environmental monitoring and research activities of the
St. Lawrence Seaway area. The College’s most recent
acquisition is a 15.2-acre facility on Wellesley Island.
This island property' formerly a Coast Guard Station,
has shore frontage on the American channel of the St.
Lawrence Seaway. It is ideally suited for aquatic studies
of many types.

' ' >

.V--,

,T5. v ^33?

>^v*lS*tS

««»<?

The Syracuse
Metropolitan Area

The College of Environmental Science and Forestry
is located on one of several hills that overlook Syracuse,
a growing metropolitan area of nearly 500,000. Known as
the “Salt City” because of the great salt industry which
was centered here for more than seventy years, Syra-
cuse is today a city of diversified industry and commerce.
The area is a leader in the manufacture of china, quality
shoes, air conditioning equipment, medical diagnostic,
equipment, drugs, automotive parts, and lighting
equipment.

The City of Syracuse offers students many cultural,
recreational, and educational opportunities, including a

symphony orchestra, several museums, live theater, and
historical points of interest.

Called the “Crossroads of New York State,” Syracuse
is one of the few cities in the nation situated at the cross-
ing point of two major superhighways. It is located at the
intersection of the 500-mile east-west New York State ;
Thruway and the north-south Penn-Can Highway.;
Driving time from New York City, Philadelphia, Boston,
Toronto, and Montreal is about five hours; from Buffalo
and Albany about three hours. The city is served also
by a modern international airport and major bus and rail
lines.

Academic Life

Society is increasingly in the hands of those who have
broad foresight and a balance of judgment in applying
scientific, sociological, and technical knowledge to guide
human and environmental forces. Modern civilization —
with its compelling demands from industry, government,
and educational institutions — requires people who think
objectively and constructively, and who act creatively
and responsibly.

From its beginnings in 1911, the State University of
New York College of Environmental Science and
Forestry has served New York State and the nation in
meeting the needs of its citizens in regard to the environ-
ment through education, research, and public service. .
The faculty and students of the institution are committed
to the resolution of immediate environmental problems,
the development of the knowledge necessary to predict
occurrences in the future, and the presentation of public
policy alternatives that will both protect the environment 1
and accommodate the real needs of society.

• At the undergraduate level, ESF offers curricula in the
general areas of resource management, engineering,
environmental design, and the physical and life sciences
that prepare graduates to enter and contribute to the
professional world or to continuing their education at the
graduate level, at ESF or elsewhere.

Graduate years are a time of discovery arid excite-
ment, a time of answers and new insights, a time of
personal productivity and contributions to scholarship.
It is during graduate education that the student sharpens
the ability to think critically and analytically, to plan
research, to design experiments, to work effectively with
the basic research tools as well as specialized equipment,
and to undertake the discipline of purposeful study
toward a specific goal.

. The College currently supports significant graduate
degree programs in six discipline areas and in its broad
program in Environmental Science, which encourages
multidisciplinary study. Both undergraduate and grad-
uate programs of the College reflect the work of its
faculty and their student colleagues, who, together, utili-
zing some of the most modern facilities and laboratories
in the country, maintain a long-standing tradition of
academic and professional excellence.

This catalog provides an introduction to the College
and its' programs of undergraduate and graduate study
and research. It only begins to suggest the diversity and
depth of the existing and potential programs that make
environmental science the challenge of the 1980’s and
beyond.

UNDERGRADUATE ADMISSION

The College of Environmental Science and Forestry is
an upper division/graduate center, enrolling at the
undergraduate level transfer students who have com-
pleted at least two years of postsecondary coursework.
Outstanding high school seniors can assure their accep-
tance by the College as junior transfers by applying to
the Advanced Early Admission program.

Freshman and sophomore level courses mjjy be taken
at any two- or four-year college or university; all students
considering transfer to ESF as juniors should follow the
prescribed program appropriate to their intended major
at the College. Each curriculum offered at the College of
Environmental Science and Forestry and listed in this
catalog defines the required lower division courses
necessary for admission. These requirements are listed
in the Areas of Study section of the catalog.

Students who are certain they intend to transfer to
ESF may enroll in established pre-environmental science
programs organized by the College in cooperation with a
number of two- and four-year colleges in and out of New
\ York State. Students who attend these colleges will find
a smooth articulation has been established and upon
successful completion of these prerequisites will gener-
ally gain admission to the college with full junior status. It
is not required to specifically attend one of these col-
leges; a student may obtain the necessary lower division
courses at almost any college or university in the
country.

Application to ESF’s associate degree program in
Forest Technology at the Wanakena Campus must be
made one year in advance. Therefore, high school
students desiring to attend the Wanakena program in
1986 must apply this year. For further information on
ESF’s School of Forestry’s Forest Technician Program,
see page 56, or contact the Office of Admissions.

ADVANCED EARLY ADMISSION PROGRAM

High school students who are strongly motivated
. toward attending ESF may apply to the College of Envi-
ronmental Science and Forestry during their senior year
under the Advanced Early Admission Program.

Those seniors whose academic background is suc-
cessfully competitive will receive a letter of acceptance
to the College for entrance two years later with full junior
status, contingent upon successful completion of all
prerequisite courses of the first two years of the curric-
ulum to which they have been admitted. The prerequisite

)

16 ADMISSION

courses will be outlined and described in an enclosure
with the acceptance letter.

This early acceptance will alleviate much of the anxiety
about admissibility. High school seniors will know prior
to graduation if they have been accepted to the College
for entrance at the junior level. It affords those accepted
students the opportunity to attend any college of their
choice that offers the appropriate lower division courses.
SUNY applications for the Advanced Early Admission
Program may be obtained from high school guidance
offices in New York State or directly from the Office of
Admissions at ESF. '

TRANSFER ADMISSIONS 1 ,

For those students not accepted under the Advanced
Early Admission Program, admission to the College of
Environmental Science and Forestry is based on the
student’s previous college coursework, overall academic
aptitude, and interest in the programs offered at this
College. Consideration is given to both the quality and
appropriateness of the student’s prior academic exper-
ience. The minimum grade point average for considera-
tion is 2.0 (4.00 = A).

PRE-ESF COOPERATIVE
TRANSFER PROGRAMS

The College, working in cooperation with other
collegiate institutions, both in and out of New York
State, has developed 55 pre-environmental science and
forestry programs. The development of these programs
illustrates that high school students can look forward to
a wide selection of colleges in which they can obtain all
the necessary lower division courses and appropriate
advisement to transfer to ESF as full juniors.

These colleges represent the total spectrum of higher
education (private, public, 4-year, 2-year) and are
located in New York, Connecticut, Massachusetts, New
Jersey, Pennsylvania, Rhode Island, Iowa, and Mary-
land. Students who attend these colleges will find a
smooth articulation has been established and once they
transfer to ESF will share a common academic back-
ground with other transfer students.

Currently, the list of cooperating colleges includes:

New York State Colleges

-<V I ...

Herbert H. Lehman College, Bronx 1
Herkimer Community College, Herkimer ) j
Hudson Valley Community College, Troy
Jamestown Community College, Jamestown
Jefferson Community College, Watertown
LeMoyne College, Syracuse
Mohawk Valley Community College, Utica
Monroe Community College, Rochester
Nassau Community College, Garden City j

Niagara County Community College, Sanborn
North Country Community College, Saranac Lake
Onondaga Community College, Syracuse
Orange Community College, Middletown
Paul Smith’s College, Paul Smiths ,

Rockland Community College, Suffern
Siena College, Loudon ville
Suffolk County Community College, Selden
Sullivan County Community College, Loch Sheldrake
SUNY Alfred Agricultural and Technical College, Alfred
SUNY Canton Agricultural and Technical College, Canton
SUNY Cobleskill Agricultural and Technical College,
Cobleskill < 1

SUNY College at Cortland, Cortland
SUNY Delhi Agricultural and Technical Collage, Delhi .
SUNY College at Geneseo, Geneseo
SUNY Morrisville Agricultural and Technical College,
Morrisville r

SUNY College at New Paltz, New Paltz
SUNY College at Oneonta, Oneonta ,

SUNY College at Oswego, Oswego
Syracuse University, Syracuse 1 >j "

Tompkins Cortland Community College, Dryden
Ulster County Community College, Stone Ridge
Westchester Community College, Valhalla

i'r

Out-of-State Colleges

Allegany Community College, Cumberland, MD
Berkshire Community College, Pittsfield, MA
Camden County College, Blackwood, NJ
Garrett Community College, McHenry, MD
Holyoke Community College, Holyoke, MA
Housatonic Community College, Bridgeport, CT
Keystone Junior Colleger, LaPlume, PA
Kirkwood Community College, Cedar Rapids, IA
Mercer County Community College, Trenton, NJ
Middlesex Community College, Edison, NJ
Ocean County. College, Toms River, NJ
Roger Williams College, Bristol, R1
Union College, Cranford, NJ

TRANSFER CREDIT

Courses transferred for credit must be appropriate to
the student’s curriculum choice. Credit will be awarded
for all such courses completed with a passing grade of
“D” or better. , ' 1 '.v--

Furthermore, courses to be transferred as required
courses in a curriculum must be acceptable in content.
Course credit hours are transferred, but grades and
grade points are not. ( / T ■ ■

No transfer credit will be awarded until all final tran-,
scripts are received. It is the student’s responsibility to ■
see that this is done. >

” ■ • '4,

ADMISSION 17

COLLEGE PROFICIENCY EXAMINATIONS

The College recognizes that an increasing number of
students are obtaining college-level credit through
examination and/or completion of College credit while in
high school. The College’s policy on this, and other
forms of nontraditional credit, is to grant the same
amount of credit in parallel courses as the student’s'
previous collegiate institution granted. It becomes the
student’s responsibility to be sure that all earned credits
are on the previous college transcript and clearly identi-
fied by academic discipline.

EDUCATIONAL OPPORTUNITY PROGRAM

, \

The basic goal of the Educational Opportunity Pro-
gram at the College is to provide qualified students with a
college education — the opportunity for personal growth ’
and professional development. Upon completion of the
program, graduates will be provided access to jobs in
professional fields. The program is not designed for
students who, need only financial assistance. It serves
students who ordinarily would not be able to attend
college because of a lack of financial resources and insuf-
ficient academic preparation. To qualify, students must
be New York State residents and demonstrate the
potential to successfully complete the courses of study
at the College.

Further information regarding the Educational Oppor-
tunity Program may be obtained by contacting the Office
of Admissions.

INTERNATIONAL STUDENTS

The College accepts international students on the
undergraduate level if they can satisfy all regular admis-
sion requirements. It is recommended, however, that
students from foreign countries obtain their baccalau-
reate degree in their home country, and apply to the
College as graduate students. Experience has shown
that this arrangement provides for greater academic
achievement and more efficient use of the student’s time
and funds. International students applying for admission
must satisfy all of the course prerequisites for their
intended major. In addition they must: ,

1. Demonstrate proficiency in the English language
through acceptable performance on the Test of English
as a Foreign Language (TOEFL) and/or the College
Entrance Examination Board (CEEB) Achievement
Text in English, and

2. Produce evidence of their ability to meet all their
financial obligations.

Undergraduate international students must file official
State University of New York foreign student admission
forms. Prior to internafional student acceptance, ade-
quate financial resources must be demonstrated, and
after acceptance health and accident insurance must be
obtained before the student will be allowed to register'at
the College.

International students who are currently at an Ameri-
can college may apply for transfer to the College. They
must meet all entrance requirements of international
students plus those of a transfer student as listed above,
permission to transfer must be obtained from the U.S.
Immigration and Naturalization Service district office
having jurisdiction over the college in which the student
is currently enrolled.

HEALTH EXAMINATION BOARD

Each new student is required to submit a medical
history and physical examination report on a form that
will be sent after the initial acceptance notice.

GRADUATE ADMISSION

Admission to graduate study may be granted only to
applicants with at least a bachelor’s degree from a recog-
nized institution and whose preparation has been suit-
able in quality and content for the proposed field of major
study. Applicants will be evaluated on the basis of the
following: (1) their academic record should show at least
a B or 80 percent average for the junior and senior years;
(2) Graduate Record Examination aptitude scores,
and, in some cases, subject matter (advanced) tests
indicative of graduate study ability (see below); (3)
supporting letters of recommendation; (4) a statement
of specific educational and professional goals which
describes the choice of degree program and the stu-
dents’ plan for the pursuit of the objectives in the pro-
gram; and (5) other evidence of scholarly achievement
and potential. Admission is selective with priority given
to applicants who have high scholastic standing.

ADVANCED TESTS

Subject matter (advanced) test scores are required by
the following programs:

Graduate Programs Advanced Test

Chemistry Chemistry

Environmental and Forest Biology Biology

PROCEDURE

All applicants are required to submit Graduate Record
Examination aptitude scores. This examination is offered
several times each year in major cities of the world. For
information on registration and scheduling write to the
Educational Testing Service, Princeton, New Jersey
08540. Test scores should be sent to the Office of
Academic Programs (Institutional number R2530).

The College provides a special application form for
graduate work. Requests for information and applica-
tions should be addressed to the Office of Academic
, Programs.

18 EXPENSES

INTERNATIONAL STUDENTS y

Citizens of other countries with special educational
objectives are accepted for graduate study in all pro-
grams. They must show satisfactory evidence that they
have completed studies in their major field equivalent to
those at a recognized American institution with a scho-
lastic record equivalent to a B average in their junior and
senior years. They must submit Graduate Record Exam-
ination scores as explained in the section on Admission
Requirements. Also, applicants whose native language is
other than English must submit-scores on the Test of
English as a Foreign Language (TOEFL). This require-
ment may be waived if the student has received a degree
from an American institution. This examination is offered
several times each year in majof cities of the world.

For information on registration and scheduling, write
to the Educational Testing Service, Princeton, New
Jersey 08540, U.S.A. In submitting test scores, request
that they be sent to the Office of Academic Programs.

New York units, a nonrefundable application fee is
required. More information about fee and guidelines for
exemptions is provided in the “Application Guidebook”
for the State University of New York. There is a $35 i
application fee for those applying for graduate study.

ADVANCED PAYMENT FEE

All admitted undergraduate students pay a fee of $50,
which is credited to the student’s first semester tuition.
This payment should be sent to the College Business
Office accompanied by the form provided by the Office
of Admissions. The payment is required prior to May 1,
or 30 days after acceptance, -whichever is later. It is
refundable up to May 1, or within that 30-day period.
There is no advanced payment fee required for those
accepted for graduate study.

■

)

f-W y

;yyyy ;vy

EXPENSES

APPLICATION FEE

When a student applies for admission to an under-
graduate program at any of the State University of

TUITION AND FEES (Effective Fall 1984) r

The tuition and fee structure of the College of
Environmental Science and Forestry covers usage of
library, infirmary, physical education facilities, ROTC,
special testing, and other services, as well as an assess-
ment for student activities and charges for expendable
supplies and equipment. '

Tuition is charged in the following rate per semester:

rTtfV -

T-JV '• ;

>yl .

f i g
(■

Tuition Type

NYS Resident
Students

Out-of-State

Students

/ y J . ;0. :

' ' i
y

Undergraduate

Matriculated

Full-Time

Part-Time

$ 675.00

$ 45.00/credit hour t

$1,600.00

$ 107.00/credit hour

. . . <. j A
- j -:,i: • ■■ ■, -

Graduate Matriculated

Full-Time

Part-Time

v $1,075.00

$ 90.00/credit hour

$1,867.50

$ 156.00/credit hour

-l-Ss

Continuing Education — Non-Degree
Students who do not
hold a Baccalaureate
Degree

Course Nos. 0-599
Course Nos. 600-999

■'-c 1;.£. >

'■ y "... •.■yi.sf
■ - , K ■

■ 1'-/ ;- ■ *

i: [ViPijE

45.00/credit hour
90.00/credit hour

$ 107.00/credit hour
$ 156.00/credit hour

■ ; n

Students who do not
hold a Baccalaureate
Degree

Course Nos. 0-499
Course Nos. 500-999

45.00/credit hour
90.00/credit hour

$ 107.00/credit hour
$ 156.00/credit hour

Maximum Total; Tuition
for 12 credit hours or
more

$1,075.00

$1,867.50

.. . v ■■ - "m

EXPENSES 19

m RESIDENCY ,

‘Residence’ for purposes of this (tuition payment)
| ‘ question refers to the principal or permanent home to
gT7 which the student returns. If the principal or permanent
[I home has not been located in New York State for a
| twelve-month period prior to the date of registration for
p the academic term for which this application is made, the
r student will be presumed to be an Out-of-State resident
|r for purposes of tuition.

I ■ • •

STUDENT ACTIVITY FEES

In addition to tuition, the student body has voted to
assess each full-time undergraduate student $38 per year
.year to cover the cost of student activities. Full-time,
non-matriculated students are charged a fee of $19 per
semester, and part-time matriculated students $1.50 per
credit hour. Full-time graduate' students likewise have a
mandatory activity fee of $15. ESF students also pay
it.' an activity fee to Syracuse University to cover SU-
| sponsored activities and services available to ESF stu-
dents, not duplicated by College organizations. These
fees are $26.75 for full-time undergraduate and $15. for
full-time graduate students. Part-time matriculated stu-
dents are charged $17.50 per year payable at fall registra-
tion; part-time matriculated graduate students are
, charged $10 per year.

• » . "f

■ -■

COLLEGE FEE

There is a State University of New York general
college fee of $25 per year for all full-time students. Part-
time student fee is $.85 per credit hour.

COMMENCEMENT fee

A commencement fee of $13 is required at the begin-
ning of the semester in which the degree is expected.
Additional costs are incurred by graduate students for
the binding, abstracting, and microfilming of theses.

TERMS OF PAYMENT

A check or money order for tuition and fees should be
made payable to State University of New York College of
Environmental Science and Forestry. This payment is
required by the last day of the registration period and
can be paid at the College’s Business Office either prior
to registration or during registration. A fee of $10 or $20
may be assessed for payment later than the established
date.

/ i" I ' <i' ■

HOUSING AND BOARD COSTS

ESF does not operate student residences or dining
halls. These facilities are offered by Syracuse University.
Specific information about available housing and board
plans is available from the Office of Residence and Dinjng

Services, Syracuse University, Syracuse, New York
13210. . . ;

In general, housing costs at SU range from $1,790 to
$2,500 for an academic year, reflecting the diversity of
available accommodations for graduate or undergrad-
uate, single or married students. Most dormitory rooms
accommodate two students and are furnished with beds,
mattresses, desks, chairs, study lamps and dressers. A
commercial linen service is available to those who order
it. Separate dormitories are maintained for graduate
students.

Furnished and unfurnished apartments are also avail-
able for both single and married students. These are
located in a housing complex approximately two miles
from the main campus, and are regularly serviced by a
free shuttle-bus.

A variety of options on board offerings are available for
all students, whether or not they reside in University
dormitories. Costs range from $1,000 to $1,700 for an
academic year.

In addition, a wide variety of living arrangements in
private homes and apartment complexes is available in
the Syracuse metropolitan area.

Payment for housing and board is made directly to
Syracuse University.

OTHER COSTS

• Students majoring in resource management attend a
seven-week Summer Session in Field Forestry at the
Warrensburg Campus between the sophomore and
junior years. Forest biology majors have the option of
attending this session or the Summer Session in Environ-
mental Biology at the Cranberry Lake Biological Station
at the end of the junior year. Cost for the Warrensburg
session is $675 and $550 for the four-week program at
Cranberry Lake, plus travel and personal expenses.

An extended field trip of up to two weeks at the end of
the junior year costs approximately $250 for Wood
- Products Engineering students.

Field trips for Landscape Architecture students range
between $125 and $150. In addition, students enrolled in
the five-year Landscape Architecture program are re-
quired to spend one semester off campus. This is a
self-described and student-budgeted program.
Costs do not necessarily exceed those of a semes-
ter on campus, but additional costs are often in-
curred depending upon the location chosen. These
additional costs are the responsibility of the
student and are not covered by financial aid.

The cost of books and supplies is approximately $300
a year. Additional costs for personal expenses, recrea-
tion, clothes and travel depend on the individual, and
they may range from $600 to $800 a year.

20 . FINANCIAL ASSISTANCE

REFUNDS

The following policies apply to tuition liability and
refunds for students canceling their registration.

A student who is given permission to cancel registra-
tion is liable for payment of tuition in accordance with the

following schedule:

Liability During Semester

1st week:

0%.

2nd week:

30%

3rd week:

50%

4th week:

70%

5th week:

100%

Application for refund must be made within one year
after the end of term for which the tuition was paid to
State University. The first day of class session is con-
sidered the first day of the semester, and Saturday of
the week in which this first session occurs is considered
the end of the first week for refund purposes. It is inter-
preted that a student who does not attend any class
sessions after Saturday of the first week and who notifies
the College of his intent to cancel registration on or
before the second Saturday following the first day of
classes will be considered to have canceled his registra-
tion during the first week.

There is no tuition or fee liability established for a
student who withdraws to enter military service prior to
the end of an academic term for those courses in which
the student does not receive academic credit.

A student who is dismissed for academic or discipli-
nary reasons prior to the end of an academic term is
liable for all tuition and fees due for that term.

A student who cancels registration at a unit of the
State University and within the same term registers at
another unit of the State University is entitled to full
credit for tuition and fees paid for that term.

Notwithstanding any other provisions for refund,
when a student has withdrawn through circumstances
beyond the student’s control, under conditions in which
the denial of refund would cause undue hardship, the
Chief Administrative Officer of the unit may, at his
discretion, determine that no liability for tuition has been
incurred by the student, provided the student has not
completed more than one half of the term and has not
received or will not receive academic credit for the term.
Such action, including the reason for withdrawal, must
be in writing.

FINANCIAL ASSISTANCE

The College of Environmental Science and Forestry
offers four basic forms of student financial assistance: 1
scholarships or grants, part-time employment, long-term
loans, and assistantships for graduate students. These

programs are coordinated to supplement parental
support, summer work, savings, and assistance from
other sources. The sources of funds for financial assis-
tance programs, the guidelines for determining the ;
recipients, the procedures for applying, and the method
of disbursement of funds vary from one program to
another. This information is presented in detail in
Financial Assistance at ESF, a separate publication
which is mailed to all applicants, and is available to the ,
public by contacting the Office of Financial Aid.

Financial aid advisors are aware of the many problems
of financing higher education and meeting day-to-day
living expenses for both undergraduate and graduate
students, and are available to discuss individual student
problems. All students are encouraged to apply for
financial aid. !

HOW TO APPLY ,1 : :

Each year students interested 'in receiving financial
assistance, except for graduate assistantships, must
complete the application process. (Graduate students
who wish to be considered for a graduate assistantship
refer to page 25, and follow those instructions;) Two
forms are necessary to apply: ' ’

1. The candidate must complete a College Aid Appli-
cation and Financial Aid Transcript and return it to the
Office of Financial Aid by MARCH 15. The application is
included in the publication, Financial Assistance at ESF.
Applications will be accepted after March 15; it should be
noted, however, that available funds may already be
committed to other students. Applicants need not wait
for notification of acceptance to the College before
applying for financial aid.

2. The candidate must also complete and submit by

February 15 the Family Financial Statement (FFS) to the
American College Testing Co., Iowa City, Iowa. The FFS
is available in the College’s Office of Financial Aid, high
school guidance offices, and most college financial aid
offices. > v •,

Students are invited to discuss with the professionals
in the Financial Aid Office any problems in financing
their education. !v ’ ; . •

This application information is based on current re-
quirements, and financial aid systems and forms1* are
undergoing constant change. Applicants are urged to
contact the Office of Financial Aid for the latest informa-
tion and requirements.

SELECTION OF RECIPIENTS

In making award decisions, consideration is given
primarily to comparative financial need; however,
scholastic standing, character, and potential contribu-
tion to the College community are also factors in making
certain awards. ' ' /'■

FINANCIAL ASSISTANCE 21

Retention of Awards — State

All students who are awarded financial assistance will
be required to maintain satisfactory academic progress
: each semester in order to keep their awards. Satisfac-

tory academic progress for all programs, except New
I York State (TAP, Regents, etc.), is defined on page 23 of
this catalog.

$t )!h ' : j

W »■** '• ■ - /.

§r ■ •

In-'

Recipients of a New York State award must adhere
to the following State requirements:

(1) Academic Progress— A student will need to read
the stated minimums on the following charts to be
eligible for the next semester award.

Standard of Satisfactory Academic Progress for Purpose of Determining
Eligibility for State Student Aid
All Campuses — State University of New York

Calendar: Semester

Programs: Associate Degrees and Certificate Programs

Before being certified
for this payment,

First

Second Third

Fourth

Fifth

Sixth

Seventh

Eighth

a student must have
accrued at least this
mant/ credits,

‘ 1

with at least this
grade point average.

.75

1.3

1.5

1.7

. 2.0

Noncredit remedial instruction can be counted toward a full-time academic load as set forth in 145-2.1 of the Commis-
sioner’s Regulations. The number of credits in this chart refers to work completed toward the degree.

Calendar: Semester

Program: Baccalaureate Degree

Before being
certified for this
payment,

a student must have
accrued at least this '
many credits,

0 3

45 60

105 '

with at least this
grade point average

0 .5

.75

1.20

1.40

1.50 1.60

1.70

1.80

1.90

Calendar: Semester

Programs: All Graduate Level Programs except Professional

Before being certified
for this payment, '

First

Second Third

Fourth

Fifth

Sixth

Seventh

Eighth

a student "must have
accrued at least this'
many credits,

with at least this grade
point average.

2.0

2.5

2.75

3.00

FINANCIAL ASSISTANCE

(2) Program Pursuit — Students must complete a
minimum number of semester hours eaqh
semester. For A.A.S. Degree students, they are
required to complete 75 percent of the full-time
---• load. Full-time is defined as 12 credit hours. There-
fore, .75 x 12 = 9. Nine credit hours must be com-
pleted each semester.

For Bachelor, Master, and Ph.D. students, they
must complete 100 percent of full-time load each
term. Full-time is 12 credit hours. Therefore, stu-
dents must register for and complete at least a
minimum of 12 credit hours each term.

Calendar: Academic Year

Waivers ' ^4 ffi

Should a student fall below the requirement; he/she
may apply for a waiver. Students are allowed on/y one
waiver during undergraduate.work and on/y dne during
graduate work. The issuance of the waiver will be
.granted only after the student and the institutional
waiver designee have mutually concurred that such
issuance is in the best interest of the student. Request
for a waiver is made through the Vice President of
Student Affairs. .

• ..
\ ? ‘

’

V'J;‘

•Hi

Program: Associate Degree

Academic years completed at ESF

A student must have successfully completed
this number of credit hours

^ \Ci

• . • t M ’.

■ ,V

■ v , , \ •' . ; • * .

with at least this cumulative
grade point average

2.000

i v

• s t , * . i

. • 1 ' |' , , ' " > •

Calendar: Academic Year

Program: Baccalaureate Degree

Academic years completed at ESF

6 ■' • ■■■ ’ '

A student must have successfully completed
this number of credit hours

100

130

. \s-

160 . » 1 ;

with at least this cumulative
grade point average

2.000

2.000 . . . .,!■ ,

Calendar: Academic Year

’. ■ '• C’H-

Program:. All Master Level Programs Tt

Academic year completed at ESF

1 2

' • i 1 ' f,,’ 1 v . • /

A student must have successfully completed
this number of credit hours

i ■ 1 '

5 > f ; • <1

’ ' > • '•« V '! .. •

with at least this cumulative )

grade point average

3.00

' 3.00

3.00

■\V .

Calendar: Academic Year

Program: All Ph.D. Level Programs t

Academic year completed at ESF

4 5 6 ' ' 7

A student must have successfully completed
this number of credit hours

54 66 75 . 90

with at least this cumulative
grade point average

3.000

•3.000

3.000 3.000 . 3.000 3.000

— r

FINANCIAL ASSISTANCE 23

Retention of Awards— Title IV

In order for students to be eligible for Title IV Federal
Student Assistance (Pell Grants, Supplemental Educa-
tional • Opportunity Grant, National Direct Student
Loan, College Work-Study Program, PLUS), both
undergraduate and graduate students must meet
specified criteria.

The criteria that students must meet to be eligible for
Title IV student aid is the same criteria all ESF students
must adhere to with regards to institutional academic
policies, and specifically academic progress towards
their degree. The evaluation criteria are:

(1) Appropriate grade point average for satisfactory
' academic progress.

(2) Successfully accumulate credits towards their
degree.

(3) Obtain their degree within the prescribed degree
, time limit. Time limits vary for individual programs

and are illustrated on the adjacent charts.

Appeal/Probation/Reinstatement

Students who fall beneath the minimum standards
may appeal through the College Academic Affairs
Committee to retain their eligibility for receipt of Title IV
Federal Student Assistance. (See Academic Dismissal
P-26.)

These appeals should be evaluated for mitigating
circumstances such as injury, illness, etc., and the
reasonableness of the student’s ability to move back up
to the appropriate standard. If the College Academic
Affairs Committee places a student on “academic
probation,” the student is still eligible for Title IV aid as
defined by the statement of “Good Academic Standing”

(p.26).

Prospective Educational Opportunity Program stu-
dents must apply for financial aid when submitting their
admissions applications.

Pell Grants (Formerly Basic Educational
Opportunity Grants)

The Pell (BEOG) Program was authorized in the
Education Amendments of 1972. Grants are available to
eligible full-time and half-time undergraduate students.
The amount of the award can vary from $225 to $1,900.

Applications are available from high school guidance
offices or any college office of financial aid. Students
should submit the Student Aid Report (SAR) to the
Office of Financial Aid as soon as it is received from the
processor.

Regents Programs

Additional information and applic<_ >ns for the follow-
ing programs are available from the College or:

New York Higher Education Services Corporation
Tower Building
Empire State Plaza
Albany, New York 12255

REGENTS COLLEGE SCHOLARSHIPS
High school students who are New York State resi-
dents may qualify for a $250 annual scholarship by taking
a competitive exam during their senior year.

TUITION ASSISTANCE PROGRAM

These awards are available to New York State resi-
dents who are enrolled in full-time degree programs.
Based on income, awards range from $300 to full tuition.
Separate application is necessary.

Notification

Students will be notified via certified mail of their
individual circumstances if they fall below the standards,
appeal loss of eligibility, or reinstatement of eligibility.

SCHOLARSHIP AND GRANT PROGRAMS
(SEOG)

Supplemental Educational Opportunity Grants

The College is the recipient of funds authorized under
Title IV-A of the Higher Education Act of 1965, as
amended. These funds enable the College to award
grants to undergraduate students who have financial
need. Grants range from $200 to $2,000 per year.

REGENTS GRANTS OR CHILDREN OF
DECEASED OR DISABLED VETERANS
These grants are awarded to children of parents who
served during specific periods of war or national emer-
gency and who died as a result of such service, or
suffered a disability of at least 50 percent. The award
entitles a New York State resident to $450 per year.

Vocational Rehabilitation Grants

Financial assistance and program counseling are
provided by New York State for students with disabling
handicaps. Information is available from any Office of
Vocational Rehabilitation.

ESF Educational Opportunity Grant Program
(EOP)

Students accepted into the College’s Educational
Opportunity Program may receive, in addition to other
- Financial assistance, a special award to pay for educahon-
related costs. Students must come from a socio-eco-
nomically and academically disadvantaged background
to be eligible. '

Veterans’ Benefits

The Veterans’ Readjustment Benefits Act of 1966 as
amended enables veterans and children of deceased or
disabled veterans to obtain financial aid for their college
education.

Additional information and counseling are available
from the Veterans’ Affairs Counselor at the College.
Local veterans’ administration offices, or the State

24 FINANCIAL ASSISTANCE

Regional Office, 111 West Huron Street, Buffalo, New
York 14202, can provide information and application
forms.

Social Security Benefits

The 1965 amendments to the Social Security Act
extended the age limit for a child’s benefits from 18 to 22, i
providing the child is a full-time student. Local Social
Security offices have additional information.! These
benefits are slated to expire in 1985.

Assistance for Native American Students

Native American students with financial need may be
eligible for scholarship and grant assistance through
programs sponsored by the federal Bureau of Indian
Affairs and the New York State Education Department.
For more information about the programs, students
should contact the Bureau of Indian Affairs, 1951 Con-
stitution Avenue NW, Washington, D.C., or the Native
American Education Unit, State Education Department,
Education Building Annex, Albany, New York 12234.

Private Fellowships, Scholarships, and Grants

The College administers a number tof programs which
have been established by private individuals, companies,
organizations and foundations. These scholarships and
grant programs have varying eligibility requirements and
are awarded to Students according to their respective
guidelines which are described in more detail in Financial
Assistance atESF. The following is a list of the programs:
Alumni Memorial Awards; Alumni Educational Grants;
Nelson Courtlandt Brown Scholarship Fund; Henry H.
Buckley Student Aid Award; Simeon H. Bornt III
Scholarhip Award; Eugene C. Reichard Scholarship
Award; Walter Tarbox Memorial Scholarship; Warren
Bennett Memorial Award; Wilford A. Dence Memorial
Award; Meyer Environmental Chemistry Scholarship
Award; Meyer Wood-Plastic Scholarship Award;
Edward Aalbue Memorial Scholarship; Lt. Gary Scott
Memorial Scholarship; Gerald H. Williams Scholarship;
Mary E. Palmer Memorial Scholarship; Portia Farrell
Morgan Scholarship; Phyllis Roskin Memorial Award;
and Student Association grants.

Syracuse Pulp and Paper Foundation, Inc.
Scholarships

Scholarships from this foundation are awarded to
United States citizens who are students in paper science
and engineering. The scholarship may amount to $100
more than the recipient’s annual tuition charge. In-
coming transfer students entering the program may
ascertain the award amounts currently being offered
and request a Pulp and Paper Scholarship application
from the ^Office of Financial Aid. It is necessary to
reapply each year for the scholarship.

■ / ,

State University Supplemental Tuition Assistance

A limited number of small grant awards are determined v

annually by the College for students with financial need.

1 v, : r i-

EMPLOYMENT OPPORTUNITIES '

College Work-Study Program (CW-SP)

The College participates in the Federal College Work-
Study Program, which provides part-time jobs during
the academic year and full-time positions during the
summer to students who need financial assistance to
attend the College. Wages for these positions begin at
minimum wage and increase as duties and responsibili-
ties increase. n i

; 1

. I

■ ■

• 'T

Job Locator Service ! j

The College coordinates and maintains an active
program of part-time and summer employment oppor-.
tunities. Interested students should contact the Student
Employment Coordinator in the Office of Financial Aid/
for additional information. The program is open to all
ESF students seeking employment.

A part-time employment program is available to
qualified veterans. More information is available from
the Veterans’ counselor at the College.

LOANS

National Direct Student Loans

These loans are available to students with financial
need who are enrolled at least half-time. Amounts which
can be borrowed are $3,000 for 2 years and $6,000 for 4
years with a maximum of $12,000, including graduate
study. Repayment and 5 percent interest begin 6 months
after leaving college. Deferment and cancellation
benefits are available for certain situations.

' i 1

■ I

I ,

Guaranteed Student Loans /

/ *■ , a*-.

This program is administered by the New York Higher
Education Services Corporation (NYHESC) for New
York State residents. These loans are available from a
bank or other lending agent to students who are reg-
istered at least half-time. Undergraduates can borrow an
aggregate of $12,500 for their undergraduate studies, |
and a graduate student can borrow an aggregate of
$25,000. Repayment and 8 percent interest begin 6 ,
months' after leaving college (an additional 1 percent
interest is paid at the time the loan is received). Appli-
cations are available at local banks. " , ; ‘

' ' \ U )

Parent’s Loan (PLUS) 1 I

Parents of students may borrow up to $3,000 annually *
and $15,000 overall, at an interest rate of 12 percent. I
Loan repayment begins 60 days after receipt of the loan, i
Total loans to parents and students cannot exceed total ,|||
cost of education. Applications are available; at local I
lending institutions. < ' > . 1

if;.

k4\

Emergency Loans

The College is able to provide registered students
interest-free, short-term loans (30 days). These loans are
available because of the interest and support of the
following donors: Alumni Association Short-term Loan
Fund; David B. Schorer Memorial Fund; and Edward
Vail Emergency Fund.

. Students should contact the Office of Financial Aid
when need arises for a short-term loan.

■ ■
i

,ii ■■

fi-
ll'5 .

GRADUATE ASSISTANTSHIPS

Assistantships are awarded to students of demon-
strated scholarship and whose education and experi-
ence enable them to assist in laboratory instruction and
research. The amounts of the assistantships range from
$4,800 to $9,000 per year. In addition, tuition may be
waived. Students who hold an assistantship must be
enrolled for full-time study.

Beginning graduate students may apply for assistant-
ships on their application for admission, and continuing
graduate students should consult with their major
professors.

ACADEMIC POLICIES

u ■

j 1 t

(Pi

];;v

kf ■,

i .

The following academic policies are extracted from
the complete undergraduate and graduate policies
which are contained in the Student Handbook. The
Student Handbook yis available from the Office of

Student Affairs, 105 Bray Hall.

' .• ■

UNDERGRADUATE AND
GRADUATE POLICIES

Published Requirement

Students must satisfy the requirements for graduation
in effect at the time of their first matriculation as a
student. Students may graduate under the requirements
stated subsequent to those in effect at their matricu-
lation, but they may not use prior ones.

Attendance

Students are expected to adhere to the attendance
1 policy stated by each course instructor. Instructors may
make attendance part of the course requirement.

Education Law

Students unable, because of religious beliefs, to attend
classes on certain days are guided by Section 224a of the
New York State Education Law which is as follows:

' “1. No person shall be expelled from or be
refused admission as a student to an institution
of higher education for the reason that he is unable,
because of his religious beliefs, to attend classes

ACADEMIC POUCIES 25

or to participate in any examination, study or work
requirements on a particular day or days.

“2. Any student in an institution of higher educa-
tion who is unable, because of his religious beliefs,
to attend classes on a particular day or days shall,
because of such absence on the particular day or
days, be excused from any examination or any
study or work requirements.

“3. It shall be the responsibility of the faculty and
of the administrative officials of each institution of
higher education to make available to each student
who is absent from school, because of his religious
beliefs, an equivalent opportunity to make up any
examination, study or work requirements which he
may have missed because of such absence on any
particular day or days. No fees of any kind shall be
charged by the institution for making available to
the said student such equivalent opportunity.

“4. If classes, examinations, study or work
requirements are held on Friday after four o’clock
post meridian or on Saturday, similar or makeup
classes, examinations, study or work require-
ments shall be made available on other days, where
it is possible and practicable to do so. No special
fees shall be charged to the student for these
classes, examinations, study or work require-
ments held on other days.

“5. In effectuating the provisions of this section,
l it shall be the duty of the faculty and of the admin-
istrative officials of each institution of higher edu-
cation to exercise the fullest measure of good faith.
No adverse or prejudicial effects shall result to any
student because of his availing himself of the provi-
sions of this section.

“6. Any student, who is aggrieved by the alleged
failure of any faculty or administrative officials to
comply in good faith with the provisions of this
section, shall be entitled to maintain an action
or proceeding in the supreme court of the county in
which such institution of higher education is
located for the enforcement of his rights under this
section.”

Audits j

Students may informally audit ESF courses with the
permission of the course instructor. No record will be
maintained of the informal audit nor will any grade be
assigned. No fee is required for informal audits.

Students may formally audit courses with the permis-
sion of their major professor and the course instructor.
They may not be used to satisfy any graduation require-
ments. Formally audited courses will appear on the
student’s transcript and will be graded either “SAU”
(satisfactory audit) or “UAU” (unsatisfactory audit).
The grade will be assigned based on the criteria for audit
established by the course instructor.

26 ACADEMIC POLICIES

Withdrawal from ESF

Students who withdraw on or before the “drop date”
for a semester will have their records marked “(date):
Withdrawal.’* Courses will appear for that semester with
the grade of “W.”

Students who withdraw after the “drop date” for a
semester, but before the semester ends, will have either
“WP” (withdraw passing) or “WF” (withdraw failing)
listed after each such course.

Students who withdraw from the College and in the
future wish to return must apply for readmission.

Prior to withdrawal from ESF, students must sched-
ule an interview in the Office of Student Affairs.

Statement of “Good Academic Standing” ,

The term “in good academic standing” means that a
student is eligible or has been allovyed to i 'gister for and
undertake academic coursework at the College for the
semester in question. In some instances the College
may define a student as being “on academic probation.”
The mechanism of academic probation, including any
accompanying constraints upon a student’s activities, is
intended merely as an educational device designed to
encourage greater effort on the part of students who
appear to be having difficulty in meeting certain aca-
demic standards. Placement on academic probation
may precede denial of the right to register for academic
coursework if certain conditions are not met, but a
student on academic probation is considered to be in
good academic standing. Any question concerning
whether or not an individual student is in good academic
standing will be determined by the College Academic
Affairs Committee.

UNDERGRADUATE POLICIES
Credit Hour Load

To be classified as full-time, an undergraduate student
must register for at least 12 credit hours during a semes-
ter. A student may not register for more than 18 credits
during a semester unless permission from the student’s
advisor is obtained.

Evaluatipn

For each course completed, one of the following
grades will be awarded:

Grade

Definition

Grade Points

4.0

A-

Excellent

3.7

B+

3.3

Good

3.0

B-

2.7

C+

2.3

Passing

2.0

C-

1.7

Minimum Passing

1.0

Failure

I/F

Unresolved Incomplete

\ «

Under conditions defined elsewhere, the following
grades may be assigned, none of which yield grade
points: ? • . v c\-.'

Definition ' ■ u~v ;

/... : '•••;>, •

Withdraw'

Withdraw Passing
Withdraw Failing ‘ ‘

Audit (Satisfactory) .

Audit (Unsatisfactory) > , ,

Incomplete

Grade Point Averages . 1 A'

Semester and cumulative averages are computed by
dividing the total grade points earned by the total credit
hours completed, i.e., all courses graded “A - F.”

I"-::;

Grade

UAU

Academic Honors
PRESIDENT’S LIST

' ' it u. i

■ - - sv : ■

Students who carried 12 or more credits of course-
work graded “A - F” and earned a minimum grade point
average of 3.00 will be placed on the President’s List
for that semester. v - -i *

Graduation Honors

Students will be graduated with the appropriate honor
if the following criteria have been met:

A minimum of 30 credits of ESF and Syracuse Univer-
sity courses have been completed as a matriculated,
upper-division student. . - , .... f;,t : ...

A grade point average of: 3.00 - 3.33, cum laude; 3.34 r
, 3.82, magna cum laude, 3.83 - 4.00, summa cum laude.

• ‘ . -j

- bX:

Academic Dismissal

Undergraduate students who earn less than a 2.00
cumulative grade point average shall have their records '
reviewed by the appropriate Collegewide faculty com-
mittee which may delegate this authority. Based upon
this review, students with less than this minimum cumul-
ative grade point average will be placed on either
academic probation or dismissed from ESF. The deci-
sion on probation or dismissal will be based upon an
overview of the total academic record and the mathe-
matical possibility for attaining a 2.00 cumulative average
by the projected graduation date. , \ ■

When extraordinary conditions contributed to the
academic dismissal of students, such students may
submit a written appeal to the dismissed decision to the
Office of Academic Programs. These appeals will be
reviewed by the appropriate faculty committee which will
decide either to sustain the dismissal or place the stu-
dents on probation. There is no appeal beyond this
committee. 7

Students who have been dismissed for academic
performance may not reapply until at least one semester
has elapsed. .-'Mi , .

Students dismissed a second time for academic per-
formance may not again be considered for readmission.

.* wit

1 r

, ' •

v-l

rr'

ACADEMIC POLICIES 27

%'mn.

Graduation Requirements

\ l Undergraduate students are responsible for meeting
the following requirements for graduation:

'A. Matriculated status as an undergraduate student.

B. All course requirements must be satisfied.

C. A minimum cumulative gr^de point average of 2.00

. . (4.00 = A) for all courses taken as a matriculated

f , student at ESF.

D. At least 24 of the last 30 credits must be registered
through ESF. >

E. Consistent with the State Education Department
requirements, a total of at least 120 credits from
courses accepted as transfer credit by ESF and
courses successfully completed while a matricu-

* ’ 1 lated student at ESF.

Graduation Rate

Of the transfer students U/ho began their studies in the
fall of 1979 at ESF, over 78 percent received their degree,
or continued in a five-year program, after four semesters
of study. For those who began in the fall of 1980, approx-
imately 80 percent received their degree, or are contin-
uing in a five-year program, after four semesters of study.

;? Further information on student retention is available
from the Office of Academic Programs at ESF.

GRADUATE POLICIES
Master’s Credit Hours

A minimum of 30 credit hours of graduate level work is
required for the master’s degree. This degree shall
represent completion of at least one academic year of
graduate-level study or an equivalent that can be shown
to accomplish the same goals.

■Jit.i .

Doctored Credit Hours

For the doctorate, credit hour requirements vary
depending on the student’s background and specific
degree program. Early in a student’s program the
coursework requirement will be established which is
intended to provide the student with the required level
of competency to satisfactorily complete the doctoral
chndidacy examination. The doctorate shall represent
, completion of at least three full-time academic years
of graduate study beyond the baccalaureate degree
' or an equivalent that can be shown to accomplish
the same goals.

matriculation. For the doctoral degree, students must
complete all requirements for their degree within three
years of satisfactory completion of the doctoral candi-
dacy examination or they will be required to retake the
candidacy examination.

Credit Hour Load

A graduate student must be registered for at least one
credit each semester, excluding summers, from the first
date of matriculation until all degree requirements have
been completed. Failure to register will indicate the
student no longer wishes to pursue a graduate degree.

Although there is no full-time requirement for degree
purposes, there is such a requirement for those who
qualify for a tuition waiver and for some other forms of
financial support. For these students the-' following
definition applies:

With a master’s degree, or the completion of 24 or
more credits after the bachelor’s degree, students
holding an assistantship are considered full-time if they
are registered for nine or more credits. All other stu-
dents are considered full-time if they carry 12 or more
credits. All graduate students in landscape architecture
must carry 12 or more credits to be considered full-time.

Evaluation

For each course completed, one of the following
grades will be awarded:

Grade

Definition

Grade Points

4.0

A-

Excellent

3.7

B+

3.3

Passing

3.0

B-

2.7

C+

2.3

Minimum Passing

2.0

C-

1.7

Failure

I/F, I/U

Unresolved Incomplete

Under conditions defined elsewhere, the following
grades may be assigned, none of which yield grade
points:

Doctoral Research Tool Requirement

; < \ V. :

^ There is no Collegewide requirement for languages
r or other tools of research for doctoral students. How-
ever, the faculty of any program may establish such
requirements.

,i_ r, • ! V? ’ * 1 1

Time Limit

Students must complete all requirements for the
master’s degree within three years of the first date of

Grade

Definition

Withdraw

Withdraw Passing

Withdraw Failing

Satisfactory

Unsatisfactory

Audit (Satisfactory)

UAU

Audit (Unsatisfactory)

Incomplete

28 ACADEMIC POLICIES

Grade Point Averages

, Semester and cumulative averages are based on
graduate level courses only and are computed by
dividing the grade points earned by the credit hours
completed, i.e., all courses graded “A - F.”

Master’s Study Integration

Students enrolled in a master’s degree program are
required to demonstrate the ability:

A. to critically evaluate, organize, analyze, and
synthesize the coursework and other compo-
nents of their program of study;

B. to relate these components to current concepts
and issues in their chosen field and associated
disciplines;

C. to work logically and independently; and

D. to communicate effectively.

Master’s study integration requirements may be met
by successful completion of one' of the following three
options. The faculty of any program may limit the
number of permissible options for its students. As
permitted by their progran), students will choose and
follow one option with the approval of their major pro-
fessor and with the guidance of their steering com-
mittee. Each option must be designed to satisfy the
above requirements.

OPTION 1. THESIS OR PROJECT AND
DEFENSE

Scope. Under this option, in addition to completion
of necessary coursework, students must prepare
either:

1. a research-oriented thesis which investigates a
problem that expands or clarifies knowledge in

' the field, with generalizable results, or

2. an application-oriented project which applies skills

I1 or techniques from the field to a specific problem.

Whichever is chosen, students are required to define
an appropriate problem for investigation; review
relevant information sources; develop a study design;
collect, organize, analyze, and interpret data; and
i! draw conclusions.

Product. The thesis or project must be documented
in a thorough and appropriate format and style. It
must be in a permanent form, which may consist of
print or nonprint materials.

Credits. Students must satisfactorily complete 6 to
12 credits for the investigation leading up to comple-
i tion of the document. These credits will be graded on

an “S/U” basis. Students must register for the
approved number of credits for their investigation
sometime during the three-year limit for the master’s
degree. They may register for more than the ap-
proved number of credits for their investigation,
but the excess credits may not be used to fulfill the
minimum 30 credits required for the master’s degree.

■

»; ;1

Defense Examination. The thesis or project must
be successfully defended. > V " '

OPTION 2. ACADEMIC OR PROFESSIONAL £
EXPERIENCE AND MASTER’S > ;
COMPREHENSIVE EXAMINATION •

Scope. Under this option, in addition to completion
of necessary coursework, students must engage in
an academic or professional experience which ? >
applies, enriches, and/or complements the more »
formal coursework of their plan of study. This option
might include, but not be limited to, an internship or
an independent study experience. Whatever the
form of the option, its objectives, organization,'^
procedure, and manner of documentation must be • /
submitted in writing and be approved by the student’s
major professor and steering committee before the ^
experience is begun. r “ ! , >v '

Product. This experience must be reported in a >
thorough and appropriate format and style. It need
not be in a permanent form. , ' , v '

Credits. Students must satisfactorily complete 6 to
12 credits for this experience. These credits will be
graded on an “S/U” basis. Students must register \
for the approved number of credits for their exper-
ience sometime during the three-year time limit for
the master’s degree. They may register for more than
the approved number of credits for their experience,
but the excess credits may not be used to fulfill the
minimum 30 credits required for the master’s degree.

Master’s Comprehensive Examination. At the
completion of their plan, students must successfully
pass a comprehensive examination covering the major
field, allied fields, and the content of their completed
experience. . v/ ■ / J-k) \ /

OPTION 3. COURSEWORK AND MASTER’S
COMPREHENSIVE EXAMINATION

Scope. Under this option, students must satisfac-
torily complete a minimum of 42 hours of graduate
level coursework appropriate to their field of study.

As in other options, the design and sequencing of the
coursework plan must be conducted with the ^ j
guidance and approval of the student’s major pro-
fessor and steering committee. ’ : -

Product. No product is required beyond that
required for individual courses. v ■ - ■

Credits. Students must satisfactorily complete a
minimum of 42 credits of graduate level coursework.
Students must complete these required credits
sometime during the three-year time limit for the
master’s degree.

1 V».

Master’s Comprehensive Examination. I At the «
completion of their plan, students must successfully .iij
pass a comprehensive ■ examination covering the
major field and allied fields. l

■v? 'I

-t.f

ACADEMIC POLICIES 29

m ■

:toraI Thesis

■ 1

ature and Purpose

Vthesis must be completed and successfully defended
"order for the doctoral degree to be awarded. The
doctoral thesis is the final and most important com-
ment of the series of academic experiences which
Culminate in the awarding of the Ph.D. degree. Three
major functions are fulfilled by the thesis experience: (1)
is a work of original research or scholarship which
nakes a contribution to existing knowledge; (2) It is an
^educational experience which demonstrates the can-
didate’s mastery of research methods and tools of the
specialized field; and (3) It demonstrates the student’s
■» ability to address a major intellectual problem and arrive
at a successful conclusion.

Examinations

Doctoral Preliminary Examination

■

examination may be required of those admitted
into a doctoral program to ascertain their level of under-
standing of the basic principles and techniques neces-
sary to function effectively in that program. The results
of the preliminary examination will be used to guide the
major professor and the student in determining the
appropriate coursework necessary to complete that
requirement for the doctorate.

The format for the examination will be determined by
the faculty in the program involved. It is recommended
that the examination be primarily written with a supple-
mental oral presentation. When a preliminary examina-
tion is required, it should be conducted as early as
possible in a student’s program, at least before the
completion of the student’s second semester.

Doctoral Candidacy Examination

A student admitted into a doctoral program must
satisfactorily complete a candidacy examination cover- i
ing the major field and, in a broader manner, allied fields
in order to be advanced into the status of doctoral
candidate. •"

Tjie purposes of the doctoral candidacy examination
are to determine the student’s knowledge of factual
material and ability to use this knowledge creatively and
intelligently.

The doctoral candidacy examination must be taken
when the majority of coursework is completed but
before the student begins serious thesis investigation.
The candidacy examination must be passed at least one
year before the student may present a thesis for defense.

Defense Examination for Thesis or Project

, • j .

All graduate students who are required to complete a
, thesis or project must successfully defend it and have it
accepted by the College.

The purposes of the defense examination are to
determine the validity and significance of the data; and
evaluate the student’s understanding of investigative
methods, ability to critically analyze data, and ability to
relate the study results to the appropriate field and to
more general scientific principles and knowledge.

Academic Dismissal

Graduate students who earn less than a 3.00 cumula-
tive grade point average or who earn two grades of “U”
shall have their records reviewed by the College Aca-
demic Affairs Committee, which may delegate this
authority. Based upon this review, students either will be
placed on academic probation or will be dismissed from
ESF. The decision on probation or dismissal will be
based upon an overview of the total academic record,
the mathematical possibility for attaining a 3.00 cumula-
tive average by the .projected graduation date, and the
recommendation from the major professor, program
coordinator, and school dean or program director.

When extraordinary conditions contributed to the
academic dismissal of students, such students may
submit a written appeal to the dismissal decision to the
Office of Academic Programs. These appeals will be
reviewed by the College Academic Affairs Committee,
which will decide either to sustain the dismissal or place
the students on probation. There is no appeal beyond
this committee. x- , >

Students who have been dismissed for academic per-
formance may not reapply until at least one semester
has elapsed.

Students dismissed a second time for academic per-
formance may not again be considered for readmission.

Graduation Requirements

Graduate students are responsible for meeting the
following requirements for graduation:

A. The student must be in a matriculated status as a
graduate student.

B. The approved academic plan for each student
must be completed within the applicable time limit.

C. For the doctoral degree, the student must be
admitted to candidacy and a thesis completed
and successfully defended.

D. A minimum cumulative grade point average of 3.00
(4.00 = A) for all graduate level courses taken
during the program of study at ESF must be
achieved.

El Consistent with the State Education Department
requirements, a total of at least 30 graduate
credits is required for the master’s degree and,
for the doctorate, at least three full-time academic
years of graduate study beyond the baccalaureate
degree or an equivalent that can be shown to
accomplish the same goals.

30 STUDENT LIFE

STUDENT LIFE / -U: ■ ^

HOUSING ;

The College of Environmental Science and Forestry
does not operate its own residence facilities or food
service. Students enter into a Room and Board Contract
with Syracuse University, which has housing facilities
available adjacent to the State-operated College.
Contracts for room and board made with Syracuse
cover a full academic year (both fall and spring
semesters) and are not normally renegotiable during that
time period.

Students have a choice of living centers at Syracuse
University — large halls, apartment houses, cottages,
fraternities and sorority houses, or cooperative units.
Student resident advisors live on each floor or in each
unit and are available for counseling, advisement, and
referral services. \ j

Syracuse University also has housing units available
for married students and their families. While veterans
are given preference, nonveterans can usually find
housing.

Students who wish to live off campus may contact
Alternative Action Services (ALTERACTS), a student-
run housing organization at Syracuse University. An
extensive listing of available housing in the Syracuse area
is provided free of charge.

FOOD SERVICE

Syracuse University offers different meal plans to help
meet the varying nutritional needs and interests of
individual students. Students living in University apart-
ments, co-ops* fraternities and sororities or off-campus
can take advantage of the board plans available. Stu-
dents living in dormitories and area housing without full
kitchen services are required to subscribe to a board
plan.

The College does not provide a food service program.
However, a snack bar, located in the basement of
Marshall Hall, is open 8 a.m. to 3:30 p.m. weekdays
during the academic year.

EXTRACURRICULAR ACTIVITIES

Students at the College of Environmental Science and
Forestry have many extracurricular activities to choose
from, both on campus and in the community, y .

At the College

The Undergraduate Student Association (USA) and
the Graduate Student Association (GSA) are the official
representative bodies on campus governing student
activities. Undergraduate and graduate students elect
representatives from each school to manage the affairs
of their respective organizations and the concerns of
their constituents.

\ ' (•"T* > .*

‘ 1

. ' • 1

Campus organizations offer students an opportunity 1
to broaden their knowledge, and meet other students ^
with similar personal and academic interests. These VLTfy
include: the Basketball Club; Bob Marshall Club, an " - ;
organization of students concerned about the future of
the Adirondack Mountains; the Forestry Club, thetradi- ? ■
tional sponsor of the intercollegiate Woodsmen’s Team; (0
Botany Club; Forest Engineers Club; Mollet Club, an
organization of landscape architecture students; Pa-
pyrus Club; the Recycling Club; and the Zoology Club,
which sponsors lectures, films, and field trips. / ,: >

Other groups on campus include Saengerbund, the
College singing group; and Alpha Xi Sigma, senior
honorary society. There are also student chapters of the
Wildlife Society, the Society of American Foresters, the
American Chemical Society, the American Fisheries
Society, the American Water Resources Association,'
the Forest Products Research Society, the American
Society of Landscape Architects, the Associated
General Contractors, Society of Wood Science and
Technology ‘ and the Technical Association of Pulp and
Paper Industries (TAPPI). V , ;

The two major student publications at EjSF are the y
Knothole, a weekly newspaper, and the Empire For-/
ester, an annual yearbook which has won many awards

in past years. . . ;T iy * • ,

Recent GSA-sponsored activities include a .lecture
series, a traditional fall picnic, and various social func-
tioVis designed to encourage interaction between grad-
uate students and College faculty. ' r '

At Syracuse University • T y

Students at the College of Environmental Science and
forestry have all the privileges of Syracuse University
students: participation in student government, organiza-
tions, sports, and other extracurricular activities.

Men and women at the College participate in all ,
Syracuse University intercollegiate sports, club sports, i
and intramurals. Archbold Gymnasium on the Syracuse
University campus is the center of athletics and physical
education. Additional indoor facilities are provided
through Manley Field House and the Carrier Dome
which is the site of Syracuse University home football
and basketball games. Facilities at Skytop recreation y
area include a lodge, and 22 tennis courts. The Women’s f
Building offers instructional, social, and recreational ; ’|
facilities. All full-time undergraduate women are eligible
to participate in intercollegiate competition in tennis,
field hockey, volleyball, basketball, swimming, and
diving. . \ y

Students are provided with many opportunities for

acquiring musical training and performing experience
through the Syracuse University Band, (Symphonic
Band, Wind Ensemble, Stage Band, Concert Band and j
Jazz Workshops), the Syracuse University Orchestra, g
and the Syracuse University Chorus.

ifi,

i .. . - •

!" ~„:h

Membership is allowed in all Syracuse University
^ student groups, including a wide variety of clubs, the
| International Student Association, religious and military

organizations, and professional and honor societies.

BStev V*

In the Syracuse Area

The City of Syracuse and its surrounding countryside
offer many cultural, educational, and recreational oppor-
tunities. The city has several fine museums, including
the Everson with its outstanding collection of works by
local, regional, and international artists; a local repertory
theater; several points of historical interest; a profes-
1 sional symphony orchestra; and a Civic Center which
attracts artists from around the world.

Eight parks lie within the city limits, numerous county
and state parks, including Beaver Lake Nature Center
and Montezuma National Wildlife Refuge are within a
short drive.

COLLEGE SERVICES
Career and Counseling Services

The Office of Career and Counseling Services is avail-
able throughout the students’ college career as a place
where at any time they may seek the advice of exper-
ienced counselors. This office should be the first contact
when questions or personal problems arise. Most stu-
dent problems can be dealt with in one or two brief
contacts. Severe problems requiring extensive assis-
tance are referred to the cooperative facilities at Syra-
cuse University and/or specialized agencies in Syracuse.

The Office is designed to provide additional assistance
to students throughout the year to help them adjust to
and successfully graduate from ESF. Through various
presentations, counseling sessions, group activities and
workshops, students are given the opportunity to further
develop such skills as decisionmaking, reading, studying,
and test taking. Additional programs deal with coping
with adjustments related to transferring colleges and
exploring relationships between academic pursuits and
career objectives.

Special efforts are made to assist students identified
as having academic difficulties or adjustment problems.
Often personal and academic problems are associated
with career decisions. A key component of this office is
to provide a variety of opportunities through resource
materials, presentations, job development, and counsel-
ing to meet the individual needs of each student at
his/her various stagqs of career readiness. Some career
services offered through this Office are skills develop-
ment workshops; list of full-time, part-time, and summer
jobs; on campus recruiting; company literature; career
newsletters; reference information; a library outreach
program; and an alumni job list.

Each year this office conducts a Placement Survey to
monitor the success and progress of our college grad-
uates. The reports are shared with the college com-
munity and made available to the public upon request.

STUDENT UFE 31

Since 1978, placement statistics for ESF graduates,
6-9 months past graduation, have not varied significantly.
On the average 75 percent of the graduates are em-
ployed, 18 percent are continuing their education, and 7
percent are available for employment.

More detailed information is available in the Office of
Counseling and Career Placement in Room 108, Bray
Hall.

Services for the Handicapped

Students who experience short-term handicaps
and/or incapacitating injuries that need special transport
or classroom assistance should contact the Office of
Student Affairs.

The Office of Administration and Services, assisted by
Student Affairs, also provides specialized support
services and adapts general resources to assist more
permanently handicapped students to obtain maximum
academic, social, and cultural benefits within the College
community. Some of the specific services provided or
made available include: pre-admissions guidance, orien-
tation, mobility training, reader recruitment, preferential
housing assignments, tutoring and other supportive
services as required to meet individual living/learning
needs. The College is also prepared to respond to handi-
capped students’ needs for personal and career coun-
seling and job placement assistance.

For further information, contact the ESF 504 Coordi-
nator, Mr. David G. Anderson, Office of Administration
and Services, Room 209, Bray Hall (315) 470-6622. The
College maintains liaison relationships with rehabilitation
agencies within the local community and the state,
including the Office of Vocational Rehabilitation and the
Commission for the Visually Handicapped., For specific
information regarding their own eligibility, students
should contact the respective agency directly.

Health and Medical Facilities

Students may consult a physician for medical care or
health advice at the Syracuse University Student Health
Service. Full-time students are entitled to unlimited visits
to the out-patient clinic and also 10 days of confinement
per college year with ordinary medical care in the infir-
mary. Infirmary usage over 10 days will be at prevailing
infirmary rates. Some laboratory examinations, if neces-
sary for treatment or diagnosis of common illness, are
provided without cost. Most common legal drugs are
provided at a minimal charge.

A student accident or sickness insurance plan, avail-
able at fall registration, not only supplements the usual
infirmary privileges, but is also a health protection plan
during the summer months when students are not under
the care of the Health Service. Married students with
dependents who are not covered by Health Service
privileges are strongly urged to provide themselves and
their families with special insurance made available to
University students. All international students are re-
quired to carry health and accident insurance.

32 STUDENT LIFE

SU Speech and Hearing Clinics

The 1 Gebbie Speech and Hearing Clinics provide
remedial assistance to all regularly enrolled students
who may be handicapped by hearing, speech, and
voice disorders. This service is free to students.

SU Psychological Services and Research Center

Students desiring an analysis of their aptitudes, abili-
ties and interests may secure special testing programs at
the Testing and Evaluation Service Center on the
Syracuse University campus.

SU ROTC Opportunities

Students attending the College are eligible to partici-
pate in the Army or Air Force ROTC Program at Syra-
cuse University. ^

ROTC at Syracuse University consists of both 4- and
2-year programs. Students attending the College for two
years can gain admission to either the Army or Air Force
program through participation in summer training. Both

six-week and four-week camps and on-dampus,
grams are available to suit individual needs.

The ROTC programs offer academic instruction,
alternate and supplementary career opportunities,
leadership experience and financial aid.

ESF Alumni Association '‘T.

The Alumni Office serves as the liaison between
College, the Alumni Association Board of Directors
more ''than 9,000 alumni. The Association supports
education programs through scholarships, publishes a
quarterly newsletter and represents alumni concerns.

ESF Student Rules and Regulations

t 1 \

The complete listing of guidelines for all students
attending ESF is found in a separate publication, the
Student Handbook, which is distributed at registration.
“Rules and Regulations of Conduct and Behavior” which
pertains to all students is included in the Handbook. It is
the student’s responsibility to be familiar with
regulations and abide by them.

The College is authorized to award
degrees in the following programs,
i Enrollment in other than registered or
otherwise ( approved programs may
W. ' jeopardize a student’s eligibility for
; ' certain financial aid programs.

•* * ‘ ’ u .. ■; i . .

School of Biology, Chemistry and
Ecology

. Chemistry; B.S., with areas of study in
biochemistry, natural products chem-
istry, , environmental chemistry, or
natural and synthetic polymer chem-
istry. (HEGIS CODE 1905)

y Forest -Chemistry; M.S., Ph.D., with
areas of study in biochemistry, natural
products chemistry, environmental
chemistry, or natural and synthetic
polymer chemistry. (HEGIS Code
! 1905) -

Environmental and Forest Biology
B.S., M.S., Ph.D., with areas of study
in ecology, entomology, environ
l V mental physiology, fish and wild
life biology and management, pathol
ogy and mycology, pest management
plant science, soil ecology, or zoology
(HEGIS Code ,0499)

Degree Programs and
Areas of Study

Interdepartmental area of study in

chemical ecology; M.S., Ph.D.

1 ' /

School of Forestry

Forest Technician Program; A. A S.
(HEGIS Code 5403)

Resource Management — General
Forestry; B.S. (HEGIS CODE 0115)

Forest Resources Management; M.S.
Ph.D., with areas of study in policy
and administration, forestry econom-
ics, forest management, recreation
management, silviculture, silvics, for-
est soil science, tree improvement,
forest influences, international for-
estry, urban forestry, and quantitative
methods. (HEGIS Code 0115)

School of Environmental and
Resource Engineering

Forest Engineering; B.S. (HEGIS
Code 0999)

Paper Science and Engineering; B.S.
(HEGIS Code 0999)

Wood Products Engineering; B.S.,
with options in building construction,
or forest products in which emphasis .

may be chosen in marketing, produc-
tion systems engineering, or wood
science. (HEGIS Code 0999)

Environmental and Resource Engi-
neering; M.S., Ph.D., with areas of
study in forest engineering, paper
science and engineering, or wood
products engineering. (HEGIS Code
0999)

School of Landscape-Architecture

Environmental Studies; B.S. (HEGIS
Code 0201) '

Landscape Architecture; B.L.A.
(HEGIS Code 0204)

Landscape Architecture; M.L.A., with
areas of study in social/behavioral
studies, natural/physical applied sci-
ences, or design process, methods
and management. (HEGIS Code 0204^

Collegewide Program

Graduate Program in Environmental
Science; M.S., Ph.D., with areas of
study in energy, environmental com-
munications, land, use, urban eco-
systems, waste management, and
water resources. (HEGIS Code 0420)

THE SCHOOL OF BIOLOGY, CHEMISTRY AND ECOLOGY

.-V STUART W. TANENBAUM, Dean

The School of Biology, Chemistry and
Ecology offers two curricula in environ-
mental science and forestry through
: I the Department of Environmental and
Forest Biology and the Department of
Chemistry.'

^ ENVIRONMENTAL AND
FOREST BIOLOGY

ROBERT L. BURGESS, Chairman

The Department of Environmental
and Forest Biology provides students
• with a firm foundation in basic biology in
association with the principles of forest
ecosystem dynamics and environmental
science. It encompasses a variety of
interconnected disciplines concerned
with living systems, and treats not only
the form? function, and evolution of'

i ."V .■■■■•

organisms, but their life requirements,
tolerances, and interactions that are
central to the stewardship of renewable
natural resources and the maintenance
of environmental quality.

Effective management and protection
of forests and related natural resources
are increasingly dependent upon the
understanding of living systems relative
to productivity and tolerance to environ-
mental impacts caused by the activities
of man. Therefore, basic knowledge of
biology is prerequisite to desirable prac-
tices and sound regulations for optimiz-
ing both the development and use of
natural resources while avoiding delete-
rious impacts. j

The critical importance modern soci-
ety places upon the utilization'of natural
resources and the quality of our environ-
ment adds new and increasingly diverse

dimensions to the services a well-trained
biologist can render. The department is
committed to meet this dynamically
changing array of opportunity through
diverse courses enriched by an active
program of research that focuses upon
upper-level undergraduate and graduate
study. Through the addition of selected
electives to a required core, under-
graduates may focus their program
toward a special biological field (see
p. 35) or toward future graduate study.
Graduate students may develop a
course of study under the guidance of a
major professor and graduate committee
within any of 'several study concentra-
tions (see p. 36).

The academic programs stimulate
interest in the recognition and under-
standing of plants, animals, and protists,
and deal with an understanding of the

34 DEGREE PROGRAMS— BCE

dynamic changes in biological systems in
the context of the broad fields of ecology,
physiology, evolution, and genetics. This
understanding is accomplished by an
integration of coursework with a strong
research program, much of which is
concerned with natural resource man-
agement and improvement of the quality
of our environment.

Undergraduate Program

The curriculum for the Bachelor of
Science degree is built around a core of
required courses which provide the
student with a general education, a basic
background in the principles of the

biological and the physical sciences,
and an orientation to forestry. Its design
develops breadth in biology as well as
depth in a selected biological field. Thus,
although individual course selections
may vary, all students major in environ-
mental and forest biology and each, with
an assigned advisor, develops a special
plan of study.

A dual-major program is available that
meets the undergraduate requirements
of both the School of Forestry and the
School of Biology, Chemistry and Ecol-
ogy (see p. 64).

A total of 125 credit hours, 60 of them
prior to matriculation, is required for

Lower Division Courses

The curriculum facilitates transfer of freshman and sophomore credits from other
institutions. To assume training in residence at the junior level, entering students
must have successfully completed a minimum of 60 credits which include:

Course Area ■ Credit Hours

General Chemistry with Laboratory 8

Organic Chemistry with Laboratory 8

General Physics with Laboratory 8

Mathematics proficiency, through Integral Calculus 4-8

English 6

*Social Sciences — Humanities 9-12

General Botany and Zoology OR General Biology with Laboratory 8

Biology Electives 3-6

TOTAL MINIMUM LOWER DIVISION CREDITS 60

*A course in technical writing and/or speech is recommended as part of the Social Science —
Humanities group.

Upper Division Courses

Junior Year Credit Hours

First EFB 336 Dendrology I • • 3

Semester EFB 320 General Ecology 3

EFB 352 Elements of Forest Entomology ■■ 3

Electives 6

Second APM 491 Introduction to Probability and Statistics 3

Semester FOR 345 Soils OR GOL 105 Earth Science 3

EFB 325 Cell Physiology 3

Electives 6

' ' ' ■ ■ , 15

SUMMER FIELD EXPERIENCE— Must be met as described on page 34 5

Senior Year Credit Hours

First

Semester Electives 15

Second EFB 407 Principles of Genetics • , 3

Semester EFB 408 Genetics Laboratory 1

Electives H

TOTAL MINIMUM UPPER DIVISION CREDITS

A total of 125 credit hours is required to complete the B.S. degree in Environmental

and Forest Biology.

' t' •

the Bachelor of Science degree. In addi-
tion to the core courses specified be-
low, at least 21 hours in biology must be

,/--r i.

completed and, of these, at least 15 are

to be from courses given in the College of
Environmental Science and Forestry/

These courses should be compatible
with the intended concentration of Study
and must be at the 300 level or above. Six
of the 21 credit hours must involve
subject matter in plant science and six in
animal science, both exclusive of the five- ;/ '<
hour summer field reqdirefh&Hf. The
balance of the required hi>u¥£> fe'thosen' ■-/>. -i
in consultation with the advisor.

SUMMER PlELD EXPERIENCE

*?<

The curriculum requires that between
the junior and senior year each'student
completes a minimum of five semestet’
credit hours or its equivalent during resi-
dence in an approved academic program
in field biology. This requirement can be *
met by the appropriate selection of
courses at the Cranberry Lake Biological '
Station (CLBS) where courses arec
offered during each of two sessions (see
p. 35). Earning five credits at one session
satisfies the requirement; any additional 1
courses taken in the other session courif1
as elective credits. 1

One of the following alternatives to the
CLBS program may be selected to fulfill
the summer field requirement: ’

Alternative 1

■-•r

Students desiring an experience in the
principles and practices of professional
forestry may attend the Summer Session
in Field Forestry at the Pack Forest, , L J
Warrensburg Campus. Field instruction y.
at this Campus emphasizes subject
matter in forestry, surveying, mensura-
tion, and cartography.

-ii .

Alternative 2

■ I*

■/, ••

Other biological field stations may be
attended to earn the minimum five',
semester hours credit or its equivalent.
Petitions requesting this alternative
must include course descriptions and the
program contemplated and be submitted
no later than one month prior to the end
of the spring semester preceding the
summer program. A current file of alter-
native stations and course descriptions t
is maintained by the director of: the ‘
Cranberry Lake Biologica] Station. /. v

Alternative 3

■ tV
, 1 1

• ’ « y- ;Vr\ s

EFB 420, Field Experience-Internship,

DEGREE PROGRAMS-BCE 35

ik ;

: ; r :

:/Y

i-tX

containing a1 major field-learning coiVi-
ponent and when thoroughly planned
and well documented. It must be related
to and supportive of the indicated career
goal. The student must receive advance
agreement from -a member of the Depart-
ment of Environmental and Forest
Biolqgy faculty to guide, collaborate,
evaluate a work plan for the summer,
and later assign a grade and credits to the
internship. The plan must be submitted
at least one month prior to the end of
the sp>^ijig91^emester and must be
^ approved. byujhe .Curriculum Director.

',1 •’oaivbs srlt

Electives

General requirements for graduate
study and a wide range of federal, state,
municipal, and private biology positions
are met by the curriculum. Through skill-
ful selection of electives, the student may
prepare for special biological fields
related to natural resources or the envi-
ronment. Those training for biological
positions in federal and state service
should review Civil Service publications
and become familiar with specific course
requirements early enough to make
timely elective choices. Students plan-
ning to meet special requirements for
Federal Civil Service positions in forestry
may do so by electing 10 credits in for-
estry courses and attending the Summer
Session in Field Forestry at the Warrens-
burg Campus. Students are urged to use
some elective time to enhance their
communications skills. Courses in tech-
nical writing, applied communications!
or a language (as approved by their
faculty advisor) are useful.

> I V .

Special Biological Fields

Animal Physiology. Without further
specialization, job opportunities in this
field are limited, but those at the
bachelor level include technician work
in a laboratory, medical school, hospital,
or in a liberal arts college; clerical work
in government information agencies
such as at the National Medical Library,
and the Smithsonian Institution; and
sales opportunities with the pharma-
ceutical and chemical industries.

Entomology. Insects play significant
roles, both beneficial and detrimen-
tal, in their interactions with man, his
resources, and his environment. Several
courses are available on insect life and
functions that enable a student to fulfill
requirements of Civil Service and a
variety of other employers. Program

strengths ’are in forest entomology,
medical entomology, pest management,
and environmental toxicology.

Environmental Microbiology. Micro-
biology is a dynamic and exciting
science — vital in the world today and for
the future. This science deals with
bacteria, molds, algae, yeasts, protozoa,
rickettsiae, and viruses: their roles
in industry, disease, the environment,
and everyday life. Careers in micro-
biology are available throughout the
public and private sectors, and related
to many different professions and
industries.

Fish and Wildlife Biology and Man-
agement. A basic and applied program
in fish and wildlife biology, including
management and behavior, is provided
for the student whose objectives are to
develop professional skills in the biology
and management of these natural
resources.

Forest Pathology and Mycology. Pro-
tection of vascular plants and wood
products from invading organisms, such
as fungi, is basic to forest produc-
tivity, effective wood product use, and
the maintenance of environmental
quality. Program strength is in the eco-
logical, physiological, genetic, and envi-
ronmental aspects of disease. Students
may train for positions in forest pathol-
ogy, mycology, pest management, plant
quarantine, or diagnostic laboratories.
Opportunities for employment exist
with federal, state, and private agencies.

Pest Management. Modern control of
insects and disease dictates practices
appropriate to maintaining an acceptable
environmental quality. Through proper
selection of courses, a student is able to
achieve training that will result in wise
selections of methods for an integrated
approach to pest management. Training
is more than adequate to prepare
students for state examinations required
for pesticide applicator’s certification.

Plant Physiology. Plant physiology,
part of the broader science of botany,
attempts to understand the life proc-
esses that occur in plants. Career oppor-
tunities are available through federal,
state, and local governments through
their extensive testing and monitoring
programs. Additionally, positions are
available in agriculture and forestry
concerning pathogenic microorganisms

and physiological mechanisms of
infection.

Plant Science. Students may prepare
for a wide variety of opportunities in the
botanically oriented professions. Essen-
tial to understanding plants are their
biochemical and physiological proc-
esses; their interactions with the environ-
ment and with one another; with animals
and other organisms; their genetic
makeup, evolution and classification.
Requirements may be satisfied for
technical positions in areas such as
botany, plant ecology, tree genetics,
plant physiology, horticulture, tree main-
tenance, or plant quarantine.

Zoology. A basic and broad program
is provided for the student whose objec-
tives are to go on for graduate study or
to further training in such subjects as
physiology, soil invertebrate ecology,
animal behavior, or animal ecology.
Some opportunities with federal and
state agencies are available at the
baccalaureate level.

Cranberry Lake Biological Station

Students in the Environmental and
Forest Biology curriculum generally
satisfy their summer requirement by
attending either session at the Cran-
berry Lake Biological Station. Courses
at the Station are senior-level offerings
designed to come after the junior year
spent on the Syracuse Campus. Stu-
dents elect courses during one session
for a total of five semester-hours. Extra
credits earned by attending both ses-
sions count toward elective hours in
biology. Students from other institutions
are welcome.

Cranberry Lake and its environs are
ideally suited for an advanced biology
summer program. The surrounding
topography is rolling hill and lake country
dotted with numerous small ponds,
closed bogs, and stream drainage^. The
lake itself is the third largest body of
water in the Adirondacks. Because 80
percent of the shoreline is in State
ownership, the lake remains relatively
unspoiled by recreational developments
and is free of pollution problems. Much
of the original forest cover in the region
was harvested years ago; today a rich
variety of community types occupy
.those sites as the vegetation reverts to
natural conditions. The remaining virgin
forests also provide the- student with
many examples of stable forests, each

36 DEGREE PROGRAMS— BCE

type reflecting the particular environ-
mental conditions controlling forest
development. A wealth of wildlife paral-
lels the variety of cover types over the
region. The area provides easy access to
a wide range of additional ecosystems
ranging from bog to alpine types.

Facilities include four classroom-
laboratories; dining facilities capable of
serving 120; faculty quarters and cabins;
an administration building; 12 cabins
housing 6-8 students each; a recreation
hall; and several smaller^ supporting
buildings.

The program extends from mid-June
into mid-August and is divided into
two sessions. Courses are designed to
emphasize and effectively utilize the
unique nature of this Adirondack setting,
and all involve field trips each day
into the surrounding forest and aquatic
ecosystems. ,

Students wishing more information
about the Summer Program, including
courses and fees, may write to the
Director, Cranberry Lake Biological
Station, State University of New York
College of Environmental Science and
Forestry, Syracuse, New York 13210.

Graduate Program

The graduate program in Environ-
mental and Forest Biology is organized
in nine interdependent biological study
concentrations that provide compre-
hensive coverage within specific interest
areas. Each concentration is governed
by indicated faculty who define the scope
of subject matter, recommend accep-
tance of students and guide them in a
course of study. Some of these concen-
trations follow taxonomic lines while
others are broad unifying areas basic to
all taxa. Students choosing to emphasize
a taxonomiccategory should explore the
desirability of engaging to some extent in
the broader interdisciplinary areas.
Similarly, it is often opportune for
students enrolled in the latter to develop
a degree of specialization in at least one
taxon as a means of assuring a useful pnix
of talents. Those students whose inter-
ests are not served by the designated
areas of concentration should explore
the feasibility of alternate routes of study,
provided the needed expertise is avail-

able, and they may be guided by faculty
listed in the concentration nearest the
student’s interest. |

Most students seeking the M.S.
degree include in their study plan a re-
search thesis and its defense (see p. 27);
There also is an option to earn the degree
with 42 hours of coursework, the latter
specified by the student’s advising
faculty according to concentration core
requirements. All who seek the Ph.D.
must include original research and dis-
sertation or its equivalent in the form of
refereed publications.

The major center of activity is Illick
Hall, with the laboratories, classrooms,
controlled spaces, and equipment that
one would expect in a modern building in
which 85,000 square feet of working
space is available for graduate study and
research. Laboratories, many of them
temperature and temperature-humidity
controlled, and one sound-controlled,
are provided for study and research in
plant development, physiology, tissue
culture, biochemistry and toxicology,
ecology, and animal behavior. An her-
barium, mycological collections, insect
and other arthropod collections, and the
Roosevelt Wildlife Collection of verte-
brates are maintained in archival condi-
tion as useful resources for the academic
program. Eight rooftop glasshouse units,
three, of them air-conditioned and one
incorporated into a five-room indoor-
outdoor insectary, are important to the
full array of interests in plant science and
plant-animal interactions.

Also available to the Department’s
students and faculty is a variety of
sophisticated instrumentation: conven-
ient access to a computer center; radio-
isotope counting equipment, including
liquid scintillation spectrometer and
Cobalt-60 source; diverse analytical
equipment and measuring devices; gas-
liquid chromatography; and, in collabor-
ation with the Chemistry Department, a
comprehensive analytical expertise. The
Nelson C. Brown Center for Ultra-
structure offers scanning and transmis-
sion electron microscopy capability.

Supportive to the program are the
academic resources, including courses,
of Syracuse University, SUNY’s Upstate
Medical Center and the several campus
facilities ■ described elsewhere in this

- 'v VvT

catalog. Our students participate. as well,
in courses and utilize faculty and facilities ■
at Cornell University in cooperative,
exchanges.

Excellent field sites and facilities are
available for research in all aspects of
the program in nearby or moderately
distant locations from the Syracuse

campus. In addition to the College’s

several campuses and field stations that . V

offer a broad diversity of forest types,

sites, and conditions, ther^, are; New.
York State Departmentl'’'o|' Environ-
mental Conservation, l^{^,(m^0(yIonte, •
zuma National Wildly the

Adirondack Mountains, and the transi-

; | ■

tion zones near Lake Ontario, Oneida
Lake, and Cicero Swamp that collec-_ *
tively offer a variety of habitat diversity '
from highlands to aquatic -terrestrial;. ; /
zones, The ponds, streams, and lakes in; v ' '
Central New York and the St. Lawrence
River are regularly ’ used by graduate
students in wetlands and aquatif ecology (
and fishery biology.

Further academic advantages stem

O’

from the urban setting of the Syracuse
campus. The Greater Syracuse area pro-
vides a convenient laboratory for studies. '

basic to urban forestry: the growth and,

.:<v

'?W’7

• I V. /

protection of woody vegetation, green-
space

maintenance, the utilization of
waste beds for plant growth, th^ detqxj-
fication of pollutants, and the restoration, ‘ ~

of terrain stripped of vegetation. Dis-, . ~
posal of industrial and human pollutants i
and wastes require deeper understand- ' •
ing of the role* of plants, animals, and
microorganisms in the biodegradation of
organic matter. The conversion of
organic materials into useful fuel, into
additives for plant growth, or into pro- ,
tein feeds for domestic animals are stim*. ’/ -t
ulating study-in-depth of many elements
of basic biology offering substantial' .
assistance toward the solution of press-,
ing human problems.

Of the nine available study concentra-
tions, eight '. are contained within the
department: Ecology, Entomology, Enui- .
ronmental Physiology, Fish and Wildlife
Biology and Management, Pathology
and Mycology, Plant Science, Soil Ecol-
ogy, and Zoology. One concentration,
Chemical Ecology, is shared with faculty
of the Chemistry Department. -

rif.f

i /I'’-

■

DEGREE PROGRAMS— BCE 37

ology

ALEXANDER (Vertebrates, Wetlands),
■ALLEN (Forest Insects), BEHREND
'(Wildlife), BRANDT (Fisheries Biol-
ogy), BROCKE (Wildlife, Bioenergetics),
BURGESS (Forest Ecology), CHAMBERS
(Wildlife), DINDAL (Invertebrates),
GEIS (Plants, Wetlands), KETCHLEDGE
. (Dendrology, Bryology), KURCZEWSKI
(Insect Behavior), MITCHELL (Inverte-
brates, Bioenergetics), MULLER
SCHWARZE (Vertebrates, Behavior),
NAKAS (Microbiology), PORTER (Verte-
brate Ecology), RAYNAL (Higher Plants,
Taxonorhy ), RINGLER (Aquatic Ecology),
SCHAEDLE (Plant Nutrition), SHIELDS
(Vertebrate Behavior), SIMEONE (Forest
and Wood-boring Insects), VANDRUFF
(Wildlife), WERNER (Limnology).

fc,

4 ■

Understanding relationships between
living organisms and their abiotic and
biotic environment is fundamental to
environmental science which also en-
compasses man’s role ip ecological
systems. Ecology is an integrative sci-
ence which depends on an understand-
ing of ecological theory, habitat char-
acteristics, and the basic biological
attributes of organisms. This concen-
tration area encourages the incorpora-
tion of this knowledge into those areas
of practical concern. Specific research
may entail the study of: distribution and
abundance of organisms; community
structure including trophic relation-
ships, diversity or succession; and
ecoystem properties such as patterns of
energy transfer and biogeochemical
cycling.

Entomology

.. ABRAHAMSON (Forest Insects, Pest
Management), ALLEN (Forest Insects,
Population Ecology), BREZNER (Physi-
ology), CASTELLO (Virology, Insect
Vectors), KURCZEWSKI (Morphology,
Taxonomy, Behavior), LANIER (Forest
Insects, Pheromones, Cytotaxonomy),
MILLER (Pest Management), MITCHELL
(Population Ecology), NAKATSUGAWA
(Toxicology), NORTON (Spiders and
Mites, Insect Larval Taxonomy), RING-
LER (Aquatic Entomology), SIMEONE
(Forest and Wood-inhabiting Insects).

Adjunct Faculty

HOWARD (Medical Entomology).

deleterious, allows for a variety of re-
search subjects in which insects play a
major role. Thesis topics may concern
insects that affect forests, shade trees
and wood products, those relating to
the health and well-being of man and
those playing key roles as parasites
and predators of pest species. Current
research areas include population dy-
namics of forest defoliators, pheromone
communications among beetles and
moths, speciation of insects as under-
stood through behavioral and cytoge-
netic study, natural control of insects in
forest systems and basic biochemistry
of insect detoxification mechanisms.

Environmental Physiology

BREZNER (Insect Physiology), CAS-
TELLO (Plant Virology), GRIFFIN
(Fungus Physiology), HARTENSTEIN
(Invertebrate Physiology), MITCHELL
(Environmental Energetics), NAKAS
(Microbial Physiology), NAKATSUGAWA
(Insect and Vertebrate Toxicology),
SCHAEDLE (Plant Physiology), WAL-
TON (Plant Physiology), WILCOX (Plant
Physiology).

The Environmental Physiology Con-
centration provides students with ad--
vanced training to develop an under-
standing of the nature and control of
biological processes. Programs are de-
veloped according to chosen academic
goals and research opportunities avail-
able. Current interests include mech-
anisms of action of plant growth hor-
mones; biochemical regulation of seed
germination; plant and microbial enzy-
mology; virology; toxicity and disposi-
tion of insecticides and environmental
toxicants in vertebrates; production and
action of plant phytoalexins and antibi-
otics; plant defenses against phyto-
phagous invertebrates; mycorrhizae,
ion transport; mineral nutrition, cambial
physiology and photosynthesis.

Fish and Wildlife Biology and
Management

ALEXANDER (Vertebrates, Herpetol-
ogy), BEHREND (Vertebrates), BRANDT
(Fisheries Management), BROCKE (Ver-
tebrates), CHAMBERS (Vertebrates),
MULLER SCHWARZE (Vertebrate Be-
havior), PAYNE (Ornithology), POR-
TER (Vertebrate Ecology), RINGLER
(Fisheries, Aquatic Ecology), SHIELDS
(Vertebrate Behavior), VANDRUFF
(Vertebrates, Ornithology), WERNER
(Limnolgy, Fisheries).

Adjunct Faculty

MATTFELD (Wildlife Biology), NOON 1
(Wildlife Biology), SCHACHTE (Fish-
eries Biology), SUGATT (Aquatic
Toxicology).

Study in this area provides students
with advanced preparation in biological
concepts of fish and wildlife populations,
particularly as they relateto the proper
management of these important re:
sources. Widespread and increasing
concern for management of these wild
animal resources has been matched by
strong student interest in educational
programs which prepare them for
careers in the fish and wildlife pro-
fessions. Graduate education, such as
is available through this study area,
is rapidly becoming a universal pre-
requisite to employment as a profes-
sional fisheries or wildlife biologist.

Areas of research include wetland
ecology and management of wetland
species, population-habitat relation-
ships, predator ecology, urban wildlife
relationships, endangered species
studies, feeding ecology of fishes,
stream ecology, ecology of larval fishes
and homing behavior of fishes.

Forest Pathology and Mycology

ABRAHAMSON (Forest Pathology, En-
tomology), CASTELLO (Forest Pathol-
ogy), GRIFFIN (Fungus Physiology),
MANION (Forest Pathology), NAKAS
(Microbiology), VALENTINE (Genetics),
WANG (Mycology), WILCOX (Mycorrhi-
zae), ZABAEL (Forest Pathology and
Wood Deterioration).

The study area in Forest Pathology
and Mycology trains students interested
in developing an expertise responsive to
the increasing pressures on forest and
shade tree systems for wood fiber, pub-
lic services, and amenities. This requires
new sophisticated levels of disease
understanding, disease control, a broad
knowledge of fungi, bacteria and vi-
ruses, their environmental impacts and
their roles in biodeterioration. Areas of
staff interest and expertise appropriate
for graduate student research emphasis
include: environmental, fungal and viral
tree diseases; mycorrhizae; wood decay
and biodegradation processes; monitor-
ing and impact assessment of disease in
forest and urban tree systems; chemical
and biological control of tree diseases;
epidemiology of tree diseases and the
genetics of resistance to tree diseases
and to pathogen variability; physiology

38 DEGREE PROGRAMS— BCE

of fungus growth and development; tax-
onomy and biology of decay and imper-
fect fungi; and fungus ultrastructure.

Plant Science

BURGESS (Ecology), CASTELLO (Virol- '
ogy), GE1S (Ecology), GRIFFIN (Mycol-
ogy, Fungus Physiology), KETCHLEDGE
(Ecology, Bryology), LOWE (Mycology),
MANION (Pathology), NAKAS (Microbiol-'
i ogy), RAYNAL (Ecology, Taxonomy),
SCHAEDLE (Physiology), SILVERBORG
(Pathology), TEPPER (Anatomy, Mor-
phogenesis), VALENTINE (Genetics),
WALTON (Physiology), WANG (Mycol-
ogy), WILCOX (Physiology, Mycorrhizae),
ZABEL (Pathology, Wood Deterioration).

Adjunct Faculty

AMES (Physiology), FAUST (Taxonomy),
ZABLOTOWICZ (Microbiology). .

Plants, as the principal energy source
for ecological food chains, serve as the
structural and functional foundation of.
natural and managed ecosystems. The
plant science concentration provides
opportunity^ for study in a broad range
of specialties fundamental to the under-
standing of plants and their interaction
with other organisms, emphasizing both
forest and related plant systems. Cur-
rent faculty and student research inter-
ests include: dynamics of plant com-
munities as affected by man and the
environment; mechanisms of plant suc-
cession; epidemiology of forest and
urban tree diseases; decay, discolora-
tion and biomodification of wood; tax-

onomy, physiology, growth and ultra-
structure of fungi; heritability of wood
properties and disease resistance of
trees; biochemistry and physiology of
plant growth regulators'; photosyn-
thesis; mineral nutrition; mycorrhizae;
bryoecology; morphogenesis in shoot
and root systems; and plant tissue
culture.

Soil Ecology

D1NDAL (Invertebrates), HARTENSTEIN
(Invertebrates, Physiology), MITCHELL
(Invertebrates, Energetics), NAKAS
(Microbiology), NORTON (Invertebrates,
Taxonomy),. WANG. (Mycology), WIL-
COX (Mycorrhizae), ZABEL (Wood
Biodegradation).

Soil ecology includes the study of
interrelationships of soil-inhabiting or-
ganisms (as individuals, populations
and communities) with their biotic,
chemical, and- physical environments.
This field can be considered to be a
frontier of science because of the
myriad of undescribed species of soil-
dwelling arthropods, nematodes and
annelids, and the wealth of incom-
pletely understood symbiotic relation-
ships that can be readily discovered
by students in this concentration. Soil
ecology deals with fundamental aspects
of biodegradation and nutrient cycling
and is therefore important for improve-
ments in crop culture and enlightened
waste disposal.

V' ' ,‘'vi

. i ■ .

■! - .

The soil ecology concentration is (
supported by courses in physical '
aspects of soils, plant and animal
taxonomy and general ecology. /

;

Zoology

i5 1 ■ •

ALEXANDER (Vertebrates, . Wetlands),
BROCKE (Vertebrates), CHAMBERS
(Wildlife Ecology, Management), DINDAL
(Invertebrates), HARTENSTEIN. (Physi-
ology, Invertebrates), MITCHELL (Inver-
tebrates, BioenergeticsJyvHULLER-
SCHWARZE (Vertebrate Behavior),
NORTON (Arachnologyl^-^ORTE^
(Wildlife Biology), RINGLER (Pish Be- \ /

havior), VANDRUFF (Vertebrates, Wild-

life Biology), WERNER (Limnology,

■J *

Aquatic Ecology).
Adjunct Faculty

‘rfii'.l j

v i

BENZO (Vertebrate Physiology), DEGEN-
NARO (Vertebrate Physiology, Embry-
ology). • * TV •

Zoology provides opportunity for
in-depth coursework and fundamental
research in morphology, physiology,;
taxonomy, and behavior of invertebrate
and vertebrate animals. As one of the
basic areas in the Department of
Environmental and Forest Biology,
Zoology is supportive of other concern .
trations such as Ecology, Fish and Wild-
life Biology and Management, and Soil
Ecology, Graduate studies in Zoology
include both basic and applied research ",

on animals of our natural ecosystems,

including their associated soils and

waters.

1 ‘-?1

f i

: i'fjfl

;• ,i.f|

' I
•1

DEGREE PROGRAMS—BCE 39

ii v'' "
Bftji

]§■ »

*'r •

• i\> i.

“iv

PI;

jjgi .

Hot

Ip '•••

■g-, '

ab •

FOREST CHEMISTRY

KENNETH J. SMITH, Chairman-(Phys-
ical and Polymer Chemistry), CABASSO
(Polymer Chemistry), CALUWE (Organic
Polymer Chemistry), CAMPBELL (Phyto-
enzymology), HASSETT (Environmental
. Chemistry), JOHNSON (Environmental
Chemistry), LALONDE (Organic and
.Natural Products Chemistry), SARKO
(Physical and Polymer Chemistry), SIL-
VERSTEIN (Ecological Chemistry), SMID
(Physical and Polymer Chemistry),
TIMELL (Wood Chemistry).

(Sri9ti 9 if >;'! !

The r academic program in forest
chemistry ^pables the student to de-
velop not only an understanding of
chemical phenomena, but also an
appreciation for chemistry that can link
it to the biological and applied sciences.
Programs include courses in traditional
areas of chemistry, with additional study
in those fields pertaining to environ-
mental science and forestry. This broad
spectrum of academic offerings is pos-
sible through close cooperation with
Syracuse University, where a wealth of
accessory courses at both the under-
graduate and graduate levels are avail-
able. Emphasis on the investigative
function of chemical science is manifest
in the wide array of ongoing research
projects within the department.

The Department of Chemistry offers
the following areas of concentration
leading to the Bachelor of Science
degree:

Biochemistry and Natural Products
Chemistry ,

Environmental Chemistry

Natural and Synthetic Polymer
Chemistry /

Students in all options, by selecting
proper electives, may be certified on
graduation as having completed an
American Chemical Society approved
curriculum. All options are excellent
grounding for professional work at the
B.S. level or for advanced graduate
study. i • y-

Undergraduate Program

Lower Division Courses

For students transferring into the College as juniors, recommended courses
consist of 68 credits or an associate degree and include:

Course Area

Credit Hours

Biology with Laboratory

General Chemistry with Laboratory . . .
Organic Chemistry with Laboratory . . .

Physics with Laboratory

Economics

English

Language, Literature or Communication

Electives

‘Mathematics

... 8
... 8
... 8
... 8
... 3
... 6
... 6
12-15
. 6-9

TOTAL MINIMUM LOWER DIVISION CREDITS 68

‘Mathematics through integral calculus. An additional mathematics course beyond integral
calculus is required for the B.S. degree.

Upper Division Courses

Junior Year

Credit Hours

First FCH 325 Organic Chemistry III 4

Semester 3CHE 332 Quantitative Analysis 2

CHE 333 Quantitative Analysis Laboratory 1

FCH 360 Physical Chemistry 3

■Professional Elective 2-4

Elective 3

15-17

Second 2Math or Elective 3

Semester FCH 380 Instrumental Methods 3

FCH 361 Physical Chemistry 3

CHE 357 Physical Chemistry Laboratory 2

FCH 384 Spectrometric Identification of Organic Compounds 2

■Professional Elective ■ 2-3

Elective 3

18-19

■A sequence of professional electives should be chosen in the junior year. In addition to the
freshman biology courses, a student whose emphasis is in biochemistry must take 3 semester
hours of genetics and at least one other 3-semester-hour biology course. A student whose
emphasis is in natural products must take 3 semester hours of biology in addition to the
freshman biology courses and an additional hour of organic chemistry laboratory (FCH 496)
and a second hour of FCH 384.

2One course of mathematics or applied mathematics beyond MAT 397, or equivalent, is
required.

3CHE designations refer to courses offered at Syracuse University. ,

40 DEGREE PROGRAMS— BCE

Biochemistry and Natural Products
Chemistry Option

This option is designed for students
who wish to approach problems in the
life sciences with the tools and point of
view of the chemist. In addition to a
major concentration in the several
branches of chemistry, the student
obtains a solid grounding in the funda-
mentals of physics, mathematics, and
biology. Professional electives can pro-
vide a minor concentration in botany,
ecology, entomology, zoology, or physi-
ology. Collaborative efforts of chemists
and biologists are providing new solu-
tions to problems of environment, nat-
ural resources, and health.

Environmental Chemistry Option

The environmental chemistry option
is designed for those students who
wish to obtain a solid fundamental
background in chemistry which will
enable them to make a strong contribu-
tion towards the identification and solu-
tion of problems in the areas of pollu-
tion, air and water quality, analysis and
basic research in environmental chem-
istry. A large number of professional
electees, available through course offer-
ings , of other departments such as
biology and engineering, provide the
important interface with other disci-
plines necessary for a working under-
standing of the complex problems
inherent in environmental studies.

\ v

■ .lirab

' - r .

• ■' W.

Senior Year

. r

Credit Hours

" U' i> i

-.to v<

First LIB 300 Library Research

Semester FCH 495 Introduction to Professional Chemistry .. 1

FCH 574 Wood Chemistry Laboratory

FCH 530 Biochemistry I

FCH 531 Biochemistry Laboratory . . .

'Elective

Elective

■ p

' 1

■; ; •

if*

>k.

’ 2

•. v.u'.;-

kill

'• 3

» m*3

Second

2FCH 498

Introduction to Research .

Semester

/ FCH 497

Undergraduate Seminar . .

■',:i -i

FCH 532

FCH 573
Elective

Wood Chemistry III

v o

• •l>ntAIi>d,S9ibt. *

Elective

(

•briti Isofaafi1' o •

— r—
17/

1 3

; ■ '

TOTAL MINIMUM UPPER DIVISION CREDITS 65

' i '

'Introduction to Polymer Science, FCH 550 (3 credit hours) is suggested.

2Petition by student to Department for replacement of this requirement will be considered
to allow time for special interest. • Oi

■ a

A total of 134 credit hours is required to complete the B.S. degree in Chemistry with
the Biochemistry and Natural Products option.

Senior Year

First LIB 300

Credit Hours

Semester

Library Research , 1> ,

FCH 495 Introduction to Professional Chemistry 1

FCH 510 Environmental Chemistry I . . 3 f.pH'.

FCH 515 Methods of Environmental Chemical Analysis

Chemistry Elective . 3 ifypTlJ

'Elective : u,

-■ '

Elective

Second

Semester

2FCH 498 Introduction to Research /, 5 ' ‘

FCH 511 Environmental Chemistry JI 3 IT

. FCH 497 Undergraduate Seminar 1

FCH 519 Environmental Chemistry Seminar
Electives

-.i ) /

'rm

TOTAL MINIMUM UPPER DIVISION CREDITS 65

. fs 1

• • • . W

, ■

'Biochemistry I, FCH 530, (3 credit hours) is suggested. ...... IjSraj

2Petition by student to Department for replacement of this requirement will be considered to
allow time for special interest. if

, .7 ''‘‘f.S ,

A total of 134 credit hours is required to complete the B.S. degree in ,

Chemistry with the Environmental Chemistry option.

-> tw"

.■t’M

f V i

+T v

r • ■ i

, .r * v’.I'l

V ' "M

DEGREE PROGRAMS— BCE 41

Senior, Year

First

LIB 300

Semester

FCH 495
FCH 550
FCH 551

FCH 571
FCH 574

'Elective

Elective

Second

2FCH 498

Semester

FCH 552
FCH 497
FCH 573
Electives

Library Research

Introduction to Professional Chemistry

Introduction to Polymer Science I

Polymer Techniques

Wood Chemistry I

Wood Chemistry Laboratory .

Introduction to Research

Introduction to Polymer Science II

Undergraduate Seminar

Wood Chemistry III

Credit Hours

5
3
1
2

TOTAL MINIMUM UPPER DIVISION CREDITS 65

'Biochemistry I, FCH 530 (3 credit hours) is suggested.

2Petition by the student to Department for replacement of this requirement will be considered to
allow time for special interest.

A total of 134 credit hours is required to complete the B.S. degree in Chemistry with
the Natural and Synthetic Polymer option.

i'l

1 I

Natural and Synthetic Polymer
Chemistry Option

This option is designed for students
interested in the structure and physical
properties of man-made and natural
materials, the giant molecules of wood,
plastics, polysaccharides, proteins, rub-
bers, and fibers. The recently dis-
covered chemistry of these materials
constitutes one-half the concern of the
chemical industry and is the origin of a
major revolution in our way of life and
our understanding of nature. This
special subject area is an advanced core
of studies beyond the basic courses of
the classical undergraduate chemistry
curriculum.

is .

Graduate Program

Recent years have seen profound
advances in the fundamental knowledge
of chemical areas which have special
significance for forestry and the envi-
ronment. The following research areas
have received active attention by both
faculty and graduate students in the pro-
grams: polymer chemistry and physics;
wood chemistry; environmental chem-
istry; biochemistry; chemistry of natural
products, including ecological chem-
istry; and materials sciences.

Requirements for a master of science
or doctor of philosophy degree in chem-
istry include a research project and
thesis, along with an appropriate pro-
gram of courses at the College and at
Syracuse University.

Specific projects may vary from year
to year, since they reflect the current
interests of the faculty. Current re-
search projects with physiochemical
emphasis are: the chemistry, physics,
solid-state and solution' properties of
natural and synthetic polymers, includ-
ing studies in thermodynamics, statisti-
cal mechanics,- crystallization, morphol-
ogy, elasticity, conformation of macro-
molecules, optical properties, polymer
catalysis, mechanism of polymeriza-
tions, polyelectrolytes, ion binding to
macromolecules and ion pairing; chem-
istry of free radicals, radical ions and
charge transfer processes; structure
and properties of ionic solutions in
nonaqueous media; crystal structure

and morphology of cell wall constitu-
ents; membrane properties and tech-
nology; and heavy metal speciation.
Current organic chemistry programs
deal with synthesis of special polymers
such as high temperature aromatic
block, stereoregular vinyl polymers, and
polysaccharides, various aspects of
natural products chemistry, but espe-
cially alkaloids and terpenes, isolation
and characterization of insect and
mammalian attractants. An active pro-
gram on the structure and topochem-
istry of the polymeric wood compo-
nents, hemicelluloses, lignins and cellu-
loses is underway. In biochemistry,
department members are studying me-
chanisms of action of plant growth

42 DEGREE PROGRAMS-SERE

hormones, biochemical regulation of
seed germination, plant enzymology,
and ultrastructural plant cytology.

Graduate research laboratories in the
Hugh P. Baker Laboratory are well
equipped for polymer studies, chemical,
and biochemical research. Instrumenta-
tion includes analytical and preparative
ultracentrifuges, Warburg respirometer,
recording infrared and ultraviolet spec-
trophotometers, mass spectrometer,
differential refractometer, electron spin
resonance spectrometer, nuclear mag-
netic resonance spectrometers, auto-
matic membrane osmometers, solid-
and solution-state light scattering photo-
meters, recording polarimeter and opti-
cal dispersion spectrometer, analyti-
cal and preparative high performance
liquid chromatographs, combined gas
chromatographs — mass spectrometry
center, spectrofluorimeter, several
ultramicrotomes, electron microscopes,

X-ray diffraction, instrumentation chro-
matography and cold laboratories, and
radiochemical laboratories with coun-
ters for solids, liquids, and gases.

INTERDEPARTMENTAL AREA
OF STUDY

The following concentration in chem-
ical ecology is offered in collaboration
with faculties of the Department of Envi-
ronmental and Forest Biology and
the Department of Chemistry. Inter-
ested students should apply to the
department of major interest, which will
have prime responsibility for setting
requirements. Faculty from both depart-
ments can aid in the development of
a plan of study epabling a student to
acquire sophisticated skills in either
chemistry or biology and an ample
understanding of the other to grapple
with problems requiring an understand-
ing of both.

Chemical Ecology

■V; -1 ■

LANIER (Insect Pheromones), MULLER-
SCHWARZE (Vertebrate Pheromones),
SILVERSTEIN (Pheromone Chemistry),
SIMEONE (Insect Pheromones), JANEN-
BAUM (Microbial Chemistry) • - ■ ’V ■

As a relatively new interdisciplinary
endeavor, workers in this field attempt
to understand organismal interactions,
both intra- and interspecific, mediated
by chemical substances such as hor-
mones, pheromones, kairQmones and
phytoalexins. These occur at all tax-
onomic levels: between ’uni-uShd multi-:
cellular organisms, microbe5'kti3!plants,
plants and plants, planfe^fil1 animals,
microbes and animals, animals and
animals. Study lot such interactions has
been accelerated in recent years
through joint efforts of biologists and
chemists in meaningful research ac-
companied by a growing body of
literature.

THE SCHOOL OF ENVIRONMENTAL AND RESOURCE ENGINEERING A

•• .• >!

WILLIAM P. TULLY, Dean

The School of Environmental and
Resource Engineering offers three
undergraduate curricula and one grad-
uate program which support the engi-
neering aspects of envirohmental sci-
ence and forestry through the Depart-
ments of Forest Engineering, Paper
Science and Engineering and Wood
Products Engineering. A Bachelor of
Science degree is awarded in each of
these fields while advanced degrees
(M.S. and Ph.D.) are offered through
the graduate program in Environmental
and Resource Engineering.

The undergraduate curricula provide
students with a broad base of study
and specialized education in engineer-
ing, science, and technology. Students
learn to apply their education to
improve the economic use of forest and
rural resources, to enhance environ-
mental quality and to increase the
efficiency of processes and the wise use
of water and timber, wood, paper, and
related fibrous material products. Grad-
uates are prepared for a variety of
careers in industry and government
service in these fields.

The specific requirements for enter-,
ing each curriculum at the junior level
and for completing the coursework
residency requirements for the B.S.
degree are described with the individual

departmental programs which follow.
During late May the School offers a
Summer Institute for pre-ESF students
preparing to enroll in these curricula
one or two years hence. Participants
receive detailed academic guidance and
learn about career opportunities.

Qualified applicants with associate
degrees in engineering science or an
appropriate blend of science and math-
ematics usually gain full admission at
the junior level. Graduates of two-year
technology programs also may qualify
for junior standing in certain curricula if
-.their previous studies included the
courses appropriate to departmental
requirements.

Graduate Program

The Graduate Program in Environ-
mental and Resource Engineering is
based on a synthesis of the professional
activities of the three curricular areas
described above. Both the Master of
Science (M.S.) and Doctor of Philos-
ophy (Ph.D.) degrees are offered. The
program provides students with a
balanced understanding of scientific
research, engineering measurement,
and engineering analysis and design,
and with specialized depth and appro-
priate interdisciplinary breadth of
knowledge in environmental and re-
source engineering. Its graduates are
prepared for professional careers as

leaders in the private and public sectors
of research, engineering, technology,
teaching and administration in the
industries and professions served by
this program.

In its broadest sense this program is
concerned with the application of
science and engineering to the develop-
ment and improved utilization of the
natural environment and its forest-
related resources. Thus, graduate edu-
cation is understood to involve a wide
range of scientific and engineering abili-
ties and attitudes. •' y

Specialized areas of study have been
delineated to serve student interests!,
Within these areas of study, an indi-
vidually-designed study program is
developed for and with each student. A
partial listing of specialized areas of
graduate study and research include:
wood science and technology, - com-
posite materials and wood treatments,
design of timber structures, tropical
timbers, anatomy and ultrastructure,
pulp and paper technology, fiber and
paper mechanics, chemistry of pulping
and bleaching, colloid chemistry and
fiber flocculation, chemical process
engineering, pollution abatement engi-
neering, forest | engineering, water re-
sources engineering, transportation and
soils, energy and environmental
quality, and remote' sensing and
photogrammetry.

DEGREE PROGRAMS-SERE 43

»i.'

r Applicants to the graduate program
in Environmental and Resource Engi-
' fleering must meet general Collegewide
requirements, have prior education or
| experience suitable for beginning ad-
T; vanced study in their chosen area of
specialization and have a deep commit-
ment to the advancement of the aca-
demic and professional aspects of their
career goals. Some coursework defi-
fjfi.'n ciencies may be corrected within indi-
1; vidual study programs,
ij Candidate^ for the Master of Science
degreq^jpu^ complete a program of
study .tgt&liggjat, least 30 hours of credit
earned.- thr-pugh graduate level course-
work. Six to 12 of these credits shall be
given for a master’s thesis or project.
Up to six credit hours of graduate level
coursework may be transferred from
another, institution.

The Ph.D. program usually builds
«‘V.\ upon a master’s' degree and demands
’ ' , further advanced mastery of material in
the area of study and the dissertation
topic. This includes additional graduate
levfel coursework beyond the M.S.
■' degree as determined with the student’s
committee. ,

;V Candidates for the Ph.D. must
demonstrate competence in at least two
tools of research (statistics, computer
programming or foreign language), pass
a doctoral /candidacy examination, and
• write and defend a dissertation.

‘Students are able to draw on the
combined resources of the three aca-
\ demic departments in the School. In
addition, courses and facilities of other
schools of the College as well as
Syracuse University complement those
of the School of Environmental and
Resource Engineering.

Prospective students who desire
more information than is presented for
each of the departmental descriptions
and specialties described should con-
tact the Dean, School of Environmental
and Resource Engineering.

fb'

ijjftV' ■ »

i <■; .

f&.

FOREST ENGINEERING

ROBERT H. BROCK, Chairman (Pho-
togrammetric and Geodetic Engineering,
Mapping Systems)

DUGGIN (Agricultural Assessment,
Remote Sensing, Physics), HASSETT
(Environmental Engineering, Wateh Re-
sources), HENNIGAN (Water Resources,
Environmental and Water Quality Manage-
ment and Policy), HOPKINS (Surveying,

Kp;

Site Assessment, Remote Sensing), LEE
(Computers and Systems Engineering,
Transportation and Equipment, Soil
Mechanics), MCCLIMANS , (Soils, Hy-
drology, Site Engineering), PALMER
Engineering Economics, Energy, Pro-
duction and Harvesting Systems), TULLY
(Structure, Engineering Hydrology,
Water Resources).

A large portion of our nation’s re-
sources exists on forested and rural
lands. These include: the increasingly
valued renewable resources of timber,
biomass and wildlife; the sustaining
resources of water, soil and nutrients;
and the derivative resources of paper,
wood, and fibrous products and recrea-
tion and amenity values. Forest engi-
neering is a unique field of engineering
which is concerned with the design of
systems and facilities to improve the
sustained high quality yield of resources
and multiple use benefits of goods
and services from forested and rural
lands.

The undergraduate curriculum in
Forest Engineering provides a broad
base of study and specialized education
in engineering with an emphasis on
site development for improved resource
use and conservation. Instruction
focuses on: locating and quantifying
resources; designing harvesting, con-
veyance and transportation systems
and networks for water and timber;
designing structures, facilities and pol-
lution abatement systems; and engi-
neering planning for the development of
sites and regions for multiple use.

Programs of advanced studies toward
an M.S. or Ph.D. degree in environ-
mental and resource engineering are
offered. Individually designed programs
provide graduates with sufficient under-
standing of the methodologies of scien-
tific research and of the principles of
engineering analysis or design to work
with competence in resource related
research, engineering design and man-
agement. There are opportunities for
individuals who seek advanced educa-
tion in such areas as water resources
engineering, photogrammetry and re-
mote sensing, transportation and soils,
energy and environmental quality as
well as forest engineering.

Because of the special importance of
continual measurement and evalua-
tion of the broad scaled parameters
which affect the resource base, unique

opportunities for study are available for
students aiming toward professional
careers involving the conceptualization,
design, and maintenance of geograph-
ically referenced resource information
systems. This includes elements of
surveying, photogrammetry, remote
sensing, and resource information sys-
tems design.

The primary objective of this curric-
ulum is to prepare qualified engineering
graduates to operate with professional
competence within the context of
forest and natural resources develop-
ment. The curriculum includes basic,
forest, and engineering sciences. It util-
izes elements of traditional engineering
disciplines and develops its^ unique
aspects from interweaving engineering
design with an understanding of the
natural environment and its renewable
resource base including water, soil,
timber, wildlife, and amenity values.
Studies in the humanities and social and
economic sciences are integrated
throughout the curriculum to help
achieve a broad and balanced perspec-
tive of professional practice in forest
engineering.

Qualified graduates in search of
advanced degree education enjoy ready
acceptance to engineering graduate
schools throughout the country. Gradu-
ates of the Forest Engineering curric-
ulum may enter an established five-year
program in either civil, industrial, or
mechanical engineering at Syracuse
University. A bachelor of science degree
in engineering will be awarded by Syra-
cuse University upon completion of the
requirements of the fifth year.

To enter the Forest Engineering
curriculum at the junior level, a trans-
ferring student must have acceptable
college credit in the following course-
work areas or be able to have suitable
coursework substitutions for courses
listed in the junior and senior years.

The curriculum in Forest Engineering
is accredited by the Accreditation Board
for Engineering and Technology
(ABET). t

Students must meet these minimum
requirements, and they are encouraged
to exceed the minima in the elective
areas, to facilitate scheduling during
the upper division years.

Undergraduate Prograirl

44 DEGREE PROGRAMS-SERE

Lower Division Courses

Course Area

Credit Hours

Biology (Botany preferred) '

General Chemistry with Laboratory ,

Engineering Physics with Laboratory

Calculus through Differential Equations

English

Economics (Macro- and Microeconomics)

Engineering Drawing (Graphics) ,

Computer Programming \ .

Engineering Mechanics (Statics and Dynamics)

Electrical Science

Humanities or Social Science Electives

TOTAL MINIMUM LOWER DIVISION CREDITS

4
3

Upper Division Courses

Junior Year Credit Hours

First ERE 362 Mechanics of Materials 3

Semester ERE 371 Surveying for Engineers 3

FOR 321 General Silviculture 3

CIE 327 Principles of Fluid Mechanics 4

FBO 305 Dendrology , 2

Elective 3

Second FEG 340 Engineering Hydrology and Flow Controls 4

Semester FEG 350 Introduction to Remote Sensing 2

FEG 363 Photogrammetry I . .: 3

MEE 285 Design of Mechanical Equipment 3

IOR 326 Statistics for Engineers 3

ERE 351 Basic Engineering Thermodynamics 2

Senior Year Credit Hours

First FEG 410 Structures I 4

Semester FEG 420 Harvest Systems Analysis 1

FEG 430 Engineering Decision Analysis 3

CIE 437 , Soil Mechanics and Foundations I 4

FOR 477 Resource Policy and Management ' 3

Elective ; . . 3

Second FEG 454 Tractive Power Systems 2

Semester FEG 437 Transportation Systems 3

ERE 440 Water Pollution Engineering 3

FEG 489 Forest Engineering Planning and Design 3

Elective in Engineering Design Sequence 3

Elective 3

TOTAL MINIMUM UPPER DIVISION CREDITS ( 70

, TOTAL UPPER AND
. LOWER DIVISION
ELECTIVE REQUIREMENTS

Humanities or Social Sciences: At least 9
credit hours must be elected in social
sciences or humanities, at least 6 of
which are recommended to be upper
division. (If lower division English course-
work does not include at least 3 credit
hours of humanities, coverage, then an
additional 3 credit hours of humanities
are required.) Humanities coursework
deals with branches of knowledge con-

cerned with man and his culture, while
social sciences coursework concerns
individual relationships in and to society.
Traditional subjects in these areas are
philosophy, religion, history, literature,
fine arts, sociology, psychology, anthro-
pology, economics, and modern lan-
guages beyond the introductory skills
courses, while modern nontraditional
subjects are exemplified by courses such
as technology and human affairs, history
of technology, and' professional ethics
and social responsibility. Subjects such
as accounting, industrial management,

, if '

■ .jVf::

■

'.m'' «r

finance, personnel administration,

ROTC studies, and skills courses, such :
as public speaking and technical report
writing, do not fulfull the humanities and
social science content. • - r ,7*Vii > i £ jp
Engineering Sciences: Electrical Science

and coverage of Dynamics (separately or

in combination with Statics) are

■

f > >

■•1

vjiauva/ aie „

required. . , v >

Engineering Design: At least 3 credit
hours are required in upper division
engineering coursework as part of an
advisor approved sequence which com-
plements ■ other forest engineering
coursework and provides the Equivalent
of at least 1 credit hour of d6{ith in the
design and synthesis component of the
program, such as: . - ^ . i

Design of Wood Structural Elements
Structures II ’ f

Soil Mechanics tII
Air Pollution Engineering ' 1
. Introduction to Design
Synthesis of Mechanical Systems

- T7,

■ . :

A total of 130 credit hours is required

to complete the B.S. degree in Forest

Engineering.

\':~

Graduate Program

. J

uate study. Successful programs of 4 •

graduate study may be efficiently de-

)" ijS^J

signed by students with bachelor of
science degrees in engineering or in
forestry, natural sciences, physics, or
mathematics. ' •

Study programs with emphasis on
. , , . ’>

environmental and resource engineer- “ I

ing measurements may be designed in "
remote sensing, photo interpretation,

4 geodetic engineering, analytical photo-

grammetry and photogrammetric sys- im

terns. Programs emphasizing engineer- ;
ing analyst and design are available in
water resources, environmental, engi- 1
neering, water quality management en- ,

gineering, energy, transportation,
harvesting and site engineering systems.
Included are the monitoring, measure- ,
ment and evaluation of physical param- ' ,
eters affecting water, soil, timber,
vegetation; and’ wildlife.

§v

upport for graduate study and re-
search in these areas is both internal
/ and external. The internal support
I- -includes modern laboratory and instru-
ct , mentation facilities in the Engineering
^Schools at both'ESF and at Syracuse
University. Exceptional departmental
support exists for programs in envi-
ronmental engineering measurements
in the form of remote sensing and
phofogrammetric- laboratories and the
extensive forest properties owned by
v the College §t,fwhich research may be
condu$^9 les-. :

: Extej^ ^uppprt comes from several

active including industrial,

commercial ' and governmental. Over
the past two decades, close cooperation
has developed special study and re-
search opportunities with these
sources.

■. , , 1

m .1': , ..

PAPER SCIENCE AND
ENGINEERING

. ' i’ )*' , •••< r •

■ BENGT LEOPOLD, Chairman (Organic
Chemistry and Mechanical Properties of
Fibers and Paper)

BAMBACHT- (Pulping, Papermaking,
Paper Machine Operation), BRITT (Chem-
istry of Paper Formation), DENCE
(Organic Chemistry, Pulping, Bleaching),
GORBATSEVICH (Pulping, Bleaching,
Paper Technology and Paper Properties),
HOLM (Water and Air Pollution Abate-

• ment, Computer Simulation), JEL1NEK
r ' . (Computer Applications, Process Engi-
neering, Thermodynamics), LAI (Organic

: Chemistry, Pulping), LUNER (Surface and

, Colloid Chemistry of Papermaking Sys-

• "terns), MARK (Mechanical Properties of
Fibers and Paper), MARTON (Mechan-
ical and High-Yield Pulping), ROTHEN-
BERG (Pulping, Bleaching), STENUF
(Chemical Engineering, Instrumentation,
Thermodynamics, Flow Phenomena,
Process Control, Corrosion), THORPE
(tuber Physics, Paper Physics and
Mechanics).

Outstanding for its vigorous growth
and diversity of products, the pulp and
paper industry is the fifth largest in the
nation and exceptionally strong world-
wide. Its need for professional men and
1 women with training in science, engi-
neering and technology is increasing
even more rapidly than the industry
itself. The College pioneered instruction
in this area in 1920 with the organi-
zation of the paper science and engi-
neering department, which has main-
, thined a singularly high position in

DEGREE PROGRAMS-SERE 45

professional education for the contin-
uing development of the pulp, paper and
allied industries. Its graduates, who are
in constant demand, occupy positions
of leadership throughout the world.

The curriculum in Paper Science and
Engineering is designed to provide
a broad base of study and to prepare
students for a variety of careers in the
paper and related industries. Excellent
opportunities are provided for men
and women qualified to fill positions as
research chemists, process engineers,
technical service representatives, line
management personnel, and many
others.

The program provides education in
the physical sciences and chemical
engineering, with specific emphasis on
those aspects of these disciplines which
relate to the manufacture of pulp and
paper. This includes the chemistry and
anatomy of wood, the conversion of
wood to pulp and paper, and the chem-
istry and physics of paper and paper
formation. Instruction in chemical engi-
neering includes a foundation of unit
operations basic to the pulp and paper
industry, as well as specialized courses,
such as water and air pollution
engineering.

and instrumentation for studies of
pulping, pulp purification, reuse of
secondary fibers, refining, paper addi-
tives, and papermaking. This facility
includes one 12-inch and one 48-inch
fourdrinier paper machine, one pressur-
ized and several atmospheric disk
refiners, one pressurized grinder for
mechanical pulping, and auxiliary equip-
ment. In addition, the Department
maintains an environmental engineering
laboratory designed to demonstrate
various methods used for the recycling
of waste paper and the treatment of
waste water. Also included is a modern
chemical engineering laboratory, used
for studies in all phases of unit opera-
tions and processes, process control,
and analog simulation.

Undergraduate Program

The curriculum is entered at the
junior level. Students with ,an associ-
ate degree in engineering science,
science and mathematics, or chemical
technology usually qualify for admission
if their studies have included 8 credit
hours of organic chemistry with labora-
tory. Other applicants with two years
of college study may also gain admission
if their curriculum includes the appro-
priate courses. Minor deficiencies can
usually be made up during the junior
year.

The Paper Science and Engineering
curriculum consists primarily of chem-
ical engineering courses and specialized
courses relating to the manufacture of
pulp and paper products.

Lower Division Courses

Course Area

Credit Hours

Botany or Biology with Laboratory

General Chemistry with Laboratory

Organic Chemistry with Laboratory

Quantitative Analysis

Physics with Laboratory . /

Mathematics— Analytic Geometry and Calculus, Differential Equations

Computer Science

Economics

English

Engineering Drawing .'

Humanities or Social Science Electives

TOTAL MINIMUM LOWER DIVISION CREDITS

46 DECREE PROGRAMS-SERE

Upper Division Courses

Junior Year

First

FCH 572

Semester

FCH 360
PSE 300
WPE 387
PSE 370
PSE 371

Second

PSE 372

Semester

FCH 361
WPE 390
PSE 301
PSE 302
ERE 377
LIB 300
‘Elective

Credit Hours

Wood Chemistry II

Physical Chemistry

Introduction to Papermaking

Wood Structure and Properties
Principles of Mass and Energy Balance
Fluid Mechanics

Heat Transfer

Physical Chemistry

Wood and Fiber Identification Laboratory

Pulp and Paper Processes

Pulp and Paper Processes Laboratory 1 . .

Process Control

Library Research Methods

SUMMER MILL EXPERIENCE: PSE 304 Mill Experience . . .•

(Twelve weeks of full-time pulp or paper mill employment approved by the Department
between the junior and senior years.)

Senior Year

First

Semester

PSE 461
PSE 465
PSE 473
PSE 491
‘Electives

Pulping Technology

Paper Properties

Mass Transfer

Paper Science and Engineering Project

Credit Hours
3

Second

Semester

PSE 466
PSE 468
ERE 440
‘Electives

Paper Coating and Converting

Papermaking Processes

Water Pollution Engineering . .

TOTAL MINIMUM UPPER DIVISION CREDITS 68

‘At least 9 hours of electives must be selected from an advisor-approved sequence of technical
courses. Examples of suggested areas are shown below. 1

TECHNICAL ELECTIVES

Colloid and Surface Chemistry
Instrumental Analysis
Polymer Chdtnistry
Pollution Abatement
Independent Research Project
Thermodynamics

Applied Mathematics
Computer Modeling
Principles of Management
Mechanics
Engineering Design
Materials Science

A total of 132 credit hours is required to complete the B.S. degree in Paper Science
and Engineering.

Graduate Program

tions on the paper machine and the
disposal of pulping and papermaking
effluents, to the. fluid dynamics of fiber
suspensions, the colloid chemistry of
papermaking constituents, and the
physical properties of fiber networks.

An important component of the grad-
uate program is thesis research under
direction of a graduate advisor. Much of
this research is carried out under, the
auspices of one of the outstanding re-
search facilities in the world, the Empire

v.i.. vm
■

1 • ■.

■ '■ - V

J " ;'V;1

State Paper Research Institute (ESPRI), .
an integral part of the department. Its
research activities aim to generate new

information regarding the fundamentals,

the science, the engineering and the

technology of the papermaking process,
utilizing advanced techniques such as

olopfvrvn rrurmcrAm i rno/'i-ili-r/nJ i*nn/i

electron microscopy, specialized spec- ;
trophotometry, nuclear magnetic and
electron; spin resonance and nuclear ,v
tracer methods. Recent work has been

directed to fundamental investigations
of pulping, bleaching, additives, paper
recycling, effluent disposal, ^the paper-
making

iking process, the'' proj^Vfles of *
per, reactions of w6&dV<Mponents

_• i : i __ j 'ili'Sab l ■' '■*

.• : 1

paper

during mechanical and chemical treat-
ments, the structure of wood and wood
fibers, evaporation, fluid dynamics, heat
transfer, and chemical recovery. 1 <

Many research projects are carried
out in cooperation with other College
departments. Examples of such projects
include a wide-ranging study of the
toxicity of paper industry effluents in
cooperation with the Department of
Environmental and Forest Biology, and
a cooperative project on the theoretical
and experimental analysis of the me-
chanical properties of fiber and paper
with the Department of Wood Products

iVj

Engineering, as well as the Department

of Aerospace and Mechanical Engineer-
ing at Syracuse University.

The department enjoys excellent'.;
external support in the form of graduate i
fellowships and grants from ESPRI, the
Syracuse Pulp and Paper Foundation,1 /

and other industry sources, as well as a
government granting

number of
agencies.

ll’ A

I h i ,'.'
/

WOOD PRODUCTS
ENGINEERING

GEORGE H. KYANKA, Chairman (Ap-
plied Mechanics, Structures) COTE (Qel-
lular Ultrastructure, Light and Electron
Microscopy), DAVIDSON (Physical Prop- T
erties of Wood), HANNA (Ultrastructure 1
and Microscopy), R. MEYER (Wood

Properties and Anatomy), MpORE (Wood ,.

r lUpuilW unu

Materials Processing and Technology), ■
SIAU (Protective Treatments, Transport
Processes), SMITH (Adhesives, Coatings,
Wood-based Composites). ' ' ; ; 1 :

While wood is one of the oldest r. ■
structural materials known to man, it

occupies a position of major economic.

. , ... .. ,.i i

importance today with the annual

tonnage of wood produced in the United
States exceeding that of any other '

DEGREE PROGRAMS-SERE 47

J§f;; ' . '

• . \

major structural material. This fact
becomes even more important in this
i.i age of , environmental and ecological
concern because wood is the only
major structural material that comes
from a renewable natural resource,
and demand is growing for more effi-
cient' utilization of available material.
Improved efficiency must be based on
solid scientific and engineering infor-
mation. The ■ Department of Wood
t Products Engineering provides under-
graduate instruction in basic wood
science^d technology and stresses the
appli<^atW)0£f science and engineering
f : to buijcj^ij^ obstruction and the pro-
duction, design, and utilization of wood-
based materials. At the graduate level,
the Department provides guidance via
advanced courses and, research oppor-
tunities in wood science and timber

engineering.

Undergraduate Program

rl: The Department of Wood Products
Engineering prepares students for a
wide variety of professional occupations
concerned with the use of wood as a
material. Two curriculum options are
available: Building Construction and
Forest ! Products. Both options have
elective courses which permit tailoring
the program to serve the needs of
individual students from a wide variety
of two-year preparatory programs. The
Forest Products option is individualized
to1 serve students that wish to empha-
size Marketing, Production Systems
Engineering, or Wood Science and
Technology. ,

As the only major engineering mater-
ial derived from a renewable natural
resource, wood is receiving increased
attention &S an alternative to other
materials which originate from the
depleted nonrenewable resources.
Thus,' a principal aim of the depart-
mental program is to teach students the
fundamental properties of wood as a
material to promote efficient wood
processing, product design, and final
use, whether as a piece of furniture or
as a complete building.

‘To" enter either option at the junior
level, a ‘transferring student must have
acceptable college credit in the following
coursework areas. Individuals not meet-
ing , the basic outline shown are en-
couraged to contact the Admissions
Office to work out special arrangements
and/or additional study requirements.

Lower Division Courses

Course Area Credit Hours

‘General Chemistry with Laboratory !

‘General Physics with Laboratory

Mathematics — Analytical Geometry and Calculus 8

English

Computer Programming

Recommended Additional Courses
Accounting

Biology or Botany 3

Economics (Micro- and Macroeconomics)

Engineering Drawing (Graphics) ■ .

Organic Chemistry

Electives 16- 18

TOTAL MINIMUM LOWER DIVISION CREDITS 62

‘Four credits of physics are required, although 8 hours are recommended. However,
students who wish to emphasize wood science and technology in the forest products
option must have: general chemistry with laboratory (8); general physics with
laboratory (8); and general botany with laboratory (4); organic chemistry (3).

Upper Division Courses

Junior Year Credit Hours

First WPE 387 Wood Structure & Properties 3

Semester WPE 361 Engineering Mechanics-Statics 3

ERE 371 Surveying for Engineers 3

ACO-204 Financial Accounting Systems 3

Elective 3

Second ERE 362 Mechanics of Materials 3

Semester ERE 364 Engineering Materials 3

ACC 252 Introduction to Managerial Accounting 3

Management Elective 3

Elective 3

’ 15

INDUSTRIAL FIELD TRIP (a two-week field trip immediately following final
exam period): WPE 399 Field Trip 2

Senior Year Credit Hours

First WPE 420 Adhesives, Sealants, and Coatings 3

Semester WPE 454 Construction Management 3

FEG 410 Structures 4

CIE 437 Soil Mechanics & Foundations I 4

Statistical Analysis 3

Second WPE 326 Fluid Treatments 2

Semester WPE 327 Fluid Treatments Laboratory 1

WPE 450 Construction Equipment 3

WPE 422 Composite Materials .3

WPE 497 Senior Seminar 2

v WPE 404 Design of Wood Structural Elements 3

Elective 3

TOTAL MINIMUM UPPER DIVISION CREDITS 66

NOTE: Computer Programming required for entrance to program.

A total of 128 credit hours is required to complete the B.S. degree in Wood Products
Engineering with the Building Construction option.

LO ro O A O' . OJ O' OO A

48 DEGREE PROGRAMS-SERE

The A.S. or A.A.S. degree in Archi-
tectural, Civil, Construction, or Me-
chanical Technology may also fulfill the
requirements for admission. Students
who lack the above background courses
are nevertheless encouraged to consult
the Admissions Office and the faculty of
the department for an evaluation of their
academic records.

Building Construction Option

Current economic pressures are
dictating that the construction industry
become more efficient in the design and
construction of new facilities and struc-
tures. These structures range in size
from residential structures to massive
power generation stations. Conse-
quently, the industry has increased its
demand for , technically trained pro-
fessionals who have the skills to manage
construction projects. These profes-
sionals must be prepared to develop
new and innovative construction tech-
niques, deal with a highly organized
union work force, prepare competent
cost estimates, and manage entire
projects from start through completion.

Although the Building Construction
curriculum emphasizes the use of
wood as a building material, it allows the
students an opportunity to develop a
broad educational background in con-
struction which will prepare them for
a wide range of job positions in the con-
struction industry and related fields.
The program has a certain degree of
flexibility which allows the student to
specialize in a particular area of interest.

Illustrative electives are listed below:
Engineering

Structural Analysis
Foundation Design
Building Systems
Energy Systems
Engineering Design

Management
Marketing
Business Law
Accounting
Finance

Operations Research

Environmental

Air Pollution Engineering
Solid Waste Disposal
Waste Water Treatment
Environmental Sanitation
Land Use Planning

The following are some of the position
titles past graduates now hold:

Assistant Project Superintendent
Project Supervisor
Construction Manager
Cost Engineer
Resource Scheduler
Timber Engineer
Truss Design Engineer
Research Engineer
Construction Consultant
Technical Sales Representative

Forest Products Option

The forest products option prepares
students for employment in the wood
products industry. A forest products
graduate should be able to walk into
any wood products manufacturing oper-
ation and, after observing the process
be able to fully understand what is going
on. Instruction is individualized by
selecting emphasis courses that are
combined with required core courses
designed to develop a comprehensive
knowledge and understanding of wood
as a raw material. The forest products
option trains wood technologists, utiliz-
ing an individualized program with a
series of emphasis courses to develop
additional background in manufactur-
ing, marketing, or specialization in wood
science and technology.

Students wishing to enter graduate
school can plan a series of electives
to meet entrance requirements of major
graduate institutions, whether in wood
science and technology, business ad-
ministration, or another branch of the
sciences.

Marketing Emphasis

A special knowledge of the material
properties of wood and the suitability
of specific wood species for use in
various products or processes enable a
graduate with marketing emphasis to
assist a customer in selection of the
right wood product for theintended end
use or makes possible the procure-
ment of the best wood raw material] for
some manufacturing operation. These
situations include considering the cor-
rect species of wood, treatments to
prolong the useful life of a wood prod-
uct, or selection of the most suitable
manufactured product, such as medium
density fiberboard or plywood, for
a specific application. In some cases
market research surveys or economic
analyses may be required. Complete

' a

; 3$ $*9
<1.1.

understanding of the employer’s prod-
ucts thp material nrnnprtipc nf uirwt' '

ucts, the material properties of wopd,
and the customer’s special needs and ' f : ;i ■ !
problems are necessary for the market-
ing specialist to function efficiently. In
addition to many sales-related or pur-
chasing-related positions are ,! other
employment possibilities such as those ,
requiring analysis of economic and trade
conditions or relating engineering prop-
erties of wood to established or new
product lines.

t»;K .

Job titles of recent graduates include:

Veneer Sales Manager nna l6iisi^/; V'..
Technical Sales Representative
Applications Engineer, ,rbi69e<r ■; ’

.Regional Sales Manager--

•K

; w>-

Export Trade Analyst -/ ;
Product Development Engineer
Marketing Research Analyst ■’«

’'■■■■? »’■ ■-.-Vv-i

Production Systems ’ -.. vt,

Engineering Emphasis

Numerous manufacturing methods
are used to produce the over 5,000
products that use wood in one form or
another. By studying various produc-
tion systems and ways to modify wood
properties, a wood production systems
engineer is prepared for a career in the
manufacture of forest products (veneer,’
plywood, particleboard, etc.).' These
careers deal with product and process
development, quality control, produc-
tion control, design engineering, per-
sonnel relations, and management.

Job titles of recent graduates include

Production Coordinator
Quality Control Supervisor
Plywood Production Manager
Systems Analyst
Plant Engineer
Supervisor of Operations ,

. -l

■ ,

■'l-V:

■Ml

W ;

■■V

' v.

TK;.'

" ' k

I'1/;,
: +

/ , -

■

■ Mv j

Production Supervisor
Production Planner

■ iW.

V.-

> V ’V

:v-,- 1

IVoocf Science and
Technology Emphasis

Wood science and technology deals
with materials science and engineer-
ing. Graduates that have stressed the
science and technology of wood are
prepared to utilize their knowledge of
wood in numerous ways: to increase
the efficiency of wood use, apply exist-,'
ing or new knowledge to wood product
manufacture or utilization, or to do the
research and development required
for the new products, processes, and/
treatments necessary to meet the

$
• V:

■ ’ 'V

■ >t

■•M

• ■ '

DEGREE PROGRAMS— SERE 49

Jl'* : ■ ' •

■it-

reasing demands made on our limited Materials Research Associate
forest resources for wood commodities. Wood Products Technologist
Such research projects could be either Forestry Specialist (Wood Products)

basic, in which case the frontiers qf Research Associate in Wood Science

wood science are extended, or applied, Product Development Engineer
|in. which case existing knowledge is
applied to current technological prob- .

Jems. Much of the work that needs to be Emphas.s Courses

done' is technology transfer, so that Students desiring to emphasize Mar-

i known techniques of wood science and keting, Production Systems Engineer-

technology can be applied to the manu- ing, or Wood Science and Technology

factoring or utilization environment. A should select 24 credit hours of empha-

wood science and technology graduate sis courses. These courses are defined

who has a good background in wood as upon consultation with the academic

a material can adapt the present state of advisor. Typical concentration areas

knowle'd^fe5ft(>'-a broad range of utiliza- might be as follows:

tion, research, or manufacturing opera-
tion, research, or manufacturing Marketing

operations. Employment opportunities —

i . . . . , Finance

include corporations, , trade associa- .

tions,- government research institutes, M , 3

'■ and universities. An M.S. degree is . ,ar 6 in3 .

, . , , ... Materials Science

*. highly recommended for those wishing

to formally enter the research field, and

a Bachelor’s degree for those wishing Production Systems Engineering
to work in technical service or Operations Management

manufacturing. Quality Contro,

' Job titles of recent Senates include: Engineering Economics

Forest Products Specialist Computer1 Applications

Upper Division Courses

Junior Year Credit Hours

- , . v. i t

First FBO 305 Dendrology 2

,Semester WPE 361 Engineering Mechanics-Statics ' 3

WPE 387 Wood Structure & Properties 3

WPE 388 i Wood & Fiber Identification Laboratory 2

‘Electives 6

Second WPE 326 Fluid Treatments 2

Semester WPE 327 Fluid Treatments Laboratory 1

ERE 362 Mechanics of Materials . t 3

WPE 322 Mechanical Processing 3

‘Emphasis Course . 3

‘Electives 3

' 15

INDUSTRIAL FIELD TRIP (a two-week field trip immediately following final
. exam period): WPE 399 Field Trip ; 2

Senior Year ' ~ Credit Hours

First WPE 420 Adhesives, Sealants, and Coatings . 1 3

f Semester Statistical Analysis 3

‘Emphasis Courses , 6

‘Electives 3

Second WPE 497 Senior Seminar ! . . 2

* Semester WPE 422 Composite Materials 3

' , FOR 404 Economics of Wood-Using Industries 3

\\i: C WPE 404 Design of Wood Structural Elements 3

’ . , ' ‘Emphasis Course 3

‘Electives ,.i 3

. \ , / ' 17

’■< y- /. - , TOTAL MINIMUM UPPER DIVISION CREDITS 65

‘Specific courses selected for these requirements must have the advisor’s approval.

A total of 127 credit hours is required to complete the B.S. degree in Wood Prod-
ucts Engineering with the Forest Products option.

Wood Science

Tropical Timbers
Wood Chemistry
Physiology and Pathology
Independent Research

Graduate Program

Recent research projects in wood
ultrastructure have dealt with the inter-
action of coatings and adhesives with
the wood substrate, with cell wall devel-
opment, with the effectiveness of wood
preservatives, and with the identification
of natural inclusions in wood. Projects in
tropical wood identification, and struc-
ture-property relations in foreign and
domestic timbers are examples of work
in the field of systematic wood anatomy.
The field of wood physics has had active
projects in the permeability of wood and
the mechanics of fluid transport. Cur-
rent projects in the field of mechanics
are focused on the elastic behavior of
wood and wood-base composites, frac-
ture mechanics of wood, the behavior of
new structural designs such as truss
' systems, and the mechanical properties
of laminated-veneer-lumber. In addi-
tion, there is growing interest in study-
ing the physical properties of wood-
based composite materials and the
chemical modification of wood, as well
,as wood finishing systems.

Laboratory facilities include a me-
chanical testing laboratory with a wide
range of testing machines, a physics
laboratory with electronic instrumenta-
tion, and complete wood processing
facilities including a sawmill, plywood
mill, dry kilns, and wood preservation
equipment. One of the United States’
largest foreign wood collections is used
for graduate research and to support
the program of the Tropical Timber
Information Center (TTIC).

In addition, the College has available a
complete microscopy laboratory, con-
taining transmission electron micro-
scopes, scanning electron microscope
with energy dispersive x-ray analysis
and particulate analysis accessories, a
wide variety of light microscopes, and
related equipment. Extensive equip-
ment for chemical analysis and nuclear
chemical techniques also serve the
research program. '

The program works closely and
cooperates with the Renewable Mater-
ials Institute. Students use this unique
opportunity to investigate the properties
of wood and related renewable engi-
neering materials.

50 DEGREE PROGRAMS-SERE

JOHN V. BERGLUND, Dean
(Silvics, Siluiculture)

‘ Syracuse Campus

ABRAHAMSON (Entomology, Pathol-
ogy, Pesticides), BENNETT (Economic
Theory, Economic Thought in Forestry),
BICKELHAUPT (Nursery Soils, Forest

' Soils), BLACK (Water and Related Land
Resources), BURRY (Forestry Extension,
Wood Utilization), CANHAM (Forestry
Economics, Economics, Economics of
Natural Resources), COUFAL (Silvicul-
ture), CRAUL (Forest Soils), CUNIA
(Operations Research, Biometry), DALL
(Environmental Law and Policy), DREW
(Tree Physiology, Physiological Ecology),
ESCHNER (Forest Influences, Forest
Flydrology), GRANT (Micrometeorology),
GRATZER (Forest Recreation, Forest
Management!), GRAVES (Forest Resource
Policy, Planning and Management), HAL-
LIGAN (Silviculture), HERRINGTON
(Meteorology, Urban Forestry), HORN
(Mensuration, Law), HOWARD (Silvics,
Forest Management), KOTEN (Forest
Management, Management Science and
Planning), LEA* (Silviculture, Timber
Harvesting), MAYNARD (Tree Improve-
ment), MONTEITH (Forestry Economics,
Land Use), MORRISON (Forest Recrea-
tion, Forestry, Extension), NYLAND
(Silviculture, Forestry Practice), PETRI-
CEKS (Resource Economics, Interna-
tional Forestry Economics), RICHARDS
(Silviculture, Urban Forestry), STITELER
(Statistics), WHITE (Forest Soils, Silvi-
culture), YAVORSKY (International
Forestry).

* On leave 1983-85

Forest Technician Program —
Wanakena Campus
WESLEY E. SUHR, Director (Den-
drology, Soil and Water Measurements).
JAHNKE (Ecology, Silviculture, Forest
Management, Fire Management, Systems
Analysis), MARTIN (Mensuration, Tree
Physiology and Morphology, Wildlilfe Ecol-
ogy), MILLER (Forest Roads, Installations,
Aerial Photogrammetry, Graphics, Recrea-
tion) REMELE (Ecology, Silviculture, Sur-
veying, Personnel Management).

Adjunct Faculty

CZAPOWSKYJ (Forest Soil Science),
HEISLER (Meteorology), HORSLEY (Sil-
vics), MARQUIS (Silviculture), ROWN-
TREE (Urban Forestry), SLOAN (Policy),
YAWNEY (Silviculture).

THE SCHOOL OF FORESTRY

Undergraduate Program in
Resources Management

The School of Forestry prepares stu-
dents for the critical role of managing
forests and related resources and their
environments for human benefit. Man-
agement here embraces the integration
of basic ecological and social principles
into comprehensive plans for the
manipulation and use of forest and
open lands for the sustained produc-
tion of timber, forage, water, wildlife,
and recreational values consistent with
current and future national needs, and
with the protection and enhancement of
environmental quality. It also includes
the effective implementation of these
programs technically and via the admin-
istrative process, in accordance with
established policies and goals and in
cooperation with individuals and organi-
zations, both public and private.

The successful management of for-
ests and related resources involves
many different people working together
as teams to bring their special exper-
tise to bear oh problems created by
society’s demands upon these basic
resources. The School of Forestry pre-
sently offers three undergraduate de-
gree programs designed to help stu-
dents fit into different parts of the
interdisciplinary multi-level teams
mentioned:

1. A. professional forestry and re-
source management degree pro-
gram, at the bachelor’s level,
offered at the Syracuse Campus.

2. A foresi technician degree pro-
gram at the associate’s level,
offered at the Wanakena Campus.
For details of this program see
p. 56.

3. A dual-major program that meets
the bachelor’s degree require-
ments of both the School of
Forestry and the Department of
Environmental and Forest Biology.
For details of this program see
p. 64.

Since the dual biology/forestry pro-
gram and the forest technician pro-
gram are covered in separate sections,
the discussion which follows pertains
to the School’s professional forestry and
resource management program.

Students completing the School’s pro-
fessional forestry program qualify for

■ . *i- ■ ,f

• :> "vi ", i; el

practice as foresters and environmental
managers with public and private organi-
zations or as private consultants serving
a wide array of clients. The potential for a
meaningful, rewarding career in service
to human welfare becomes significant
when one recognizes the vast amount of
land area covered by forests. About 60
percent of New York State is classified
as forest land, while roughly one-third of
the land area of both theLUnited States
and the world is so classifieebTIqeigoods
and services that flow from Jhisrvast
resource base are of critiddlaAldiafowing
importance to the needs of modern
society and influence, in a major way,
the quality of . the environment. >

The professional forestry and re-
source management program offers
opportunity for students to pursue
special interests, to prepare for ad-
vanced study, or to develop their
capabilities for service in a variety of
fields pertinent to renewable natural
resources and the environment, but not
specifically forestry oriented. Though it
represents the oldest area of profes-
sional instruction in the College, the
current curriculum was implemented,
with the entering class of 1973, with”
some modification made since then. It is
accredited by the Society of American
Foresters and meets the educational
requirement of the U.S. Government
Office of Personnel Management for
forester employment in Federal agen-
cies. A core of required upper division
courses, totaling 41 semester hours, :
presents the basic principles and prac-
tices underlying the purposeful manage-
ment of forest and related resources for,
optimum production and use of any
one, or combination, of their potential
products and services.

Considerable emphasis in the curric?
ulum is placed on field instruction to
provide students with intimate knowl-
edge of how the forest ecosystem
functions and how it is manipulated and
used for a variety of owner objectives.
Close to half of the required upper divi-
sion core courses is conducted wholly
or primarily in the forest environment
and entail substantial physical activity
such as conducting field surveys, inven-
torying timber and other resources, and
thinning forest stands. Attendanceat a
seven-week, eight-credit hour Summer
Session in Field Forestry is required
prior to registration for the junior year.

! V1'

■Jif.

• • ■> t*

jut

( Tl

DEGREE PROGRAMS-SERE 51

g?« '

' '

‘ i

This session emphasizes field skills and
techniques and introduces ecological
concepts, and serves as the major
avenue of entrance into the professional
forestry curriculum.

A unique feature of the curriculum in
the fall semester of the junior year is
- a set of team-taught blocked courses
emphasizing ecological foundations and
1 applications based on the skills learned
at the Summer Program in Field For-
estry. This fall semester is largely held at
the facilities of the College’s 4,000-acre
Heiberg l Forest, nearby the Syracuse
CampuM with all transportation pro-
. vided byi thelCollege. The Summer Pro-
gram in Field Forestry and the fall
semester of the junior year total 23
credit hours of field oriented core
i courses, and as part of the conditions
* , for admission to this curriculum, appli-
cants must be willing and able to func-
tion effectively in the field under a wide
range of terrain and weather conditions.
Any questions or concerns about this
' requirement should be directed to the
Director of Admissions.

Extensive elective opportunities,
totaling about one-fourth of the curric-
ulum, allow students to shape their pro-
grams to meet individual needs and
interests. In a broad sense, electives
may be chosen to provide extensive
coverage of either forest resource sci-
ence or management, and they may be
( oriented toward immediate employment
or as a base for graduate study. More
specifically, one student might choose
to broaden knowledge of forest re-
t * source ^management or science by dis-
. tributing electives to cover all of the
areas of forestry’s multiple-use, while
another might choose to enhance depth
of understanding of a more specialized
area by concentrating electives in areas
such as timber, watersheds, forest wild-
ly"; j life, recreation, entomology, pathology,
soils, international forestry, or urban
) forestry. Electives may also be taken at
Syracuse University, usually to add to a
, student’s general education or to gain
knowledge of an area of business
management, communications,, geo-
1 j. graphy or other similar topics not
offered at ESF. Elective course selec-
; tion's must have the approval of the
student’s faculty advisor, and it is very
important that they be planned early in
the student’s program.

(l.H. ' ft* . -

A significant feature of the elective
. ; . component of the professional forestry

and resource management curriculum is
that the spring semester of the senior
year 'consists wholly of electives and
thus is available for a variety of inde-
pendent or group study activities. These
may be conducted in whole or in part on
any one of the College’s several cam-
puses, or off campus at another institu-
tion, in codperation with some resource
management agency or firm, or in con-
junction with an overseas academic
program operated by the College.
Proposals for off-campus study must be
well planned. They are subject to faculty
review and approval and are carried out
with varying degrees of faculty guidance
to ensure adherence to academic
standards. Utilization of the spring
senior semester in such a fashion may
result in the need for a fifth semester
to meet graduation requirements.

A total of 135 credit hours is required
to complete the B.S. degree curric-
ulum. For students contemplating en-

trance to the program, it is required
that they have completed at least 64
semester credit hours or have earned an
associate degree, and further, that a
minimum of 56 of these credits be dis-
tributed among specific bourse areas as
outlined below. The maximum number
of freshman-sophomore semester credit
hours which may be transferred is 64.
Students who have completed more ’
than 64 lower division credits may trans-
fer up to 12 additional hours of junior-
senior level courses and should seek
advice on upper division credits at the
time of matriculation. The professional
forester must understand both the
biological and social influences that
affect the use of forest resources. Pro-
spective students should choose lower
division elective courses that will serve
to broaden and enhance their under-
standing in the social and political
sciences, humanities, and communica-
tion skills.

Lower Division Courses

Course Area Credit Hours

Biology (Botany and Zoology preferred) with Laboratory 8

General Chemistry with Laboratory ....'>. 8

Physics I with Laboratory 4

Calculus I 3

Economics (Microeconomics required) •. 3

Political Science (U.S. Institutions) 3

Introductory Sociology OR Introductory Psychology 3

Computer Programming (Language) i 3

‘English 6

“Social Science/Business Electives 9

“‘Mathematics/Physical Science Electives 6

““Free Electives j 8

TOTAL MINIMUM LOWER DIVISION CREDITS 64

‘Standard freshman English sequences are acceptable, but where possible the student is
strongly urged to take technical report writing.

“Courses in sociology, psychology, U.S. history, macroeconomics, political science,
anthropology, U.S. geography, business, finance, or accounting. Note: students may be
admitted with only 9 credit hours of the required or elective courses in economics, /

political science, psychology/sociology and social science/business areas. The remain-
ing 9 credit hours of deficiencies must be made up as early as possible in the student’s
ESF program, including the use of summer sessions.

‘“Courses in mathematics, physics, chemistry, geology, computer science, meteorology,
logic. Math courses must be of a level equivalent to Calculus II or be in some way
complementary to Calculus I.

““Free electives and electives in the specified categories should be chosen with the clear
idea that they are in preparation for an upper division, professional program. Courses
in the free elective category that have been found to be helpful include personnel
management, group dynamics, technical report writing, speech, foreign language,
logic, pre-calculus math, first aid and CPR, graphics/drafting, surveying, real estate,

I marketing, conservation law, ecology, dendrology, plant pathology, philosophy,
religion, fine arts or other arts, sciences or business courses. Free electives can also
include further courses from the directed elective categories. All electives should b’e
chosen with the particular career goals of a student ih mind.

, i

52 DEGREE PROGRAMS-SERE

Upper Division Courses

Credit Hours

Summer: 'Summer Program in Field Forestry

FOR 301 Field Dendrology 1

FOR 302 Forest Surveying and Cartography 2!4

FOR 303 Introduction to Forest Mensuration 3/2

FOR 304 Introduction to forestry ., 1

. , / .

- i

'SUMMER PROGRAM IN FIELD FORESTRY — 7 weeks, 8 credit hours: Required of all
students (except Forest Technician Program and Paul Smith’s Forest Technician Program
graduates) prior to registration for junior year.

Junior Year r '

First FOR 322 Forest Mensuration ’ 1

Semester FOR 331 Introduction to the Physical Environment <....' 6

FOR 332 Silvics-Silviculture ! 8

Second FOR 360 Principles of Management 3

, Semester FOR 370 Management of the Forest Enterprise .. 1 3

APM 391 Introduction to Probability and Statistics 3

^Electives ; . 7

Senior Year

First APM 492 Forest Biometrics + 3

Semester FOR 400 The Social Environment of Resource Management 3

FOR 461 Management Models 3

2Electives 6

Second 2Electives
- Semester

1 A —

TOTAL MINIMUM UPPER DIVISION CREDITS 71

2One half of the student’s elective hours during the junior and senior years must be in courses
taken in no fewer than three of the following schools: Forestry, Environmental and Resource
Engineering; Biology, Chemistry and Ecology; Landscape Architecture. The regaining elective
hours should be used to round out the professional education of a student. Note: a required
course of 2 3 credit hours is under consideration for the Second Semester of the Senior Year.

A total of 135 credit hours is required to complete the B.S. degree in the Professional
Forestry and Resource Management Curriculum.

Graduate Education

FOREST RESOURCES
MANAGEMENT

resource administration, management,
scientific research, professional educa-
tion, and a variety of other specialized
positions in public and private employ-
ment bearing directly or indirectly on
forest resources management. Students
with nonforestry undergraduate or mas-
ter’s degrees with strong interest in
forest resources management are en-
couraged to apply.

The practice of forestry is based on
a number of fields of science ranging
from applied physics to sociology.
Graduate study in the School of For-
estry focuses on one or more of these
fields in the context of resources

• fj'l

management. Understanding the forest
ecosystem as a provider of goods land
services and as a modifier A of .. the

physical environment is the thrust of

silviculture— culture of the forest. The

fields of meteorology, soils, hydrology,
and silvics (forest ecology) -support- [

study and research in silviculture.

Tree improvement is the science; and
practice of improving the forest through
genetics. The societal environment" in
which forests are managed is founded in
the study of public , and1 -private policy .

•• ia

* \
1
r

on forestry economics'. F&eisbmjkhage-

■ — . l\
r.Y-’js :t\
:•>*

ment provides the bridge befvteeri the
biological and societal r^dlretnentsf.
Recreation management is the manage: '
ment of the forest for recreation. Basic
to all these fields is the study of quanti*
tative methods (statistics, mensuration). '
Urban and international^ forestry are
broad study areas. i ;v;.

POLICY AND ADMINISTRATION- •'

Dali, Graves, Horn
FORESTRY ECONOMICS-Bennett,

Canham, Monteith ‘ A

FOREST MANAGEMENT— Burryr Grat?' \

zer, Herrington, Koten rs .v'r-.t’jj'i . „ .

RECREATION MANAGEMENT-Grat- - M
zer, Morrison j

SILVICULTURE — Abrahamson, Berg-
lund, Coufal, Halligan, Howard,1 ’Lea'
Richards, Yawney

.'•r,r V -,
’ -.M

A'l

:*!>a

i - 3

SILVICS — Berglund, Drew, Horsley,,

'■ -<• 1

Howard

FOREST SOIL SCIENCE-Bickelhadpt,
Czapowskyj, White . ’ . *T ■v,r\j

. — Maunarrl 1 '

:-'-Esch^

TREE IMPROVEMENT-Maynard

FOREST INFLUENCES- Black,

ner, Grant, Heisler, Herrington ’'>> . >,* , J

IJ:.: .I .1 ' ■ - - t\ «

In addition, there are three areas of *
study which integrate study in the above
areas or serve as foundations for study
in all areas. These are: , y -

INTERNATIONAL FORESTRY— Petri- \

ceks, Yavorsky

URBAN FORESTRY-Herrington, Rich-

ards, Rountree, Sanders -T • <_ y .kr-'ii ’L

QUANTITATIVE METHODS-
Horn,’ Stiteler

-Cunia,

The description of these areas of study
is not intended to infer compartmentali-
zation of study. Indeed, most students
in the School have programs of- study
which encompass two or more of 'the |

study areas and are encouraged ' to f»f

• rS

develop integrative programs of study
by the School faculty. ( j

- ", t ; a'

Master’s Degree Program

. AtJfli

All three of the College’s master’s f
options are available to students in the Iff

DEGREE PROGRAMS-SERE 53

E> ■

School
v °Ption

of Forestry. The appropriate
must be selected with the
approval of the student’s committee.

S'.

Doctoral Degree Program

: Although a doctoral program is
usually built upon a master’s degree
obtained at the College or elsewhere,
the program can be entered directly
from a baccalaureate degree.

There is no minimum credit require-
ment, for the doctoral program, but the
usual.load-js 30 credit hours beyond that
required; for the master’s degree. The
field workfior writing of a dissertation
usually takes at least 12 months. In
addition, written and oral candidacy
examinations, intended to' test the
student’s mastery of subject matter
essential to the student’s dissertation
topic, and -an oral defense of thesis
examination are required. A preliminary
examination may be required prior' to
the candidacy examination. The stu-
dent’s committee may require languages
or other tools be included in the stu-
dent’s program.

The Major Professor and Student’s
Committee

Each graduate student in the School
is assigned, or has selected via the
application process, a Major Professor
or faculty advisor to act as the director
of the student program of study. The
student and his/her Major Professor are
assisted in planning the student’s pro-
gram and in determining successful
completion of the program by the
student’s committee. Each student’s
committee , and study program are
designed to meet the student’s specific
needs.

Wr ' *■ •

•' f

Joint Study with Other Schools of
the College

In a number of areas, particularly
forest biology, close cooperation and
joint programs of study can be estab-
lished with faculty in other schools of
the College. If a student is particularly
interested in the forestry implications of,
say, insect. damage, then admission to
the School of Forestry programs is
indicated. On the other hand, if the
student’s interest is focused on the
insect, then a program centered in the
School of Biology, Chemistry and
Ecology may be more appropriate.

Joint Degree Programs with
Syracuse University

Joint degree programs which provide
the student with two master’s degrees,
one from the College and another from
Syracuse University, are available with
the following Schools:

School of Management
Maxwell School of Public
Administration
College of Law
Newhouse School of
Communication

The joint degree programs usually add
an additional year to a normal master’s
program of study.

POLICY and ADMINISTRATION

Graduate study in the area of re-
‘ sources policy and administration is
designed to prepare students for leader-
ship positions in the broad range of
responsibilities at the planning, budget-
ing, programming, and operating levels
of public agencies and businesses. The
expanded role of federal and state
government oversight over resource
use and land management has brought
substantially increased need for thor-
ough understanding of policy matters,
legal requirements, and governmental
and political interactions with resource
owners and users. Advanced courses,
seminars and special problems struc-
tured "around these needs and the
complex interrelationships of society
with resources are offered. A wide array
of complex problems of administrative
management, resources policy issues,
and related legal, financial, and execu-
tive needs are included among the
topics that may be emphasized.

Students are encouraged to round
out their academic programs through
the courses offered by other units of the
College as well as Syracuse University
Graduate School of Citizenship and
Public Affairs and the School of Man-
agement or other graduate units. Stu-
dents with undergraduate preparation in
forestry, liberal arts, engineering, or
other appropriate areas who have
strong interest in resource administra-
tion and policy can be served through
selection of necessary emphases that
complement work already taken.

The broad array of possibilities of
course selection and the diverse points
of view that are available allow the
student to build a program to meet
specific career objectives. The breadth

and diversity also offers the student an
opportunity to develop talents for
managerial leadership and policy posi-
tions in various aspects of enterprises
and public agencies whose work is
critical to the future of resources
management.

FORESTRY ECONOMICS

The program is designed to meet the
needs of the student with an under-
graduate degree in forestry or forest
products. With some additional courses
in forestry, the program also serves the
graduate in liberal arts, engineering, or
business, should interest point toward
the economics of forest management.
The goals are depth of understanding
and familiarity with economic tools
contributing to making competent deci-
sions in resource economics, manage-
ment, and policy.

The core of the program consists of
courses in forestry and resource eco-
nomics as offered by School faculty.
In addition, one must be aware of the
social and biological environment in
which forestry economics is applied. To
this end the program is supplemented
by courses in general economics, statis-
tics and operations research, resource
policy, business administration, and
related managerial and biological fields.
The course offerings and facilities of the
School, the rest of the College, and
Syracuse University are actively drawn
upon.

Individual programs are tailored to fit
the student’s particular interest: for ex-
ample, the economics of timber man-
agement, land use economics, econom-
ics of natural environments, economic
development and forestry. Graduates
with the master’s degree find employ-
ment typically as forest economists or
resource analysts with federal and state
agencies, and with private industry.
Graduates with the Ph.D. usually find
careers in teaching or research.

FOREST MANAGEMENT

Forest management focuses on the
planning and implementation processes
necessary to achieve integrated use
of forests and associated natural re-
sources. The educational objective is
to develop expertise sufficient for
capable, professional resource manage-
ment under a variety of natural and
societal environments.

54 DEGREE PROGRAMS-FOR

The study of forest management re-
quires a broad knowledge of both the
natural and social environments as the
basis for an understanding of the way in
which these environments affect or are
affected by the development and utiliza- v
tion of forests and associated wildlands.
Implementation of plans also requires
an understanding of the social environ-
ment as well as the managerial process
to facilitate working with people both
inside and outside of the organization.

Programs are flexible and a student
may pursue a special interest in a single
product, several products or services,
tools and processes of planning for inte-
grated forest use, or in developing
managerial skills. The emphasis of the
program, however, would be in the
application of the skills and knowledge
to i the management of forest lands.
Where appropriate, courses may be
taken at Syracuse University’s School
of Management and the Maxwell School
of Public Administration to complement
course offerings in the School of For-
estry and other .Schools of the College.
Recent graduates have found employ-
ment in all of the diverse areas
described above.

RECREATION MANAGEMENT

Graduate study in this area equips
students with a broad understanding of
the nature and purposes of outdoor
recreation and how they relate to nat-
ural resources, and builds the skills
necessary, for capable recreation
management;

Individual programs combine study in
resources management with relevant
studies in the social and political sci-
ences and development of analytical
capabilities needed to implement plans
and programs. Other schools of the
College and of Syracuse University,
treating such areas as planning, engi-
neering, design, and education, provide
a wide rang£ of supporting courses and
facilities. 1

All program areas in RMP require that
each student take a minimum of 12
credits of coursework within the School
of Forestry. Courses in Applied Math-
ematics (APM) can also be used to meet
this requirement. If a student’s prior
preparation is inadequate to meet the
graduate program objectives, the major

professor and/or committee will suggest
appropriate remedial coursework to
make up the deficiency.

SILVICULTURE

Classical silviculture can be defined as
the theory and practice of the manipula-
tion of forest ecosystems, including the
control of vegetation establishment,
composition, growth, and quality. The
nature of cultural treatments, the
theories Upon which they are based, and
the biological, physical, and social
constraints to their implementation are
stressed in this area of specialization.
Elements of forest vegetation are inten-
sively examined from the dual stand-
points of fulfilling management goals for
goods and services and maintaining or
enhancing biotic productivity for the
future.

Management goals are considered to
include all the many and varied goods
and services that the basic forest re-
source is capable of supplying. Forest
productivity is of basic concern; the
student specializing in this area pro-
gresses through formal coursework
and research toward an understanding
of the effect of various treatments, on
the continuous, balanced, and adequate
supplies of wood, water, wildlife, recrea-
tion opportunities, and amenity values.
One major area of emphasis within this
specialization relates to treatment of
tree stands for their continued produc-
tion of wood products and other com-
modities. Another emphasis centers on
the treatment of stands that are man-
aged for several values simultaneously,
where the harmonious integration of
uses is of concern. A third emphasis
focuses on evaluation and manipulation
of vegetation systems primarily for their
on-site values, such as in wilderness and
recreation areas, highway and utility
rights-of-way, mining and other waste-
land reclamation, and urban green-
space. This involves a broad interpreta-
tion of forest ecosystems that includes
herbaceous and shrub systems as well
as silvics.

The Silviculture graduate specializa-
tion is aimed at preparing foresters to
understand and evaluate forest eco-
systems in whatever depth may be
required, and to prescribe treatments
or further experimentation to attain
management objectives or increase
knowledge toward this end. |

SILVICS

,v j:

Silvics has been defined .as! that ’

defined as( that '

branch of forestry which provides, the <

scientific base for the cultural treatment
of forest vegetation by ^ (1) studying £ .

and defining interrelationships within
forest ecosystems and (2) . catalpging ;/./
il intraspecific characteristics of !

general intraspecifjc characteristics , of ■
tree species. In a sense, silvics is the
ecology of managed forest ecosystems, ^ j
although unmanaged and natural forests
are often studied intensely, to provide
the benchmark condit^n^^r^Tjjwhich

. the silviculturist begins. ,j

The specialist in silvics must maintain /

channels of communication * with col-

leagues in the basic disciplines, includ-

,f.v

tr.,1

ing those in soil physics, soil chemistry,
micro-meteorology and climatology,' /•

genetics and tree breeding, plant ecol-
ogy and physiology, . wildlife biology/

— * 1 — - - --J —

> i*

r,,J < ■»/'

entomology, and pathology. In addition,

certain tools, including a comprehensive
knowledge of probability and statistics;
the ability to use modern computers ■ .

effectively, and a familiarity with meas- ;
i iMmflnt anri sampling theory,

are

urement and , „ ,

required by specialists in most applied ;/
sciences including silvics.

The specialist in silvics is essentially

. .

at one focal point of much of what has

been called fundamental forest s re/
search. His most useful function' and
worthwhile contribution to the field of, ■
forestry may very well depend on the , .j
ability to synthesize relevant material !’

anH thrnnoh OYnorimontatinn nrnuiHo

and, through experimentation, provide
the silviculturist with information and .1

TiJ

possible techniques for use in the cul-

tural treatment of forest vegetation. ‘ '

• ' ■ ; i ’ ■>: ' '■ '■ i ’ /, .A’/’-

FOREST SOIL SCIENCE .

Graduate studies in this area of spe-

cialization

may be directed toward
aspects of soil science related to the. ,./
quantity and/or quality of goods and
services in the management, of re- /J
sources of nonagricultural lands, and ,/
the impact of management practices on ;

environmental quality. These j include
soil moisture, soil temperature, and nu-
trient element status interrelationships

in the evaluation of soil productivity;
evaluation of ecosystems to quantify > /
nutrient element balances and cycling;

amelioration of soils for increased pro-! ;

ductivity; and impact of Various (and-use fi

practices on soil productivity. ' | ■ /

Modern well-equipped laboratories

are available for graduate student use inn

-f-

DEGREE PROGRAMS— FOR 55

;; plant, soil, and water chemical analyses;
soil water-holding capacity and compac-
tion; infiltration and runoff; and other
■ - chemical and physical property investi-
gations. The extensive College proper-
ties noted previously permit forest soil
research to be conducted under a wide
: variety of environments and ecological

conditions.

Programs are coordinated with other
areas of specialization through coopera-
tion among school personnel, with other
departments' of the College, Syracuse
University1, ’cirid the U.S. Forest Service.
|i , ■

smleurn av . .

v TREE IMPROVEMENT

Tree improvement is an important
component of forestry, and as demands
on the resource increase, it will become
even ' more vital. The most common
objective of a tree improvement pro-
gram is to develop populations of trees
that are well-adapted, rapid growing,
and disease-free. Other possible objec-
tives may be to increase the aesthetic or
recreational value of forest trees
through selection for other traits.

Modern, well-equipped laboratories
and greenhouses are available for grad-
uate student use. Many established test
plantations are available for collection of
materials and field evaluations. Grad-
uate students will take formal course-
! work in plant biochemistry and physiol-
ogy, statistical genetics, and plant
breeding. This specialization prepares
graduates for positions in seed orchard
management, tree improvement, and
forest genetics with private, state, and
federal organizations.

FOREST INFLUENCES

Forest influences as an area of grad-
uate study includes all the effects result-
ing from the presehce of forest trees
and associated vegetation on climate,
the hydrologic cycle, erosion, floods,
and soil productivity. Health considera-
tions and human comfort have often
been included in older definitions of
forest influences, and are assuming
.- greater importance today with our
growing concern for the environment.

Included among the principal studies
in this area are energy exchange be-
tween forest and atmospheres; moder-
ation of urban environments by
. vegetation; soil and slope stability; and
watershed hydrology, including snow.

Graduates fill a variety of positions in
research, teaching, and public and
private management as watershed man-
agement specialists, hydrologists, envi-
ronmental officers, meteorologists, and
ecologists.

INTERNATIONAL FORESTRY

Graduate education in international
forestry is designed to assist individuals
% who are intent upon pursuing interna-
tionally-oriented careers in forestry and
related fields.

Instruction is aimed at supplementing
and enriching the student’s technical
forestry knowledge and providing the
broad background deemed necessary
for effective service in a variety of pro-
fessional areas. These include forestry
advisor, teacher, or research specialist
with national and international agencies,
private business and industrial firms,
philanthropic foundations, and volun-
tary service organizations whose activi-
ties include the development and use of
forest resources in other lands.

At the master’s level, program em-
phasis is on the attainment of general
competence in research methods, for-
eign languages, cultural anthropology,
world geography, and international
affairs, plus a broad understanding of
the world forestry situation. At the
doctoral level, program concentration is
on a specialized discipline area such as
forestry economics, forest policy and
administration, forest management, or
silviculture. Orientation to the world
forestry field is achieved in part through
the selection of formal coursework,
and in part through providing an oppor-
tunity for the student to conduct his
thesis research in residence abroad.

A wide variety of course offerings are
available to support the nonforestry
elements of this area of study through
Syracuse University. Opportunity for
field training and research in tropical
forestry and related fields is available to
qualified candidates, especially at the
doctoral level, under cooperative agree-
ments maintained by the College with
the Institute of Tropical Forestry in
Puerto Rico and the University of the
Andes, Merida, Venezuela.

URBAN FORESTRY

Graduate study in urban forestry
allows the student to pursue either of

two broad objectives. Professional Ur-
ban Forestry skills may be broadened in
the many areas of information important
to the practice of forestry in urban and
urbanizing areas through advanced
coursework and applied research. More
specialized study may be pursued in
scientific disciplines supporting the
practice of urban forestry. Active areas
of specialized research and study in the
School includes soils, greenspace ecol-
ogy, atmospheric science, tree improve-
ment, forest resource inventory and
evaluation, and resource economics and
planning. There is strong interaction
with other urban-related areas of study
within the College, including remote
sensing, botany, pathology, entomol-
ogy, wildlife ecology, and landscape
architecture. Academic departments in
the Maxwell School of Public Affairs at
Syracuse University such as Geo-
graphy, Economics, Political Science
and Sociology, cooperate with teaching
and research programs in urban for-
estry. The U.S. Forest Service North-
eastern Forest Experiment Station
maintains a permanent staff of scientists
in their Urban Forest Research Project
on campus who are engaged in studies
dealing with the planning and manage-
ment of urban forest ecosystems. This
work complements the College’s partici-
pation as one of nine universities in the
Consortium for Environmental Forestry
Studies, an organization of scientists
and graduate students studying a wide
range of problems in urban forestry.

QUANTITATIVE METHODS

Study in the area of quantitative
methods is designed to develop pro-
fessionals skilled in mathematical
and statistical problem solution and
equipped to act as biomatricians or
mensurationists.

The program is designed primarily
for students who have done their under-
graduate work in areas such as biolog-
ical sciences, forestry, wildlife, or agri-
culture. Others who lack background
courses may take this material con-
currently. Students may concentrate
in statistics, operations research, biome-
try, or forest mensuration. Syracuse
University’s computer facility and a
wide range of courses in mathematics,
statistics, and quantitative methods give
strong support to the program.

56 DECREE PROGRAMS-FT

. FOREST TECHNICIAN PROGRAM ' i

History and Description

In 1912, some 1,800 acres of land in the
Adirondack Mountains were donated to
the College as a site for the develop-
ment of a Ranger School. Since that
time, the Forest Technician Program
has trained over 3,000 graduates, most
of whom are now working in a variety of
forest activities, and it has earned the
Wanakena Campus a national reputa-
tion for excellence. The Program is
administered by and is an integral part
of the School of Forestry. This relatively
unique model of a single professional
School offering all levels of work from
the technician through post-doctoral
emphasizes the teamwork approach to
forest resource science and manage-
ment espoused by the School. 'r

The two-year curriculum trains stu-
dents as forest technicians. The degree
of Associate in Applied Science in
Forest Technology (A.A.S.) is awarded.
The objectives of the curriculum are to
provide students with a knowledge of
the field practice of forestry as related to
forestry managerial needs; the ability to
work and communicate effectively with
professional and paraprofessional for-
estry personnel; and an understanding
of the sciences and practices of forestry
with some emphasis on ecological
applications.

Graduates are generally classified as
forest technicians or forestry aides in
initial employment positions. Forestry
agencies and wood-using industries
employ forest technicians as an impor-
tant part of their forest management
teams, usually as the “people on the
ground” who plan and execute the field
practice of forestry, normally under the
supervision of a professional forester.

The curriculum is designed to allow
graduates immediate job entry at the
technician level. Students interested in a
professional degree in forestry and
resource management should investi-
gate the School of F.orestry’s bachelor’s
degree curriculum described on page
57. However, it should be understood
that transfer into the School’s profes-
sional forestry curriculum, and other
ESF bachelor’s degree programs, is
possible upon completion of the A.A.S.
degree at Wanakena. There is also a
transfer package agreement with the
University of Michigan, School of
Natural Resources, Forest Resources
Program.

If a student feels transfer to a bacca-
laureate program is a possibility after
graduation from the Forest Technician
Program, he or she should pay close
attention to the footnotes under “Fresh-
man Year” on page 57.

The freshman year forest technology
curriculum consists of general studies
courses which may be taken at any
accredited four-year college, commun-
ity or junior college, or agricultural
and technical institute except Farming-
dale or Alfred (although transfer credits
from these schools are acceptable
otherwise).

The second year of the curriculum is
offered at the School of Forestry’s
Forest Technician Program on the
Wanakena Campus. Presented in a
varied forest environment, the curric-
ulum’s emphasis is on fundamental
forestry knowledge and applied field
training as well as the relationships
between forest technology and mana-
gerial needs. Fifty percent of the studies
are devoted to field exercises, most of
which are held on the School’s forest.
This managed forest, containing both
hardwood and coniferous species,
covers an area some 3x/2 miles long with
widths varying up to 2l/4 miles. On two
sides, the forest is bounded by State
Forest Preserve lands. The forest is(also
adjacent to several square milei of
virgin timber within the Adirondack
Forest Preserve. This excellent forest
backdrop for the technology program
provides a diverse laboratory for in-
structional purposes.

Since the Program is situated within a
forest • environment, some applicants
may mistakenly believe that the forest
technology program is one of forest
lore and wilderness survival. It is, there-
fore, strongly emphasized that the
forest technician curriculum demands
high quality academic achievement.
Students cannot complete the program
without concentrated and consistent
study. Classes are scheduled from
8 a.m. to 5 p.m., Monday through
Friday, with classroom and laboratory
or field time equally divided. The
intensity of the program normally
requires a minimum of 70 hours a week
of evening and weekend study, daily
classes, and laboratory/field exercises.
Several short trips, at no additional
expense to the student, are made during
the year in connection with courses in

dendrology, silviculture, forest rpanage- i
ment, forest recreation, wildlife ecology,
and surveying. . .-..rh/'

• . - . ii

LIFE AT WANAKENA ' (

The Wanakena Campus of the Col-
lege of Environmental Science and
Forestry is located on the banks of the
Oswegatchie River near the hamlet of •
Wanakena, approximately 65 miles
northeast of Watertown',’ :’&hd 35 miles
west of Tupper Lake. T^S^Scjjram’s V
buildings and its surroUndm<£nforest ,<
border on the river whicft flow^directly '
into Cranberry Lake.

The main Program building consists
of a central service unit with dormitory
wings on either side. The central unit
contains classrooms, laboratories, a
student lounge, faculty offices, the
library, a kitchen, dining room and 47.
student rooms, each housing two' j *
students. , T

Faculty houses are nearby on the"
campus. Other buildings include a main-) y.
tenance shop, garages,- a sugar house,
and storage buildings. . , ; I

The close proximity of faculty offices
and. student quarters and the intensive
field-work pattern enables students to •

, | r.V ,

consult easily and frequently with the
faculty. The Program considers this f r
traditional close student-faculty associ- ; ;
ation to be of major benefit in its training i
program.- - - ’y T )i ■

A small library of approximately 1,500 ;
volumes consists of highly specialized j
materials required for the teaching and t
study programs of the curriculum. !># '
Students taking the second year of T
the forest technician curriculum at the
Wanakena Campus are required to live
in the campus’s dormitories. An excep-
tion may be made for married students
who bring their families and rent their) ;
own private accommodations in the ,
vicinity. Such accommodations are not
plentiful. Each married student should. ]
make rental - arrangements well in
advance of the registration date^\ ■ - j; ;

The Wanakena Campus does not
maintain an infirmary, ■ npr does it
employ a physician or nurse. There are |
two excellent physicians and a dentist a6 j
well as an excellent Community Hos- t
pital in nearby Star Lake, New York. In
emergency situations, the Program
transports sick or injured students to ;
the local physician of their choice or to . 1
the hospital. Health and accident poli-

; 'V ' : .-'V.-'

DEGREE . PROGRAMS-FT 57

cics for FTP students are available
through Syracuse University and it is
strongly suggested that the student
consider such coverage before report-
ing to the Campus. Application forms
are available through ESF’s Office of
Student Affairs.

,1 Because of the comparatively isolated
location of the Wanakena Campus,
a stock of books and supplies used in
connection with the second year of the
program is jriaintained on campus for
sale to^tudents. , . , .

During ^jie first year of the program,
College-erijrpiled students will be guided
by the rules and regulations that govern
attendance at their local campus. Dur-
ing the second year of the program,
students will be guided by the general
rules and regulations for College of
Environmental Science and Forestry
students and an additional set of
Wanakena Campus “house rules.”

ADMISSION
Admission Requirements

Requirements for entrance into the
forest technician curriculum require a
minimum of high school units consisting
of: English; history (social science);
science (including biology); mathemat-
ics (including trigonometry or Math
11); and electives. Mechanical drawing,
technical report writing, and com-
puter science are suggested electives.

In addition to the academic require-
ments, the following must also be met
by all applicants:

1. The applicant must be strongly
motivated toward a career as a
forest technician.

2. The applicant rrfust be willing and
able, to meet the physical require-
ments of the program which in-
clude pole and tree climbing,
walking 2 to 6 miles through
forest areas often carrying 15-20
pounds of equipment, and using a
wide array of hand tools and power
equipment.

3. The applicant’s parents (if the
1 applicant is under 18 years of age)

must be fully aware of the field
nature of the study program, its
rigorous study-work regime and
supporting academic facilities.

4. A full medical examination report
must be submitted.

Questions concerning any of these
requirements should be referred to the
Director of Admissions who may, under

' special circumstances, waive some of
them.

Admission Procedures

/ The decision to admit any student to
the Forest Technician Program rests
solely with the College of Environmental
Science and Forestry. Most openings in
the program are filled by students who
received conditional acceptances while
still seniors in high school, contingent on
successful completion of the first year of
college. Remaining openings are filled by
transfer students who have already

attended college. Therefore, it is sug-
gested that the potential forest techni-
cian student apply while still a high
school senior.

Here is the procedure:

1. Seniors in high school must submit
a regular SUNY freshman applica-
tion for the College of Environ-
mental Science and Forestry, using
a Curriculum Code 620 (Forest
Technology). These applicants
should indicate entry date to be
one year in advance of the current
year.

FOREST TECHNOLOGY CURRICULUM
(Associate of Applied Science Degree)

Freshman Year Credit Hours

( Completed at a college of the student’s choice )

'General Biology 8

English (A technical report 'writing course is highly recommended.) 6

2Math 6

Economics 3

3Electives 7

'Courses selected may be in general biology, but at least one course in introductory botany is
preferred.

Competency in plane trigonometry and college algebra is required. If demonstrated, credits
become electives. If students feel transfer to a baccalaureate program is a possibil-
ity, they would be well advised to take calculus.

3If a student feels transfer to a baccalaureate program is a possibility, general chemistry and
physics should be taken as electives. Otherwise, courses in sociology, psychology, political
science, geology, soils, accounting, business, computer science, etc. are desirable electives.

Senior Year Credit Hours

(Wanakena Campus)

First FTC 200 Dendrology I ' 2

Semester FTC 202 Plane Surveying I 4

FTC 204 Forest Mensuration and Statistics I 3)4

FTC 206 Forest Ecology 3

FTC 207 Aerial Photogrammetry 2

FTC 208 Forest Installations 3

FTC 213 Forest Protection ( 2

FTC 223 Graphics 1

v 20‘/2

Second FTC 203 Plane Surveying II 1

Semester FTC 205 Forest Mensuration and Statistics II 2

FTC 209 Forest Roads 2

FTC 211 Silviculture .j " 2)4

FTC 214 Personnel Management 1)4

FTC 215 Timber Harvesting 2

FTC 217 Forest Management 3'/2

FTC 218 Forest Recreation 1)4

FTC 219 Elements of Wildlife Ecology 1)4

FTC 221 Soil and Water Measurements j l’/2

FTC 227 Forest Protection II 2

FTC 228 Structure and Growth of Trees 1)4

FTC 229 Silviculture II

, or 2

FTC 230 Plane Surveying III

' 24‘/2

A total of 75 credit hours is required. Upon satisfactory completion, an Associate of
Applied Science (A.A.S.) degree in Forest Technology will be awarded.

58 DEGREE PROGRAMS-LA

2. Submit a regular application to
that school selected for the first
year of study, using Curriculum ‘
Code 620. It is important that stu-
dents gain entry on their own for
the first year of studies. The Col-
lege will request information at a
later date concerning what institu-
tion the student will be attending.

Transfer Students

Students with previous college exper-
ience, or students who are currently
enrolled at another college, may apply
for transfer. However, courses trans-
ferred for credit can be applied only to
the freshman year course of studies,
and they must be appropriate to those
courses and comparable in subject
matter, content, and level. All second
year courses must be taken at the
Wanakena Campus and, therefore, a
student cannot transfer any previously
earned credit toward the second year.
Transfer applicants must submit a
recent official copy of their college tran-
script and a list of courses they antici-
pate completing prior to enrollment.

EXPENSES

Cost of the first year will vary with the
specific institution attended.

Estimated costs of the second year
program on the Wanakena Campus are
as follows:

N.Y. Resident -

Tuition Board, Room Books, Supplies

$1,350 Approx. $2,455 Approx. $700

Nonresident

Tuition Board, Room Books, Supplies

$3,200 Approx. $2,455 Approx. $700

An additional estimated expense of $200
will likely be incurred to cover the cost
of laundry and clothing. There is also a
$20 graduation fee and a $13 student
activity fee, plus a $25 residence deposit
and a $25 equipment deposit. The latter
two fees are fully or partially refundable,
depending on breakage charged to a
student during the year.

FINANCIAL ASSISTANCE

Financial aid is available upon accep-
tance to the College of Environmental
Science and Forestry. There are three
basic loans, scholarships or grants,
and part-time employment.

. itt;

More detailed information on these
financial aid 1 opportunities can be
foupd on pages 20-25 of this catalog and
the publication Financial Assistance
at ESF. ■ v ”: .

The student must file an application
with the Office of Financial Aid at the
Syracuse Campus and submit a Family
Financial Statement to ACT, Iowa City,
Iowa 52243.

PLACEMENT " n ^

■'Ik; i I t

The School assists in, placement of
graduates. The reputation. of the School
of Forestry’s Forest Technician Program ,
assists graduates to find employment.
Employment is common with local, state
and federal forestry, and land resource :
agencies, private forestry enterprises,
and surveying firms. Positions most
frequently filled by recent graduates /
include: state forest ranger, state forest
technician, forest aide, industrial forest
district supervisor, timber inventory
specialist, timber sales supervisor, forest
surveyor, forest engineering aide, forest
protection technician,, forest research
technician, forest equipment salesman,,
tree service technician and urban park
ranger. .

THE SCHOOL OF LANDSCAPE ARCHITECTURE

RALPH A. SANDERS, Acting Dean
FACULTY X

GEORGE W. CURRY. Professional Ex-
perience: The Reimann-Buechner Partner-
ship, Landscape Architects, Syracuse; The
Curry-Paulo Partnership; Member, Syra-
cuse Conservation Advisory Council,
Syracuse Urban Cultural Parks Advisory
Committee, and Chairman, Syracuse
Landmark Preservation Board. Licensed
Landscape Architect, New York State.
Fields of Specialization: Site Planning,
Urban Analysis and Design, Historic
Preservation.

TIMOTHY R. DAY. Professional Expe-
rience: The Architects Collaborative Inc.,
Architects and Planners; EDAW, Inc.
Fields of Specialization: Rural Planning,
Solar Energy at the Community Scale,
Visual Resource Management, Remote
Sensing.

GEORGE F. EARLE. Professional Expe-
rience: School of Architecture, Syracuse
University; Artist; President, World Affairs
Council. Fields of Specialization: History
of Art, Cultural History; Painting, Latin
American Art; History of Landscape
Architecture; Design; Pre-Colombian Art.

JOHN P. FELLEMAN. Professional Ex-
perience: Planning Engineer, Monroe

County, N.Y.; Urban Planner, NYS Hud-
son River Valley Commission; Chief
Planner, Bruce Howlett, Inc.; Partner,
Impact Consultants; Licensed Professional
Engineer, New York State;' Designated
Planner-in-Charge, New York State.
Field of Specialization: Site Systems
Engineering; Route (Location; Environ-
mental Simulation.

CLAUDE C. FREEMAN. Professional
Experience: Russell Bailey and Asso-
ciates, Landscape Architects and Plan-
ners; Alfred Obrist, Landscape Architect
and Civil Engineer. Fields of Speciali-
zation: Site Design, Plant Materials,

Graphics.

DAVID L. HANSELMAN. Professional
Experience: Ohio Department of Educa-
tion, Ohio Department of Natural Re
sources, Ohio State University. Fields of
Specialization: Communications Strat-

egies and Message Design, Non-Print
Communications.

RICHARD S. HAWKS. Professional
Experience : EDAW, Inc., Cambridge

Research Institute: Fields of Speciali-
zation: Regional Planning and Design,

Facility Siting and Routing, Geographic
Digital Data Banks.

ALLEN R. LEWIS. Professional Expe-\.
rience: Bucks County Planning Commis- ■
sion, Pennsylvania. Member, American 1 f
Institute of Certified Planners. Fields
of Specialization: Community Planning;
Planning Theory; System Dynamics;
Modeling and Simulation, . •

FRANK L. MARAVIGLIA. Professional
Experience: Senior High School Teacher;
Business and Management Consultant;
President, Centre of Applied Creativity,
Baltimore, Maryland; Faculty, Annual
Creative Problem Solving Institute, SUNY
Buffalo, Organizational Communication.
Fields of Specialization: Technical Graph-
ics, Creative Problem Solving, Education,
Communication, Video, Management. ^

, ?.

. Fields , of Specialization: Landscape Per-,

:-i

ception, Design Evaluation, Social Impact

■>*V

Assessment, Environment and Behavior
Research Methods.

DEGREE PROGRAMS-LA 59

ROBERT G. REIMANN. Professional
Experience : City of Montreal Depart-
ment of Public Works, Parks and Play-
grounds; Sargent, Webster, Crenshaw
and Folly Architects; James E. Glavin
and Associates; Principal, Reimann-
Buechner Partnership; Director, Pro-
fessional Practice Institute (ASLA);
Director, Landscape Architecture Founda-
tion; Fellow, American Society of Land-
scape Architects; Member, ASLA Council
on Education. Fields of Specialization:
Environmental Design, Passive Energy
Conservation, Site Planning and Design.

HAMlBJS^pVANI.. Professional Experi-
ence: Op^vers^y' of 'Southern California;
University’ nof California, Los Angeles;
Southern California Institute of Archi-
tecture; Pennsylvania State University;
Shirvani & Associates; The Planning
Center; . Technokam Regional Develop-
ment Corporation; London Borough of
Barnet,' U.K.: Maidment & Brady, U.K.;
Devereux and Partners, U.K. Fields of
Specialization: Urban planning and design,
environmental policy development, politi-
cal economy and developing countries.

RICHARD C. SMARDON. Professional
Experience: Wallace, Floyd, Ellenzweig,
Inc., Cambridge, Mass.; Executive Office
of Environmental Affairs, Commonwealth
of Massachusetts; Oregpn State Univer-
sity Extension Service; Institute for Urban
( and Regional Development, University of
California; USDA Forest Service. Fields
of Specialization: Landscape and Envi-
ronmental Planning, Visual Resource
Analysis, Environmental Assessment/
Administration, Wetland Assessment.

KATHLEEN A. STRIBLEY. Professional
Experience: Department of Landscape
Architecture, The Ohio State University;
Anderson-Lesniak and. Associates, Inc.;
Research Project, University of Michigan;
Johnson, Johnson and Roy, Inc.;’Colvin-
Robinson Associates, Inc.; Dalton»Dalton»
Little»Newport, Inc. Fields of Specializa-
tion: Design and Behavior; Public Partici-
pation; Urban Design, Parks and Recrea-
tion; Site Planning and Design.

DANIEL A. SUNDQUIST. Professional

Experience: American Peace Corps;

EDAW, Inc., University of New Hamp-
shire. Fields of Specialization: Site

Planning and Design, Environmental
Impact Assessment, Siting and Routing,
Synaesthetics.

Introduction ;

..The alteration of the physical environ-
ment has been a product of human
i activity since the, earliest times of human
settlement. While environments of en-
during beauty and vitality occasionally

resulted, the history of environmental
manipulation more often demonstrated
degradation and abuse of the landscape.
As the knowledge of natural and human
processes has expanded, environmental
change has been transformed over the
centuries from the casual efforts of
many to that requiring skilled individual
effort and often demanding multidisci-
plinary attention.

The School of Landscape Architec-
ture offers curricula designed to educate
students to contribute in varied ways to
the wise use of land and landscape.
Each degree program provides a basis
for students to establish career direc-
tions in landscape architecture or in
related disciplines. These curricula are
offered at both the undergraduate and
graduate levels.

UNDERGRADUATE PROGRAM

The School of Landscape Architec-
ture offers two undergraduate degree
programs — the Bachelor of Science
with a major in Environmental Studies
(B.S./E.S.) and the Bachelor of Land-
scape Architecture (B.L.A.).

scape architecture either directly after
completing this degree or after complet-
ing a graduate degree. Students are
urged to seek complete clarification of
the two degree programs with regard to
their own career goals by arranging an
interview with the School.

All students apply for either the
B.S./E.S. or B.L.A. degree upon appli-
cation to the College.

BACHELOR OF SCIENCE
IN ENVIRONMENTAL STUDIES

The Bachelor of Science in Environ-
mental Studies (B.S./E.S.) program is
primarily concerned with interrelation-
ships among the natural environment,
people, and the human environment,
including society’s institutions. Its focus
is on the issues involving the condition
and form of the physical environment.
The goal of the program is to educate
students to be more sensitive, articu-
late, and knowledgeable about the
complex environmental issues facing
contemporary society.

Lower Division Courses

Course Area Credit Hours

Written Communications 3

Required credit hours in this area should be taken in courses dealing with
English comprehension, the basic skills of grammar and composition.

Humanities 9

Required credit hours in this area should be taken in coursework in philos-

ophy, literature, art, music, drama, and language.

Social Sciences 9

Required credit hours in this area should be taken in coursework in history
(preferably U.S.), cultural geography, sociology, psychology, political science
(preferably U.S. institutions), social or cultural anthropology, or economics.

Natural Sciences 6

Required credit hours in this area must include a course in general biology.
Additional hours should be taken from coursework in ecology, physical
- geography, earth science, geology, biology, chemistry, and physics.

Mathematics 3

Required credit hours in, this area should be taken in computer program-
ming, statistics, or mathematics at the level of college algebra, trigonom-
etry, and calculus. ;

-Electives 32

TOTAL MINIMUM LOWER DIVISION CREDITS 62

60 DEGREE PROGRAMS-LA

gating specific environmental concerns
directly related to the student’s career
purposes and goals. It is recommended
that students engage some integrative
academic experience during their senior
year that provides an opportunity to
synthesize their environmental studies
education.

The complexity and scope of course-
work required in the B.S./E.S. pro-
gram demands both discipline and
commitment from students seeking the
degree. A clear sense of purpose and
objectives is necessary to beneficially
engage the curriculum. To successfully
meet each student’s objectives, a close-
working relationship between faculty
and student is also necessary. The pro-
gram’s flexibility makes it especially
suited for advanced undergraduates
desiring a general environmental back-
ground in preparation for either grad-
uate training or environmental careers
that may appropriately be entered with
a baccalaureate degree.

Students receiving the B.S./E.S. de-
gree have pursued graduate study in
the disciplines of planning, landscape
architecture, and other environmen-
tally related areas such as business,
education, and law. Students with
academic standing in the top one-third
of their class may apply at the end of
their junior year for advanced standing
admission to the School’s M.L.A. pro-
gram in community design and planning.

Prerequisites for Entry into the
B.S./E.S. Program

Because of the wide range of oppor-
tunities available to students who enter
the B.S./E.S. program, it is important
that they prepare themselves with a
broad range of lower division course-
work. Understanding the issues involved
in the condition and form of the physical
environment requires a background in
the humanities, natural, and social
sciences. The following required and
recommended prerequisite coursework
will prepare the entering student to
engage the B.S./E.S. curriculum.

Each applicant is required to submit a
statement of program interest. This
statement should describe how study in
the B.S./E.S. program will contribute to
the student’s educational and career
goals. It should reflect an understanding
of the curriculum and represent the
student’s preparedness to take advan-
tage of the special nature of the program.

Bachelor of Science in Environmental Studies Curriculum

' 'Tvr-

I. CORE REQUIREMENTS

Credit Hours

■ ^ <*■ a

. 4

A. WRITTEN COMMUNICATIONS

Coursework intended to develop a professional-level skill in written commun-
ication. Required are three credit hours in report writing or equivalent and one
credit hour in library research. V

•-T •

METHODS AND TECHNIQUES f. 6

Coursework intended to develop methods and techniques useful for analyzing
environmental information. Required are six credit hours, including a three-
credit-hour course in statistics or computer programming.

ENVIRONMENTAL CONCEPTS AND SYSTEMS THINKING 6

Coursework intended to develop critical facilities and systems thinking useful' i i (l,
for an appreciation of the holistic nature of environmental issues. Requjredonsi'
are six credit hours, including EIN 300 Introduction to Environmept^Jj^,

■ * f 1

r:v.

Studies.

D. NATURAL SCIENCES 9

Coursework intended to provide a natural science foundation useful for
understanding natural phenomena and processes. Required are nine credit

hours, including EIN 311 Natural Processes in Planning and Design. It is f l v ’’

recommended that the remaining courses have a laboratory or fieldwork -

component. . <

E. HUMAN-ENVIRONMENT INTERACTIONS 9

Coursework intended to provide a foundation for understanding the inter- ]
action of humans and the environment from social, institutional, and histor-
ical perspectives. Required are nine credits, including EIN 390 Social/Cultural
Influences and Environmental Form, EIN 451 Introduction to City and Regional
Planning, and either EIN 371 History of American Landscape' Attitudes, or

EIN 471 History of Landscape Architecture.

■■'.i r-4

- £ m

ii.

CONCENTRATION REQUIREMENTS

This coursework provides an opportunity to develop proficiency in two par-
ticular aspects of the interrelationship of the natural environment, people,
society’s institutions, and their influence on the condition and form of the phys-
ical environment. Two concentration areas of nine credit hours each are
required. A maximum of three credit hours of independent stpdy may be
counted toward each concentration. Internship-type experience may not be
counted toward a concentration. Concentrations are proposed by students
after consultation with faculty and must be approved by the faculty advisor.
Accepted coursework must be of grade C or better. '

III. DIRECTED ELECTIVES

Eleven credit hours of coursework selected with the approval of the faculty
advisor to complement core requirements or concentration areas. It may,
include a senior-year integrative academic experience.

'\ ,S. '

It is recommended that some integrative academic experience providing an
opportunity to synthesize their environmental studies education be engaged
by each student during their senior year. Possible alternatives include inde-
pendent readings, a research project, an internship, a senior seminar, or
an off-campus study. Each option has its own prerequisites and some have
limited enrollments.

TOTAL MINIMUM UPPER DIVISION CREDITS 63

A total of 125 credit hours is required to complete the B.S. degree in Environmental
Studies.

BACHELOR OF
LANDSCAPE ARCHITECTURE

School. The B.L.A. is granted at the
end of five years of study and requires
the successful completion of 160 credit
hours. Students enter into the third year
of the program with a rpinimum of 62
lower division credit hours and follow
the prescribed curriculum.

The B.L.A. degree program consists
of a core of courses involving the basic ,
principles and skills of landscape archi-

DEGREE PROGRAMS-LA 61

V- : '

tecture design, land manipulation and
engineering, applied ecology, and com-
munications. Additionally, students are
required to participate in an independ-
ent study semester of the Off-Campus
Program during the fall semester of the
fifth year. The major objective of the
.B.L.A. program is the development of
basic proficiency in design, engineering,
and communication skills necessary for
formal admission into the profession of
landscape architecture.

When tha^rerequisite period of work
experienc&^has ' been completed, a
person 1 h(Jfttosftfi,b' B.L.A. degree may
obtain ,a license to practice landscape
architecture. At present, the State of
New' York requires those holding a
5th-year B.C..A. degree to complete a
three-year period of internship in the
field prior to applying for the licensing
examination. Other states have varying
requirements for obtaining a license.

As in any area of professional study,

' students seeking the B.L.A. degree are
expected to demonstrate a high level of
commitment and scholarship in their
studies. This professional commitment
is demonstrated by a desire to serve
society in an objective, rational, and
ethical manner in designing the form of
the environment.

Students receiving a B.L.A. degree
have entered the profession as em-
ployees in public agencies or in private
offices offering landscape architectural
services. Also, B.L.A. graduates have
entered graduate schools in landscape
architecture, planning, urban design,
regional design, and specific specialties
including historic preservation, energy
conservation, environmental policy
management and research.

Prerequisites for Entry into the
B.L.A. Degree Program

Because of the breadth of concern of
the B.L.A. degree, it is imperative that
entering students prepare themselves
with a broad range of lower division
coursework. The environmental efforts
with which the students will be involved
require a strong background in both the
natural and social sciences. In addition,
prior skill development in graphics,
mathematics, and computer science- is

required. The following required pre-
requisite coursework must be met to
prepare the entering student to engage
the B.L.A. curriculum.

ELECTIVE GUIDELINES'

Students planning to transfer to the
School of Landscape Architecture
should consider the following >as guide-
lines in selecting their 35 credit hours of
electives. The subject areas are con-
sidered highly desirable but are not
required. Course areas marked (*) are
required following transfer to the
School, but can be waived if completed
prior to transferring. This will allow a
student to take additional electives at
ESF.

1. In addition to the required prere-
quisite credit hours listed, further
subject coverage in Written and
Oral Communications, Natural
Sciences, and Social Sciences as
listed above is recommended.

2. Art and Design

Courses in this category should
preferably include Art History*
and Studio Art. Studio courses
in Drawing or Three-Dimen-
sional Design, i.e., Sculpture,
Ceramics, and Photography, are
recommended.

3. Analytical Tools

Courses in this category should
preferably include Elementary
Plane Surveying*, Air Photo
Interpretation*, or Elementary
Physics. Additional work in
computing technology is highly
recommended, particularly in the
realm of computer graphics and
computer-assisted design (CAD).
Demonstration of academic ex-
cellence in environmental design
and design graphics through sub-
mission of a portfolio is highly
recommended as part of the
admission’s process to the B.L.A.
program.

Lower Division Courses

Course Area Credit Hours

Written and Oral Communication 6

Required credit hours in this area should be taken in courses dealing with
English comprehension, the basic skills of grammar and composition, and
public speaking.

Graphics 3

A minimum of one semester’s work preferably in a course in engineering
drawing, mechanical drawing, or architectural drafting may be selected.

Natural Sciences 6

Required credit hours in this area must include a course in botany or plant
biology. Additional hours should be taken from coursework in ecology*,
physical geography, earth science, geology, or environmental geology.

Social Sciences 3

Required credit hours in this area are to be taken from coursework in U S.
history, sociology, social psychology, social or cultural anthropology, politi-
cal science, or economics.

Mathematics 6

Required coverage , of college algebra and trigonometry. Students with
prior coverage in math who can demonstrate proficiency at time of admis-
sion may substitute elective hours for this prerequisite. More advanced
math is desirable but not required.

Computer Science 1 3

Required course must include introduction to programming utilizing BASIC,
FORTRAN, APL, or PASCAL.

Electives 35

TOTAL MINIMUM LOWER DIVISION CREDITS 62

62 DEGREE PROGRAMS-LA

Bachelor of Landscape Architecture Curriculiyn

Third Year - » Credit Hours

First LSA 320 Introduction to Landscape Architecture and Planning 3

Semester LSA 326 Landscape Architectural Design Studio I 3

CMN 382 Graphic Communication 2

EIN 311 Natural Processes in Planning and Design •. 3

EFB 320 General Ecology or Elective 3

Elective ' a. . . 2

Second LSA 327 Landscape Architecture Design Studio II ,3

Semester LSA 330 Site Research and Analysis 2

EIN 371 History of American Landscape Attitudes 3

EIN 390 Social/Cultural Influences and Environmental Form 3

ERE 306 Elements of Map and Air Photo Interpretation or Elective . 1

ERE 308 Elements of Plane Surveying or Elective 1

ENG 406 Technical Writing * 3

N 16
Fourth Year Credit Hours

First LSA 422 Landscape Design Studio III 4

Semester LSA 433 Plant Materials 2

LSA 434 Design Materials 1

LSA 442 Site Grading . 2

LSA 443 Site Drainage Systems 1

EIN 451 Fundamentals of City and Regional Planning 3

EIN 471 History of Landscape Architecture 3

Second LSA 423 Landscape Design Studio IV 4

Semester LSA 425 Orientation for Experiential Studio 2

LSA 444 Vehicular Circulation Design 1

LSA 445 Introduction to Structures 1

LSA 455 Professional Practice in Landscape Architecture 2

EIN 470 Art History or Elective 3

LIB 300 Library Research v 1

Elective 3

Fifth Year Credit Hours

Summer LSA 533 Plant Materials 2

First LSA 524 Experiential Landscape Design Studio V
Semester (Off-Campus Program) 16

Second LSA 522 Landscape Design Studio VI — Urban Design' 4

Semester or

LSA 525 Landscape Design Studio VI — Site Design 4

LSA 527 Landscape Design Studio VI— Regional Design 4

LSA 545 Professional Practice Studio 2

Architecture Elective j 3

Elective t /. 3

Elective 3

A total of 160 credit hours is required to complete the B.L.A. degree.

NOTE: A number of the courses listed in the B.L.A. curriculum are ir^'the process of
being revised. Upon revision, new course descriptions will be available after
approval by the College of Environmental Science and Forestry Faculty.

\ \

. . v.i ■

«• ■ : ■>;.
■ ,

GRADUATE
MASTER OF

PROGRAM

' ■ -

- | i •

LANDSCAPE ARCHITECTURE

The master’s degree is open to those
students who hold an undergraduate .
degree and meet the > prerequisites

for admission. The program is accred-

.... -J. • 7 ,

ited by the American Society of Land- 1
scape Architects and focuses on com-

munity design and planning. The three-
year course of study provides a strong

foundation of design theory an^ process •
while emphasizing mastery^ of tne skills.

associated with an individually selected
area of concentration. ‘The core curric-.
ula focus on processes of community
design and planning. Students ’ are
required to integrate the core course-
work with an elected area of c.oncen-^ j
tration. The program requires cross-,.,
disciplinary study to prepare students to'
enter a variety of emerging positions in
the public and private sectors. Illustra- ■

tion of these positions may be found in,
design research, community develop-;
ment, impact analysis, and- environ-' ;; '
mental management. Although .these
positions require working knowledge of
design, they transcend the traditional :
skills normally associated with project ’ ’
design. Processes related to manage-
ment' analvsis techniaues. teehnoloaical

ment) analysis techniques, technological
application, and the social and natural

sciences are considered necessary to

undertake these and other similar posi

tions. Graduates of the program are.

currently employed by government, >

educational institutions and (private ,j

offices practicing environmental design |

and analysis across a broad and com-

prehensive scope or purview. The ;
M.L.A. degree is granted upon the ,
completion of 72 credit fiours (42 grad-
uate) in a prescribed curriculum. ; T
A variety of joint degree program :
opportunities exists for applicants wish- f

ing to develop a unique career track. -

Concurrent professional degrees in Law, ! 7
Public Administration, Public Commun-
ication, or Business Management may
simultaneously be pursued at Syracuse j
University. Ph.D. programs for careers -
in teaching and research are available
within the College’s Graduate Prograrn. |
in Environmental Science, and with a y
variety of programs at Syracuse Univer^i
sity, such as geography. Applicants «
interested in dual degree programs are y||
encouraged to contact the College’s
Graduate Admissions Office at an early . |
date. 1 ' M '' “

DEGREE PROGRAMS— LA 63

IA. DEGREE PROGRAM '

M.L.A. curriculum has four
niponents: a foundation year, a
ence of required core courses,
of elected courses in an area
incentration, and a terminal exper-
•,’The foundation coursework pro-
the skill and knowledge basis
[aging environmental design. The
:d core courses have as their
the development, enhancement,
refinefneht of understanding of
|indscJ(R^r'6ar,chifectural philosophy,
«ory,),11sfel(^J ' and techniques, as
fcusecl5 on6Ucommunity design and
brining. ' Emphasis is placed on the
ifihement of proficiency in design
ftjlysts' skills, concepts, and objectives,
ach student is required to select and
Ihpiete nine credit hours of directed
auate electives in a declared area of
Centration within the major of
riunity design and planning. The
dfic concentration is the resp’onsi-
of each student and must be
proved by the student’s faculty
Dr or major professor prior to the
nd of the first year. Illustrative con-
nfrations include: physical, cultural,,
(imuriication/public participation,
iV design, visual analysis, and
Environmental simulation,
j; Three , terminal experience options
ire available: thesis or project, course-
|work, academic, or professional exper-
ce. A project consists of the critical
plication of professional knowledge
skills _ to a landscape architectural
wbblerrt. A thesis consists .of research
ivHich expands or clarifies basic knowl-
f*dge related to community environ-
mental design. Th^ coursework option
involves selected electives in the desig-
nated area of concentration. The
licademic/professional experience is
[typically a semester-long internship with
I public agency, private firm, or non-
ofit institution.

EH* following describes the broad
squential linkages of the six-semester

ram:

^First Year: Foundation courses in
sign analysis, physical factors, graphi-
cs, history, and theory, and start of
graduate elective sequence, or /engage-
ment of additional undergraduate tech-
nical subjects. The scale focus is human,
Ite, and neighborhood.

^Second Year, Fall Semester: The
hird semester of study is intended to
ovide an introduction to decision-

making processes, including computer
applications in community design and
planning. An examination of the impact
of physical factors on the environment is
provided. Scale focus includes munici-
pal and site in rural/suburban scenarios.

Second Year, Spring Semester: The
fourth semester of study is intended
to investigate community design and
planning through a variety of projects
focusing on the form and condition of
environments supporting human behav-
ior. Methods of research and analysis
relevant to social determinants at the
scale of an urban district are introduced.

Third Year: This year is individually
designed, with the assistance of a major
professor, to meet the student’s career
objectives while satisfying the require-
ments of the selected concentration
area, and terminal experience. Study
and research opportunities exist both at
the Syracuse Campus and throughout
the world. Often, all or a portion of the
fall semester involves off-campus pur-
suits, while the spring semester
entails final coursework and project
documentation.

Research and community service play
a significant role in the graduate pro-

M.L.A. Program Sequence

The M.L.A. program is established as a three-year sequence of courses. The
following sequence illustrates a typical three-year program.

First Year Credit Hours

LSA 520 Design Analysis Studio I 3

CMN 382 Graphic Communication 2

LSA 671 History of Landscape Architecture 3

■LSA 697 Topics and Issues of CDP 2

LSA 521 Design Analysis Studio II 3

LSA 330 Site Research and Analysis i 2

ERE 306 Air Photo Interpretation 1

LSA 445 Elements of Structures 1

LSA 496 Site Grading 2

2Directed Electives 5

Second Year Credit Hours

LSA 620 Community Design and Planning Studio I 3

LSA 652 Community Development Process 3

LSA 656 Environmental Factors, Community Response, and Form 3

3LSA 433 Plant Materials 2

3LSA 434 Design Materials .» 1

LSA 621 Community Design and Planning Studio II ’ 3

LSA 650 Behavioral Factors of Community Design 3

Directed Electives 6

4 Typical Options for Integrative Experience:

LSA 898 Academic/Professional
LSA 899 Thesis/Project
LSA 641 Formal Organization
LSA 642 Project and Program
Scheduling

Academic/

Thesis/ Project Professional Experience Coursework
Fall Spring Fall Spring Fall Spring

1 1
1 1

LSA 643 Ethical Issues in Community

Design and Planning 1

Directed Electives 9 3

12 12

1 1
9 12 _9

12 12 12 12

■Also required for students who enter with advanced standing.

2Directed electives are selected in consultation with the student’s advisor. They are designed to
augment the student’s undergraduate preparation, to develop the required concentration.
3Usual!y not required for students who enter with advanced standing.

4The precise number of credit hours taken by a student during a given semester in LSA 899,
LSA 898, or in directed electives is determined in consultation with the student’s advisor.

64 DEGREE PROGRAMS-DUAL

/• h

gram, primarily through funded projects
and projects/thesis. Not only does
research . provide new knowledge and
applications for the profession, but it
enriches the curriculum, enhances fac„:
ulty expertise and develops student
skills in rigorous observation, clear
thinking, and lucid writing.

By the nature of a profession which
exists on evolving frontiers of human
interaction with natural and built envi-
ronments, much of the research in
landscape architecture deals with issues
in an exploratory way. Faculty members
and graduate students usually work
together on research projects in an
atmosphere of mutual learning. Ap-
proaches may vary from rigorously
quantitative analysis of data, to highly
qualitative evaluation of broad prob-
lems, to application of design and
planning methods to specific cases.

The College library and the several
libraries on the Syracuse University
campus offer reference material to
support study programs. Facilities at
the School include adequate studio and
office space as well as three research
laboratories. The School also has
reproduction, model making, photo-
graphic, audio visual, micro computer,
video, noise, solar, and visual simu-
lation equipment. The College’s Com-
puter Center is fully interfaced with

Syracuse University to provide a com-
plete range of academic and research
capabilities. The College also has a fully-
equipped video tape recording (VTR)
studio, photogrammetic labs and
micro computer based image process-
ing capability for LANDSAT tape
interpretation.

The School is unique in its location
within the College of Environmental
Science and Forestry. This situation
provides the M.L.A. candidate with the
opportunity to draw upon information
and knowledge im ecology, natural
sciences, resource management, for-
estry and many other related environ-
mental disciplines. The U.S. Forest
Service Urban Forestry unit located
at the College provides a unique oppor-
tunity to promote interdisciplinary envi-
ronmental design research. In addition,
the relationship with Syracuse Univer-
sity provides the School with an
extensive intellectual as well as physical
resource basis.

The Syracuse area has the largest
concentration of landscape architec-
tural firms in the state, outside New
York City. With a metropolitan popula-
tion of nearly 500,000, the city has many
opportunities for urban-oriented study.
Also, the city’s central location in Up-
state New York provides easy access to
a rich variety of community design and

1 f . ' ■ -. ;

planning contexts throughput the north*

eastern U.S. and the major metropolises
of Canada. ' , " : ".!■

Students seeking admission to the
M.L.A. program may apply to enter in j..
either the first or second year based on
education and experience. Admission
to the first year requires: , . ’ i: : ;

- , . v' <

i ' ; 1 ■/ ■ ; 1 ■; j,» ■ s

1. An undergraduate degree. s ; /.'i;

2. Graduate ;Record Examination .

scores.

3. Undergraduate trap^^t}^,':^;;-*;^;^

4. Three letters of recommendation; !

5. A completed course in each of
three areas: ■

a. botany, biology, or ecology;

b. geology, geomorphology , or
. earth science; ;

>.v ?«• l}r\

c. anthropology, psychology, or

sociology; '

d. computer application or prcK\
gramming course. . '-'r/aff

In addition, students seeking admis- Jf
sion to the second year must have:i0j

6. Accredited design degree . off

equivalent; * nfc

7. Design and engineering portfolio;

8. TOEFL scores required for $
i applicants whose native langpage i

not English. Applications should be
made prior to March 1 for the,
following Jail. > h

- -■ - f

V‘V'

. • - I

/ ••• :.r-t

t ;

, ■ i. >■ : ,

DUAL UNDERGRADUATE PROGRAM IN ENVIRONMENTAL AND
FOREST BIOLOGY AND RESOURCES MANAGEMENT

This dual curriculum is designed to
provide students with a strong back-
ground in basic biology and forestry. In
doing so it meets the core course
requirements in two undergraduate
curricula: Environmental and Forest
Biology, and Resources Management.
The Dualv Program is one level in a
continuum of Biology and Forestry
study opportunities at the College:

Biology Electives
Resources Management

i j 1

Environmental and' Forest Biology
with Forestry Electives /

Dual Program

Resources Management with

Upon completion of the Dual Pro-
gram, graduates will be highly qualified1
to work professionally in forested
ecosystems. The breadth of training
received by students who elect this
option will prepare them for a career in
forestry and other aspects of environ-
mental science in the federal, state, and
private sectors. Exposure to diverse
courses and extensive field experience
enhances their employment opportun-
ities in multidisciplinary programs that
are characteristic of contemporary'

approaches to / forestry management^
and other environmental problems, '

The Dual Program requires a mini-;
mum of five semesters at the upper f

division level. Six semesters rpay bef

necessary for those students who lack1]
appropriate lower division courses, or|
who wish to develop specific interests’;
in forest biology or forestry. A total bjj
147 credit hours, 62 of them prior to|
matriculation, is required for this Bach-J
elor of Science degree. In addition to';
the 58 credit hours of upper division
core , courses listed below, six of' th? :
elective • credit hours must be in Plant |
Science, six in Animal Science, six in (

R (Forestry) and three in WPE
bod Products Engineering) or FEG
'orest Engineering), exclusive of the
it-hour summer camp experience.
(There is less opportunity to take free
es in the Dual Program than in
j two curricula which it combines. It is
:ommended that elective require-
plant science and animal

ice address critical support areas
h as forest pathology, plant ecology,
fish and wildlife management, and forest

!#ptomology. Similarly, forestry electives
silviculture, hydrology, or tree

improvement are examples of elective
artunities in important forestry
ipport areas. In all cases, choice of
stives depends on the student’s pro-
fessional goals. Course selection is

tade after consultation with each of

.. *

advisors; one from the School of
^Environmental and Forest Biology and
ibne from the School of Forestry.

% To facilitate transfer at the junior
r level, it is important that students satisfy
»tHe lower division course requirements
jfpribr to matriculation at the College of
'Environmental Science and Forestry.

Students entering at the junior level
|should have successfully completed a
j minimum of 62 credits which include:

t§&<' V ,

• ■■

DEGREE PROGRAMS-DUAL 65

I Lower Division Courses

Course Area Credit Hours

General Chemistry with Laboratory 8

Organic Chemistry with Laboratory 8

General Physics with Laboratory 8

Mathematics, through Integral Calculus • 6-8

English 6

General Botany and Zoology OR General Biology with Laboratory 8

‘Social Sciences 6

‘Political Science (U.S. Institutions) .• 6

‘Biology Electives OR Economics (Macro- and Microeconomics) 6

1 - 62

Upper Division Courses

Junior Level Credit Hours

Fall EFB 320 General Ecology 3

Semester EFB 336 Dendrology I 3

“EFB 352 Dements of Forest Entomology 3

“*ECN 201 Microeconomics 3

““Elective 3

Spring APM 391 Statistics 3

Semester EFB 325 Cell Physiology 3

FOR 360 Principles of Management 3

““Eective 3

“ECN 202 Macroeconomics 3

Computer Application 1

Summer: FOR 301, 302, 303, 304 Field Forestry Program at Warrensburg 8

Fall FOR 331 Introduction to Physical Environment 6

Semester FOR 332 Sil vies/ Silviculture 8

FOR 322 Mensuration 1

Senior Level Credit Hours

Spring FOR 370 Management of Forest Enterprise 3

Semester EFB 407 Genetics 3

EFB 408 Genetics Laboratory 1

““Electives 9

' 16

Fall APM 492 Biometrics i 3

Semester FOR 400 Social Environment of Resource Management 3

FOR 461 Management Models 3

““Electives 6

,• -15

‘Students may be admitted with 3 credit hours in each of these subject areas. Deficiencies
must be removed as early as possible in the student’s program.

“A spring course, EFB 351, may be substituted if scheduling problems conflict with EFB
352. This will open up 3 hours of electives during the fall semester rather than in the spring.

‘“If the economics requirement is satisfied in the freshman and sophomore years, biology or
forestry electives may be substituted and vice versa.

““These electives should include at least 3 credits in WPE or FEG, 6 credits in FOR,6credits
in plant sciences, and 6 credits in animal science.

DEGREE PROGRAMS— GPES

GRADUATE PROGRAM IN ENVIRONMENTAL SCIENCE

■i f'

MOHAN K. WALI, Director

The collegewide Graduate Program in
Environmental Science (GPES) offers
M.S. and Ph.D. degrees Sn envi-
ronmental science through a trans-
disciplinary program which draws upon
faculty from across the College as well
as selected faculty participants from
Syracuse University. Concurrent de-
gree programs are also offered between
GPES and Syracuse University’s
Maxwell School of Citizenship and
Public Affairs, S. I. Newhouse School of
Public Communications, School of
Management, and College of Law.

A PERSPECTIVE

Amid the phenomenal advances in
engineering technology in this cen-
tury, there arose an unprecedented
demand for materials and processing.
Concomitantly, a burgeoning human
population, coupled with increasing
demands for food, fiber, and fuel
resulted in large scale disturbance of
the environment, overexploitation of
natural resources and insensitive land
use practices. Polluted air and water,
land areas made derelict by mining,
energy-intensive agricultural practices,
increased use of pesticides, large scale
industrial growth with its attendant '
waste products, unprecedented num-
bers of automobiles, networks of road-
ways, and expanding urbanization
brought to the fore the political, eco-
nomic, and some recently-acquired
social-cultural realities.

The understanding of and solutions to
contemporary environmental problems
transcend disciplinary boundaries.
Hence, environmental science must not
only integrate the traditional scientific
disciplines but also the problems of
technological development, of gener-
ated residuals and the risk of envi-
ronrhental hazards, and of associated
economic and social choices.

ing, understanding the problem must be
the key for effective and long-term
resolution. Additionally, the study of
environmental problems in many cases
affords great opportunities for the
enrichment of the basic knowledge of
traditional disciplines and the testing of
some of their basic tenets.

MISSION

The central mission of GPES is trans-
disciplinary education and research
for effective resource use, resource
conservation, and environmental en-
hancement and protection. Future en-
vironmental scientists will require sound
knowledge of the traditional disciplines,
as well as the understanding of a num-
ber of ancillary subject areas. Their
effectiveness will be demonstrated
through technology transfer that brings
the science from the experimental to
real world situations. The challenge
lies in the translation of environmental
awareness and concerns into well
informed, scientifically-based action. It
is here that the central role of a program
like GPES resides: Transdisciplinary
education and research to foster the
effective use of natural resources while
protecting the environmental base from
which all resources flow.

Therefore, the Graduate Program in
Environmental Science engenders the
following approaches to prepare the
student to scientifically deal with envi-
ronmental problems, and to perform as
an effective environmental professional:

(a) multidisciplinary approach— rec-
ognition of the necessity to ap-
proach environmental problems
with input from several disciplines
and professions:

(b) holistic philosophy — awareness of
and deference to the interdepen-
dence of elements (including
physical, biological, and social
systems, human behavior, and
cultural values) within eco-
systems;

(c) sound grounding in at least one
concentration — competency to
understand and apply the prin-
ciples of an environmental area of
study, and with that strength
interact with other disciplines;

(d) realistic experience — through in-
ternships or other focused proj-
ects which provide direct inter-

... ....
action in social, economic, politi-

7 cal, and social institutions which
underlie decisionmaking; and
(e) nontraditional problem solving *
tools to permit a student tos go
beyond traditional disciplinary
paths. ‘ '

. - - ,

PROGRAM OF STUDY , „ . ,

Within the framework of POLICY,
PLANNING, and REGULATION, there
are six areas of concentration:
ENERGY, LAND USE, WATER
RESOURCES, URBAN ECOSYS-
TEMS, WASTE MANAGEMENT and
ENVIRONMENTAL COMMUNICA
TION., These concentrations^ are
designed to be broad-based; are not,'
mutually exclusive and intergrade into |
each other to form a continuum; and;
some areas of pursuit belong to several. "
concentrations, e.g., 1 environmental
assessment and impact analysis. Sirpi-
larly, faculty interests are diverse and :
encompass more than one area ' of
concentration. '^1

» >, ' ' • i-tyi ■

A. Policy, Planning, and Regulation

FACULTY: BEHREND, DALL, FREY^
GEIS, GRATZER, GRAVES, HENNIGAN, f
KARP, LAMBRIGHT, MONTEITH3
NAKATSUGAWA, E. PALMER, J.|
PALMER, PORTER, REIMANN, ROWN-j
TREE, SHIRVANI, SMARDON,’
WHALEY, YAVORSKY

, / ' ' m : ' ■

Policy study, defined as the study ;
the nature, causes, and effects o
alternative public policies, is the inte
grating force bringing all concentration]
study areas together in pursuit of that

common goal of meaningful and effec^l
tive research and education in environ!
mental science. ■■ v ^

Hence, the examination of policy by
decomposition into its componentl
and the design and synthesis of new!
alternatives, or policy analysis, forms n
central core of the program. Policies!
formulated on the basis of contemf
porary scientific knowledge together
with the societal, economic, and cultural
values, pave the way for planning aj
regulation for environmental issues, j
Through the study of publid polk;
students gain an understanding
the causes and consequences of policj
decisions which will help integral
environmental knowledge with , tl
scholarship of public administration ara

DEGREE PROGRAMS-GPES 67

• a | •

fr ; > V •

political science. This integration is
necessary because the careers of
graduates will either be directly in the
' public sector, or closely linked with
■ government agencies. Second, an under-
standing of the causes and conse-
quences of public policy assists students
to solve practical problems. Such under-
! v standing is valuable in developing strat-
egies and tactics to accomplish desired
objectives. Third, the knowledge of
public policy causes and consequences
creates political awareness, a virtual
necesssity for any professional irrespec-
tive of the sector of employment.

An excellent example wherein policy
. and scientific knowledge are intended to
be brought together for decisionmaking
is the National Environmental Policy Act
of 1969. By this Act, environmental
impact statements which consider alter-
■. native courses for every stipulated
i development that has the potential for
. adverse environmental impact have
become institutionalized. The Act pro-
' vided for active citizen participation; any
decisions that invoked the spirit of the
Act could be challenged. '

Students can opt to specialize in
environmental assessment analyses
through studies in any one of the GPES
'concentrations. In practice, such anal-
yses are team efforts, and the program
is intended to ensure that potential team
members are conversant with, and
operationally adapted to, the language
and procedures of the disciplines in-
volved. Starting with students who have
an in-depth background in an estab-
lished discipline or profession (e.g.,
chemistry, biology, engineering, ecol-
ogy, forestry), the program seeks to
build upon existing strengths while
> broadening the student’s ability to deal
effectively with the complex, interdisci-
plinary problems which arise in studies
of environmental impact.

i ’ '

B. Areas of Concentration
LAND USE

'■J '

' FACULTY : M. ALEXANDER, BEH-
REND, BLACK, BROCKE, BURGESS,
j ‘CHAMBERS, DALL, DINDAL, ESCH-
NER, FELLEMAN, GEIS, GRATZER,
GRAVES, HARTENSTEIN, JOHN HAS-
SETT, HAWKS, KARP, McCLIMANS,
MONTE1TH, J. PALMER, ' PAYNE,
PORTER, RAYNAL, REIMANN, ROWN-
TREE, SANDERS, SHIRVANI, SMAR-
' DON, VANDRUFF /• v,,. •

' The Land Use Concentration de-
• ! velops an understanding of present and

future trends in the magnitude and
patterns of land use and estimates
future availability of land for multiple
uses. It provides opportunity for eco-
nomic, sociological, political, policy,
planning, and ecological foci. It brings
together an interdisciplinary mix of
coursework, internship experience or
research to address land use value con-
flict situations, ecologically-based land
. use considerations of carrying capacity,
and appropriate means to anticipate and
plan for existing and new land develop-
ment technologies and processes. The
following objectives are important: (a) to
foster appropriate use of policy, plan-
ning^ economic and legal devices for
encouraging socially responsible use of
the land; (b) to clarify the behavioral and
perceptual sources of environmental
problems and land use decisions; and
(c) to develop, test, and refine methods
for evaluating land use proposals with
important environmental consequen-
ces. Options for specialization include:
(1) Land Use Planning, and (2) Manage
mend Land Use Patterns.

Recommended areas of study include,
from (1) physical sciences: energy ex-
change, soils, remote sensing, visual
landscape analysis, meteorology, and
soil and water conservation; (2) biolog-
ical sciences: terrestrial community
ecology, wildlife management, and silvi-
culture; (3) social sciences: land use
economics, environmental impact,
transportation systems, environmental
la w, and environmental communications .

WATER RESOURCES

FACULTY: M. ALEXANDER, BLACK,
BRANDT, BURGESS, ESCHNER,
FELLEMAN, JAMES HASSETT, JOHN
HASSETT, HENNIGAN, JOHNSON,
MCCLIMANS, MITCHELL, MONTEITH,
NAKAS, RAYNAL, RINGLER, SCRU
DATO, SMARDON, TULLY, WERNER

The Water Resources Concentration
develops an understanding of both the
technical information and transdisci
plinary relationships of various water-
related issues. Individual programs may
emphasize scientific or social subject
areas but all students acquire prepara-
tion in both areas. Scientific aspects
include the basic physical, chemical, and
biological interactions occurring in
aquatic ecosystems under natural con
ditions, as well as under modified condi
tions that result from changes in water
quality or quantity. The social aspects
are concerned with planning, regulation,

law and institutions, and management of
water resources. Both as a resource
for many human benefits and uses, and
as a critical environmental element,
water serves as a focus for graduate
study in pollution and water quality
control, and water and related land
resources management. The transdisci-
plinary nature of the program requires a
balance of depth, breadth, and synthesis
of studies drawing together many
diverse components.

Recommended areas of study include,
from (1) physical sciences: civil engi-
neering, geology, geomorphology, hy-
drology, meteorology, sanitary engi-
neering, soils, and water chemistry; (2)
biological sciences: ecology, entomol-
ogy, fishery biology, forestry, microbiol-
ogy, water quality, wildlife management,
and zoology; (3) social sciences: admin-
istration, economics, government, his-
tory, law, and policy.

URBAN ECOSYSTEMS

FACULTY: BLACK, BURGESS,
HAWKS, HERRINGTON, J. PALMER,
RAYNAL, ROWNTREE, SANDERS,
SHIRVANI, SMARDON, VANDRUFF

The Urban Ecosystems Concentra-
tion focuses on urban system structure
and function using both analytic and
synthetic techniques. Faculty expertise
in soils, meteorology and hydrology,
wildlife, energy and reclamation, for-
estry, design, and human attitudes and
behavior combine to facilitate the sys-
temic approach to the study of Urban
Ecosystems. Three types of systems are
available to the students for field work:

(a) the nonmetropolitan community
typical of Upstate New York rural areas,

(b) the metropolitan central city sur-
rounded by suburbs and agricultural
lands, and (c) the megalopolitan sea-
board extending from Boston to Wash-
ington, D.C.

Recommended areas of study in-
clude from (1) physical and engineering
sciences: microclimate, water manage-
ment, soils, remote sensing; (2) bio-
logical sciences: urban forestry, wildlife,
greenspace silviculture, and botany;
(3) social sciences: land economics,
geography, human and cultural geo-
graphy, and ecology.

WASTE MANAGEMENT

FACULTY: J. ALEXANDER, DINDAL,
DURKIN, ESCHNER, FREY, HARTEN-
STEIN, JAMES HASSETT, JOHN
HASSETT, HENNIGAN, JOHNSON,

68 DEGREE PROGRAMS-GPES

McCLIMANS, MITCHELL, MONTEITH,
NAKAS, NAKATSUGAWA, SCRU-
DATO, TANENBAUM.

The Waste^ Management Concentra-
tion encompasses three subject areas:
(1) Toxic Waste Disposal — Research
into natural detoxification is an active
and valuable component of waste
management studies, and the nature,
amounts ,and disposal/destruction in
land fills, .or by incineration, chemical
neutralization, deep well injection, and
ocean dumping are considered thor-
oughly. (2) Biomass Utilization — In-
cludes the use of forest and agricultural
wastes and other forms of biomass that
have a vast potential for energy produc-
tion and as biochemical feedstock.
(3) Biogeochemical Management of
Wastes — Waste materials may have
unique features due to their specific
chemical and physical composition,
their temporal and spatial location, and
their possible contamination by toxic
substances. These waste materials may
have useful nutrient and energy attrib-
utes which make them amenable for use
through biogeochemical processes
associated both with natural and man-
made systems. They include wood
product residuals, wastepaper, waste-
water effluents, and sewage sludge.

Depending on subject areas chosen,
students obtain an understanding of
processes that generate waste; of com-
munity, chemical and microbial ecology;
environmental chemistry including toxi-
cology; wood chemistry; and implemen-
tation considerations including engi-
neering and management components.

ENERGY

FACULTY : HAWKS, HERRINGTON,
MONTEITH, NAKAS, D. PALMER, REI-
MANN, TANNENBAUM, YAVORSKY

The Energy Concentration provides
for study of fuel energy-environment-
economy relationships with a focus in
three areas: (1) Conventional and

Alternate Energy Sources — the distribu-
tion, politics, and development of
conventionally known sources (gas, oil,
hydropower, coal, etc.) together with a
search for strategies of exploring alter-
nate sources; (2) Conservation — effi-
cient use in industry, public and private
sectors; and {3} Reclamation of Dis-
turbed Lands — the rehabilitation of land
mined for coal, tar sands, oil shales, and
other materials and minerals. As an
example, surface mining for coal is

•/

directly related to the overall energy
scenario, and the use of coal will be
intensified worldwide. This aspect of
study is directly related to land use,
water resources, air pollution, and
waste management.

Recommended areas of study in-
clude, from (1) physical and engineering
sciences: geology, chemistry, hydrol-
ogy, engineering systems; (2) biological
sciences: ecology, range management,
forestry, agriculture; (3) social sciences:
environmental law, sociology, and
economics.

ENVIRONMENTAL

COMMUNICATION

FACULTY: J. ALEXANDER, M. ALEX-
ANDER, BRANDT, BURGESS, CHAM-
BERS, DINDAL, EHLING, ELY, HAN-

SELMAN, MONTEITH, NAKATSU-
GAWA, PAYNE, PORTER, ST1TELER,

VANDRUFF, WEEKS, YAVORSKY

The Environmental Communication
Concentration recognizes four general
paths; (1) Environmental Education and
and Interpretation — Effective communi-
cation is a necessary element for
fulfilling the social contract in demo-
cratic societies. A growing concern in
the U.S. public for environmental
quality reveals a new interest in the
historic, cultural, and natural values
associated with our environment. Edu-
cation and interpretation provides a
continuum of environmental knowledge
from awareness and appreciation to
scientific concept understanding. (2)
Environmental Journalism and Media-
Students who choose this path share
the same general objective as in (1)
above; however, they specialize in pre-
sentation through mass media. (3)
Public Participation — More interactive
roles in decisionmaking must emphasize
the skills and techniques of public par-
ticipation. Tasks usually start with solic-
iting public comprehensions and opin-
ions concerning specific environmental
issues, and then employing information
dissemination and public interaction.
Skills and knowledge in social psychol-
ogy, public relations, message design
and presentation,, law and government
must be applied. (4) Environmental
Mediation — The purpose here is to
effect conflict resolution by avoiding
legal action. The public’s growing
awareness of environmental values
leads to increased conflict concerning
their use. This new role of trained indi-

■!M i

■ (r'.'l

viduals is to understand the technical
issues that underlie the dispute, identify ' j
affected groups, - and apply ; various - ;

techniques for conflict resolution and v ,
group problem-solving. 1 : v* u:

Recommended areas of study include,
from (1)' physical sciences: .' environ- 4 "
mental and organic chemistry, environ-

mental geology, mineral resources,). / 1

energy systems, and soil -and water-:';' ■ 4

management and conservation; (2).bio .

logical sciences: ecology, entomology, !

and taxonomy; and (3) social sciences:

planning, policy, information systems,

and instructional technology, journalism, V

and law.

‘C"$'uy

REQUIREMENTS

I V

■■ >• -

■> -v;

The academic requirements , of , the .
Graduate Program in Environmental
Science are designed to provide grad- '
uates with a thorough preparation to
meet the challenges of the field, as • J
leading scientists and professionals. ^ j
General programmatic requirements
constitute a framework to ensure that J

the individual study program will meet
the need for depth of knowledge in one
chosen area of concentration, breadth :l? J
across at least two areas, and training . , ■
in the analysis and synthesis of attri-L ' ; ; |
butes of environmental issues. " \ . . i

butes of environmental issues, v. ?;-
Each student must be .adequately
prepared for advanced work in envi-
ronmental science. To demonstrate-
this, each student is required to have 'r£$fi
satisfactory coverage of basic sciences,
professional training, and experience.
Students must also have basic training

in quantitative methods and demon-
strate competence in them. Where
preparation in these areas is found
deficient at the time of entrance,
admission may be made on a provisional
basis pending the successful completion
of deficiencies. ,

' A\v.

Master of Science

' ■ 4 f

1. Core: A minimum of 9 credit hours
will be required in general courses
designed interactively ; with the
chosen areas of concentration.
The distribution of these credits
will be as follows:

(i) Three credit hours in environ- 5
mental policy to prepare the

student’s background in environ- * ’

mental science institutions and
public decisionmaking as they

pertain to natural resources of air,

• i. >■.-

DEGREE PROGRAMS-GPES 69

*' I ..

. . ! land and water, to resource eco-

. v'j. nomics, to waste management,
and related topics,
r (ii) Three credit hours each in two
areas of concentration supporting
•: the chosen area of concentration
I in order to gain appreciation and
knowledge of the interdependence
of the processes and components
of ecosystems.

2. Area of concentration: A minimum
of 15 credit hours (excluding 898,
899, and 999 numbered courses)
to ensure the depth of study in
one chosen area supplemented by:

(a) Thesis: Six credit hours of
research resulting in a document
which clearly demonstrates, the
graduate level accomplishments of

"• the student, is of a quality and
’ scope suitable for publication in a
1 scholarly journal; or

(b) Internship: Six credit hours

< with a public, private or industrial
' organization, a graduating essay

j' : on the internship, and the suc-

< cessful completion of a compre-
; ;'hensive examination (credit hours

determined by major professor
and the student’s advisory com-
f.C"'- ■ rnittee). Study projects in the

past have included paid intern-
ships with such organizations as
the National Wildlife Federation,
\A-: ’ oV ’

New York State (NYS) Legisla-
ture, NYS Department of Envi-
ronmental Conservation, NYS
Energy Research and Develop-
ment Authority, Agway, Inc., and
Cablesystems of Syracuse.

(c) Additional coursework: Eight-
een credit hours followed by the
successful completion of a com-
prehensive examination may be
substituted for the thesis and
internship options.

Doctor of Philosophy

Requirements for the doctorate are
as follows: )

1. Core requirements — coverage as
stipulated for the Master of
Science degree.

2. Credits — completion of at least
three full-time academic years of
graduate study beyond the bacca-
laureate degree or an equivalent
that can be shown to accomplish

. the same goals.

3. Language and tools — as required
by advisory committee.

effectively in that program. The
results of the preliminary exam-
ination will be used to guide the
major professor and student in
determining the appropriate
coursework necessary to complete
that requirement for the doctorate.

5. - Candidacy exam — must satisfacto-

rily complete a candidacy examin-
ation covering the major field and,
in a broader manner, allied fields in
order to be advanced into the
status of doctoral candidate.

6. Doctoral dissertation— a thesis
must be completed and success-
fully defended in order for the
doctoral degree to be awarded.

(Please also refer to the College grad-
uate policies on page 29.) Students
seeking concurrent degrees with Syra-
cuse University are advised to state
that desire clearly in their applications;
in such cases, students must also meet
the entrance and degree requirements
of the appropriate Syracuse Univeristy
Colleges and Schools. However, stu-
dents may not apply for the concurrent
degree option until they have completed
at least one semester of graduate level
coursework and earned grades at a
superior level.

Graduate Exchange Programs

. i:'r ■

INTERCAMPUS DOCTORAL EXCHANGE

There is an opportunity for doctoral students at ESF
to study for one or two semesters at the following
schools: State University Centers at Albany, Bingham-
ton, Buffalo, or Stony Brook; City University of New
York; or New York University.

This exchange program provides students with an
opportunity to take advantage of over 160 faculty,
specialized research laboratories and equipment,- tech-
nical libraries, and field study areas which complement
the extensive programs and resources at ESF which are
discussed throughout this catalog.

This fellowship provides a grant-in-aid of up to $5,000
a year and may include a tuition waiver. For further
information, please contact the Office of Academic
Programs.

COLLEGE OF AGRICULTURE AND
LIFE SCIENCES AT CORNELL UNIVERSITY

The State University of New York College of Envi-
ronmental Science and Forestry and the New York
State College of Agriculture and Life Sciences at Cornell
University provide an opportunity to exchange graduate
students so they can take advantage of special courses,
faculty, and research facilities.

There are a number of programs on both campuses
which complement one another. The following research
and instructional areas at the College of Agriculture and
Life Sciences appear likely to be of greatest interest to
ESF students:

Agricultural Economics — Land Economics; Resource
Economics; Resource Investment and Environmental
Quality; Agricultural Land Policy.

Agricultural Engineering — Physical Analysis of Plant
and Animal Materials; Soil and Water Engineering;
Environmental Systems Analysis; Drainage Engineering;
Soil and Water Conservation.

■ ; V

a. •

W-

1 il

Agronomy — Identification, Appraisal and Geography
of Soils; Soil Fertility Management; Soil- and Water
Conservation; Aquatic Plant Management; Forest Soils;

Soil Microbiology; Microbial Ecology; Use of Soil Infor-
mation and Maps as Resource Inventories; Soil Organic
Matter; Soil Chemistry; Weed Science; Dynamic
Climatology; Physics of Clouds, Rain, and Rainmaking. 11 ‘

Natural Resources — Wildlife and Fisheries Manage-
ment; Environmental Conservation; Resource Analysis
and Planning; Woodland Management; Forest Ecology;

Maple Syrup Production. ■ * ^

<i .

Floriculture — Woody Plant Materials; Herbaceous
Plant Materials; Plants and Design.

Entomology— Insect Pest Management; Arthropod
Pests of World Importance; Biological Control; Insect
Pathology; Environmental Biology; Pesticides in the
Environment. r

Plant Breeding and Pathology — Plant Cell Genetics; I
Methods of Plant Breeding; Genetics and Breeding for
Disease and Insect Resistance; Plant Pathology;
Advanced Disease Control; Dendropathology; Pest
Management for Plant Protection; Advanced Mycology;
Plant Virology; Plant Nematology; Bacterial Plant
Pathogens; Disease Physiology; Philosophy of Plant
Pathology; Taxonomy of Fungi; Pathology of Trees and
Shrubs. •

’ K; ...j
1

:'f1

Pomology — Tree Fruits; Orchard Management;
Growth and Development of Woody Plants. ' . : A.

Rural Sociology— Rural Development and Cultural
Change; Political Structure and Development; Social
Power and Community Change; Political Economy of
Rural and Regional Development.

f, 1

For detailed information please contact the Office of
Academic Programs. " : ,

Ar'\

\ I',, i

v i • \

-V-i

;■ ■

,, :

i ■

• f. ^ -v

,;--v

Nt- iv!

■ I ,

•A - :

Course Offerings

Students at the College of Environmental Science and
Forestry have not only the academic and research
resources of their own institution, but also the re-
sources of nearby Syracuse University and State
University Upstate Medical Center.

COLLEGE OF ENVIRONMENTAL SCIENCE
AND FORESTRY COURSE DESCRIPTIONS

The courses offered by the College are grouped by
general subject areas, and the number of credit hours
appears after the course title. A credit hour means one
recitation (or lecture) hour per week. Three laboratory
hours are equivalent to one lecture hour.

The semester(s) after each course indicates when it is
normally offered. The College reserves the right to alter
the scheduled offering of a course when its enrollment is
too small, or when there is no qualified faculty member
available to teach it.

Courses listed in this catalog are subject to change
through normal academic channels. New courses,
course deletions, and changes in courses are initiated by
the cognizant departments or programs, approved by
the appropriate academic dean, faculty committee, and
the college faculty.

Course Numbering System

- Code Leuqfs:

100-299 Lower-division undergraduate courses for which no
graduate credit may be given.

300-499 Upper-division undergraduate courses for which no
graduate credit mayT&e given.

500-599 Graduate courses designed expressly for areas of speciali-
, zation in post-baccalaureate programs or in the professional
program leading to the Bachelor of Landscape Architecture.
\ Undergraduate students with superior academic records

may register for these courses.

600-699 Graduate courses tvhich permit undergraduate students to
enroll only by petition with a well-documented justification
approved by the undergraduate advisor, curriculum
director, and course instructor.

700-999 Graduate courses for which no undergraduate may enroll.
General Subject Areas

APM — Applied Mathematics - 71

CMN — Communications (Landscape Architecture) 72

EFB — Environmental and Forest Biology 72

EIN — Environmental Influences (Landscape Architecture) 78

ENS — Environmental Science '. 78

ERE — Engineering (Environmental and Resource Engineering) . 79

ESF— Nondepartmental 82

FCH — Chemistry 82

FEG — Forest Engineering 84

FOR — Forestry (Resources Management) 85

FTC — Forest Technology .' 87

LIB— Library (College of Environmental Science

and Forestry Course) •. 89

LSA— Landscape Architecture 89

PSE — Paper Science and Engineering 92

RMP — Resource Management and Policy 93

SCE — School of Continuing Education 94

SIL — Silviculture 94

WPE — Wood Products Engineering 95

APM— APPLIED MATHEMATICS

360. Introduction to Computer Programming (3)

The basic course in computer use offered by the College. It is
intended to provide the student with the skill and understanding
needed to utilize digital computer languages for problem solving. The
course will cover instruction in APL, FORTRAN IV, use of operating
systems, and some background material in general hard ware/ software
designs. Fall and Spring.

391. Introduction to Probability and Statistics (3)

Two hours of lecture, three hours of laboratory. Elementary proba-
bility, theoretical and sampling distributions, hypothesis testing,
statistical estimation, analysis of variance, regression and correlation,
nonparametrics and sampling concepts. Spring.

Prerequisite: Two semesters of calculus.

492. Forest Biometrics (3)

Two hours of lecture, three hours of laboratory. Analysis of variance
including nested and cross-classification. Matrix approach to multiple
linear regression and weighted least squares. Nonlinear regression.
Sampling methods and design. Applications to forestry problems. Fall.
Prerequisite: APM 391 or equivalent.

500. Introduction to Computer Programming for

Graduate Students (3)

A basic course in computer usage. Provides the skill needed to utilize
digital computer languages for problem solving. Includes a study of
FORTRAN IV and APL with a discussion of an Assembly Language.
Other topics include representation of information, management of
files, error control, operational systems and job control. Fall and
Spring.

510. Statistical Analysis (3)

Two hours of lecture and three hours of laboratory. A treatment of
statistical inference, including paired design, group design, linear
regression and correlation, one way analysis of variance and some
applications of chi-square. Calculation of statistics, test of hypotheses
and proper interpretation of calculated statistics. Fall.

' t

605. Theory of Probability Distributions (1-3)

Three hours of weekly sessions over five to 14 weeks. Statistical
problems and mathematical models; random experiments, random
variables, probability, frequency and distribution functions of discrete,
continuous and mixed random variables; functions of random variables
and the probability distributions; mathematical expectation and its
applications; discussion of the main theoretical distributions such as
binomial, Poisson, negative binomial, normal. Gamma, Beta, expo-
nential and others; applications of this framework to the model con-
struction problem in the statistical, operations research and forest
mensuration areas. Fall or Spring.

Prerequisites: Two semesters of differential and integral calculus
and an introductory course in statistics, or permission of the instructor.
The course can be taken in conjunction with APM 651 — Operations
Research I (for one credit hour) or independent of it for one to three
credit hours.

t . . f

72 COMMUNICATIONS

620. Analysis of Variance (3)

Three hours of lecture and recitation and three hours of laboratory.
Multiway classifications in the analysis of variance, with emphasis on
the development of models, including randomized blocks, latin
squares, split plots, and factorial designs with fixed effects, rancjom
effects, and mixed effects; multiple and partial regression and correla-
tion (including curvilinear), using matrix methods; analysis of covar-
iance. Fall. ;

Prerequisites: ■ Graduate standing and an introductory course in
statistics covering material through the one-way analysis of variance.

625. Introduction to Sampling Techniques (3)

Two hours of lecture and three hours of laboratory. Introduction to
the scientific basis of sampling: selecting an appropriate sampling unit;
choosing an efficient design; calculating sampling error; determining a
sample size to meet stated objectives. Fall.

Prerequisite: APM 391 or equivalent.

630. Regression Techniques with Applications to

Forestry ■ > (3)

Two one and one-half hours of lecture. Review of matrix algebra,
probability theory and statistical methods. Basic concepts in regres-
sion analysis. Classical linear regression model. Least and weighted
least squares method. Dummy variables and their uses in regression
and covariance analysis. Applications to problems of statistical predic-
tion and estimation from the field of forestry in general and forest
mensuration and inventory in particular. Fall.

Prerequisite: APM 391 or equivalent.

635. Multivariate Statistical Methods (3)

Estimation and inference for the multivariate normal distribution.
Multivariate analysis of variances, factor analysis, principal compo-
nents analysis, canonical correlation, discriminant analysis, cluster
analysis. Spring.

Prerequisite: One semester of statistics.

650. Operations Research • (3)

Two one and one-half hours of lecture. Deterministic and Stochastic
Operations Research models applicable to managerial problems.
Linear programming, transportation and allocation models, goal
programming, dynamic programming, network analysis, and simu-
lation techniques. Spring.

Prerequisites: APM 391 and MAT 227 or equivalent, or permission
of the instructor.

CMN— COMMUNICATIONS
(LANDSCAPE ARCHITECTURE)

(See also courses listed below under EIN and LSA.)

380. Technical Drawing I , (1)

One three-hour drafting room period. Elements of perspective,
isometric, oblique, and orthographic projection. Practice in freehand
and instrument drawing. Fall.

381. Technical Drawing II (2)

Two three-hour drafting room periods. Elements of perspective,
isometric, oblique, and orthographic projection. Practical applications
of these principles in machine and architectural drawing, including
piping and electrical drawings. Spring.

382. Graphic Communication (2)

Two three-hour studios with up to one hour of studio per week
devoted to group presentation meetings, instruction, and review of
new techniques such as diagramming, drafting, perspective, and plan
graphics. Drawings, examinations, and a final portfolio constitute the
basis for grades. Fall.

482. Advanced Graphic Media (1-3)

Three hours of studio. Discussions, demonstrations, critiques and
individual study. Study oriented toward perception and self-expres-
sion, use and possibilities of various media, as selected by student and
instructor. Fall and Spring.

Prerequisites : Prior art media training or experience and permission
of the instructor. ,

,■ ( Vf',;'

530. Environmental Communications Studio (2)

Three-hour studio and one-hour discussion. For seniors and grad-
uate students, this course offers the opportunity for students to apply
communications theory and strategies through the planning, produc-
tion, and display of media projects developed around the student’s area
of professional interest. Enrollment limited to 20 students. Fall.

Prerequisite: CMN 531 or permission of the instructor.

/ ' 1

' 1

; : \ 1

. i k

531. Environmental Communications , (3)

Three hours of lecture/discussion. An introductory course for
seniors and graduate students which presents techniques and proc-
esses in education and communications applicable in environmental
science, management, planning, and design. Topics include basic
teaching, learning and communications theory and strategy, working
with the press, electronic media, gaming find simulation, public address
techniques, slide/tape production and use, film production and use.-

Spring. ' • •.

• .• • • . (»•*?/

:1*

637. Environmental Communications Project V* (1-3).

This course is designed to give graduate students an opportunity to
work as a team in identifying, developing, administering, and evaluating
a communications project related to an environmental issue. Typically,
a workshop or shortcourse will be developed and offered for some
targeted public through the School of Continuing Education. The
nature of the topic and format of the project will be determined accord-
ing to experience background of students enrolled. Task responsibil-
ities and time commitments are correlated with number of hours for

! "f'T

which student has registered. Spring.

_ ir

682. Video Communications . : l (3)

Three hours of studio plus lecture. This course will provide students
with instructidn and experience in the skills necessary to provide video
tape programs. Each student will prepare and develop a video script for
production of a program on an assigned topic. Completed programs
will be tested and evaluated. Class size is limited. Fall dnd Spring. ^

' Prerequisite: Permission of the instructor.

738.

Environmental Education Programs of Agencies and ;

Institutions - j (1-3)

One three-hour seminar session. An analysis of contemporary’
environmental education objectives, methodologies, and philoso;
phies employed by various public and private institutions. Attendance,
readings, and short paper required for one-hour credit. For two or
three hours credit, an individual investigation of the environmental
education and communications activity of an agency or organization is
also required. Fall. ;

EFB— ENVIRONMENTAL AND FOREST BIOLOGY

The Department of Environmental and Forest Biology offers a
diverse array of courses at both undergraduate and graduate levels.
Based on student interest, curricula can be designed to accommodate
a degree of specialization in one or more subdisciplines of biology. In
the following list, courses numbered from ( )00 - ( )25 (at each level)
are General Biology offerings; those from ( )26 - ( )50 are Plant Sci-
ences, those from ( )51 - ( )75 are Entomology; and those from ( )76 -
( )95 are Animal Science courses. ‘ ,

NOTE: All EFB courses require a minimum prerequisite of one year
of college biology or equivalent. A course at an appropriate
level may be taken with permission of the instructor. v

303. Introductory Environmental Microbiology (4)

Three hours of lecture and three hours of laboratory. An introduc-
tion to the biology of microorganisms and viruses and a study of their
interactions with other microbes and macroorganisms. Fall. ^ T ,

• ., ! j

"■'S'

i : '

,ir "i '

320. General Ecology \ (3)

Two hours of lecture, three hours of field trips during the first half of
the semester. Three hours of lecture during the second half of the
semester. Introduction to ecosystem ecology stressing the dynamic
interrelationships of plant and animal communities with their environ-
ments, ecological factors, energy flow and trophic levels in natural
communities, plant responses and animal behavior, population
dynamics, biogeography, and representative ecosystems. The Ecologi-
cal impact of man is reviewed. Fall.

■

ENVIRONMENTAL AND FOREST BIOLOGY 73

; ■ 1 :: ' ■ >

325. Cell Physiology (3)

'"'-Three hours of lecture. Introduction to the dynamics of living
systems with emphasis on the universality of the biological world.
Spring.

Prerequisite: One semester of organic chemistry.

326. Plant Structure, Function and Morphology (4)

Three hours of lecture and three hours of laboratory. An exposition
of plant biology with emphasis on the structure and function of the life
forms, reproduction, and adaptations of major groups of plants. Fall
and Spring.

330. Plant Nutrition (3)

Thre'e hours of lecture. Descriptive aspects of the fundamental activ-
ities of plants. Subjects covered include cell structure, water and
mineral metabolism, organic nutrition, and a brief introduction to
biological control mechanisms. Spring. ,

Prerequisite: EFB 326 or equivalent.

' [ityk' Jj'. it r . . ,

335. Dendrology (2)

One hour of lecture and one three-hour laboratory/field trip. Field

study, identification, and major characteristics of important forest
trees of North America. Open only, to students in the Forest Engineer-
ing curriculum. Fall.

’ yi- * . - ' -

336. /Dendrology I (3)

, Two hours of lecture and one three-hour laboratory/field trip. Field
study, identification, natural history, and elementary silvics of impor-
tant forest trees of North America. Fall.

1 i

340. Forest and Shade Tree Pathology (3)

Two hours of lecture and three hours of autotutorial laboratory.
Major diseases of forest, shade, and ornamental trees and deteriora-
tion of forest products, with emphasis on disease identification, prin-
ciples of disease development, effects of disease on the host, and
practical control measures. Spring.

351. Principles of Forest Entomology (3)

Two hours of lecture, three hours of laboratory. Elements of insect
classification, morphology and physiology; introduction to the role of
insects in forested ecosystems; insect surveys, hazard rating, impact,
control and other aspects of applied forest pest management.
Designed for students in Resources Management. Spring,
fi*. ■ •.'... ■ . . ' •

352. Elements of Entomology (3)

Two hours of lecture, three hours of laboratory/field work. General

classification of insects, morphology, physiology, ecology, behavior,
and basic principles of population control. Emphasis through illustra-
tion is on the role of insects in the forest environment. Fall.

382; Wildlife Conservation (3)

Two hours of lecture, one hour of recitation. Introduction to the
biological principles of conservation including the relationship of
natural resources to modern society. The wildlife resource and its
conservation will be emphasized. It is not designed for students con-
centrating in the area of Forest Wildlife Management. Fall.

385. Comparative Vertebrate Anatomy (4)

Three hours of lecture and thfee hours of laboratory per week.
Analysis of vertebrate structure, with emphasis on comparative study
of organ systems. Includes evolution of form and function, major
adaptive patterns, and phylogenetic relationships in vertebrates.
Spring. s

~ 386. Vertebrate Histology (3)

'•/'Two hours of lecture and three hours of laboratory. A study of
tissues from protochordates, fishes, amphibians, reptiles, birds, and
mammals, with emphasis on evolution, environment, and function, and
with introduction to histopathologies. Spring.

387. Vertebrate Physiology (3)

Three hours of lecture. A study of functional responses of verte-
brates to internal and external environmental conditions. Fall.

405. History of Natural Science (1)

One hour of lecture. A review of the history of western science from
pre-Ionian times to Darwin, with evaluation of the impact of culture and
religion on scientific progress. Spring. "

407. 1 Principles of Genetics (3)

Three hours of lecture and discussion. A general course covering
concepts of genetics and evolution base to upper division biology and
biochemistry courses. Includes the inheritance and analysis of Men-
delian and quantitative traits, the chemical nature of the gene and its
action, the genetic structure of populations and their evolution.
Numerical methods for characterizing and analyzing genetic data are
introduced. Spring.

408. Principles of Genetics Laboratory (1)

Three hours of autotutorial laboratory. Experiments with plants and
animals and computer simulation exercises demonstrate the basic
principles of inheritance of Mendelian and quantitative traits and
changes in populations caused by major forces in evolution or by
breeding procedures. Numerical methods for characterizing quantita-
tive traits and for testing hypotheses are introduced. Spring.
Co-requisite: EFB 407.

409. Introduction to Quantitative and

Population Genetics (1)

Ten lecture-discussions and four autotutorial laboratories the
second half of the semester (incl. Lecture-Lab Modules 5 and 6 of
FBL 470 and 471). Basic genetic concepts of quantitative inheritance,
the structure of populations and evolution. Laboratory experiments
and computer simulations are used to demonstrate these concepts.
Numerical methods for characterizing and analyzing genetic data are
introduced. Spring.

Prerequisite: An introductory genetic lecture-laboratory course
deficient in these areas of genetics and permission of the instructor.
Note: Not open to students taking EFB 407 and 408.

420. Field Experience — Internship (5)

Full-time for at least five weeks, or equivalent, of employment with an
agency or professional involved in field activity. A resident faculty
member is required to serve as course evaluator.- Approval of curric-
ulum director is necessary. See advisor for detailed procedural infor-
mation. Summer.

421. Ecology of Freshwaters (2)

Half-time for four weeks. Cranberry Lake Biological Station. Experi-
mental and observational studies of environmental and biotic inter-
actions influencing productivity of freshwaters. Basic concepts at the
organismic, population, and community level. Summer.

426. Plant Propagation (1)

One combined lecture-demonstration laboratory plus supervised
greenhouse assignments. Instruction in principles and practices of
plant propagation and in related greenhouse operations. Fall and
Spring.

Prerequisite: Senior status in Environmental and Forest Biology
curriculum.

” Note: Cannot be used to satisfy the 6-hour biology curriculum
requirement in the plant sciences.

430. Fungal Physiology (3)

Three hours of lecture and discussion. Principles of growth, mor-
phogenesis, and reproduction of the fungi emphasizing the role of the
environment in controlling fungal processes. Spring.

Prerequisite: EFB 325 or equivalent.

431. Fungal Physiology Laboratory (1)

Three hours of laboratory. Selected experiments in the quantitative
study of fungal growth, nutrition, sporulation, and spore germination.
Spring.

Co-requisite: EFB 430.

435. Adirondack Flora (2)

Half-time for four weeks. Cranberry Lake Biological Station. Field
study of the summer flora of the Adirondack Mountains. Summer.

74 ENVIRONMENTAL AND FOREST BIOLOGY

436. Dendrology II (1)

One three-hour field trip/laboratory. A continuation of Dendrology I
emphasizing trees and shrubs ecologically important in the Central
New York region and economically important in North America. Fall.

' i

440. Principles of Forest Pathology (3)

Three hours of lecture, discussion or laboratory. Concepts and
principles of tree diseases in relation to forest practices and practical
experience in disease diagnosis and impact evaluation. Fall.
Prerequisite : EFB 340.

441. Field Problems in Forest Pathology (1)

Full-time for one week. Cranberry Lake Biological Station. Field
study of important tree diseases in the Adirondacks, including heart-
rots, root-rots, cankers, rusts, foliage diseases, mistletoe, and physio-
logical diseases. Also field study of mycorrhizae and other tree-root
mutualisms. Summer. ,

442. Field Mycology (i)

Half-time for four weeks. Cranberry Lake Biological Station. An

introduction to the collection and identification of the Adirondack
fungal flora. Field techniques and laboratory identification of the major
fungi found in selected ecosystems. Summer. ’ 1

445. Plant Ecology (3)

Two hours of lecture and discussion and one laboratory session. A
first course in plant community ecology dealing with the dynamics of
community development and change and the process of community
analysis and description. Spring.

Prerequisite: EFB 320.

446. Bryoecology (3)

Two hours of lecture and one three-hour laboratory or field trip. A

study of the taxonomic diversity and ecological adaptations of Bryo-
phytes in regional ecosystems. Spring.

447. Wetland Plant Ecology . (1-2)

Full time for one week. Cranberry Lake Biological Station. Study of
wetland plant community dynamics and environmental relationships in
the Adirondack Mountain Region. Summer.

■ A f ■

: -\

460. Insect Behavior apd Ecology >- yY . 1 - (2)

Half-time for four weeks. Cranberry Lake Biological Station. Des-
criptive, comparative, and experimental behavior of aquatic and
terrestrial insect species of the Cranberry Lake Region. Field project,
involving field study and paper required. Ecology of forest insects and
field techniques used in their study. Emphasis on functional roles
played by insects in forest ecosystems. Summer. -V V. i'H
Prerequisites: EFB 320 and EFB 352 or equivalents. ■ '

476. Vertebrate Ecology t • 1 . • . (2)

Half-time for four weeks. Cranberry Lake Biological Station. Utiliza-
tion of unique Adirondack forms and communities to study population
dynamics, behavior, systematics, and ecological role of vertebrates;
standard field and laboratory techniques. Summer. - ' <• ■ '

' '

478. Microcommunity Ecology , (2)

Half-time for four weeks. Cranberj-y Lake Biological Station. Study
of terrestrial invertebrate microcommunities; descriptive and compar-
ative assay of microhabitats incorporating experimental and field tech-
niques. Summer. ' • ‘-V v-T

47?. Field Ornithology ' (2)

Half-time for four weeks. Cranberry Lake Biological Station. Field
study of the ecology, distribution and behavior of birds of the Adiron-
dack region. Techniques used in conducting field studies in avian
biology will be emphasized. Summer. , ; ' / /

480. Principles of Animal Behavior (4)

Three hours of lecture, one hour of recitation per week. A study of
the basic principles of animal behavior, stressing exogenous and
endogenous mechanisms of control, with emphasis on the evolution of
behavior. Spring. -

481. Behavioral Ecology v ■ (2)

Half-time for four weeks. Cranberry Lake Biological Station. Study
of the behavioral adaptations of animals to their environment. Empha-
sis will be placed on animal orientation and social behavior. Habitat
selection and interspecific interactions will also be considered.
Summer. < > •

Prerequisite: EFB 480.

448. Physiological Ecology of Plants (3)

Three hours of lecture. Examination of the interactions between
plaqts and their environment. Emphasis will be given to the physiology
of plants as it is modified by fluctuating external conditions and the
mechanisms of plant adaptation. Students completing EFB 448 should
not enroll in EFB 330. Fall.

Prerequisites: An introductory course in physics, EFB 320. and

EFB 326.

451. Pest Management — Theory and Practice (2)

Two hours of lecture for nine weeks; then one lecture hour and one
three-hour laboratory for four weeks. A review of history and govern- «
mental policy of pest management, as well as basic instruction in theory
and practicum. Spring.

Prerequisite: EFB 352 or equivalent.

482. Invertebrate Zoology (4)

Three hours of lecture, three hours of laboratory. Structure, func-:

tion, classification, and evolution of invertebrates. Emphasis on ecolog-
ical role of invertebrates in specific habitats. Fall. ■

483. Biology of Birds and Mammals ’ ' (4)

A course surveying the taxonomy, anatomical-behavioral-physiolog-
ical adaptations and natural history of birds and mammals. Techniques
for the field study of a vertebrate species will be discussed. Fall. '

485. Herpetology (3)

Two hours of lecture and three hours of laboratory. An introduction
to the structure, function, ecology, behavior, development, and distri-
bution of amphibians and reptiles as they relate to the systematics of
the various groups. Spring. . ; • Y-

452. Principles of Chemical Control (3)

Two hours of lecture; one three-hour laboratory. A study of the
chemistry, toxicology, handling and application of chemicals used to
manage pest populations. A primer for the State Pesticide Application
examinations. Fall.

Prerequisite: EFB 451.

453. Forest and Aquatic Insects (2)

Half-time for four weeks. Cranberry Lake Biological Station. The
forest and aquatic insects of Cranberry Lake Region and their role in
these environments and habitats. Insect collection required. Summer.

454. Wood Deterioration by Insects (3)

Three hours of lecture, discussion, and demonstration. Biology,
identification, ecology of insect and wood interrelations; prevention of
injury and control of insects injurious to forest products and wood in
use. Spring.

Prerequisite: EFB 352 or equivalent.

486. Ichthyology < ' * (3)

Two hours of lecture, three houts of laboratory. An introduction to

the anatomy, physiology, ecology, behavior, and taxonomy of fishes.
Spring.

487. Fishery Biology - ’(4)

Three hours of lecture and three hours of laboratory, introduction to

models of growth, mortality, production, and exploitation; aspects of
fish ecology and behavior related to the dynamics and management of
fish populations. Fall. ' . -

Prerequisite: EFB 486 or equivalent. 1 ' •

A ; ■ , ,L

488. Ecology of Adirondack Fishes \ (2)

Half-time for four weeks. Cranberry Lake Biological Station. Study

of the ecology of fishes, with detailed individual investigation of the
ecology of Adirondack fishes. Summer. • ' - - \ • - » - v

ENVIRONMENTAL AND FOREST BIOLOGY 75

490. Wildlife Ecology and Management (3)

Three hours of lecture. A study of the ecological principles governing
wild animal populations and their habitats and the relationship of these
principles to management programs and decisions. Spring.
Prerequisites: EFB 320 or equivalent.

491. Wildlife Ecology and Management Practicum (2)

One hour discussion, three hours laboratory. Practical contact and
experience with wildlife management techniques and programs; relates
practices to principles of management. Designed for biology students
wishing to pursue careers as wildlife biologists. Spring.

Co-requisite: EFB 490; Pre- or co-requisite: LIB 300.

V ' ' ’ * ' 1 \ *» ' '* 1 m

‘ 496. Topics in Environmental and Forest Biology (1-3)

Experimental, interdisciplinary, or special coursework in biology for
undergraduate students. Subject matter and method of presentation
varies from semester to semester. May be repeated for additional
r credit. Fall or Spring.

497. Seminar in Environmental and Forest Biology (1)

Literature surveys and seminars on topics of biological interest and
importance. Subject to be generated by faculty and students and to be
announced prior to registration. Fall and Spring.

, V1 -

498. Research Problems in Environmental and

Forest Biology (1-3)

Independent research in topics in Forest Biology for the superior
undergraduate student. Selection of subject area determined by the
student in conference with appropriate faculty member. Tutorial con-
ferences, discussions and critiques scheduled as necessary. Final
written report required for departmental record. Fall, Spring, and/or
Summer.

530. Plant Physiology (3)

Three hours of lecture. Internal processes and conditions in higher
plants with emphasis on physiological and biochemical concepts. For
students majoring in the biological sciences. Spring.

Prerequisites: EFB 325, EFB 326.

Note: EFB 531 also required for Plant Sciences Concentration
students.

531. Plant Physiology Laboratory (1)

One laboratory session. Introduction to methods and procedures of
physiological research. Spring.

Co-requisite: EFB 530.

532. Plant Anatomy (3)

Two hours of lecture and three hours of laboratory. An introductory
course in plant anatomy designed to fapiliarize the student with the
organization and development of the primary and secondary plant
body of higher plants. Spring.

Prerequisite: EFB 326. '

533. Chemical Defenses of Plants (3)

Three hours of lecture/discussion about the ways in which plants
defend themselves chemically against microorganisms, insects, her-
bivores, and other plants. Fall.

Prerequisite: A course in physiology or biochemistry.

535. Systematic Botany (3)

Two hours of lecture and three hours of laboratory. Identification,
nomenclature, and classification of flowering plants with special
emphasis on local flora and on developing the ability to classify the
plants of any region. Fall.

Prerequisites: EFB 326, EFB 327.

500. Forest Biology Field Trip (1-3)

A five- to ten-day trip to (1) agencies engaged in biological research,
management, and administration, or (2) regions or areas of unusual
biological interest. A final report is required. Estimated student ex-
pense, $75. Fall or Spring.

•' , . / .;

505. Microbial Ecology (3)

Two hours of lecture and three hours of laboratory. Applied and
environmental aspects of microbiology with emphasis on biochemical
interactions. Examining microbial processes and interrelationships in
aquatic and terrestrial ecosystems. Spring.

. '1 VHV:-

512. Chemical Ecology (3)

Two hours of lecture and one hour of discussion. A treatment of
biological phenomena incorporating elements of ecology, physiology,
and chemistry as a basis for development, behavior, and survival.
Emphasis is on the intra- and inter specific relationships involving
chemical messengers at the organismal, population, and community
' levels. Spring.

Prerequisites: Organic chemistry, EFB 320, EFB 325.

Note: Also listed as FCH 540.

515. Population Ecology (3)

■ Two hours of lecture and three hours of laboratory. Description,
'■ analysis,' evolution, interactions and stability of natural and experi-
mental populations. Spring.

Prerequisite: EFB 320 or equivalent.

!& .
r;

524. Limnology (3)

Three hours of lecture/ An introduction to the physics, chemistry,
and biology of inland waters, with particular emphasis on lakes. The
course focuses on lakes as integrated ecosystems, and analyzes per-
turbations in this environment on the structure and function of the
biological communities contained therein. Fall.

Prerequisites: Introductory courses in physics and chemistry, and

EFB 320. f

' = >! •' ■ '

525. Limnology Laboratory (1)

One laboratory or field trip. An introduction to limnological tech-
niques and the procedures for empirically analyzing ecological rela-
tions in aquatic ecosystems. Field trips to local aquatic habitats. Fall.

Co- or Prerequisite; EFB 524. -

540. Mycology > (3)

Two hours of lecture and three hours of laboratory. Fundamentals of

the morphology, taxonomy, cytology, life histories, and ecology of
fungi. Fall. '

541. Wood Microbiology (3)

Two hours of lecture and three hours of laboratory/field trip. Major
types of fungus defects of wood and its products and principles of
control. Special emphasis on chemistry of wood decay, wood dura-
bility, toxicants, lumber discolorations, heart-rots and decay in forest
products. Fall.

Prerequisites : Organic chemistry, EFB 340.

551. Forest and Shade Tree Entomology (2)

Two hours of lecture. Important forest and shade tree insects, detec-
tion, evaluation, prevention, and control of their damage; their relation
to silviculture and management of forests and shade trees. Spring.
Prerequisite: EFB 352 or equivalent.

552. Forest and Shade Tree Entomology Laboratory (1)

Three hours of laboratory/field trip. Identification of important forest
and shade tree insdets and their damage. Spring.
i Pre- or Co-requisite: EFB 551.

553. Biological Control (2)

Two hours of lecture. Theory and practice of biological control of
insect pests and weeds. Emphasis on the ecology and utilization of
major groups of predators, parasitoids, and pathogens used in pest
management and interpretation of mortality. Fall.

Prerequsite: EFB 352 or equivalent.

554. 1 Aquatic Entomology (3)

Two hours of lecture and three hours of laboratory. The biology,

ecology, and identification of fresh water insects, with emphasis on the
role of aquatic insects in the hydrobiome. Fall.

Prerequisite: EFB 352 or equivalent.

555. Arachnology (3)

Two hours of lecture and discussion and three hours of laboratory.

Introduction to biology and ecology of spiders, mites, scorpions, and
other arachnid groups. Laboratories emphasize classification and
identification of specimens. Spring (even years).

Prerequisite: EFB 352 or EFB 482 or equivalent.

76 ENVIRONMENTAL AND FOREST BIOLOGY

560. Environmental Toxicology of Insecticides (2)

Two hours of lecture. Basis of action of insecticides in living systems,
behavior of insecticides and microtoxicants in environment, inter-
action of insecticides and biological systems. Fall.

Prerequisite: EFB 325 or equivalent course in physiology or bio-
chemistry.

561. Medical Entomology (3)

Three hours of lecture and recitation. Study of arthropods affecting
man, domestic animals, and wildlife with emphasis on their biology,
control, and relationship to vertebrate disease. Spring (even years).
Prerequisite: EFB 352 or equivalent.

565. Insect Morphology (3)

Two hours of lecture and three hours of laboratory. A comparative
study of the external morphology of insects emphasizing evolutionary
trends, especially modifications of homologous structures. Topics of
special importance include intersegmental relationships, feeding,
sensory mechanisms, locombtion, and reproduction. Spring.
Prerequisite: EFB 352.

570. Insect Physiology (3)

Two hours of lecture and three hours of laboratory. Study of the life
processes in insects; introduction to modern physiological instrumen-
tation and laboratory methods. Spring.

Prerequisite:' EFB 325.

578. Terrestrial Community Ecology (3)

Three hours of lecture. Relation of terrestrial vertebrates and inver-
tebrates to their physical, chemical, and biological environment.
Emphasis on community principles, structural quantification, and
evolutionary processes of terrestrial animals. Fall.

Prerequisite: EFB 320 or equivalent.

590. Wilderness Wildlife Management 1 (2)

Two hours of lecture followed by one hour of group discussion.
Students will participate in a two-day field trip at Huntington Forest.
Completion of a term paper will be required for graduate credit. Fall.

' ; • - I '

610. Ecological Energetics (3)

Two hours of lecture and three hours of laboratory or one hour of
discussion. Investigation of the principles of energy flow in biological
systems. Emphasizing understanding of energy transformations,
energy budgets and energy structures of individual organisms, popula-
tions, and ecosystems. Spring.

Prerequisite: EFB 320 or equivalent.

620. Wetland Ecology (2)

One hour of lecture and one field trip or discussion session. A study
of the status, ecology, value, use and regulation of wetlands in the
Northeast and emphasis on freshwater areas. Fall.

Prerequisite: EFB 320 or equivalent.

625. Membranes and Biological Transport (3)

Two hours of lecture and one hour of discussion. Composition,
structure, and physical properties of tnembranes. Membrane functions
including transport, bioelectricity, and cell compartmentalization.
Specific transport processes in biological systems. Fall (even years).

, Prerequisites: One semester of biochemistry and an advanced
physiology course.

630. Fungus Physiology (3)

Two hours of lecture and one hour of discussion. Principles of
growth, reproduction, and differentiation of the fungi emphasizing the
role of the environment in controlling fungal processes. Spring.
Prerequisite: Two semesters of physiology or biochemistry.

632. Plant Growth Regulation (3)

Three hours --of lecture/discussion on topics concerned with the
biochemistry and physiology of plant hormones and synthetic growth
regulators. Fall.

Prerequisite: A course in plant physiology or biochemistry.

635. Topics in Plant Nutrition'

>»<;- ■Vaq.v * (2)

Two hours of lecture, discussion, and seminars. Advanced course

•ffl • ‘

dealing with selected topics of mineral1 and organic nutrition of plants.

Fall (odd years). :

Prerequisites: Completion of one or more physiologically-oriented "

plant science courses.

640. Principles of Forest Pathology -l -

Four hours of lecture, discussion, and laboratory. Concepts and ; i ]
principles of tree diseases in relation to forest practices and practiced '' 1
experience in disease diagnosis and impact evaluation. Fall. !

Prerequisites: EFB 340, EFB 641.’ • . ■ 1 . c*

■r i

641. Phytopathology y (3)

Two hours of lecture and discussion and three hours of autotutoriaF :

laboratory. Principles and concepts of plant pathology. Major diseases ^ j
of ornamental plants, vegetable crops, fruit crops, field crops, and i f.1
trees. This is an introductory plant pathology course for graduate l-j
students in all departments. Spring. ^ t ? . ,, j

v i (iii !-*!/ •'*: r *■

642. Principles and Practices of Tree Disease Control ^ (3) ^

Two hours of lecture and three hours of laboratory or discussion. An ■' ,

advanced course considering the major chemical, cultural, and biolog-
ical practices and integrated disease management strategies for tree
disease control. Spring. T ?•.’

Prerequisites: EFB 440, EFB 540. '' ■

643. Plant Virology '• • • ' ; - (3)

Three hours of lecture. The structure function, and replication of

virus particles. Transmission mechanisms vector relationships,

symptomatology, and disease control 'strategies are covered in detail.
Spring. T .. 4?* ;f;

Prerequisite: Organic chemistry.

■ . * - ■ 5 • '• ;

644. Plant Virology Laboratory (2)

Four hours of laboratory. Methodologies necessary to manipulate
viruses and to identify and fully characterize virus unknowns will be
presented. Spring (even years). \ '•*»'. ;

Prerequisite: EFB 643.

. .)

-r '

. .

. V- • ' S

(3)

645. Plant Ecology . "

Two hours of lecture and discussion and one laboratory/discussion, i.
A first course in plant community ecology for beginning graduate 1
students focusing on dynamics of community development and change ■ v -
and the processes of community analysis and description. Spring. . -
Prerequisite: EFB 320 or equivalent. ' ;v . ; . . r ■ .

, ,. . •. .

651. General Insect Taxonomy (3)

Two hours of lecture and three hours of laboratory. Identification * .
and classification of the important orders and families of’ insects;

acquaintance with pertinent taxonomic literature and use of keys; and

understanding of evolutionary principles and concepts and a knowl- ; i

edge of systematic theory hnd practice. Insect collection required. Fall.
Prerequisite: EFB 565. . ? ;; . « , .'

660. Insecticide Toxicology Laboratory T(2)

One hour of discussion aind three hours of laboratory. Laboratory .
experiments in mode of action and behavior of insecticides, biological .
and instrumental analysis of insecticides including tracer analyses. .

Spring (odd years).

Prerequisites: EFB 560 or equivalent and permission of the
instructor. ’r ' : i c - j

i ' T"| If'iv-. - \

678. Practicum in Terrestrial Community Ecology (3)

One hour of lecture, one hour TBS, and three hours of laboratory.
Intensive practical application of ecological principles to the study of
terrestrial animal communities. Includes experimental and field collec- ■

Two hours of lecture and one hour of discussion. An examination of-

the concepts of animal adaptations to ecological change from a behav-

ioral point of view. Particular emphasis will be placed on the role the

i m?

environment plays in shaping the behavior of a given species. Behav- i-X

ENVIRONMENTAL AND FOREST BIOLOGY 77

ioral and physiological responses to environmental conditions will be
treated as a continuum. Spring (odd years).

Prerequisites: One ccturse in ecology, behavior, and physiology.

682. Invertebrate Symbiosis (3)

Two hours of lecture and one three-hour laboratory. An introduction
to the ecology and evolution of interspecific relationships of inverte-
brates. Spring (even years). '

Prerequisites: EFB 320, EFB 482.

690. Management of Wildlife Habitats and Populations (4)

' Three hours of lecture and three hours of laboratory; some weekend
field trips. For graduate students intending to enter professions in
natural resource management, especially fish and wildlife and forestry.
Focus is on the application of ecological principles and management
techniques in the planning of habitat and harvest management pro-
grams for wildlife. Extensive independent work required. Fall.
Prerequisite: EFB 491.

691. Habitat Inventory and Evaluation (3)

; Four hours of lecture and discussion. For students intent on careers
in natural resource management, environmental planning or environ-
mental impact analysis. Focus is on methods for investigation of ,
species-habitat relationships, and construction of models for the inven-
tory and evaluation of habitat. State-of-the-art habitat evaluation pro-
cedures are explored. Spring.

Pre- or Co-requisite: Multivariate Statistics.

692. Biology and Management of Waterfowl (2)

A consideration of the identification, life history, ecology, and
economic importance of waterfowl of the Atlantic Flyway. The man-
agement of local, flyway, and continental waterfowl populations, in-
cluding the establishment of hunting seasons, will be discussed. One
Saturday field trip. Fall (odd years).

695. Urban Wildlife (2)

Three hours of lecture and discussion with field trips. A study of the
occurrence, adaptations, and values of wildlife in urbanized areas, with
emphasis on current research and agency programs. Spring (even
years).

720. Topics in Soil Invertebrate Ecology (3)

Two one-hour lecture and discussion periods and a three-hour
laboratory. Study of literature relating to soil invertebrate micro-
communities; taxonomy, culturing, and collection methods of soil
fauna; student will conduct an individual research problem. Spring
(odd years). v /

724. Seminar in Aquatic Ecology (1)

Two hours of lecture and discussion. A seminar to explore in some '
depth areas of current research in aquatic ecology. Fall (even years).
Prerequisite: Six credits jn aquatic ecology.

733. Techniques in Plant Physiology (2-4)

Comprehensive study of techniques essential for research in plant
physiology. Students may choose the instructors they wish to work
with, and should consult the instructors for further details. May be
repeated for credit in different specialties. Fall and Spring.
Prerequisites: EFB 531 or equivalent, biochemistry with laboratory.

740. Mycorrhizae (3)

Two hours of lecture and three hours of laboratory/discussion. A
basic background course covering structured, functional, and ecolog-
ical aspects of mycorrhizae; their methods of field and laboratory
study; and applications in forestry practice. Fall (odd years).

• * . t

741. Topics in Phytopathology (3)

Two two-hour lectures and discussions. Discussions of specific
subjects in phytopathology and wood microbiology. Topic selection is
based on availability of expertise and will be announced in advance.
This course may be repeated for credit in different specialties. Fall or
Spring. i

745. Topics in Plant Ecology (2)

Two hours of seminar and discussion. An advanced course dealing
with current research in plant community dynamics. May be repeated
for additional credit. Fall.

Prerequisite: EFB 445 or EFB 645.

790. Topics in Wildlife Biology (1-3)

Hours to be arranged. Group study of a wildlife management topic.
Fall or Spring.

Prerequisite: Six credits of wildlife management courses.

796. Topics in Environmental and Forest Biology (1-3)

Special instruction, conference, advanced study, and research in
selected subject areas. Typewritten report required. Check Schedule
of Courses lor details. Fall and Spring.

797. Seminar in Environmental and Forest Biology (1)

Seminar discussions of subjects of interest and importance in envi-
ronmental and forest biology. Seminar offerings are available in most
subdisciplinary areas. Check Schedule of Courses for details. Fall and
Spring.

798. Research Problems in Environmental and Forest Biology

(Credit hours to be arranged) \

Individual advanced study of selected special problems in environ-
mental and forest biology. Offered by arrangement with individual
faculty. Typewritten report required. Fall and Spring.

830. Physiology of Growth and Development (2)

Lecture. A study of the growth and development of plants and the
physiological and biochemical processes that influence the develop-
ment of form and structure in higher plants. Fall (even years).
Prerequisites: EFB 530, EFB 532, and organic chemistry.

840. Advanced Mycology, Homobasidiomycetes (3)

Review of selected literature as well as laboratory training in identifi-
cation and research techniques. Fall.

Prerequisite: EFB 540.

841. Advanced Mycology, Heterobasidiomycetes (3)

Review of selected literature as well as laboratory training in identifi-
cation and research techniques. Spring (even years).

Prerequisite: EFB 540.

842. Advanced Mycology, Ascomycetes (3)

Review of selected literature as well as laboratory training in identifi-
cation and research techniques. Spring (odd years).

Prerequisite: EFB 540.

f ^

843. Advanced Mycology, Deuteromycetes (3)

Review of selected literature as well as laboratory training in identifi-
cation and research techniques. Fall (even years).

Prerequisite: EFB 540.

851. Advanced Insect Taxonomy (3)

Two hours of lecture and three hours of laboratory. Methods,
procedures, and concepts of systematics. Examples and material will
be drawn from among important groups of, forest insects. Fall.
Prerequisite: EFB 651.

898. Professional Experience (1-12)

Professional experience which applies, enriches, and/or comple-
ments formal coursework. Graded on an “S/U” basis. Fall, Spring, and
Summer.

899. Master’s Thesis or Project Research (1-12)

Investigation leading to the completion of a research-oriented thesis
or to an application-oriented project. Graded on an “S/U” basis. Fall,
Spring, and Summer.

980. Topics in Animal Behavior (2)

Two hours of lecture and discussion. A seminar-type course de-
signed to explore in depth selected and controversial subject areas in
animal behavior. Fall or Spring.

ENVIRONMENTAL INFLUENCES

999. Doctoral Thesis Research (1-12)

Investigation leading to the completion of the doctoral thesis.
Graded on an “S/U” basis. Fall, Spring, and Summer.

EIN— ENVIRONMENTAL INFLUENCES
(LANDSCAPE ARCHITECTURE)

(See also courses listed under CMN and LSA.)

300. Introduction to Environmental Studies (3)

Three hours of lecture and discussion per week on the interrelation-
ships among the natural environment, people, and the human environ-
ment. Emphasis is placed on developing critical facilities and syste/ns
thinking useful for assessing environmental issues. Fall.

Prerequisite: Permission of the instructor.

311. Natural Processes in Planning and Design ' (3) I

Section 1: Landform and Soils

Section 2: Hydrology, Climate and Energy

Section 3: Plant, Animal, and Human Ecology

Three hours of lecture. This course presents an overview of the basic
principles governing the dynamics of natural resources and processes
which should be understood in planning and designing the human land-
scape. In each section, sources of reference data application to plan-
ning and project scale design will be discussed. Occasional local field
trips will be utilized. Fall.

Prerequisite: Permission of the instructor. „

371. History of American Landscape Attitudes (3)

Three hours of lecture-discussion. This course presents, through
lectures, readings, and slides, uniquely American historical attitudes
toward land and nature as shown through various cultural activities
and disciplines, such as painting, architecture, landscape architecture,
religion, philosophy, utopianism, exploration and recreation, land
development and economics, and certain technological developments.
Cultural expressions of the 19th century will be of primary interest, but
formative attitudes from the Colonial period and certain 20th century
results will be included. One-third to one-half of lecture periods are
given over to student reports, criticism, and discussion. Spring.

Prerequisite: Permission of the instructor.

390. Social/Cultural Influences and Environmental Form (3)

Three hours of lecture. This course provides an introduction to an
interdisciplinary social science analysis of human settlements. The
course introduces the basic concepts, vocabulary, theories, and units
of analysis for an interdisciplinary social perspective of the environ-
mental form of human settlements. As such, it focuses upon developing
an understanding of the context for the planning and design of human
settlements. Course requirements include readings, examinations, and
reports. Field trips may be scheduled. Spring. f

451. Fundamentals of City and Regional Planning (3)

Three hours of lecture. An introductory survey course in planning, i
The historical development of American City and Regional Planning,
theories of the planning process, the role of planning in public decision-
making, landmark legislation and judicial decision related to planning,
and approaches to controlling land use will be presented. Fall.

452. Simulated Planning in Metropolitan Systems:

Theory and Practice (3)

Three hours of laboratory, two hours of lecture/discussion. A
computerized simulation designed to provide an understanding of the
decisionmaking environment of metropolitan planning. Each partici-
pant is assigned a role consistent with his/her background. Lectures
provide a theoretical framework for the activities in the simulation; a
discussion section provides for evaluation. Computer experience is
not necessary. Spring.

470. Art History (3)

Three hours of lecture. Informal lectures will emphasize and review
assigned text and other readings and handout notes. Slides will be
shown regularly; reports, quizzes and examinations. Evolutionary
nature of the main cultural periods of Western man and fine art as
man’s selected environment will be the course emphasis. Spring.

Prerequisite: Permission of the instructor.

■ ■■ *

471. History of Landscape Architecture . . .'.fi' (3) ."

Three hours of lecture. Informal lectures and class participation,
reports, assigned text and assigned reserve shelf reading, optional text : l

and handout notes, quizzes and exams. Slides. Historical study and.

style analysis of Western man’s efforts to design his environment and
his changing attitudes and relationships to environment. Also, non:. '( ^

\A/flctnm /'/M for'inn innnm mm IILaI.m It A _

Western coverage where significant or influential on Western Man.
Study of historical personalities as well as periods that are of environ-
mental concern up into the modern period. Fall.. 'jf, «.

Prerequisite: Permission of the instructor. • .

• ■ ... V; , ..

495. Selected Readings in Environmental Studies y- (1-3)

An in-depth and independent exploration of selected readings from ’
the environmentally related literature. Emphasis is placed on gaining
insights and understanding from the readings, rather than producing
an extensive bibliography. Fall, Spring, and Summer. > . ■ v

Prerequisite: Approval of study plan by the instructor. '£<

496. Special Topics in Environmental Studies < , (1-3)

Special topics of current interest to undergraduate students in j
Environmental Studies and related fields. A detailed course subject

flP^rrintlDn ll/lll Kd nrocontorl ac iho fnnir aroa Ic irlontifiorl anrl

description will be presented as the topic area is identified and
developed. Fall, Spring, and Summer. >. -cl;

Prerequisite: Permission of the instructor. . , •

iff

498. Introductory Research Problems ; (1-3), ,

Guided individual study of an environmental topic. Emphasis is on •
the study procedure and the methods employed. Enrollment is possible
at various times during the semester. Fall, Spring, and Summer.
Prerequisite: Approval of study plan by the instructor. !' 1

499. Environmental Studies Internship (1-12)

Internships provide students with a supervised field experience to

■■i

■ 4

apply and extend their academic abilities in a professional working
environment. Enrollment is possible at various times during the
semester. Fall, Spring, and Summer. vv '

Prerequisite: Environmental Studies senior standing and written
approval of an internship contract by faculty sponsor, curriculum
director, and field supervisor.

■ ’ t . )

510. Creative Problem Solving Seminar (3)

Three hours of lecture and discussion. A course designed to extend
the student’s understanding and application of creative problem
solving processes. One requirement will be to select and carry out an :
application of the techniques to a particular problem, with consultation >
and guidance from the instructor. Critique and survey of the literature, I
on creativity, in-depth analysis: of the synectics process, and various ■
procedures which have been developed for nurturing creative behavior
comprise the essence of the program. Spring.

Prerequisite: Undergraduate degree or permission of the instructor.

ENS-ENVIRONMENTAL SCIENCE

796.

r 1 ' *>

Special Topics in Environmental Science and PoIicy(l-3)

Lectures and discussion, seminars, conferences and group research
on topics of special or current interest, in fields related, to. environ-
mental science and policy. See schedule of classes *,for. current /

offerings. Fall and Spring.

797. Environmental Science Seminar :> - ■ (1-2) V

Discussion of current topics and research related to environmental

science. Fall and Spring. . ! , -• ,

798. Problems in Environmental Science and policy 7 u ?

(Credit hours to be arranged) i-r , » ‘ ; >

Individualized, special study of environmental science and policy /
subjects and issues. Comprehensive oral or written report required for v ,
some problems. Fall, Spring, and Summer. < ^

! • S ; I ■ tifct.! .

898. Professional Experience t (1-12) '

• ■

Professional experience which applies, enriches, and/or comple*. "i

ments formal coursework. Graded on an “S/U” basis. Fall, Spring, and
Summer. w

t'.i'l

ENVIRONMENTAL SCIENCE, ENGINEERING 79

899. Master’s Thesis Research

(Credit hours to be arranged)

Research and independent study for the master’s degree and thesis,
i Fall, Spring, and Summer.

999. Doctoral Thesis Research

(Credit hours to be arranged)

Research and independent study for the doctoral degree and dis-
sertation. Fall, Spring, and Summer.

When choosing courses, students must consult their advisors/
major professors. >

ERE— ENGINEERING (ENVIRONMENTAL AND
RESOURCE ENGINEERING)

306. Elements of Map and Air Photo Interpretation (1)

Two hours of lecture and three hours of laboratory per week for five
weeks of a semester. Introduction to map and photograph interpreta-
tion to extract information useful to site inventory, analysis, planning,
and design activities. The physical and geometric properties of maps
and photographs, the characteristics of information contained in them,
and the principles and procedures of interpretation are discussed.
Spring.

Prerequisite: Junior standing in Landscape Architecture.

.S ' \ ‘ ‘

308. Elements of Plane Surveying (1)

Two hours of lecture and three hours of laboratory per week for the
last five weeks of the semester. Introduction to the principles and
procedures of plane surveying for mapping and construction layout
, purposes. Topics briefly discussed include the basic mathematical
principles of surveying, the types and uses of surveying, horizontal and
vertical distance measurement, angle measurement, traversing and
computations, construction layout, tacheometry.and surveying errors
. (and their treatment). Spring.

• Prerequisites: Junior standing in Landscape Architecture and
college level plane trigonometry.

320. APL for Engineers and Scientists (2 or 3)

Programming and operation of time sharing digital computer

systems via the APL language. Analysis, modeling, and solution of
basic problems in environmental science and engineering. Students
desiring three credits will complete an original, substantial term
project. Spring.

Prerequisites: Calculus and physics or permission of the instructor.

321. Analog Computation for Engineers and Scientists(l or 2)
Programming and operation of electronic analog computers. Anal-
ysis, modeling, and simulation of dynamic phenomena and systems in
environmental science and engineering. Students desiring two credits
will complete an original term project. Fall or Spring.

Prerequisites: Calculus and physics or permission of the instructor.

342. Hydraulics in Construction (4)

Three hours of lecture, three hours of laboratory. The physical,
mechanical, thermal, and hydraulic properites of fluids relevant to the
construction industry. A study of solutions to hydraulic problems in
contemporary construction activities. Not open for credit to forest
engineering students. Spring.

Prerequisites: Physics and differential calculus.

J <• '■ . , :

350. Wood Preservation (2)

Two hours of lecture with some demonstrations. A survey of basic
wood-water relationships, shrinking and swelling, elementary wood
structure, wood permeability, capillary forces, heat transmission,
, agencies of wood deterioration, wood preservation processes, wood
fire performance, fire tests,' and fire retardant treatments. Not open to
WPE students. Fall, v -y ,

V r.Vtffr' ;•

351. Basic Engineering Thermodynamics (2)

I Principles of energy conservation and conversion: first and second
laws. Relation to PVT behavior, property functions, equilibria, and heat

and mass transfer. Introduction to engineering problem analysis and
_ computer methods. Spring.

Prerequisites: Physics, general chemistry, and calculus. Not open
for credit to students who have completed successfully FCH 360 or
equivalent.

352. Applied Engineering Thermodynamics (2)

Classical principles applied to devices and systems. Emphasis on
efficient design of manufacturing equipment and processes. Power and
refrigeration cycles; energy conversion; materials recovery. Environ-
mental case studies and design project. Computer-aided data corre-
lation and system simulation. Spring.

Prerequisites: ERE 351, FCH 360, or equivalent.

362. Mechanics of Materials (3)

Three hours of lecture. Theories of stress, deformation, and stability
of common structural materials subjected to various force systems.
Fall.

Prerequisites: Integral calculus and statics.

364. Engineering Materials (3)

Two hours of lecture and one three-hour laboratory per week. An
introduction to the study of materials science emphasizing the
structure and properties of materials used in the construction industry
in general. Lab work includes fabrication, testing, and evaluation of
actual systems. Spring.

Prerequisites: Junior standing, physics, chemistry, and engineering
mechanics.

371. Surveying for Engineers - (3)

Two hours of lecture and recitation and three hours of laboratory.
The principles of plane surveying for engineers. Subject matter areas
include introduction to the theory of measurement and errors. Linear
and angular measurements in both the horizontal and vertical planes,
traversing and computations, horizontal and vertical control and
associated computations, areal and volumetric computation, circular
and parabolic curves, state plane coordinates, public land surveys, and
the analysis and treatment of systematic and random errors. Labora-
tory field work and computations culminate in a topographic map. Fall.
Prerequisites: Differential and integral calculus.

375. Elementary Corrosion (1)

One hour of lecture. Basic electro-chemistry, film formation and
passivation, galvanic corrosion and pitting, cathodic and anodic pro-
tection, protective coatings and inhibitors. Application of the above in
the home, car, field, at sea, and in industrial plants. Spring.

377. Process Control (3)

Three hours of lecture. The study of the principles of process control
both with and without electronic computers. The emphasis is on
sensing and control elements, signal transmission, non computerized
controllers, conversion of signals to digital input for computer pro-
grams, control problems such as lag and errors, and applications with
emphasis on the paper industry. Spring.

Prerequisite: College level physics.

420. Computer Applications in Science and Engineering (3)

Principles and methods of mathematical modeling for analog and
digital computer solution. Applications to data reduction and corre-
lation, statistical analysis, process and equipment simulation, optimi-
zation and control, and computer-assisted instruction. Typical
examples, class problems and student projects. Current status and
future projection of computation equipment, software and operating
techniques. Fall.

Prerequisites: Calculus and computer programming, or permission
of the instructor.

422. Process Design and Simulation (3)

Two hours of lecture/discussion and three hours of design labora-
tory per week. Mathematical modeling of process units and systems.
Consideration of energy requirements, operating costs, and optimiza-
tion techniques. Steady-state and dynamic simulation via computer
programs. Use of data sources and software, applied to design
exercises and case studies. Spring.

Prerequisites: Unit operations and computer programming, or
permission of the instructor.

80 ENGINEERING

440. Water Pollution Engineering (3)

Two hours of feature and three hours of laboratory. Introduction to
the physical, chemical, and biological parameters of waste water treat-
ment processes and to the principles of the unit operations involved.
Study of the design parameters and design procedures of waste water
treatment systems. Spring.

Prerequisites: Physics and CHE 356 or equivalent.

i >

441. Air Pollution Engineering (3)

Three hours of lecture and discussions. Study of the chemical,
physical and meteorological principles of air pollution and its control.
Local and global effects of air pollution. The atmospheric survey.
Examination of the operating principles and design parameters of the
various air pollution control systems. Air quality and emission stan-
dards. Fall.

Prerequisites: Physics and CHE 356 or equivalent.

488. Engineering Economics (1)

One hour of lecture and three hours of laboratory; first half of semes-
ter. T'his course provides students with the tools to understand the
economic aspects of engineering and to evaluate engineering proposals
in terms of worth and cost. Coverage extends through alternatives
analysis, using rate of return, present worth, average annual cost and
other methods, and evaluation of public activities, focusing on benefit-
cost analysis. Spring.

496. Special Topics (1-3)

Lectures, readings, problems, and discussions. Topics as an-
nounced in the areas of environmental or resource engineering. Fall
and/or Spring.

510. Energy: Alternate Systems (3)

Three hours of lecture. An introduction to alternate energy
resources and conversion processes. Focus is on relatively small-
capacity, decentralized systems and means for judging appropri-
ateness, costs, and impacts of application under varying conditions
and needs. Instruction modules on passive and active solar heating,
wind energy system, biomass resources and conversion, including
ethanol production, methane recovery and wood gasification, and
internal combustion cogeneration.

563. Photogrammetry I I (3)

Two hours of lecture and discussion, three hours of laboratory and
discussion. Basic photogrammetric and photo interpretation concepts
as a means of acquiring reliable data for engineering and management
planning. Potentials, limitations, instrumentation and unique require-
ments are considered. Fall and Spring.

Prerequisite: ERE 371 or equivalent.

585. Microscopy ancj Photomicrography (3)

Two hours of lecture, one hour of demonstration, and three to five
hours of laboratory. Principles of light microscopy and photomicro-
graphy with extensive laboratory practice. Introduction to scanning
and transmission electron microscopy. Fall. '

Prerequisite: Permission of the instructor.

596. Special Topics (1-3)

Lectures, conferences, discussions, and laboratory. Topics in envi-
ronmental and resource engineering not covered in established
courses. Designed for the beginning graduate student or selected
upper division undergraduate. Fall and/or Spring.

611. Energy: Production and Conservation (3)

Three hours of lecture. An introduction to the technology, impacts,
hazards, and costs of large-scale, centralized power generation, with
emphasis on opportunities for resource conservation. Spring.

640. Water Resource Systems (3)

Three hours of lecture and discussion. Fundamentals of the systems
approach to complex water resource problems. Characteristics of
water resource systems, related to systems engineering methodol-
ogies. Quantitative and qualitative subsystems are considered in a
technical nature which exposes the socio-legal-political interfaces of
water resource decisionmaking. Spring.

Prerequisite: FEG 340 or equivalent.

• /

i'M

, f.

642. Water Quality Modeling \ (3) /,

Two hours of lecture and three hours of laboratory per week. An,y ;
analysis of the biological, chemical, and physical factors of receiving

waters governing the action of wastes and their reactions in receiving '
waters. Introduction to modeling techniques applicable to water quality ;'j j^l
management issues. Fall. Ti ..,i, / 7.-'^V • |

Prerequisite: ERE 440 or equivalent as evaluated by the instructor.

643. Water Pollution Engineering * ’ -. ,-i r/ :. v. (3) . . !l

Two hours of lecture and three hours of laboratory. Introduction to 7 v

the physical, chemical, and biological parameters of waste water treat
ment processes and to the principles of the unit operations involved, f '
Study of the design parameters and design procedures of waste water ; '
treatment systems. Spring. 1 ■ ■ V. /

Prerequisites: Physics and CHE 356 or permission of the instructor.
Note: A student may not enroll in or receive credit for both ERE 440 ::h

and ERE 643. 4 V g y

652. Remote Sensing Interpretation

(3)

Two hours of lecture and three hours of laboratory. Introduction

with a qualitative emphasis on the fundamentals of acquiring, analyze j
ing, and utilizing remote sensing data in the performance of natural
resource inventories, environmental quality surveys, site development
studies and land use analyses. Oriented for multidisciplinary partjcipa- , 5 j
tion. Fall and/or Spring. j •>

Prerequisites: Physics and calculus or permission of the instructor.
Note: Not open to students having previous credit for FEG 352. ' .

L I,

i J -'\

- ^ >?■ *■'!

■ L'9 ...

til

655. Remote Sensing Measurements (3) / ■

Two hours of lecture comprising an in-depth coverage of the theory,’
design, and application of remote sensing systems and techniques
employed to obtain precise spectroradiometric measurements to map
and monitor natural resources. Photographic and non-photographic
systems are considered. Laboratory experiments in the form of an
assignment using remote sensing data. Fall or Spring. , • -V-f

Prerequisites: ERE 572 and FEG 363 or ERE 563 or consent of the
instructor. , ..... ^

■ ■ t

658. Geometric Geodesy - ■ , ■ rrL (3).

An introductory graduate level course for those without previous ;

background in theoretical geodesy. Topics covered include position
determination for short and long lines on the ellipsoid, the ellipsoidal,,' /
triangle, the parametric equations, three-dimensional geodesy, and j
mappings of the ellipsoid. Fall. .

Prerequisite: Permission of the instructor. r ‘ '

'• " . '■ ;

659. Astronomic and Gravimetric Geodesy 43) i

An introductory graduate level course in geodetic astronomy and

the gravity field of the earth. Topics covered include updating star
positions; precise time keeping; position determination by natural and
artificial satellites; the fundamental concepts of gravimetric geodesy,
including the potential function; attraction; undulations of the geoid
and deflections of the vertical. Fall. .- >• i,'. 3 :

Prerequisite: ERE 658.’

660. Theory of Errors and Adjustments (3) ’ /

The theory of errors and adjustments, of observations oriented
toward geodesy and photogrammetry. Topics include error definitions,
weighted observations, method of least squares, matrix algebra in.
adjustments, variance-covariance matrix, the error ellipse and the
general case of adjustment. Fall or Spring. .. • . . - . •

Prerequisites: Calculus and a beginning course in statistic^. L

664. Photogrammetry II : ■/ (3)

Two hours of lecture and three hours of laboratory. Genera! analytic
photogrammetry including interior and exterior orientation systems,
intersection, space resection and orientation. Correction of photo
coordinates for film deformation, lens distortions, atmospheric refrac- ,
tion and earth curvature. Introduction to photogrammetric plotters.,
Planning photogrammetric projects, and designing optimum pro-
cedures for selected photogrammetric tasks. Fall. ' r

Prerequisite: ERE 563 or equivalent. , "7

vif’"

ENGINEERING 81

■ ' i

670. Principles of Pulping and Bleaching (3)

Two hours of lecture and three hours of laboratory plus literature
study of assigned topics, independent project planning and/or labor-
J atory study. Discussion of pulping and bleaching processes. Effects of
.chemical and physical variables on the wood components and pulp
7v properties; chemistry involved. Experiments in pulping and bleaching
and pulp evaluation. Fall.

Prerequisites: Organic, physical, and analytic chemistry.

Note: A student may not enroll in or receive credit for both PSE 461
and ERE 670. 1 1

671. Chemistry of Pulping and Bleaching (3)

Three hours of lecture. Discussion of the chemistry underlying the
commercial pulping and bleaching processes, designed to assist in
interpreting the phenomena observed in these operations. Emphasis is
placed on those reactions which contribute to delignification and the
removal of chromophoric groups in lignin and extractives. Spring.

Prerequisite: FCH 572 or permission of the instructor.

'. V. ' •: 'V ; , • 1

672. Selected Topics in Colloid and Surface Science I (3)

Three hours of lecture, discussions, and problem solving. The follow-

. ing topics will be covered: 1) viscosity of dilute dispersions, 2) osmotic
and equilibrium, 3) light scattering, and 4) surface tension. Fall.

Prerequisites: Two semesters of physical chemistry and permission
of the instructor.

f( 673. Selected Topics in Colloid and Surface Science II (3)

1 ' • Three hours of lecture, discussions, and problem solving. The follow-
ing topics will be covered: 1) absorption from solution and at Gas-Solid
interface, 2) electrical double layer, 3) Van der Waals attraction and
flocculation, and 4) electrophoresis, zeta potential, and electro-
osmosis. Fall.

Prerequisites: Two semesters of physical chemistry and permission
of the instructor.

675. Principles of Unit Operations (4)

'‘/.Three hours of lecture and discussion and one two-hour computa-
tion period. Fundamentals of fluid dynamics, heat and mass transfer,
appropriate analogies and process applications. Stage operations and
computation methods. Application to distillation, extraction, gas
absorption, evaporation, crystallization and drying. Design, operation,
and computer simulation of equipment. Fall.

Prerequisites: Calculus and physical chemistry or permission of the
instructor.

677. Paper Properties (4)

Three hours of lecture, three hours of laboratory, and discussion
plus evaluation of literature, independent project planning and/or
laboratory study. Evaluation and study of the physical, optical, and
chemical properties of paper and the interrelationships existing
between paper manufacturing methods, papermaking additives, test
results and the ultimate properties desired in the finished paper. Fall.

Prerequisite: Permission of the instructor.

Note: A student may not enroll in or receive credit for both PSE 465
and ERE 677.

678. Paper Coating and Converting I (2)

Two hours of lecture plus evaluation of literature, independent
project planning, and/or laboratory study. Evaluation and study of the
various coating materials and processes used by the paper industry.
Introduction to polymers and their use in converting operations. Study
of materials and equipment used in converting operations, funda-
mentals and parameters which control their use, effects on final
' properties of papers. Spring.

Prerequisite: PSE 465 or permission of the instructor.

Note: A student may not enroll in or receive credit for both PSE 466
and ERE 678. ‘ ’ /

680. The Anatomy and Ultrastructure of Wood (2)

Two hours of lecture and/or demonstration and discussion. The
gross, microscopic and submicroscopic structure of wood including
organization of the cell wall, distribution of chemical constituents and
abnormalities in wood. Fall.

682. Transport Processes (3)

Two hours of lecture and three hours of laboratory. The relationship

between wood structure and wood permeability, moisture movement,
and heat transfer. Fire retardant and wood preservation treatments.
Wood drying. Unsteady-state transport processes. An advanced
laboratory problem with report in wood-moisture relationships, wood
drying, the relationship between wood permeability and treatability, or
wood preservative treatments. Spring.

Prerequisite: Permission of the instructor.

Note: A student may not enroll in or receive credit for WPE 326 or
WPE 327 and ERE 682.

683. Structure and Properties of Engineering Materials * (3)

Three hours of lecture and discussion. Study of the mechanical,
thermal, electronic, and magnetic behavior of metals, ceramics, poly-
mers, and composite materials relating internal structure and engineer-
ing properties. “Internal structure” may range from subatomic, atomic,
and molecular levels through the structure of crystals and amorphous
solids up to the macro-structure of multiphase and composite ma-
terials. Spring.

Prerequisite: Permission of the instructor.

684. Mechanical Properties of Wood (3)

Two'hours of lecture and three hours of laboratory. The effect of the
anatomical and chemical nature of wood on its response to static and
dynamic force systems. The theory of elasticity as applied to wood and
wood-based composites. Spring. N

Prerequisite: Permission of the instructor.

685. Applied Electron Microscopy (5)

Two hours of lecture, two hours of laboratory/demonstration,
minimum of ten hours of individual laboratory. The theory and opera-
tion of the transmission electron microscope including specimen
preparation, photographic technique and interpretation of micro-
graphs. Fall.

Prerequisite: Consultation with the instructor.

686. Wood-Water Relationships (3)

Two hours of lecture and three hours of laboratory. Relationship
between wood moisture content and the environment, electrical and
thermal properties, theories of moisture sorption, hygroscopic swelling
and shrinking, thermodynamics of moisture sorption, mechanism of
moisture movement as it relates to activation theory. Laboratory
exercises will complement the theoretical topics discussed in the
lecture. Fall.

, Prerequisite: Permission of the instructor.

688. Tropical Timbers in Commerce (2)

Two hours of lecture. Introduction to the commercial use of tropical
timbers; the factors of forest conditions, stand types and wood qualities
influencing their utilization and the development of trade. Sources of
information. Spring.

Prerequisite: Permission of the instructor.

689. Tropical Wood Anatomy (1)

Anatomical characters, identification and taxonomy of tropical
woods important in commerce. Spring.

Prerequisite: WPE 387 or ERE 360. Recommended that ERE 688 be
taken concurrently or previously.

691. Air Pollution Engineering • (3)

Three hours of lecture and discussion. Study of the chemical, physi-
cal, and meteorological principles of air pollution and its control. Local
and global effects of air pollution. The atmospheric survey. Examina-
tion of the operating principles and design parameters of the various air
pollution control systems. Air quality and emission standards. Fall.
Prerequisites: Physics and CHE 356 or permission of the instructor.
Note: A student may not enroll in or receive credit for both ERE 441
and ERE 691.

760. Analytical Photogrammetry I (3)

Two hours of lecture and three hours of laboratory. Mathematical
theory of photogrammetry including space resection, orientation,
intersection and aerial triangulation. Spring.

Prerequisites: FEG 363, APM 360 and FEG 464 or equivalent.

FOREST CHEMISTRY

762. Instrumental Photogrammetry I (3)

Two hours of lecture and three hours of laboratory. The theory and
practice of extracting information from photographs with the aid of
photogrammetric plotters. Fall or Spring. i

Prerequisite: FEG 363 or equivalent.

775. Applied Thermodynamics (3)

The study and application of thermodynamics, including the first and
second law, phase relationships, thermochemistry, the production of
work and equilibrium relationships. Spring.

Prerequisites: FCH 360, FCH 361 or equivalent.

785. Scanning Electron Microscopy (3)

Two hours of lecture, demonstration and laboratory. Six hours of
independent laboratory experience. The theory and operation of the
scanning electron microscope including specimen preparation, photo-
graphic technique, and interpretation of micrographs. Spring.
Prerequisite: Permission of the instructor.

796. Advanced Topics (1-3)

Lectures, conferences, discussions, and laboratory. Advanced
topics in Forest Engineering, Paper Science and Engineering, and
Wood Products Engineering. Fall and/or Spring.

Prerequisite: Permission of the instructor.

797. Seminar (1-3)

1. Forest Engineering topics. II. Paper Science and Engineering
topics. 111. Wood Products Engineering topics. Fall and Spring.

798. Research in Environmental and Resource Engineering
(Credit hours to be arranged)

I. Independent research topics in Forest Engineering. II. Independ-
ent research topics in Paper Science and Engineering. III. Independent
research topics in Wood Products Engineering. Fall, Spring, and
Summer.

880. Interpretation of Cellular Ultrastructure (2)

One hour of lecture and two hours of demonstration and discussion.
The organization and sculpturing of the walls of plant cells; the cellulose
microfibril, matrix and incrusting substances, and the warty layer. The
ultrastructure and function of cytoplastic organelles in cells. The
nucleus, the mitochondrion, the chloroplast, the endoplasmic retic-
ulum, microtubules, the gap junction and the tight junction. The tools
and techniques used for light and electron microscopic study of cells,
and the interpretation of structural evidence. Directed study and
discussion of the latest (current) literature on pertinent topics. Spring.
Prerequisite: Permission of the instructor.

899. Master’s Thesis Research (Credit hours to be arranged)

Research and independent study for the master’s degree and thesis.
Fall, Spring, and Summer.

999. Doctoral Thesis Research (Credit hours to be arranged)

Research and independent study for the doctoral degree and dis-
sertation. Fall, Spring, and Summer.

ESF— NONDEPARTMENTAL

332. Seminar for New Transfer Students (No Credit)

One hour of weekly lectures and discussions designed to introduce
the transfer student to the College and its academic and social
environs. Fall and Spring.

FCH— FOREST CHEMISTRY

221. Organic Chemistry I (3)

Two hours of lecture, one hour of recitation. A survey of representa-
tive classes of carbon compounds with emphasis on structure, funda-
mental reactivity, and other important properties and characteristics
relevant to biological systems. Fall.

222. Organic Chemistry Laboratory I (1)

One three-hour laboratory. Laboratory techniques in organic
chemistry. Melting points, distillation, recrystallization, extraction,
column and thin layer chromatography, natural product isolation.
Qualitative functional group analysis. Fall. • -.’*4-.

;• iifu

223. Organic Chemistry 11 , v\.,- : (3)

Three hours of lecture and discussion. The structure and reactivity
of organic compounds, utilizing natural products as examples, will be
studied in order to develop an organic chemical background for further
study of biological chemistry. Spring. ,

Prerequisite: FCH 225 or equivalent. d/i.s'j. V -

. •! :

) •-£

224. Organic Chemistry Laboratory II •' ^ (1)

One three-hour laboratory. Continuation of FCH 222. Simple physi
ical, quantitative, and instrumental techniques applied to organic
chemistry. Gas chromatography, polarimetry, kinetics. Introduction to
synthesis. Spring. . •• . '•

Prerequisite: FCH 222 or equivalent.

Co requisite: FCH 223 or equivalent.

325. Organic Chemistry III 1 (4)

Two hours of lecture, one six-hour laboratory. Classical and recent
literature synthesis or organic compounds, employing advanced tech-
niques. Fall. "

Prerequisite: Two semesters of elementary organic chemistry.

360. Physical Chemistry I ->• <" (3)

Three hours of lecture. Includes discussion ort the properties of
gases and liquids, laws of thermodynamics, solutions and colligative
properties, and electrochemical cells. Fall. * ■ < ^

Prerequisites: One year of college physics, differential and integral
calculus. •' < 1-4

361. Physical Chemistry II (3) .

Three hours of lecture. Includes discussion on the structure of
matter, principles of quantum mechanics, spectroscopy, and chemical
kinetics. Spring. > !■ > : . v 1

Prerequisite: Physical Chemistry FCH 360 or the equivalent. , ■j.y;. •

380. Instrumental Methods of Analysis V'- (3)

Two hours of lecture and one three-hour laboratory. Lecture"-"
includes theory, applicability, and limitations of a number of current
methods of instrumental analysis. Laboratory sessions provide prac-
tice with several of these techniques. Spring. - >

Prerequisites: General chemistry and quantitative analysis. ^

384.

Spectrometric Identification of . V '•

Organic Compounds » (1-2)

Two hours of lecture and discussion. The first half semester
(1 credit) will deal with common classes of organic compounds; the
second half semester ( 1 credit) will deal with more complex structures.1
The use of complementary information from mass, infrared, nuclear
magnetic resbnance, and ultraviolet spectrometry will be applied to
identification of organic natural products. Spring. ; iv; * 1 m

Prerequisites: Organic chemistry; one semester of advanced
organic chemistry for second credit. w

495. Introduction to Professional Chemistry ; T.r (1)

The professional chemist and his relationships with industry, govern-
ment, and universities. Employment opportunities for the chemist,
professional organizations, and unions will be discussed. The selection
of a senior research topic and a literature survey will be required. Fall.

Prerequisite: Senior status. , : ; • b :; ...

. ’ -j i V'\ •]

496. Special Problems in Chemistry (1-3)

An opportunity for a special problem, technique development, ■

independent or unstructured study in an area related to the chemical ,
profession. The work may be technical, professional, or interdisci-
plinary. Advisors outside this department may be solicited.' A brief
proposal must be presented for approval with specific arrangements
outlined including faculty advisor and objectives of the study. Evidence
of competence and appropriate effort is required for credit. A written
report will be expected. Fall and Spring. i

Prerequisite: Upper division status.

FOREST CHEMISTRY 83

' .'. r ■( '

497. Undergraduate Seminar (1)

One hour per week. Literature surveys and seminars on topics of
current research interest and recent advances in chemistry. Spring.

' t. . a:* - ■ - ^

498. Introduction to Research (5)

Eighteen hours of laboratory, library search and report writing.
Solution of a selected research problem using special laboratory tech-
niques. Typewritten report on data, procedures, results, and conclu-
sions. Spring.

■ ' ' ' ' ’ ' ' . . ' ' '

510. Environmental Chemistry I (3)

: Three hours of lecture. Introduction to the processes that control
chemical behavior in aquatic environments, including precipitation, gas
exchange, acid'base, redox, complexation, and adsorption reactions.
Emphasis will be on explanation and prediction of chemical behavior,
using computer models where appropriate. Examples will be from the
areas of water and wastewater treatment, pollutant fates and geo-
chemistry. Fall.

Prerequisites: An introductory course in physical chemistry is
required and a shortcourse in computer programming is
recommended.

511. Environmental Chemistry II (3)

Three hours of lecture. Includes a detailed chemical explanation of
current topics of concern in environmental chemistry and the chem-
istry of pollution. Lectures will cover topics relating to air, soil and biota
pollutional impact. Spring.

Prerequisite: Chemistry through physical chemistry, or consent of
the instructor.

515. Methods of Environmental Chemical Analysis (3)

One hour of lecture and six hours of laboratory. An introduction to
sampling, analytical and quality control procedures necessary to obtain
reliable water quality data. All analyses will be performed on a single
aquatic system with the purpose of developing a final report character-
izing the water quality of that system. Fall.

' Prerequisite: A course in quantitative chemical analysis.

530. Biochemistry I (3)

Three hours of lecture. General biochemistry with emphasis on
cellular constituents and metabolic reactions. The chemical; physical,
and biological properties of amino acids, proteins, carbohydrates and
their intermediary metabolism will be discussed. The chemistry of
enzymes, energy transfers, and biological oxidations will also be
covered. Fall.

Prerequisites: One year of organic chemistry and one year of
physical chemistry.

531. Biochemistry Laboratory (2)

Six hours of laboratory. This course will stress techniques used in
biochemical research. Techniques used include various types of chro-
matography, electrophoresis, and spectrophotometry and methods
involved in the isolation, purification, and assay of enzymes. Fall.
Prerequisite : One semester of quantitative analysis with laboratory.

532. Biochemistry II (3)

Three hours of lecture. Topics discussed are: application of tracer
techniques to biochemistry, the chemical and biochemical properties
of lipids, theories on the origin of life, photosynthesis and the biosyn-
thesis of steroids and terpenes, plant aromatics, amino acids, porphy-
rins and other aspects of nitrogen metabolism. Spring.

Prerequisites: FCH 530 and its prerequisites.

539. Principles of Biological Chemistry (3)

Three hours of lecture. Principles of biochemistry with emphasis on
their relationship to biology. Topics include basic metabolic pathways,
structure, and function of proteins, enzymes, and nucleic acids, energy
relationships and biochemical control mechanisms. Nonchemistry
majors. Fall.

Prerequisite: A two-semester course in organic chemistry is desir-
able, but a one-semester course is acceptable.

540 Chemical Ecology

This course is the same as EFB 512. Refer to description on page 75.
Note: Credit cannot be received for both FCH 540 and EFB 512.

519. Environmental Chemistry Seminar (1)

One hour of lecture. Seminars on current research and issues in
environmental chemistry and related areas. Spring.

■;

520. Nuclear and Radiation Chemistry (2)

The two one-hour lectures will cover the information required for the
basic understanding of nuclear reactions, the types of radiation
emitted, the instrumentation necessary to detect and measure this
radiation, the principles of radioisotope tracer techniques, and radia-
tion chemistry which is the effect of radiation on organic systems. Visits
to the Cornell Reactor and the Nuclear Medicine Department of the
Upstate Medical Center will be arranged. Spring. '

Prerequisites: Physical, organic and inorganic chemistry or by
permission of the instructor.

Note: This course can be taken independently of FCH 521.

521. Nuclear Chemical Techniques (1)

The laboratory will consist of one four-hour laboratory class every
two weeks^ with one hour to be made up at the student’s discretion to '
accommodate counting periods which extend over several weeks. A
short movie by the AEC each week will be required for the sixth hour.
The laboratory will give each student the opportunity to use the indi-
vidual counting instruments, gain experience in the handling and
preparation of radioactive samples and the use of the 1000-curie-cobalt
source in radiation chemistry. Spring.

Prerequisite: Physical, organic, and inorganic chemistry or permis-
sion of the instructor. Advanced tentative registration is required.

Co-requisite: FCH 520.

524. Topics in Natural Product Chemistry (3)

Three hours of lecture and discussion each week. A course intended
to introduce the student to various types of secondary metabolites
including several of past and current interest because of their pro-
nounced biological activities. Modes of chemical reactivity and means
of structure determination and syntheses are covered. Spring.

550. Introduction to Polymer Science I:

Polymer Synthesis and Mechanisms (3)

Three hours of lecture. Introduction to the synthesis of polymers and
the mechanism of polymerization processes. Addition homopolymeri-
zation and copolymerization by radical, ionic and coordination type
catalysts. Synthesis of block and graft copolymers. Stepwise polymeri-
zation, network formation and gelation. Structure of polymers and
stereoregular polymerization. Degradation of polymers, reaction on
polymers, polyelectrolytes. Fall.

Prerequisites: One year of organic chemistry and one year of
physical chemistry.

551. Polymer Techniques (2)

One hour of lecture and discussion and three hours of laboratory; lab
reports. Techniques of polymer preparation: free radical solution and
emulsion polymerization, gel permeation. Molecular weight determina-
tion by light scattering, osmometry, viscosity, gel chromatography.
Structure characterization by X-ray diffraction, electron microscopy,
nuclear magnetic polarized microscopy, stress-strain and swelling
equilibrium and thermal analysis. Fall.

Prerequisites: One year of organic and one year of physical
chemistry.

552. Introduction to Polymer Science II:

Polymer Properties and Technology (3)

Three hours of lecture. Introduction to the physical chemistry,
physics, processing and technology of synthetic polymers. Polymer
solutions, including molecular weight determinations and chain sta-
tistics. Polymer solid states, including rubber elasticity, viscoelasticity,
the glassy state and the crystalline state. Properties, processing and
technology of films, fibers, elastomers and foams. Spring.

Prerequisites: One year of organic chemistry and one year of
physical chemistry.

555. Natural and Synthetic Polymers: An Overview (2)

Two hours of lecture. A series of 24 introductory lectures on all
aspects of polymer science. The material covered will include: types of

84 FOREST ENGINEERING

natural ahd synthetic polymers; molecular size and shape; molecular
weight determinations; chemical synthesis and reactions; polymer type
vs. properties; properties in the liquid state; properties in the solid
state; rubber and elastomers; crystallinity and morphology; mechan-
ical and thermal characteristics; manufacturing and polymer tech-
nology. Fall.

Prerequisites: Organic chemistry. Some knowledge of physical
chemistry is helpful, although not required. "

571. Wood Chemistry I: General Wood Chemistry (2)

Two hours of lectures. Introduction to carbohydrate chemistry.
Chemistry of cellulose, hemicelluloses, and lignin. Cellulose deriva-
tives. Distribution of polysaccharides and lignin in wood. Wood extrac-
tives. Chemistry of bark. Formation of heartwood. Wood as a chemical
raw material. Fall. •

Prerequisite: One or two semesters of a three-credit undergraduate
course in organic chemistry.

572. Wood Chemistry II: Wood and Pulping Chemistry (3) 1

Three hours of lectures. Introduction to carbohydrate chemistry.
Chemistry of cellulose, hemicelluloses, and lignin. Cellulose deriva-
tives. Distribution of polysaccharides and lignin in wood. Wood extrac-
tives. Chemistry of bark. Formation of heartwood. Wood as a chemical
raw material. Chemistry of the industrial pulping processes with
emphasis on sulfite and kraft pulping of wood. Chemistry of the major
bleaching agents. Chemical byproducts in the pulping industry.
Complete tree utilization in the manufacture of pulp and paper. Fall.

Prerequisite : One or two semesters of a three-credit undergraduate
course in organic chemistry.

573. Wood Chemistry III: Biosynthesis of Wood (2)

Two hours of lecture. Chemistry of pectin and starch. Photosyn-
thesis with emphasis on the chemical phase. Chemistry of the primary
cell wall in plants. Biosynthesis of cellulose, hemicelluloses, pectin, and
starch. Biosynthesis of aromatics, including lignin. Biodegradation of
wood. Fall.

Prerequisite: FCH 571 or an equivalent course in general wood
chemistry.

574. Wood Chemistry IV: Wood Chemistry Laboratory (1)

Three hours of laboratory. Reports. Gravimetric and spectrophoto-
metric determinations of lignin. Determination of the number-average
molecular weight of ethylcellulose by osmometry. Estimation of the
weight-average molecular weight of ethylcellulose by viscometry. ■
Calibration of a gel permeation chromatography (GPC) column.
Separation and characterization of larch arabinogalactans A and B by
GPC. Fall.

Prerequisite: FCH 571 Wood Chemistry I or an equivalent course ip
general wood chemistry.

630. Plant Biochemistry (3)

Three hours of lecture and discussion. Includes the biochemistry of
photosynthetic electron transport and phosphorylation, photosyn-
thetic carbon fixation, photorespiration, nitrogen fixation, nitrate
reduction, photochrome, and plant hormones. The economic, ecologi-
cal, and environmental aspects of plant biochemistry will also be dis-
cussed. Spring. '

Prerequisites: FCH 530—532 or FCH 539 or equivalent.

650. Physical Chemistry of Polymers I (3)

Three hours of lecture. Includes: thermodynamics of polymer
solutions, phase equilibria, fractionation, structure-property relation-
ships, elementary chain statistics, molecular geometry, network elas-
ticity, polyelectrolyte theory, and viscosity. Fall.

Prerequisites: One year of organic chemistry and one year of
physical chemistry.

651. Physical Chemistry of Polymers II (3)

Three hours of lecture. Viscoelasticity. The glassy state and glass
transition temperature. The crystalline state and crystallization
kinetics. Characterization of structure and morphology of polymer
solid states. Survey of structure and properties of native polymers.
Spring.

Prerequisites: One year of organic; and one year of physical
chemistry.

652.

\ ( 1

Organic Chemistry of Polymers It'

' - - v ; I

■nicf n i nn i ifi inr. • **

Three hours of lecture. A broad survey of the chemistry of polyfunc-
tional molecules and methods for their Conversion to high molecular *,-$j

weight materials. Synthesis of a variety of specialty polymers and

chemical reactions on natural and synthetic polymers. Some relations |
between molecular structure and useful properties. Spring. ?'■ , ']

Prerequisite: One year of organic chemistry.

'• i • -v- ■ ■■ ,‘i :>■'< .-..a
■■ . . -'v;.

653. Organic Chemistry of Polymers II f ; . . (3) , H

Three hours of lecture. Kinetics and mechanism of polymerization •• -:

processes, with emphasis on addition polymerization reactions initi-

ated by radical, cationic and anionic initiators. Mechanism of stereo-

rV:'

specific polymerization. Structure of polymers. Reactions on polymers -

:ia

and their modification for specific end uses. Block and graft polymers. . \ - ;
Spring. •• '

Prerequisites: One year of organic chemistry and one year of ■ , j

physical chemistry.

796. Special Topics in Chemistry

"Ss

' ; -<1*3) l

(Credit hours arranged according to nature of topic) .

sical

Lectures, conferences, and discussion. Advanced topics in physical
chemistry, organic chemistry, or biochemistry. Fall and Spring.

. -1 "C j.,'V - t l-ltf ‘ - 'a

■ -i

798. Research in Chemistry

ivl

(Credit hours arranged according to nature of problem)

Independent research in physical and organic chemistry of synthetic
polymers, physical and organic chemistry of natural polymers, organic
chemistry of natural products,

One typewritten report

iducts, ecological chemistry and biochemistry. t .o
required. Fall, Spring, and Summer. I .|^V' 'HZ

899. Master’s Thesis Research (Credit hours to be arranged)

Research and independent study for the master’s degree and thesis.
Fall, Spring, and Summer.

, , ■ . ■ - ■ ' 1 V - ■ ■ • -

997. Seminar (1)

Seminars scheduled weekly; an average of twenty to thirty seminars
are given annually Discussion of recent advances in chemistry. Credit
is given only once to a student. Fall and Spring.

999. Doctoral Thesis Research (Credit hours to be arranged)

Research and independent study for the doctoral degree and disser-

tation. Fall, Spring, and Summer.

FEG -FOREST ENGINEERING . ....

■ V TpS

300. Introduction to Forest Engineering and Design •f:'' (2)

One hour of lecture and three hours of laboratory. An introduction
to the design process with emphasis on the application of engineering >
fundamentals to the analysis and design of systems useful in resource
manipulation and development. Fall.

340. Engineering Hydrology, and Flow Controls ' (4)'

Three hours of lecture and three hours of laboratory and discussion.
Analysis of the waters of the earth, their occurrence, circulation, and
distribution; physical properties and their interaction with their envi-
ronment. Principles of hydrologic-' budgeting and routing; and basic
hydraulics of open channel, conduit, groundwater and overland flow, v
Applications of probability as a basis for the design of solutions to
groundwater, surface runoff, flooding and water supply problems. v7j,v

Spring.

-I

. Prerequisites: CIE 327, IOR 326,- and APM 360. •' £ ' .

350. Introduction to Remote Sensing for Engineers (2) ; jj

i * ■'_ ' i

Two hours of lecture. The fundamentals of acquiring, analyzing, and , :
utilizing remote sensing data in the performance of natural resource ;

inventories, environmental quality surveys and site development v/L,
analyses. Oriented for multidisciplinary participation. Spring. ? >

352. Introduction to Remote Sensing / ; -,‘(3)

Two hours of lecture and three hours of laboratory. Qualitative and
quantitative introduction to the fundamentals of acquiring, analyzing,
and utilizing remote sensing data in the performance of natural re-
source inventories, environmental quality surveys, site development

FORESTRY 85

studies, and land use analyses. Oriented for multidisciplinary partici- ■
pation. Spring.

Prerequisites: Physics and calculus or permission of the instructor.

363. Photogrammetry (3)

Two hours of lecture and discussion, three hours of laboratory.
Basic photogrammetric and photo interpretation concepts as a means
of acquiring reliable data for engineering and management planning.
Potentials, limitations, instrumentation, and unique requirements are
considered. Fall and Spring.

Prerequisite: ERE 371 or equivalent.

1 - 1

410. Structures (4)

Three hours of lecture, three hours of computation laboratory and
discussion. Engineering principles in the analysis, planning design and
construction of components and framed structures under various
types of loadings. The proportioning of wood, steel and concrete
members and the design of statically determinate structural systems.
Emphasis is placed on the relationship between theoretical stress
analysis and codes and specifications for appropriate materials and
structural design practices. Fall.

Prerequisites: ERE 362, APL Computing.

420. ' Harvest Systems Analysis (1)

Three hours of discussion, demonstration and/or field exercises.
An introduction to mensuration, harvesting operations, methods
analysis, mechanization, and interrelationships between the pro-
duction and silvicultural aspects of harvesting, is presented. A context
is developed for the application of other Forest Engineering courses.
/ Prerequisites: EFB 315, FOR 321.

422. Production Systems Engineering (4)

Four hours of lecture. An introduction to concepts and procedures
for planning, designing, and managing production and large-scale
physical systems with focus on forest resources and products. Systems
analysis and quantitative techniques are introduced as design tools.
Fall,

Prerequisites: IOR 326 and senior standing in forest engineering.

430. Engineering Decision Analysis (3)

An introduction to the design process as a decision model, with
emphasis on techniques for determining economic attractiveness of
engineering alternatives, and analyzing construction and production
operations. Includes a survey of mathematical models useful for oper-
ations planning and analysis. Fall.

Prerequisite: IOR 326.

437. Transportation Systems (4)

Three hours of lecture and three hours of laboratory. Interrelation-
ships among natural features, transportation types, design, and
management objectives to provide the most effective system within the
given framework. Basic engineering principles in the planning location,
design, construction, and maintenance of suitable transportation
systems to serve various aspects of forest resource management.
Spring.

Prerequisites: CIE 437, FEG 422. ,

447. Hydrologic and Quality Controls (3)

Two hours of lecture and three hours of laboratory. A continuation
of FEG 340 coupled with principles and practices of water quality
control for forested sites and low density areas. Design of facilities and
systems for water, sewerage and waste water treatment and for the
abatement of pollution from nonpoint sources. Planning and analysis
for water resources development. Spring.

■ Prerequisites: FEG 340, ERE 488 and CIE 437 or equivalent as
evaluated by the instructor. -

} . ’S'**/ A;

454. Tractive Power Systems (2)

Two hours of lecture per week. An introduction to analysis and
design of tractive power systems used in timber extraction and other
forestry, agriculture, and construction applications. Spring.
Prerequisites: MEE 285, ERE 351, FEG 420.

464.\ Photogrammetry II (3)

Two hours of lecture and three hours of laboratory. General analytic
photogrammetry including interior and exterior orientation systems,

intersection, space resection, and orientation. Correction of photo
coordinates for film deformation, lens distortions, atmospheric refrac-
tion, and earth curvature. Introduction to photogrammetric plotters.
Planning photogrammetric projects and designing optimum pro-
cedures for selected photogrammetric tasks. Fall.

Prerequisite: FEG 363.

477. Survey Systems Design (3)

Three hours of lecture and discussion. Land survey systems includ-
ing the U.S. Public Land System, plane coordinate systems, and land
use and resource systems — Specifications for Surveying and Mapping
Projects. The design of future systems. Spring.

Prerequisites: FEG 371 and FEG 363.

489. Forest Engineering Planning and Design (3)

Two hours of lecture and three hours of laboratory. A curriculum
capstone course designed to integrate other coursework with a sys-
tematic approach to real life engineering problems. Semester-long
laboratory projects are selected to provide experience in dealing not
only with technical and economic constraints, but also with environ-
mental, social, legal, and political aspects of the planning process.
Spring.

Prerequisite: Senior standing in forest engineering.

498. Research Problem in Forest Engineering (1-3)

Independent research in topics in Forest Engineering for the highly
motivated undergraduate student. Selection of subject area deter-
mined by the student in conference with appropriate faculty member.
Tutorial conferences, discussions and critiques scheduled as nec-
essary. Final written report required for departmental record. Fall,
Spring, and Summer.

Prerequisite: Permission of the instructor.

FOR— FORESTRY (RESOURCES MANAGEMENT)

301. Field Dendrology (1)

Approximately one half-day lecture, five eight-hour field study,
presented as the first portion of the Summer Program in Field
Forestry held at Pack Demonstration Forest, Warrensburg,
N.Y. Field Identification and ecology of common woody species of
the southeastern Adirondack area. Natural and cultural history of
the area as it affects the growth and development of these species.
Summer.

302. Forest Surveying and Cartography (21/2)

Course consists of approximately thirteen, eight-hour class days,

combining lectures and practical field applications. The course
stresses development of functional ability in the areas of cartog-
raphy, overland navigation, and land measurement. It is part of the
Summer Program in Field Forestry held at Pack Demonstration
Forest, Warrensburg, N.Y. Summer prerequisite for FOR 303, 322,
332.

Prerequisite: FOR 301.

303. Introduction to Forest Mensuration (3 1/2)

Lecture and field practice on methods and procedures for

measuring trees, forest stands, and forest products. Descriptive
statistics and sampling are introduced as they relate to the measur-
ing process. Emphasis is placed upon field procedures and perform-
ance. The course is part of the Summer Program in Field Forestry
held at Pack Demonstration Forest, Warrensburg, N.Y. Summer.
Prerequisites: FOR 301 and FOR 302.

304. Introduction to Forestry (1)

Approximately one day of lecture and at least four all day field
trips, presented as an integral part of the Summer Program in Field
Forestry. Students will be introduced to the diversity of forestry and
the activities of a professional forester, and will visit forestry field
operations and wood-using industries. Summer.

305. Introduction to Forestry II (1)

Lectures and some labs will be used to extend the introduction to
forestry (FOR 304) begun during the Summer Program in Field
Forestry. Students will explore the breadth of forestry and the

86 FORESTRY \

. V . .

diversity of forest values and uses available. Topics include con-
sideration of many disciplines related to forest resources manage-
ment and use, and will provide an application of career opportun-
ities within the broad field of forestry.

321. General Silviculture (3)

Two hours of lecture and one three-hour laboratory first half of
semester, three hours of lecture last half of semester. Survey of silvi-
cal principles and concepts and practice of silviculture for the pro-
duction of goods and services from the forest. Designed for stu-
dents in curricula other than resources management. Not available
for resources management majors. Fall. ' .

322. Forest Mensuration (1)

Lecture, field, and laboratory work blocked in time and subject
matter with FOR 331 and 332. Principles and methods used in the
measurement of the trees and forest stands, the use of aerial photos
for mapping and inventory, and the theory and application of com-
pound interest to forestry decisions. Fall.

331. Introduction to the Physical Environment (6)

Lectures, discussions, field, and laboratory work blocked in time
and subject matter with FOR 332 and 322. Study of the environ-
mental media: /iir, soil, and water, through examination of the flow
of energy and matter within and between these components of the
environment. Drawing together information from geology, physical
geology, soil science, water science, and meteorology, this course
provides understanding of these areas, their interactions, and the
interface with the biological system. Fall.

Prerequisite : Junior year standing in FOR curriculum or equiv-
alent. Course should be taken concurrently with FOR 332 Silvics-
Silviculture, because of the blocking of these two courses.

332. Silvics-Silviculture (8)

Three one-hour lectures and five three-hour labs or field trips.

Fundamentals of silvics and practices of silviculture enabling
manipulation of forests to attain objectives of the forest <^wner.
Emphasis is placed on the biological interrelationships within the
forest community, including site factors and forest stand dynamics,
and the consideration of these in silvicultural operations. Fall.

Prerequisites: Summer Program in Field Forestry, and FOR 331
(taken concurrently) or permission of the instructor.

335. Regional Silviculture (3)

Three hours of classroom study. Topics cover regional factors
that influence silvicultural methods commonly used in different
forest types. Provides study of various silvicultural systems
used in operating forest properties in various regions, with attention
to geographical differences in land use, market opportunities,
species characteristics, and economic conditions. Spring.
Prerequisite: FOR 332 or FOR 321. s. ,

345. Soils ' (3)

Two hours of lecture and three hours of laboratory. Introduction
to the fundamentals of soil science with particular reference to
forestry, but including other land uses. Spring.

351. Meteorology and Fire Behavior . (3)

Lectures and recitations in atmospheric physics and the physics
and chemistry of combustion lead to discussions of fire behavior
and the strategy and tactics of fire suppression. Fall.

Prerequisites: PHY 103 and 104 (Calculus helpful bu£ not
required). - •

360. Principles of Management (3)

Three hours of lecture and recitation. Basic principles and
concepts of management which are universally applicable to any
organization, business enterprise, or public agency. The various
approaches to management including the classical, behavioral and
quantitative concepts with emphasis upon the integrative approach,
now required to meet modern society’s changing life styles and
values and the new awareness of the public regarding environ-'
mental matters and natural resources management. Spring.

all

(3),-; | I

364. Soil and Water Conservation Policy
Three hours of lecture. An integrated, historical survey of water
and related land resource conservation in the United States. Inter- M

relationshlDS of anuprnmpnts an H nriuatp nmani^atinnc * in thoir

relationships of governments and private organizations « in their
functions of policy-setting and planning, administration of pro-1
grams, and evaluation of projects. Three lectures per week. Spring.

rico . . • . v * (3)

370. Management of the Forest Enterprise . v - ^ - >

Two hours of lecture and one hour of discussion and laboratory.

This course is concerned with the management alternatives, both of ,'j
a technical and social nature, that are available in the planning for
and the production of timber, recreation, wildlife, forage, and water i
from the forest and with the criteria for choice to meet management <
objectives. Spring. , . /

A ' ‘ A ■ ■ ■ •• |jjj

371. Range Management r » , i L (3) /

Three hours of lecture and discussion covering range ecology, / . •

inventory and evaluation; animal husbandry and grazing manage- '
ment; multiple-use of rangelands; range improvementpractices;
and range policy and administration. Spring. [

Prerequisite: Upper division status in Resource Management or

Biology, or by permission of the instructor.

. ■ /}■ !• >> ; •

373.

Timber Harvesting (3) ..

Two hours of lecture and one three-hour laboratory and discus-
sion. Harvesting as a production system including equipment, ■ j
equipment mixes, costs and manpower in serving and logmaking
and primary and secondary transportation. Evaluation of various r:
systems as to environmental impacts. Wood as a raw material to the
primary processing system and trees as inputs to the hcyvesting
system. Spring. - ". r \

400. The Social Environment ,of Resource Management (3)

Three hours of lecture arjd discussion. This course describes the
institutional framework within which the resource manager prac-

tices his profession. It intends to show how economics, law, public
policy, pressure groups and , financial considerations constrain the
professional judgment of the resource manager and the goals and
objectives of the institution employing him. Fall. , ; ■.

Prerequisites: FOR 332, 360, 461, 322 and one hour of computer
science; Senior standing.

1 . ' 1 ■ ; . " , > - \

■v •••■ . ; \ h'., c

404. Economics of Wood-Using Industries (3)

Three hours of lecture and discussion. Structure and organiza^
tion of selected wood-using industries. Analysis of decisionmaking <
by the firm. Principles of production and marketing . including
demand and cost analysis and pricing. Special issues and current' j
problems of the industries, and introduction to the newer math- ’

ematical and statistical tools for meeting them. Spring. * h
Prerequisite: Microeconomics. -T; . ,4

405.

World Forestry Resources:
Problems and Prospects

<"'■ ,/•' 'I

(3)

Three hours of lecture and discussion plus guided readings, per-’: I

3er- t

taining to world forest resources and the problems and opportun-

ities, associated with their use and development. Major topjcs
include: world forest resources; production / and trade; principal j
wood-producing countries; forestry and the problems of under- |
development; and special areas and topics of jpterest to world |
forestry. Spring. ; 1 . • ;

Prerequisite: Senior status preferred.

i'Uv

433. Commodity Production Silviculture .

» ''3

(3)

Six hours of lecture and study, or field work classroom instruc-
tion and exercises will introduce topics, followed by field exercises
stressing application of silvicultural methods . for growing wood
products, mostly in hardwood stands. Topics will cover concepts, /
techniques, diagnostic methods, and field application of silvicultural
prescriptions in both even- and uneven-aged management. Offered
one day per week as a block of instruction and exercise;’ Spring. «jj
Prerequisites: FOR 331-332, and one mensuration course beyond.
Summer Program ir

in Field Forestry; Senior standing, v j

i a ■

. ■ 1 A

: - ‘l ■ %

FOREST TECHNOLOGY 87

434. Greenspace Silviculture (3)

Two hours of lecture, one to three hours seminar or field trip. Con-
cepts, techniques, and field practice of evaluating and manipulating
vegetation systems, including site conditions, woody and herbaceous
vegetation, and use impacts, primarily for on-site values in park, recrea-
tion, wildlife and multiple-use lands, roadsides, utility rights-of-way,
protection areas, etc. Fall.

Prerequisites: At least one silviculture course and senior status or
permission of the instructor.

435. Integrated Use Silviculture (3)

Four hours of lecture and seminar during first half of semester; six
hours of field practice thereafter, each week. Development of silvi-
cultural decisions in management of woodlands to achieve results
under various integrated use objectives. Trips to forest areas. Several
technical reports and a cultural plan prepared prescribing treatment to
attain various ownership objectives. Spring.

Prerequisites: FOR 331 and 332 or permission of the instructor.
Senior standing.

446. Forest Soil Classification, Survey, and Interpretation (3)

Two hours of lecture and discussion, one three-hour laboratory.
Detailed examination of soil-genesis and classification, and the survey
and description of the soilscape. Interpretations are made for various
land uses, especially forestry. Fall.

Prerequisites: FOR 331 or 345 or an introductory soils course.

452. General Meteorology > (3)

Three hours of lecture. Examination of the physical processes of the
atmosphere as they relate to the exchange of heat, moisture, and
momentum in the earth-atmosphere system. Emphasis on the meteor-
ological and micrometeorological basis of climate and its interaction
with the biological world. Spring.

455. Forest Tree Improvement (3)

Two hours of lecture, three hours of laboratory or field work.
General principles and methods of tree improvement practiced in this
country and abroad. Tree selection, techniques of vegetative propaga-
tion, hybridization, polyploidy, establishment of seed orchards, clonal
and offspring testing and other problems. Spring.

Prerequisites: FBL 470, or Introduction to Mendelian Genetics or
Population Genetics.

456. Management of the Forest Business (3)

Three hours of discussion. Overview of major business management

principles and methods of operation in forestry enterprises. Emphasis
is on general business concepts which forest managers must use.

I Actual case studies are basis of instruction. Complementary to
RMP 611. Fall or Spring.

- ft

461. Management Models (3)

Three hours of lecture. Introduction to the various models used in
managerial decisionmaking. Emphasis is on the characteristics of the
various models: their formulation, assumptions, uses, and limitations.
The major topics covered will include: the role of models in manage-
ment; simple optimization; constrained optimization; multi-valued
choices; time adjustment of value; simulation; and models in nonde-
liberated decisions. Integration of the deliberative and intuitive models
is stressed. Fall.

/ ■ V.

465. Managerial Economics (3)

Three hours of lecture and discussion. Analysis of decisionmaking
by the firm. Review of principles employed in modeling, predicting, risk
assessment, evaluation and selection of alternative actions. Emphasis
on economic and financial decisions and on the delineation of system-
atic processes of decision. Spring.

Prerequisite: Not available to Resource Management undergrad-
uates except with permission of the instructor.

472. Fundamentals of Outdoor Recreation (3)

Three hours of lecture: Introduction to the programs and practices
of federal, state, and local agencies and private organizations involved
in planning, administration, and management of outdoor recreation
areas: Emphasis is on major recreational issues and conflicts faced by
area managers, and how they integrate solutions into their plans.
Spring. c i

473. Planning and Development of

Forest Recreation Areas (3)

Three hours of lectures or equivalent laboratory and assignments.
Planning and designing forest recreation areas, structures, and facili-
ties. Development of construction plans for camp and picnic sites, for
waterfront areas and for trails. Emphasis is on the functional relation-
ship between planning and design, management, and maintenance.
Field trips required. Fall.

Prerequisite: FOR 472.

475. Sociology and Psychology of Leisure Behavior (3)
Three hours of lecture and discussion. Introduction to theory and
research findings dealing with the sociological and psychological
aspects of leisure behavior; field work and lectures demonstrate
applications, particularly with regard to leisure behavior. Spring.

Prerequisites : FOR 472, and an introductory course in sociology or
.psychology, or permission of the instructor.

477. Resource Policy and Management (3)

Three hours of lecture supplemented by one hour of discussion
and/or lecture. Public and private forest policy formation; principles of
modem management; overall management and operation of a produc-
tive forest property. Primarily for forest engineers. Not available to
Resource Management undergraduates. Fall.

Prerequisites: Mensuration and silviculture, senior standing in
Forest Engineering, or by permission of the instructor.

480. Urban Forestry (3)

Two hours lecture and three hours of laboratory or field trip. Intro-
duction to urban forestry: its professional status and potentials.
Elements of urban physical geography. Nature and functions of various
kinds of urban greenspace; their physical and social interactions as an
integrated system, and management within the broader context of
urban processes. Field practice in evaluating urban greenspace
resources. Spring.

Prerequisites: Senior status. FOR core courses or permission of the
instructor. For students in other schools FOR 434 is desirable.

496. Special Topics in Environmental and

Resource Management \ (1-3)

Guided readings, lectures, discussions, tutorial conferences, or

special coursework designed to .help the undergraduate student apply
scientific analysis of a social, biological, or physical nature to questions
within his area of interest. Questions and analyses would include those
dealing with forest resources management and administration; forest
cultural practices; land use and land use planning; hydrology and
watershed management; outdoor recreation; resource economics;
world forestry; and others. Fall and Spring.

Prerequisite: Permission of the instructor.

498. Special Studies in Environmental and

Resource Management (1-6)

Independent research in environmental and resource management
for selected undergraduate students. Selection of subject areas deter-
mined by the student in conference with appropriate faculty member.
Final written report is required for departmental record. Fall, Spring,
and Summer.

Prerequisite: Cumulative G.P.A. of at least 2.50 and approval of
the instructor and advisor.

499. Independent Study in Resources Management (7-12)

Independent study of some significant aspect of environmental and
resources management. The selection of the topic will be determined
by the student in consultation with his"advisor. Guidance will be pro-
vided by a faculty committee. Limited to seniors in Resources Manage-
ment. Fall or Spring. v , «

Prerequisite: Must have cumulative G.P.A. of at least 3.00.

FTC— FOREST TECHNOLOGY

200. Dendrology I (2)

88 FOREST TECHNOLOGY

field identification and on-the-spot discussion of habitats, associates,
and the place in succession of the predominant forest trees and shrubs
as found in the Adirondack area of the Northeast, plus a limited
number of introduced species. Fall.

202. Plane Surveying I (4)

Fifty-four hours of lecture and 100 hours of field and laboratory time.
An introduction to the theory and practice of plane surveying. Empha-
sis is on individual skill development through small crew projects,
handling typical 1 surveying equipment in typical field situations.
Lecture topics include the theory of measurements and errors, mathe-
matics for plane surveying, introduction to field problems and introduc-
tion to map use and preparation. Field projects include traversing,
methods, and proficiency projects in handling typical surveying instru-
ments. Fall.

203. Plane Surveying II (1)

'Twelve hours of lecture and 32 hours of field time. A continuation of
FTC 202 with emphasis on small crew field projects introducing the use
of the engineer’s level and the theodolite. Classroom work is directed at
explaining the United States Public Land Survey system and introduc-
ing the concepts of modern deed descriptions and recordkeeping pro-
cedures. A trip to the County Court House is scheduled for a first hand
look at a modern deed and record keeping operation. Spring.
Prerequisite: F.TC 202.

204. Forest Mensuration and Statistics I (354)

Sixty-seven hours of lecture and 36 hours of field time. A classroom

and field study of the basic principles and skills required for timber
measurements. Volume tables, their use and construction are studied.
Cruise reports are required in which the student presents cruise
results. Various methods of forest sampling are studied including
methods of calculating necessary sampling intensities and sampling
errors. Fall.

1 \ 205. Forest Mensuration and Statistics II (2)

Four hours of lecture and 44 hours of field and laboratory time. A
field problem of practical nature utilizing methods for collecting,
analyzing, and presenting data dealing with timber volumes. Spring.
Prerequisite: FTC 204. j

206. Forest Ecology (3)

Forty-one hours of lecture and 52 hours of field time. Study of
weather and weather data collection; students manning a forest
weather station. Study of climate and soil factors, how they affect
trees and forests and the interactions both within the forest community
and within the forest ecosystem. Introduction to cover type mapping.
Final field problem and written and oral report on the detailed analysis
of a forest transect. Fall.

207. Aerial Photogrammetry (2)

Fourteen hours of lecture and 48 hours of laboratory. Development
of the ability to interpret important ground features by viewing aerial
photos singly and in pairs, using stereoscopic techniques and equip-
ment. Work scale problems and make reliable horizontal and vertical
measurements. Use radial lipe plotter and zoom transfer scope for
transfer of detail to base map. Forest type mapping and forest inven-
tory using photos. Fall.

i 208. Forest Installations (3)

Thirty-six hours of lecture and 60 hours of field time. This course
provides the student with the technical competence necessary to use,
plan, construct, and maintain such typical forest improvements as
telephone lines, radio systems, trails, and light frame structures. Fall.

209. Forest Roads J (2)

Twenty-two hours of lecture and 32 hours of laboratory time. This
course provides the student with the technical competence necessary
to administer, locate, and design the construction and maintenance of
a typical forest gravel road. Spring.

Prerequisite: FTC 202.

211. Silviculture (254)

Thirty hours of lecture and 40 hours of laboratory and field work
blocked with forest management. Lectures based on text study cover

; . i ’>

orientation, terminology and present a framework of the various treat-
ments used in many common stand conditions to bring the forest into
a more productive state in accord with the objectives of management.
Emphasis on thinning in computer simulation and field practice. Exer-'
cises in planting and pruning. Demonstrations in chemical silviculture.
Spring. ' ' /

Prerequisite: FTC 206. V • ' ' :

1 • . :

213. Forest Protection 1 .i h : - ■->!*

Thirty-eight hours of lecture and 36 hours of laboratory/field time. A
study of the insect and disease agents that damage trees and their role
in the total forest community. The course covers identification of local
forest insects and disease-causing organisms, study of the majot pest
groups of other forest regions, and control measures including the
effects of pesticides on the environment. Field trips cover lcx^al pests'
and the damage caused, while laboratory work covers major groups of
pests likely to be encountered elsewhere. Fall.

214. Personnel Management (154)

Fourteen hours of lecture and 12 hours of laboratory. A study of

company and agency organization functions, including selection of and
placement of personnel, training of personnel and performance evalua-
tions, planning for and administering crew responsibilities, human
relations in the working situation and special personnel problems of the
forest are covered. Techniques of foremanship are applied in various
field exercises in other courses, along with the duty of safety hazards, :
accident prevention, accident classification and accident reporting.
spring. , .' .'v/

215. Timber Harvesting (2)

Sixteen hours of lecture and 36 hours of field time. This course

acquaints the student with the basic harvesting methods and tech-
niques, with emphasis on the Northeast, along with the knowledge of
i how and where harvesting fits in with other forest uses. Students gain
technical competence in timber sale contract administration and basic
timber appraising. Spring. -t , L

217. Forest Management (3)4)

Thirty-seven hours of lecture and 68 hours of lab and field work '
blocked with silviculture. Coverage of the common problems met in
organizing a forest property to approach the goals of ownership. Study ,
and practice in techniques of growth measurement and the gathering
and use of forest records in general. Review actual examples and case
siudies of forest management and production activities. Summary
application of pertinent information from many other courses in a work
plan involving management decisions for an assigned forest property.!
Spring. ' ' "'// 7“, . ,

Prerequiste: FTC 206. ' j.,

.%'t

218. Forest Recreation (154)

Fifteen hours of lecture and 32 hours of laboratory or field time. This

course acquaints the student with the forest recreational resources —
its present and future needs. Principles of recreation development and
management are discussed with special emphasis placed on the tech-
nical aspects. Spring.

' , , * J _

219. Elements of Wildlife Ecology ‘ ' *' (154)

Twenty-four hours of lecture and four hours of field time. A study of
the principles of wildlife ecology with fundamentals related to the
actions of the preservationist, conservationist, and particularly those of
the forest manager. Spring. / . .... ’•

221. Soil and Water Measurements (154)

Sixteen hours of lecture and 32 hours of laboratory and field time. A
basic introduction to precipitation and streamflow measurements
taken at weather stations, snow courses, streamgaging stations, and
other sample points. Includes introduction to physical properties of
soils related to land management. Discusses forest management prac- r
tices commonly used to control erosion and water, quality. Spring.

Prerequisite: FTC 206., ' . ' . ■

- '

, ' v:

223. Graphics (1).

. LIBRARY, LANDSCAPE ARCHITECTURE 89

The concept behind each project is explained in handout material and
lecture, and each student is then expected to complete the project on
his/her own time. Freehand and mechanical lettering plates are pro-
duced in addition to precision and map drawings. Fall.

227. Forest Protection II ' (2)

Twenty-three hours of lecture and 24 hours of field and laboratory
time. The basic principles of fire ecology, forest fire behavior, fire
danger and fire danger rating, forest fire prevention and control, and
prescribed burning are covered. Handtool fire suppression techniques
are demonstrated and practiced. Spring.

Prerequisite: FTC 213.

*V.; ;

228. Structure and Growth of Trees (1!4)

Nineteen hours of lecture and twelve hours of laboratory. A study of

the various tissues Of forest trees and how their growth and develop-
ment are affected by internal and external factors. Differences in stem
structures of some of the more important commercial tree species of
the United States are studied in the laboratory, and these differences
are related to the commercial uses of these species. Spring.

Prerequisite: An introductory course in general botany or biology.

229. 'Silviculture II (2)

Twenty-six hours of lecture and 28 hours of field and laboratory.
Continuation of FTC 211 dealing mainly with the handling of the more
complex hardwood and mixed stands common to the Northeast.
Special coverages will be offered on current practices of regional
importance beyond the Northeast where graduates are likely to be
employed. Spring.

230. Plane Surveying III (2)

, Twenty-six hours of lecture and 28 hours of field time. A continuation
of FTC 202 and FTC 203 with emphasis on small crew projects using
the theodolite. Advanced field techniques are discussed and practiced,
such as the determination of the true meridian by the method of direct
solar observation, layout of highway curves and simple triangulation
procedures. Each topic is developed in detail in the classroom before
each field project is completed. Spring.

Prerequisites: FTC 202 and FTC 203.

298. Independent Study in Forest Technology (1-6)

Independent study in forest technology to apply, enhance, or sup-
plement forest technology or related natural resource education.
Objectives and scope of the project are negotiated in a learning con-
tract between Me student and instructor(s), with course admission
based on permission of the instructor(s). Limited to those who have
attended the complete regular SFT program, or those who have grad-
uated from another forest technology program or a related natural
resource program, or to students enrolled in any ESF program other
than that of the SFT. A maximum of 6 credit hours may be taken by any
student in total. Semesters as arranged. Fall, Spring, or Summer.

I •' .. *.4 ■

LIB-LIBRARY (COLLEGE OF ENVIRONMENTAL
SCIENCE AND FORESTRY COURSE)

300. Library Research (1)

Fifteen hours of class time per semester (usually the first five weeks).
Introduction for students at all levels to basic library material and the
research process leading to preparation of a bibliography. Fall and
Spring.

LSA— LANDSCAPE ARCHITECTURE

(See also courses listed under EIN and CMN.)

320. Introduction to Landscape Architecture and Planning(3)

Three hours of lecture. The course presents an overview of the
professions of landscape architecture and planning. It surveys the
,historic and contemporary .situations of environmental design and
planning. The course introduces the socio-cultural and natural factors
('which influence the form and condition of the physical environment. It
will introduce issues, personality, and projects. Fall.

326. Landscape Architecture Design Studio I (3)

Six hours of studio and one hour of lecture. The first in a sequence of

studios focusing on the concepts, skills, and methods of design. This
course introduces students to the basic vocabulary, concepts, and
principles of design; the application and operation of these in the physi-
cal environment, development of three-dimensional spatial concepts.
The requirements for this course include readings, examinations, field
trips, design exercises, and projects. (Student field trip expense
$125-$150.) Fall.

Prerequisite: Permission of the instructor.

327. Landscape Design Studio II (3)

One hour of lecture and six hours of studio. The second in a se-
quence of studios focusing on the concepts, skills, and methods of
design. This course continued the development of design abilities
through study of the interrelationship between the requirements of a
design established in a program, the visual character of the site and the
development of a designed result. The development of spatial concepts
which meet principles of composition organization and a given set of
requirements. The requirements for this course include readings,
examinations, field trips, design exercises, and projects. (Student field
trip expense $125-$150.) Spring.

Prerequisites: LSA 326, with a minimum grade of C, and CMN 382.

330. Site Research and Analysis (2)

One hour of lecture and three hours of studio. This course will
require those enrolled to apply principles of natural resources and
processes to assess the land use and development potentials and limi-
tation of a site. The principles will include landforms, soils, hydrology,
climate, energy, and plant, animal, and human ecology. A variety of
manual and computer techniques for data collection, analysis and
synthesis of natural systems information will be explored. The course
will concentrate on the comparison of synthesis techniques and their
implications for land use and design decisionmaking. Occasional local
field trips will be utilized. Spring.

Prerequisite: EIN 311 or permission of the instructor.

422. Landscape Design Studio III (4)

Twelve hours of studio. This course is a continuation of skill develop-
ment, theory, and strategies as they relate to design issues and proc-
ess. Emphasis is placed on in-depth investigation on projects of a direct
scale illustrating form derivation and the man-made and natural form.
Occasional field trips to illustrate various design solution. Fall.
Prerequisites: LSA 327, with a minimum grade of C, and LSA 330.

423. Landscape Design Studio IV (4)

Twelve hours of studio. This course emphasizes skill development,
theory, and strategy as they relate to large-scale site design situations.
Continues prior courses emphasis on design process and form manip-
ulation. Occasional field trips to illustrate and inspect design form.
Spring.

Prerequisite: LSA 422, with a minimum grade of C.

425. Orientation for Experiential Studio (2)

Three hours of lecture and recitation. Investigation and documenta-
tion of an area of specialty, discussion, readings, and research. Fall and
Spring.

Prerequisite: Permission of the instructor.

433. Plant Materials (2)

Three hours of lecture and field work for first one-third of semester.
Two hours of lecture for second one-third of semester. This course
concentrates on woody plant materials used in landscape architecture,
the ecological relationships of plants, ornamental plant materials
use and identification, plant culture propagation, transplanting, plant-
ing plans and specifications. Fall.

Prerequisite: Permission of instructor.

;

434. Design Materials (1)

Three hours of lecture for last one-third of semester. An introduction
to wood, concrete, masonry, asphalt, stone, and synthetic materials
intended to provide students with an understanding of the basic visual,
structural, and maintenance principles of each, in order to both use
the materials in design and prepare written specifications. Fall.

90 LANDSCAPE ARCHITECTURE

442. Site Grading (2)

,Two hours of lecture and three hours of studio during first two-thirds
of semester. Lectures, projects, and assigned readings. The study of
grading as the primary means of landform modification in landscape
architectural design. Primary emphasis will be given to principles of
grading, including contour manipulation, sections, profiles, and
computations. Concepts of establishing acceptable slopes and positive
surface drainage will be introduced. Enrollment limited to BLA or MLA
students. Fall.

Prerequisite: LSA 330, Site Research and Analysis.

443. Site Drainage Systems (1)

Three hours of lecture for last one-third of semester. Lectures,

projects, and assigned readings. Provides a basis for the design of
drainage systems. Coverage includes concepts relevant to understand-
ing precipitation, methods of run-off quantification, open channel flow,
systematic pipe network analysis. Enrollment limited to BLA or MLA
students. Fall.

Prerequisite: LSA 330, Site Research and Analysis.

444. Vehicular Circulation Design (1)

Three hours of lecture for first one-third of semester. Lectures,
projects, and assigned readings. Must be taken concurrently with
LSA 423. Introduces the circular geometry of horizontal curves and the
parabolic geoipetry of vertical curves, curve coordination based on
safety and aesthetic relationships, road grading. Enrollment limited to
BLA or MLA students. Spring.

Prerequisites: Computer Programming and Surveying.

445. Elements of Structures (1)

Three hours of lecture during the second one-third of the semester.
Lectures, projects, and examinations. An introduction to the concepts
of assembling engineering materials into structure. All common build-
ing systems will be surveyed and emphasis will be placed on funda-
mentals father than on detailed mathematical design procedures.

Prerequisite: Non-School of Landscape Architecture students by
permission of the instructor. Not open to engineering majors. Spring.

455. Professional Practice in Landscape Architecture (2)

Two hours of lecture. This course examines the historic and con-
temporary modes of landscape architectural practice including prac-
tice types, ethics, operations, and client systems. Particular emphasis
is given to the projected trends of professional practice and with impact
on future roles for the landscape architect. Professional development is
reviewed as it relates to internship, licensing, and continuing education.
Occasional field trips will be utilized. Spring.

Prerequisites: Senior status in landscape architecture or permission

of the instructor.

.. /

456. Introduction to Design Implementation (2)

Two credit hours One hour of lecture and three hours of laboratory
per week. Introduction to drawing, grading, layout, planting, details,
specifications, and estimating. Spring.

Prerequisite: Permission, of the instructor and concurrent enroll-
ment in LSA 521.

495. Selected Readings in Environmental Studies (1*3)

Exploration of selected readings in depth with individual independ-
ent study upon a plan submitted by the student and related to credit
hours assigned. Upon approval of the instructor, the student may
systematically investigate some subject area encountered in regularly
scheduled courses or may initiate research on a variety of subject areas
of determined relevance. Fall and Spring.

Prerequisite: Permission of the instructor.

496. Special Topics in Landscape Architecture (1-3)

One to three hours of class meetings. Special topics of current
interest to undergraduate Istudents in landscape architecture and
related fields. A detailed course subject description will be presented as
a topic area is identified and developed. Fall and Spring.
Prerequisite: Permission of the instructor.

498. Introductory Research Problem (1-3)

Guided study of a selection of problems relating to landscape archi-
tecture and environmental design. Emphasis on study procedure and

nVl

methods employed. Enrollment at periodic intervals throughout the
semester. Fall, Spring, and Summer. •' ‘ " ,

Prerequisite: Permission of the instructor. - ' '

: V

520. Design Analysis Studio I (3)

Six hours of studio and one hour of lecture-discussion. The first in a
sequence of studios focusing on the concepts, skills, and methods of '
design. This course introduces students to the basic vocabulary of
theoretical design principles, to the application and operation of these
in the physical environment, and to the development of three-dimen-
sional spatial concepts in community scale patterns. The requirements
for the course include readings, examinations, field trips, design
exercises, and projects, Fall. ’ 1 ’uj ‘ C

Prerequisites: First-year MLA standing or permission, of the
instructor. Not open to BLA students.

521. Design Analysis Studio II (3)

Six hours of studio and one hour of lecture. The second in a se- .
quence of studio applying the concepts, skills, and methods of design
in a critical analysis of various natural and human systems in com- ,
munity scale environments. Concentration is on the evaluation of
options in the ordering of a variety of land use activities, with special
emphasis on the functional and spatial quality of built environments.

The requirements for this course include readings, examinations,
field trips, design exercises, and projects. Spring.1'

Prerequisites: LSA 520, CMN 382, or permission of the instructor.

522. Landscape Design Studio VI (4)

Twelve hours of studio. Studio problems, research, drafting and field
trips. Concentration on complex urban problems. Concern for social
and psychological considerations of the individual and large groups of
people, thfeir interaction and resultant forms of the environment.
Spring. ■'/

Prerequisite: Permission of the instructor. ’

524. Experiential Landscape Studio Design (16)

Forty-eight hours per week. The articulation of the study proposal
established in LSA 425, as approved by faculty, through research,
readings, field study with graphic and written documentation, and
group discussion. Academic study in an off-campus location in an area
of landscape architectural significance, as described and delineated in
a student-prepared proposal approved by, the faculty. Fall or. Spring.

Prerequisites: LSA 425 and LSA 423, with a minimum grade of C.-

' • • - , ... , r:>- . 1

•K.,«

525. Landscape Design Studio VI (4)

Twelve hours of studio. Investigation of a problem in landscape
architecture as proposed by the student and conducted in conjunction
with faculty advisor. Spring. ' • *

Prerequisite: Permission of the instructor.

. ' ;1

527. Landscape Design Studio VI ' (4)

Twelve hours of studio. Studio problems, research, reports, and
field trips. Concentration on regional landscape problems, the tech-
niques of their analysis and derivation of their significance to the
practice of landscape design. Spring. ' .'. "'VV ',

Prerequisite: Permission of the instructor. ' . -

529. The Major Elements of Environmental Design (3)

Lectures, readings, discussions, and studios. The course presents
an introductory survey of environmental design methods and associ-
ated skills and techniques. \Vhile studio work is part of the course, no
design background is required. Fall.

533. Plant Materials v ■ . (2)

Field trips and discussion. Ornamental woody plant identification.
Observation and sketches of outstanding examples of planting design.
Two weeks. Summer.

Prerequisite: Permission of the instructor. ;

545. Professional Practice Studio II (2)

Three hours of studio, one hour of recitation. Studio problems,
research, discussion and recitation sessions on the processes and
methods of office practice. Emphasis on all aspects of site develop-
ment. Spring. ‘ ' / .

Prerequisite: Permission of th^ instructor. -

LANDSCAPE ARCHITECTURE 91

)

547. Principles of Professional Practice (2)

Two hours of lecture. Lectures, assigned readings, reports, cost
estimates, specifications, contracts, professional ethics, registration
laws, professional practice. Spring.

595. Selected Readings in Landscape Architecture (1-3)

Prerequisite: Fifth-year status or permission of the instructor, f

596. Special Topics in Landscape Architecture (1-3)

Experimental or special coursework in landscape architecture for
graduate and undergraduate students. Subject matter and method of
presentation vary from semester to semester. Fall and Spring.
Prerequisite: Permission of the instructor. I

• . .• Y,. .,

598. Research Problem (1-3)

Independent study of selected areas of environmental interest.
Emphasis on a self-disciplined study, development of procedures and
techniques to be employed in environmental design and planning.
Engagement with specific sites and problems as proposed for study by
individual communities. Enrollment at periodic intervals throughout '
the semester. Fall, Spring, and Summer.

Prerequisite: Permission of the instructor.

620. Community Design Studio I (3)

Six hours of studio and one lecture-seminar hour. An examination
and evaluation of the landscape architectural design process with an
emphasis oh the methodological variations which occur in its definition
and application. A' variety of projects, scales, and programs are em-
ployed as a vehicle for study of the design process. Fall or Spring.
Prerequisite: Permission of the instructor.

621. Community Design Studio II (3) ,

Six hours of studio and one lecture-seminar hour. An examination
and evaluation of the landscape architectural design process with an
emphasis on the methodological variations which occur in its definition
and application. A variety of projects, scales, and programs are em-
ployed as a vehicle for study of the design process. Fall or Spring.
Prerequisite: Permission of the instructor.

641. ' Formal Organizations (1)

' Three hours of lecture-discussion for one-third of semester. This
course presents basic functional concepts of formal organizations for
landscape architects who intend to work at the community scale.
Three types of organization arenas are presented: private, public, and
nonprofit organizational characteristics of division of work, hierarchy,
authority, and communications are introduced. Comparisons are
made between traditional bureaucracies and interdisciplinary teams.
Each student will prepare an organizational description. Fall or Spring.
Prerequisites: MLA status or permission of the instructor.

642. Project and Program Scheduling (1)

Three hours of lecture-discussion for one-third of semester. The
course presents an introduction to alternative scheduling methods for
• design projects, including bar charts, critical path, and program evalua-
tion review techniques. Fall or Spring.

Prerequisites: MLA status or permission of the instructor.

643. Ethical Issues in Community Design and Planning (1)

Three hours of lecture-discussion for one third of a semester. Status
and role of the profession in society, standards of professional conduct
and responsibility, ethical responses to a variety of professional situa-
tions is the focus of the course. Fall or Spring.

Prerequisites: MLA status or permission of the instructor.

650. Behavioral Factors of Community Design (3)

qurrent behavioral science applications. Course assignments to
familiarize the student with basic behavioral science methods including
questionnaires, observations, and interviews. A final project provides
an opportunity to synthesize course materials. Fall.

Prerequisites: MLA status or permission of the instructor.

651. Process of City/Regional Planning (3)

Three hours of seminar. The purpose of this course is the introduc-
tion of planning as a process of decisionmaking and to familiarize
graduate students with its scope and content. The course relies upon
lectures and readings to develop introductory knowledge as well as
seminars and discussions to cover the constitutional basis, tools, and
techniques and the current directions of planning. Fall or Spring.

Prerequisite: Permission of the instructor.

652. Community Development Process , , (3)

Discussion and analysis of the elements of community development
process: private sector development, public sector initiatives and
programs aimed at community development; and role of planning
design in coordinating public and private sector initiatives.

653. Visual Landscape Analysis (2-3)

Three hours of lecture and discussion weekly during the first three
quarters of the semester will cover aspects of landscape perception;
introduction to methods of visual landscape inventory and evaluation,
visibility determination, psychometric assessment, and visual impact
assessment; and visual resource management strategies. Problems
and exams will be required. Optional third credit entails four hours
weekly of laboratory or field projects applying analysis methods and
techniques during last quarter of semester.

1 . t • \

656. Environmental Factors, Community Response, and

Form (3)

Two and one-half hours of lecture and six studios per semester. The
course presents an introduction to a comprehensive process for the
integration of environmental phenomena, such as solar access, visual
access, noise, and wind into community design. The process includes
data gathering and analysis, prediction methods, objective criteria, and
implementation. Fall.

Prerequisites: Second year MLA status, or permission of the,
instructor.

671. History of Landscape Architecture (3)

Three hours of lecture-seminar. Regular use of slides and other
projected lecture material; assigned texts as a basis for lecture; supple-
mental readings, assigned and individually researched; class discussion
from readings and lecture; and student presentations and term paper.
Historical study and style analysis of Western man’s efforts to design
his environment and his changing attitudes and relationships to
environment. Also, non-Western coverage where significant or influ-
ential on Western man. Study of historical personalities as well as
periods that are of environmental concern up into the modern periods.
Fall.

Prerequisites: MLA standing or permission of the instructor.

696. Special Topics in Landscape Architecture (1-3)

697. Topics and Issues of Community Design and Planning(2)

Two hours of lecture and discussion. Topics for discussion are
selected to acquaint the entering graduate student with a generalized
view of current issues facing landscape architects in community design
and planning. Readings and papers are regularly assigned. Fall.
Prerequisites: MLA students or permission of the instructor.

752. Urban and Regional System Dynamics (3)

Lectures and workshop. The major concerns of this course are
application of system dynamics; basic principles of system dynamics;
and system dynamics modeling. This method is investigated as a useful
tool in modeling many landscape architectural and planning problems.
No prior computer experience is necessary. Spring.

Prerequisite: Permission of the instructor.

92 PAPER SCIENCE

796. Special Topics in Landscape Architecture (1-3)

One to three hours of class meetings. Special topics of current inter-
est to graduate students in landscape architecture and related fields. A
detailed course subject description will be presented as a topic area is
identified and developed. Fall and Spring.

Prerequisite: Permission of the instructor.

797. Seminar (2)

Two hours of seminar. Discussion of current topics, trends, and,
research related to landscape architecture, planning, and manage-
ment. Fall and Spring.

Prerequisite: Permission of the instructor.

798. Research Problem

(Credit hours to be arranged according to nature of
problem)

Special study of assigned problems relating to landscape architec-
ture or planning, with emphasis on critical thinking. Fall, Spring, and
Summer.

Prerequisite: Permission of the instructor.

799. Thesis Project Proposal Development (1)

One hour of lecture and workshop. During this course, a student will
prepare a proppsal for a thesis/project in the MLA program. Fall.
Prerequisites: LSA 699 and permission of the instructor.

898. Professional Experience (1-12)

A supervised external professional work experience which satisfies
Option 2 of the master’s study integration requirement. Graded on an
“5/4” basis. Fall, Spring, and Summer.

Prerequisite: Formation of committee, approval of proposed exper-
ience by committee, and jhe sponsor of the professional experience.

899. Master’s Thesis Research (Credit hours to be arranged)

Research and independent study for the master’s degree and thesis.
Fall, Spring, and Summer.

PSE-PAPER SCIENCE AND ENGINEERING /

300. Introduction to Papermaking . , (3)

Three hours of lecture. Historical and commercial consideration of
the paper industry. Technology of papermaking with emphasis on
Stock furnish, stock preparation and paper machine operation. Intro-
ductory discussions of papermaking materials and formation and
reactions of a fibrous web. Fall.

301. Pulp and Paper Processes v (3)

Three hours of lecture. Technological consideration of pulping and
bleaching of woody raw material. Includes consideration of wood
procurement and preparation, pulping and bleaching processes,
recovery of secondary fibers, pollution abatement and other ancillary
operations. Spring.

Prerequisites: FCH 571 and 572, PSE 300 (or concurrent).

302. Pulp and Paper Processes Laboratory (1)

One three-hour laboratory. Study and practice in the techniques of
laboratory procedures normally encountered in the pulp and paper
industry. Laboratory exercises selecting and using standard testing
methods. Field trips to observe commercial equipment of the pulp and
paper industry. Spring.

Prerequisite: PSE 301 (or concurrent).

304. Mill Experience (2)

Twelve weeks full-time pulp or paper mill employment approved by
the department between the junior and senior years. The student must
submit a comprehensive report to fulfill this requirement. Summer.

370. Principles of Mass and Energy Balance (3)

Three hours of lecture. Conservation of mass and energy applied to
steady-state and dynamic process units and systems. Problem analysis x
and solution; computational techniques. Thermodynamic data and
their use; real vs. perfect gases; steam properties; psychrometry. Fall.
Prerequisites: Calculus, physics, and FCH 360 (or concurrent).

v ' , f 'f

371. Fluid Mechanics V ~ ■''■■'Mil. (3)

Three hours of lecture and/or demonstrations. The study of momen-
tum transfer. Steady and unsteady flow of liquids and gases in pipelines,
ducts, open channels, and porous media. Movement of particles in fluid
media. Newtonian and non-Newtonian flow and flow of suspensions,
filtration, sedimentation, centrifugation, agitation and mixing. Char-
acteristics and selection of pumps, blowers, agitators and other equip-
ment. Flow measurement and flow system design with economic
considerations. Fall. . '

Prerequisites: College level physics and chemistry, calculus.

’ - . . ' . ■ ' ‘'l \ ’’

372. Heat Transfer .. . (2)

.Two hours of lecture and/or demonstration. The study of heat

transfer including conduction, convection, radiation and their applica-
tions in industry. Heater and heat exchanger design and selection, and -
industrial evaporation. Spring.

Prerequisites: PSE 370 and 371 or equivalent.

•" f !

461. Pulping Technology A » V- (3)

One hour of lecture and six hours of laboratory. Discussion of pulp-
ing and bleaching processes: effect of chemical and physical variables
on the wood components and pulp properties; chemistry involved.
Experiments in pulping and bleaching, and pulp evaluation. Fall. / ,
Prerequisites: PSE 301, CHE 346 and CHE 356. • .

Note: A student may not enroll in or receive credit for both PSE 461
and ERE 671. „

%- r-

465. Paper Properties (4)

Three hours of lecture, three hours of laboratory and discussion.
Evaluation and study of the physical, optical, and chemical properties
of paper and the interrelationships existing between paper manufactur- .
ing methods, papermaking additives, test results and the ultimate
properties desired in the finished paper. Fall. 't

Prerequisites: PSE 301 and PSE 302.

Note: A student may not enroll in or receive credit for both PSE 465
and ERE 677. . . y ■, ’V' ^ ' *3

466. Paper Coating and Converting \ > r : \ ; (2) .„ ,

Two hours of lecture. Evaluation and study of various coating mate- t •!
rials and processes used by the paper industry. Introduction to poly-
mers and their use in converting operations. Study of materials and |
equipment used in converting operations, fundamentals and param- £i«.|
eters which control their use, effects on final properties of papers.

, i

Spring. '

Prerequisite: PSE 465.

Note: A student may not enroll in of receive credit for both PSE 466
and ERE 678. . ■ ; • ' vt :-i .i ' A

468. Papermaking Processes ’ - r- o (3)

Two hours of lecture and three hours of laboratory. Study of the
papermaking process, featuring operation of the pilot paper machine.
Emphasis is on the fundamentals of stock preparation, paper machine
operation, evaluation of the finished product and the collection and
analysis of data to develop material and energy balance. Results of each
paper machine run are evaluated in seminar-type discussions. Spring.
Prerequisites: PSE 461 and PSE 465. , *• ■

473. Mass Transfer ' • • •.>••? * (3)

Three hours of lecture. The study of mass transfer, humidification,
air conditioning, drying, gas absorption, distillation, leaching, washing,
and extraction. Fall. •« ' ir:ihxv:h

Prerequisites: PSE 370, 371, and 372 or equivalent.

491. Paper Science and Engineering Project I (1)

Student makes a systematic survey of all available literature on the
problem assigned him and incorporates it in a formal, typewritten ?
report. An essential part of this report is a detailed outline of a research
project which the student proposes to undertake during the next e
semester (PSE 492). Fall. ; ■ > , .

Prerequisites: PSE 300 and PSE 301.

492. Paper Science and Engineering Project II
The analysis of a problem, the synthesis of a solution and the basic ~ |
design of the facilities needed to solve a problem. Laboratory research,

: (3)

>e basic

field work, and consulting as needed in addition to the literature survey

n-.< f

RESOURCE MANAGEMENT 93

completed in PSE 491. Progress reports and a final report and seminar-
style presentation. Spring.

Prerequisite: PSE 491.

; 496. Special Topics > (1-3)

>. Lectures, conferences, and discussions. Specialized topics in
chemistry, chemical engineering, and physics as well as topics pertain-
ing to management as related to the pulp, paper, paperboard, and allied
industries. Fall and Spring.

498. Research Problem (1-4)

r; .The student is assigned a research problem in pulping, bleaching,
refining, additives, quality control of paper or paper products, or
chemical engineering. The student must make a systematic survey of
available literature on the assigned problem. Emphasis is on application
of correct research technique rather than on the results of commercial
importance. The information obtained from the literature survey, along
with the data developed as a result of the investigation, is to be pre-
' sented as a technical report. Fall, Spring, and Summer.

Prerequisite: PSE 461 and PSE 465.

' : (i , ’ , ‘

RMP— RESOURCE MANAGEMENT AND POLICY

602. Resource Economics (3)

Three hours of lecture and discussion. Economic theory and analysis

in resource management and use decisions. Study and application of
economic models to land, water, forest, wildlife, and recreational
resources. Relationships and interactions of public and private sector
in resource management. Fall.

Prerequisite: Two semesters of undergraduate economics.

603. Research Methods in Resource Management and

i Policy (3)

Three hours of lecture and discussion. Study of the elements of
research methodology including statistics and their application to
analyzing and resolving problems both basic and applied in the mana-
gerial and policy sciences. Fall.

Prerequisite: Undergraduate statistics course.

664. Soil and Water Conservation Policy (3)

One three hour meeting per week. An integrated, historical survey
of water and related land resource conservation in the United States.
Interrelationships of governments and private organizations in their
functions of policy-setting and planning, administration of programs,
and evaluation of projects. Fall.

529. Environmental Impact: Principles and Strategies (3)
Three hours of lecture and discussion. Principles and theory of
environmental impact and statements of impact as required by federal
law. Administrative procedures for review and evaluation. Procedural
strategy and effective constitution of statements for various govern-
mental levels. Means of obtaining sources of authoritative information.
Fall. >

/ Prerequisite: Senior standing.

560. Nonindustrial Private Forest Management (3)

Three hours of lecture and discussion. Resource conditions and
management issues associated with private nonindustrial private forest
lands. Special attention is given to owner characteristics and objec-
tives, public and private programs which directly or indirectly influence
management decisions and the role of foresters in relation to the above.
Spring. <

Prerequisite: Senior or graduate student standing in forestry.

561. Land Use Economics (3)

Three hours of lecture-discussion. Study of the theory and methods

of land use economics and the application of economic analysis to open
space and regional planning. Emphasis is on understanding basic con-
cepts; development of operational methods and data sources. Case
studies, outside readings, and guest speakers are utilized. Spring.

Prerequisites: One course in macroeconomics and one in micro-
economics and permission of the instructor.

^ - ■ Vi- • '. k. ;

562. International Timber Trade (3)

■♦'Three hours of lecture. Basic principles of international trade.
Structure and procedures of international timber trade. Major trade
regions and their relationships. Economic context of timber trade.
Emphasis is placed upon methods of analyses for understanding both
■ opportunities and limitations of timber products exports and imports.
Fall.

» Prerequisites: Two semesters of undergraduate economics, and
senior standing in forestry or wood prbducts engineering.

rt-,.. • ■ , ,• .v

587. Environmental Law (3)

Three hours of lecture and discussion. Studies in Environmental Law
designed for resource managers. Review of structure and processes of
American legal system, constitutional framework of environmental
law, The National Environmental Policy Act, legal framework for
management of federal lands, focus on legal aspects of common prop-
erty resource management, land, water, and air. Fall.

588. The Law of Natural Resource Administration (3)

Three hours of lecture and discussion. An introduction to the law
concerning the procedures, powers, and judicial review of public
agencies responsible for the management of natural resources. Topics
will include the extent of an agency’s rule-making power and the rights
of aggrieved parties to appeal from agency decisions. Spring.
i Prerequisite: FOR 360 or equivalent course in public administration.

670. Economics of Nonmarket Goods (3)

Group discussion, lectures, guided readings, case studies, and
student projects on the economic aspects of watershed management,
fish and wildlife management, and outdoor recreation. Major topics
include theories of valuation and application to nonmarket goods, cost
analysis for nonmarket goods, and measurement of regional impacts.
Spring.

Prerequisites: Microeconomics, knowledge of basic statistical
analysis, and six hours or more of resource management coursework.

672. Open Space Planning (Recreation) (3)

Three hours of lecture and discussion; one overnight field trip re-
quired. Study of methods and techniques applicable to open space
planning in nonurban areas. Survey of literature and current research.
Open space standards, classification systems, and inventory methods.
Development of plans for large scale recreation areas, and inclusion of
recreation into regional plans. The interrelationship and conflicts
between resource utilization/development and recreation/aesthetics
reviewed through case studies. Fall (odd years).

675. Psychology of Leisure Behavior (3)

Three hours of lecture and discussion. Introduction to theory and
research findings dealing with the sociological and psychological of
leisure behavior: field work and lectures demonstrate applications,
particularly in outdoor recreation. Fall.

751. World Forestry (3)

Three hours of lecture and discussion. World forest distribution and
types; regional production and consumption of forest products; inter-
national trade in timber and related products; the role of forest re-
sources in development; and special topics; tropical forestry, compar-
ative forest policies and programs, forestry education, the problems of
developing countries, international cooperation in forestry develop-
ment, the role of the United States in world forestry, etc. Spring.

753. Resources Policy (3)

Three hours of lecture and seminar. Evaluation of basic environ-
mental and resource issues and their evolvement in public and institu-
tional policies. Exploration of alternative resource goals, policies, and
program approaches and their implications. Analysis of processes for
policy delineation and modification. Fall.

754. ' Advanced Forest Administration (3)

Critical appraisal of existing public, semipublic and private forestry
agencies in the United States, and the comparative study of major
administrative organizations and practices. Occasional inspection trips
to forestry headquarters and field units and discussion of internal
administrative problems with forest officers. Fall or Spring.
Prerequisite: FOR 360 or equivalent.

CONTINUING EDUCATION, SILVICULTURE

796. Special Topics in Resource Management and

Policy (1-3)

Lectures, seminars, and discussion. Advanced topics in resource
management and policy. Check schedule of classes for details of
subject matter. Fall and/or Spring.

797. Seminar (1)

Group discussion and individual conference concerning current
topics, trends, and research in management. Fall and Spring.

798. Research Problems in Resources Management and

Policy (1-12)

(Credit hours arranged according to nature of problem)

Special investigation and analysis of resources management prob-
lems where integrative relationships of several subject aspects of
forestry are a major consideration. Fall, Spring, and Summer.

898. Professional Experience (1-12)

Professional experience which applies, enriches, and/or comple-
ments formal coursework. Graded on an “S/U” basis. Fall, Spring, and
Summer.

899. Master’s Thesis or Project Research (1-12)

Investigation leading to the completion of a research-oriented thesis

or to an application-oriented project. Graded on an “S/U” basis. Fall,

Spring, and Summer.

✓

999. Doctoral Thesis Research (1 (1-12)

Investigation leading to the completion of the doctoral thesis.
Graded on an “S/U” basis. Fall, Spring, and Summer.

SCE— SCHOOL OF CONTINUING EDUCATION

510. Creative Problem Solving Seminar (3) .

Three hours of lecture and discussion. A course designed to extend
the students’ understanding and application of creative problem solv-
ing processes. One requirement will be to select and carry out an appli-
cation of the techniques to a particular problem, with consultation
and guidance from the instructor. Critique and survey of the literature
on creativity, in-depth analysis of the synetics process and various
procedures which have been developed for nurturing creative behavior
comprise the essence of the program. Fall.

Prerequisite: Undergraduate degree or permission of the instructor.

Note: Also listed as EIN 510.

576. Special Topics Course: Environmental Education

Processes and Strategies (1-3)

Lectures, discussions, field problems, and structured outdoor lab-
oratory assignments in environmental education processes and strate-
gies for professional educators in elementary and secondary schools
who are part-time, nonmatriculated at ESF. Summer.

Prerequisite: Permission of the instructor. Not acceptable fortredit
in graduate programs of the School of Forestry.

596. Special Topics in Resource Management (1-3)

Lectures, field exercises, guided readings and discussions, in a short-
course format. The study of recent developments and applications in
resource management. Illustrative topics include management of
forest stands, resource economics, land planning or recreation plan-
ning and site development. Not acceptable for credit in graduate pro-
grams,of the School of Forestry. Summer.

Prerequisite: Permission of the instructor.

SIL— SILVICULTURE i

520. Application of Ecology (3) #

Two hours of lecture and discussion and one to three hours seminar, (
workshop, or field trip. Exploration of use and implications of ecolog-
ical concepts for practices modifying terrestrial ecosystems for human
benefit. Discussion of ecological writings in relation to applied prob-
lems; workshops, field trips and student presentations exploring
ecological implications of specific situations. Course designed for
interdisciplinary participation. Spring (even years).

535. Advanced Forest Soils ; . i • L' . (3)

Three hours of lecture-discussions concerning the current state-of-
the-art in forest soils. Effe_ct of intensive forest management on soil, soil-
site-species relationships, forest fertilization tree nutrition. Application
of forest soils information to silviculture. Spring. ?

Prerequisite: FOR 331, 332 or beginning courses in soils and
silviculture. , ; L,/.,' ' '

' . •' : -v.*-:" ■jK1:' • h ■ < i

540. Forest Hydrology '{, •• - : (3)

Two hours of lecture and three hours of laboratory. The relation of
foi-est and range vegetation to its environment, and its effect upon soil
and water. Measurement of precipitation, runoff, erosion, and other
variables. Fall and Spring.

■ ■ ■

542. Practice of Watershed Management (3)

Two hours of lecture and three hours of laboratory. The impact of
the multiple use of forest and range lands on water yield and soil stabil-
ity. Regional problems and potential solutions. Spring.

Prerequisite: SIL 540. :'i 1 I ’ < ' 1 ; )

553. Energy Exchange at the Earth’s Surface 1 1 ' / (3)

Two hours of lecture and three hours of laboratory. A comprehen-
sive study of the physical processes taking place in the lowest layer of
the atmosphere. Primary emphasis on the turbulent transfer of heat,
momentum, and water vapor and the expression of these fluxes in the
microclimate. Spring. ' -f ;v:‘. “ ‘

Prerequisites: FOR 452, physics, and calculus.

iia

\ '

i t

620. Silvicultural Concepts and Applications . (3)

Six hours of lecture, study, or field work. Classroom instruction and
exercises introduce topics important to silvicultural practice. Students
explore these in depth through independent study and (he solving of
assigned problems. Field exercises will serve as a means to apply
concepts, primarily in hardwood stands. Topics include concepts,
techniques, diagnostic methods, and formulation and application of
silvicultural prescriptions. Offered one day per week as a block of
instruction. Spring.

Prerequisite: Previous undergraduate study of silviculture.

625. Productivity of Forest Stands /v (3)

In two hours of lecture and three hours of laboratory, whole tree,
stand, and forest community productivity are studied from an eco-
physiological viewpoint. Quantitative techniques and methods used to
evaluate biological as well as economic forest production are learned
and utilized. From the perspective established, new trends and devel-
opments in silvicultural practice are critically examined. Spring. . * »
Prerequisite: Permission of the instructor. ! * *:,?4

635. Forest Soils and Their Analyses (3)

One hour of lecture, one hour of recitation, four hours of field and
laboratory study of forest soils, emphasizing plant-soil relationships.
Stress on quantification of plant-soil diagnostic techniques and their
interpretation. Spring (odd years). ■ r ■ - - ; ; ■>

Prerequisites: FOR 446; background in physical and. biological
sciences recommended. V ’ " ; f

L -K

640. Advanced Wildland Hydrology (3)

Lecture, discussion, and laboratory sessions in advanced problems
of forest and range hydrology, watershed management methods, and
techniques and evaluation of new methods of hydrologic data collec-.
tion and analysis. Fall. sj i,

Prerequisite: SIL 540 or FEG 340. 1 • :

642. Snow Hydrology i , ! (3)

Three one-hour lectures and two three-day field trips. Physical
characteristics of snow and the energy relations important in its
accumulation and dissipation. Problems of measurement and predic-.
tion of runoff and melt. Potentials for management. Spring.
Prerequisite: SIL 540 or FEG 340. " r "/ •' '-.'I

l ft*;

' r

;

r -

677. Advanced Forest Tree Improvement > (3)

WOOD PRODUCTS 95

H:r

Problems of tree hybridization, racial variations, sexual reproduction,
and quantitative genetics in forest trees. Laboratory training in cytol-
ogy and cytogenetics, pollen germination, vegetative propagation and
J other problems. Independent research problems will be undertaken
by the student. Fall.

Prerequisites: FBL 470 and 471, FOR 455.

• '■ 730. Research Methods,in Silviculture (3)

Three hours of lecture or discussion. Research concepts and
methodology with particular application to silviculture and its related
sciences. More appropriate to beginning students or before taking
thesis work. Fall. '

' Prerequisite: Permission of the instructor.

735. Forest Soil Fertility (Applied Studies) „ (2-4)

Two hours of lecture and one hour of discussion. Up to six hours of
laboratory depending on number of credit hours. Influence of soil fer- ,
tility on development and growth of seedlings and trees, and tech-
niques involved to determine this influence. Chemical and biological
analysis to determine levels of soil fertility. Nutrient element deficien-
cies and their correction by soil amendments and fertilizers. Term
projects by the student will be undertaken. Spring (even years).

Prerequisites: CHE 332 and 333, FBO 530, FOR 446 and SIL 635, or
equivalent.

•; -<•*• <

737. Forest Soil Physics (4)

Three hours ofJecture and discussion and three hours of laboratory.
Presentation of principles of soil physics including water flow, storage
and availability, soil permeability, heat transfer, and their consideration
as root environmental factors. Analytical procedures are introduced
and evaluated. Applications of soil physics to silvics, soil fertility, water-
shed management and hydrology, soil biology and land-use. Spring.

Prerequisites: FOR 345, 446, or their equivalents. Physical chem-
istry and integral calculus strdngly recommended.

796. Special Topics in Silviculture (1-3)

Lectures, seminars, and discussion. Advanced topics in silviculture.
Check schedules of classes for details of subject matter. Fall and/or
Spring.

797. - Graduate Silviculture Seminar (1)

Three-hour class discussion. Assigned reports and discussion of
silvicultural topics. Spring.

798. Research Problems in Silviculture (1-12)

(Credit hours arranged according to nature of problem)

Fall, Spring, and Summer.

899. Master’s Thesis or Project Research (1-12)

Investigation leading to the completion of a research-oriented thesis
or to an application-oriented project. Graded on an “S/U” basis. Fall,
Spring, vand Summer. . — :

j-i.i , ' - l1.

999. Doctoral Thesis Research (1-12)

Investigation leading to the completion of the doctoral thesis.
Graded on an “S/U” basis. Fall, Spring, and Summer.

A . r ■ * . \

WPE— WOOD PRODUCTS ENGINEERING

. ,• .. \ j < . \ .

300. Properties of Wood for Designers (2)

Two hours of lecture. An introduction to the basic structure and
properties of wood for the designer. Discussion of the effects of wood
structure and properties on practical woodworking techniques. Fall.

■ V'M ■

322. Mechanical Processing (3)

Two hours of lecture and three hours of laboratory. Primary log
reduction methods and industry practices. Lumber grading. Wood
cutting principles. Machining practice in secondary wood-using indus-
i tries. Experience in the operation of certain primary and secondary
machining equipment. Spring.

; i ' v ■ '

326. . Fluid Treatments (2).

Two hours of lecture. An introduction to wood-moisture relation-
ships, wood permeability and pressure treatments, thermal conduc:

tivity, water-vapor movement, and drying and fire retardancy. The flow
of fluids, heat and water vapor are treated as analogous phenomena
and are related to the cellular structure of wood. Unsteady-state flow
of gases, heat and water vapor are introduced. Spring.

327. Fluid Treatments Laboratory (1)

Three hours of laboratory. Laboratory studies in relative humidity
measurement, wood-moisture relationships, the relationship between
permeability and treatability, wood-preservative treatments, wood
drying and flame testing. Spring.

Prerequisite: WPE 326 (or concurrent).

343. Introduction to Structural Design (3)

Three hours of lecture. The concepts of structural design are intro-
duced with fundamental strength of materials. There are practical
applications of steel, timber, and concrete in contemporary structural
designs. Systems such as trusses, arches, and frames are introduced.
Spring.

361. Engineering Mechanics — Statics (3)

Three hours of lecture. Forces and vectors, moments,' equivalent
force systems, free bodies, structures, section properties. Fall.
Prerequisites: Integral calculus and general physics.

386. Structure and Properties of Wood (3)

Two hours of lecture and three hours of laboratory. Structure of
wood in relation to defects, properties and uses. The variability of
wood. Identification of major U.S. timber by gross features. Spring.

387. Wood Structure and Properties (3)

Three hours of lecture. Structure of wood and its relation to physical
properties and uses. The normal variability of wood, abnormal growth,
defects, deterioration of wood and their influence on properties and
uses. Fall.

Prerequisite: FBO 300 or equivalent is recommended.

388. Wood and Fiber Identification Laboratory (2)

Six hours of laboratory. Wood and papermaking fiber identification
using both gross and microscopic features. Fall.

Prerequisite: WPE 387 to be taken concurrently or previously.

389. Wood Identification Laboratory (1)

Three hours of laboratory. Identification of principal commercial
timbers of United States on gross characteristics. Spring.
Prerequisite: WPE 387.

390. Fiber Identification Laboratory (1)

Three hours of laboratory. Identification of woody and nonwoody
papermaking fibers. Spring.

Prerequisite: WPE 387.

399. Field Trip (2)

Two weeks supervised study and reporting of representative wood
products industries. Required of all students in WPE. Estimated indi-
vidual expenses are $200-$250 while on the trip. Spring.

400. Introduction to Forest Products (2)

Two hours of lecture. Characteristics of the products of the forest
tree and manufacture of wood products. Spring.

404. Design of Wood Structural Elements (3)

Lectures. A development of the principles involved in designing
structural elements in wood and practice in their application. Fall or
Spring.

420. Adhesives, Sealants, and Coatings . (3)

Two hours of lecture and three hours laboratory. An introduction to
adhesives, sealants, and coatings used in the wood products and build-
ing construction industries. All three types of materials, based upon
polymers, will be evaluated in terms of their properties and respective
technologies when used with wood systems. Emphasis will be placed
on knowing how to apply this knowledge to understand current prac-
tice and to solve problems that may occur. Laboratory demonstrations
to identify materials, methods of application, and methods of evaluating
these materials. Fall.

Prerequisite: Junior standing.

96 WOOD PRODUCTS

422. Composite Materials (3)

Two hours of lecture and three hours of laboratory. Manufacturing
methods, physical and mechanical properties, and major uses of each
of the following products will be examined — decorative plywood,
construction and industrial plywood, particleboards, waferboards,
fiberboards, laminated beams, laminated-veneer lumber, wood poly-
mer composites, and paper overlays. Laboratory exercises will be
patterned after ASTM standard tests to evaluate the physical and
mechanical properties of these materials with written reports to be 1
submitted by each student. Spring.

Prerequisites: WPE 320. Concurrent or prior registration in ERE
362.

442. Light Construction (3)

Two hours of lecture and two hours of discussion. Elements of light
frame construction, blueprint reading, and estimating. Fall.

444. Materials Marketing (3)

Three hours of lecture and discussion. Marketing functions, agen-
cies and management in the wood products and related industries.
Principles of salesmanship and their application. Spring.

450. Construction Equipment * ' , (3)

Three hours of lecture. Principles of selection, operation, and main-
tenance of construction equipment. Primary types of site preparation,
handling and assembly devices and their efficient utilization will be
examined. Spring. • ' ' V'- >•.'*'•

Prerequisite: Senior standing. ' ,

454

Construction Management • tf! . ' ^.(3)

Three hours of lecture. Fundamental concepts of construction

management activities. Topics include construction contracts, sched-
uling, project planning, estimating and bidding. Fall.

Prerequisite: OPM 365 or permission of the instructor.

497.

Senior Seminar for Wood Products
Engineering Majors • c (2)

Discussion and assigned reports in current problems and new
developments in Wood Products Engineering. Spring.

498. Research or Design Problem . ‘ (1-3)

Conferences, library, laboratory and/or field research on a specific
problem in Wood Products Engineering. Typewritten report (original
and one copy) required. Fall, Spring, and Summer.

Prerequisite: Permission of the instructor and advisor.

. ' ■■ -
: tv v-

•

. ■ ;; i •

f. ' V ■ 1

|V,;

State University of New York

Si*:;. \

STATE UNIVERSITY OF NEW YORK

" Chancellor of the University... CLIFTON R. WHARTON, JR.,
>, T . • , B.A., M.A., Ph.D.

/ Secretary of the University MARTHA J. DOWNEY,

- 1 ) B.S., M.A.

■ . , 1

BOARD OF TRUSTEES

DONALD M. BLINKEN, B.A., Chairman New York City

JUDIJH DAVIDSON MOYERS, B.S.,

" ' Co-Chairman -. Garden City

GEORGE L. COLLINS, JR., B.S., M.D Eden

D. CLINTON DOMINICK, A.B., LL.B Newburgh

MRS. JUDITH LASHER DUKEN, B.S., M S.,

C. A.S Plattsburgh

ARNOLD B. GARDNER, A.B., LL.B Buffalo

JOHN L.' S. HOLLOMAN, JR., B.S., M.D East Elmhurst

' MRS. NAN JOHNSON, B.A., M.A Rochester

EDWARD V. MELE, B.A i . , Barneveld

\-n EDGAR A. SANDMAN, A.B., JD Albany

. MRS. JEANNE C.. THAYER New York City

JAMES TIERNEY 1 Wappingers Falls

THOMAS VAN ARSDALE, B.E.E New York City

DARWIN R. WALES, B.A., LL.B Binghamton

State University’s 64 geographically dispersed campuses
bring educational opportunity within commuting distance of
virtually all New York citizens and comprise the nation’s
largest, centrally managed system of public higher education.

When founded in 1948, the University consolidated 29
, i State-operated, but unaffiliated, institutions. In response to
need, the University has grown to a point where its impact is
felt educationally, culturally, and economically the length and
' ? bteadth of the state.

More than 381,000 students are pursuing traditional study
in classrooms or are working at home, at their, own pace,
through such innovative institutions as Empire State College,
whose students follow individualized and often nontraditional
paths to a degree. Of the total enrollment, more than 100,000
students are 24 years or older, reflecting State University’s
services to specific constituencies, such as refresher courses
for the professional community, continuing educational
^- opportunities for returning service personnel, and personal
enrichment for the more mature persons.

State University’s research contributions are helping to
solve some of modern society’s most urgent problems. It was
a State University scientist who first warned the world of
. potentially harmful mercury deposits in canned fish, and
• another who- made the connection between automobile and
industrial smoke combining to cause changes in weather
? patterns. Other University researchers continue important
studies in such wide-ranging areas as immunology, marine
. ; biology, sickle-cell anemia, and organ transplantation.

( . More than 1,000 Public Service activities are currently

being pursued on State University campuses. Examples of
these efforts include: special training courses for local govern-

V.’v- •. • ' • \ ^ ’

ment personnel, State civil service personnel, and the unem-
ployed; participation by campus personnel in joint community
planning or project work, and campus-community arrange-
ments for community use of campus facilities.

A distinguished faculty includes nationally and interna-
tionally recognized figures in all the major disciplines. Their
efforts are recognized each year in the form of such pres-
tigious awards as Fulbright-Hayes, Guggenheim, and
Danforth Fellowships.

The University offers a wide diversity of what are con-
sidered the more conventional career fields, such as engineer-
ing, medicine, literature, dairy farming, medical technology,
accounting, social work, forestry, and automotive technol-
ogy. Additionally, its responsiveness to progress in all areas
of learning and to tomorrow’s developing societal needs has
resulted in concentrations which include pollution, urban
studies, computer science, immunology, preservation of
national resources, and microbiology.

SUNY programs for the educationally and economically
disadvantaged have become models for delivering better
learning opportunities to a once-forgotten segment of society.
Educational Opportunity Centers offer high school equiva-
lency and college preparatory courses to provide young
people and adults with the opportunity to begin college or to
learn marketable skills. In addition, campus based Educa-
tional Opportunity Programs provide counseling, develop-
mental education and financial aid to disadvantaged students
in traditional degree programs.

Overall, at its EOC’s, two-year colleges, four-year cam-
puses and university and medical centers, the University
offers 3,600 academic programs. Degree opportunities range
from two-year associate programs to doctoral studies offered
at 12 senior campuses.

The 30 two-year community colleges operating under the
program of State University play a unique role in the expan-
sion of educational opportunity, by:

Providing local industry with trained technicians in a wide
variety of occupational curricula;

Providing transfer options to students who wish to go on
and earn advanced degrees, and;

Providing the community with yet another source for
technical and professional upgrading as well as personal
> enrichment.

During its brief history, State University has graduated
more than 930,000 alumni, the majority of whom are pursuing
their careers in communities across the state.

State University is governed by a Board of Trustees,
appointed by the Governor, which directly determines the
policies to be followed by the 34 State-supported campuses.
Community colleges have their own local boards of trustees
whose relationship to the SUNY board is defined by law. The
State contributes one-third to 40 percent of their operating
cost and one half of their capital costs.

The State University motto is: “To Learn — To Search —
To Serve.”

98 STATE UNIVERSITY

STATE UNIVERSITY OF NEW YORK
UNIVERSITY CENTERS
State University of New York at Albany
State University of New York at Binghamton
State University of New York at Buffalo
State University of New York at Stony Brook

COLLEGES OF ARTS AND SCIENCES

Empire State College
State University College at Brockport
State University College at Buffalo
State University College at Cortland
State University College at Fredonia
State University College at Geneseo
State University College at New Paltz
State University College at Old Westbury
State University College at Oneonta
State University College at Oswego
State University College. at Plattsburgh
State University College at Potsdam
State University College at Purchase

COLLEGES AND CENTERS FOR THE HEALTH SCIENCES

Downstate Medical Center at Brooklyn

Upstate Medidal Center at Syracuse

College of Optometry at New York City

Health Sciences Center at Buffalo University Center*

Health Sciences Center at Stony Brook University Center*

AGRICULTURAL AND TECHNICAL COLLEGES
Agricultural and Technical College at Alfred
Agricultural and Technical College at Canton
Agricultural and Technical College at Cobleskill
Agricultural and Technical College at Delhi
Agricultural and Technical College at Farmingdale
Agricultural and Technical College at Morrisville

SPECIALIZED COLLEGES

College of Environmental Science and Forestry at Syracuse

Maritime College at Fort Schuyler

College of Technology at Utica/Rome

Fashion Institute of Technology at New York City**

STATUTORY COLLEGES*** '

College of Agriculture and Life Sciences at Cornell University
College of Ceramics at Alfred University

College of Human Ecology at Cornell University

School of Industrial and Labor Relations at Cornell University

College of Veterinary Medicine at Cornell University

COMMUNITY COLLEGES

(Locally-sponsored, two-year colleges under the program of State
University)

Adirondack Community College at Glens Falls
Broome Community College at Binghamton
Cayuga County Community College at Auburn
Clinton Community College at Plattsburgh \.

Columbia-Greene Community College at Hudson •

Community College of the Finger Lakes at Canandaigua
Corning Community College at Corning
Dutchess Community College at Poughkeepsie

;

<0*3

tV.ra

Erie Community College at Williamsville, Buffalo and Orchard Park

■f ip.-

T-f r ■

Fulton-Montgomery Community College at Johnstown
Genesee Community College at Batavia '

Herkimer County Community College at Herkimer.

Hudson Valley Community College at Troy 1 !

Jamestown Community College at Jamestown
Jefferson Community College at Watertown
Mohawk Valley Community College at Utica
Monroe Community College at Rochester , 7

Nassau Community College at Garden City ,

Niagara County Community College at Sanborn
North Country Community College at Saranac Lake
Onondaga Community College at Syracuse
Orange County Community College at Middletown
Rockland Community College at Suffem
Schenectady County Community College at Schenectady
Suffolk County Community College at Selden, Riverhead
Brentwood 1

Sullivan County Community College at Loch Sheldrake
Tompkins Cortland Community College at Dryden
Ulster County Community College at Stone Ridge
Westchester Community College at Valhalla

Lf«,<

■ -

:t ■ ■

:.V'c;

and

*The Health Sciences Centers at Buffalo and Stony Brook are
operated under the administration of their respective University
Centers. 1

**While authorized to offer such baccalaureate and master’s degree
programs as may be approved pursuant to the provisions of the
Master Plan, in addition to the associate degree, the Fashion
Institute of Technology is financed and administered in the manner
provided for community colleges. . >' " ;

***These operate as “contract colleges” on the campuses of
independent universities. ■ ' ' I ' . A

College of
Environmental

Science

and Forestry

ESF BOARD OF TRUSTEES

Appointed by Governor

ARTHUR V. SAVAGE, Chairman

CAROLYN K. BRANCATO, Vice Chairman

CURTIS li BAUER

JAMES M. HANLEY '. .

M. PETER LANAHAN, JR

JOHN F. X. MANNION

JOSEPH N. WALSH, JR

WILLIAM H. WENDEL

Pelham

Washington, D.C.

Jamestown

Syracuse

Albany

Fayetteville

Niagara Falls

Ex Officio

CLIFTON R. WHARTON, JR.', Chancellor,

State University of New York Albany

MELVIN A. EGGERS, Chancellor,

Syracuse University Syracuse

ALFRED B. DELBELLO,

Lieutenant Governor '. . . Albany

GORDON M. AMBACH, Commissioner,

Department of Education . . . . '. Albany

HENRY G. WILLIAMS, Commissioner,

■ Department of Environmental Conservation Albany

WAYNE C. ZIPPERER

Student Representative Syracuse

COLLEGE ADMINISTRATION

s V •' ■ ' ■ ■ .

/ President ROSS S. WHALEY

Assistant to the President for

Community Relations ' ROLLA W. COCHRAN

Vice President for Program Affairs DONALD F. BEHREND

Assistant Vice President for

Research Programs JAMES W. GEIS

Assistant Vice President for

Academic Programs ROBERT H. FREY

Coordinator of Sponsored Programs .... J. DONALD MABIE

Director of Admissions ROBERT L. FRIEDMAN

Director, Institute of Environmental Program

Affairs (IEPA) JAMES W. GEIS

Coordinator of Demonstration and
Information, IEPA ROLLA W. COCHRAN

Vice President for Student Affairs HARRISON H. PAYNE

Director of Financial Aids JOHN E. VIEW

Registrar ROBERT S. NORTH

Advisor, Foreign Student Exchange

Visitor Programs VIRGINIA T. TORELLI

Vice President for Administration and

Services DAVID G. ANDERSON

Director of Business and Fiscal Affairs HARRY J. CORR

Librarian DONALD F. WEBSTER

Director of Educational

Communications BERNARD T. HOLTMAN

Director of Computer Services CHARLES N. LEE

Director of Personnel and

Affirmative Action PETER F. WILTSIE

Director of Physical Plant BRUCE E. REICHEL

Director of Public Safety BRIAN M. SPEER

Director of Analytical and

Technical Services ROWENA V. RATHER

Director of Administrative Data Processing

and Institutional Research SHEILA M. CROWLEY

Director of Forest Properties RICHARD A. SCHWAB

Dean, School of Biology, Chemistry and

Ecology STUART W. TANENBAUM

Dean, School of Continuing Education and
Assistant Vice President for International Programs . VACANT
Dean, School of Environmental and

Resource Engineering WILLIAM P. TULLY

Dean, School of Forestry JOHN V. BFRGLUND

Director, Forest Technician Program WESLEY E. SUHR

Acting Dean, School of Landscape

Architecture RALPH A. SANDERS

Director, Graduate Program in

Environmental Science MOHAN K. WALI

Director, Adirondack Ecological Center . . WILLIAM F. PORTER
Director, Empire State Paper Research

Institute BENGT LEOPOLD

Acting Director, Polymer Research Institute . ISRAEL CABASSO
Director, Ultrastructure Studies Center WILFRED A. COTE, JR.
Director, Tropical Timber Information

Center ROBERT W. MEYER

Director, Cellulose Research Institute TORE E. T1MELL

Project Leader, U S. Forest Service Cooperative

Research Unit ROWAN A. ROWNJREE

Director, Renewable Materials Institute WILFRED A. COTE, JR

100 FACULTY AND STAFF

COLLEGE FACULTY AND
PROFESSIONAL STAFF

DISTINGUISHED TEACHING PROFESSOR

EDWIN H. KETCHLEDGE, Distinguished Teaching Professor,
Department of Environmental and Forest Biology
THEODORE J. STENUF, Distinguished Teaching f Professor,
Department of Paper Science and Engineering

. DISTINGUISHED ADJUNCT PROFESSOR

HARRY L. FRISCH, Distinguished Adjunct Professor, Department
of Chemistry

DISTINGUISHED PROFESSOR EMERITUS

COJ'JRAD SCHUERCH, Distinguished Professor Emeritus, Depart-
ment of Chemistry

MICHAEL M. SZWARC, Distinguished Professor Emeritus, Polymer
Research Institute

This listing represents an official record of the State University of
New York College of Environmental Science and Forestry faculty and
professional staff for 1984. It is designed for use in 1984-85.

The date in parentheses after each name denotes the first year of
service, two or more dates, the term of service.

LAWRENCE P. ABRAHAMSON (1977), Senior Research Asso-
ciate, School of Forestry and Department of Environmental and Forest
Biology; B.S., Michigan Technological University, 1964; M.S., Univer-
sity of Wisconsin, 1967; Ph.D., 1969

JUDD H.’ ALEXANDER (1979), Adjunct Professor, Graduate Pro-
gram in Environmental Science; B.A., Carleton College, 1949; P.M.D.,
Harvard Business School, 1967

DOUGLAS C. ALLEN (1968), Professor, Department of Environ-
mental and Forest Biology; B.S., University of Maine, 1962; M.S., 1965;
Ph.D., University of Michigan, 1968

WAYNE ALLEN (1979), Technical Assistant, Forest Technician
Program of the School of Forestry

IRA H. AMES (1972), Adjunct Professor, Department of Environ-
mental and Forest Biology; B.A., Brooklyn College, 1959; M.S., New
York University, 1962; Ph.D., 1966

DAVID G. ANDERSON (1959), Vice President for Administration
and Services; Professor; A. A.S., State University of New York College
of Forestry (Ranger School), 1950; B.S., State University of New York
College of Forestry, 1953; M.S., University of Utah, 1958; M.P.A.,
Syracuse University, 1974

ROBERT E. ANTHONY (1953), Technical Specialist, Department
of Environmental and Forest Biology; A.A.S., State University of New
York Agricultural and Technical College at Morrisville, 1952

RAYMOND J. APPLEBY (1982), Technical Assistant, Department
of Paper Science and Engineering, A.S., State University of New York
Columbia-Greene, 1980

ROBERT W. ARSENEAU (1972), Programmer/Analyst, Adminis-
trative Data Processing; A.A.S., Mohawk Valley Community College,
1967; B.S., Syracuse University, 1978

CAROLINE B. BAILEY (1978), Technical Assistant, School of
Landscape Architecture | •

JAMES P. BAMBACHT (1967), Professor, Department of Paper
Science and Engineering; A.B., Kalamazoo College, 1954; M.S., The
Institute of Paper Chemistry, 1956; Ph.D., State University of New
York College of Environmental Science and Forestry, 1973

C. ELLISON BECK (1970), Technical Specialist, Analytical and
T echnical Services, Office of the Vice President for Administration and
Services

DONALD F. BEHREND (1960-67) (1968), Vice President for Pro-
gram Affairs; Professor, Department of Environmental and Forest
Biology; Graduate Program in Environmental Science; B.S., University
of Connecticut, 1958; M.S., 1960; Ph D., State University of New York
College of Forestry, 1966

JOHN D BENNETT (1960), Associate Professor, School, of For- ..? >
estry; B.A., Ohio Wesleyan University, 1954; Ph.D., Syracuse Univer-
. sity, 1968; Chancellor's Award for Excellence in Teaching (1973)

CAMILLO A. BENZO (1975), Adjunct Associate Professor, Depart-
ment of Environmental and Forest Biology; B.A., Utica College of
Syracuse University, 1964; Ph.D., University of Pennsylvania, 1969

JOHN V. BERGLUND (1965), Dean and Professor, School of For- ‘ ,
estry; B.S., Pennsylvania State University, 1962; M.S., 1964; Ph.D.,'
State University of New York College of Forestry, 1968

DONALD H. BICKELHAUPT (1969), Research Assistant, School.

nf FnroctrtP R ^ I Init/orcitu nf Notit VatI/ P nllono Af Fnrocfri i

of Forestry; B.S., State University of New York College of Forestry,

1970; M.S., State University of New York College of Environmental
Science and Forestrv. 1980 • : ' i

ARTHUR J. BILCO (1983), Assistant Director of Physical Plant,

* / ‘ K , . *•

Office of the Vice President for Administration and Services
PETER E. BLACK (1965), Professor, School of Forestry; Graduate \r. '

Program in Environmental Science; B.S., University of Michigan, 1956;
Kil c 10co- nu ^ Colorado State University, 1961; Executive Chair- ■<;

M.F., 1958; P,h.D
man of the Faculty (1974-78)

■■i ; •i’fl

RAYMOND W. BLASKIEWICZ (1982), Assistant Registrar, Regis-
trar's Office; B.S., State University of New York College of Environ-

mental Science and Forestry, 1979

‘ft/

CONSTANCE H. BOBBIE (1982), Associate Librarian, F. Franklin

Moon Library; B.S., Bemidji State College, 1956; M.A., University ol

*i i'.fl

' ‘J

Minnesota, 1962

WILLIAM R. BORGSTEDE (1971), Technical Assistant, Depart-
ment of Environmental and Forest Biology; A.A.S., Miner Institute,
1966; A.A.S., State University of New York College at Delhi, 1970;

Lot r v-j

B.S., State University of New York College of Environmental Science

and Forestry, 1975; M.S., Syracuse University, 1978
CARL F. BRAENDLE (1976), Assistant Director of Campus Public
Safety, Office of the Vice President for Administration and Services
STEPHEN B. BRANDT (1983), Research Associate Professor,
Department of Environmental and Forest Biology; Graduate Program
in Environmental Science; B.A., University of Wisconsin, 1972; M.S.,

1975; Ph D., 1978 '. ' : v V . vi

BRUCE W. BREITMEYER (1983), Forest Property Manager, New* ' ' J
comb Campus; B.S.F., University of Michigan, 1975; M.F., 1982

JEROME BREZNER (1961), Professor, Curriculum Director, De- ' j
partment of Environmental and Forest Biology; A.B., University of \
Rochester, 1952; A M., University of Missouri, 1956; Ph.D., 1959; Post- j 1 (
doctoral, Dartmouth Medical School, 1960; Executive Chairman of the ! L
Faculty, (1974-76) f " i - h£! . Ol

MARION A. BRISK (1984), Visiting Assistant Professor, Chemistry
Department; B.A., Queens College, 1970; M.A., 1972; Ph.D., City
University of New York, 1975
KENNETH W

ment of Paper Science and Engineering; B.Chem., Cornell University,

1929 , <

ROBERT H. BROCK, JR. (1967), Chairman and Professor, De-
partment of Forest Engineering; B.S., State University of New .York
College of Forestry, 1958; M.S., 1959; Ph.D., Cornell University, 1971

RAINER H. BROCKE (1969), Senior Research Associate, Depart-
ment of Environmental and Forest Biology; Graduate Program in
Environmental Science; Director, Cranberry Lake Biological Station; ,
B.S., Michigan State University, 1955; M.S., 1957; Ph.D., 1970 ,

DAVID F. BRODOWSKI (1977), Technical Specialist, Department

1 1 1 \ .'p,

BRITT (1971), Senior Research Associate, Depart

■a

of Environmental and Forest Biology; B.S., Cornell University, 1975

ALTON F. BROWN (1963), Technical Specialist, Empire State
Paper Research Institute .

THOMAS E. BROWN (1977), Adjunct Assistant Professor, Depart-
ment of Environmental and Forest Biology; B.S., Niagara University,,
. 1957; M.S., State University of New York College of Forestry, 1968
PATRICIA BURAK (1983), Adjunct Associate Foreign Student
Counselor, Office of Student Affairs; B.A., State University of New
York College at Oswego,' 1973, M.A., State University of New York
College at Albany, 1974 ' . \ •'

■F.

f ROBERT L. BURGESS (1981), Chairman and Professor, Depart-
ment of Environmental and Forest Biology; Graduate Program in Envi-
4 ronmental Science; B.S., University of Wisconsin (Milwaukee), 1957;

M. S., University of Wisconsin (Madison), 1959; Ph.D., 1961
KENNETH F. BURNS (1970), Technical Assistant, School of For-
estry; A.A.S., Paul Smith’s College, 1969

HARRY W. BURRY (1962), Senior Research Associate and Exten-
sion Coordinator; Associate Professor, School of Forestry; B.S., New
York State College of Forestry, 1941; M.F., State University of New
: ; York College of Forestry, 1964

ISRAEL CABASSO (1981), Professor, Department of Chemistry;
Acting Director, Polymer Research Institute; B.S., Hebrew University,
1966; M.S., 1968; Ph.D. Weizmann Institute of Science, 1973

PAUL M. CALUWE (1969), Associate Professor, Department of
, Chemistry; Associate Member, Polymer Research Institute; Ph.D.,
University of Ledven, Belgium, 1967

WILBUR H. CAMPBELL (1975), Associate Professor, Department
of Chemistry; A. A., Santa Ana College, 1965; B.A., Pomona College,
t 1967; Ph.D., University of Wisconsin, 1972

Hl^GH O. CANHAM (1966), Associate Professor, School of For-
estry; B.S., State University of New York College of Forestry, 1960;
MjS., 1962; Ph.D., 1971 T,

v. COSTAS A. CASSIOS (1978), Adjunct Professor, School of Land-
scape Architecture- B.S., University of Thessaloniki, 1965; M.S.,
Graduate Industrial School, 1969; M.S., University of Wisconsin, 1972;
Ph.D., 1976

JOHN D. CASTELLO (1978), Assistant Professor, Department of
Environmental and Forest Biology; B.A., Montclair State College,
1973; M.S., Washington State University, 1976; Ph.D., University of
Wisconsin, 1978

THOMAS M. CATTERSON (1982), Senior Research Associate,
Office of Research Programs; B.S., State University of New York Col-
lege of Forestry, 1967; M.S., State University of New York College of
Environmental Science and Forestry, 1973

— - ROBERT E. CHAMBERS (1967), Professor, Department of Envi-
ronmental and Forest Biology; Graduate Program in Environmental
Science; B.S., Pennsylvania State University, 1954; M.S., 1956; Ph.D.,
Ohio State University, 1972

ROLLA W.' COCHRAN (1964), Assistant to the President for
Community Relations, Office of the President; Associate Professor,
Coordinator of Demonstration and Information, Institute of Environ-
mental Affairs; B.A., Denison University, 1949; M.S., Ohio State
University, 1951

JOHN C. COFFEY (1982), Assistant Director of Physical Plant
for Facilities, Maintenance and Operations; B.S. , Rensselaer Polytech-
nic Institute, 1971; B. Architecture, 1972; M.R.P., Syracuse University,
' 1977; Registered Architect, New York State

ETHEL M. COMP (1978), Personnel Associate, Office of the Vice
President for Administration and Services

HARRY J. CORR (1967), Director of Business and Fiscal Affairs,
Office of the Vice President lor Administration and Services; B.S. Siena
College, 1957

.i . WILFRED A. COTE, JR. (1950), Professor, Department of Wood
Products Engineering; Director, Renewable Materials Institute and

N. C. Brown Center for Ultrastructure Studies; B.S., University of
Maine, 1949; M.F., Duke University, 1950; Ph.D., State University of
New York College of Forestry, 1958; Executive Chairman of the
Faculty (1970-72)

JAMES E. COUFAL (1965), Professor and Curriculum Coordi-
nator? School of Forestry; Certificate, State University of New York
College of Forestry (Ranger School), 1957; B.S., State University of
New York College of Forestry, 1960; M.S., 1962; Ed.S., State Univer-
) sity of New York at Albany, 1976

PHILLIP J. CRAUL (1968), Professor, School of Forestry; B.S.F.,
Pennsylvania State University, 1954; M.S., 1960; Ph.D., 1964

JAMES O. CREVELLING (1970), Forest Property Manager, South-
% ern Properties, Wanakena and Cranberry Campuses; A.A.S., Paul
, Smith’s College, 1965; B.S., University of Massachusetts, 1967

FACULTY AND STAFF 101

CLAY M. CROSBY (1964), Research Assistant, Empire State Paper
Research Institute; B.S., State University of New York College of
Forestry, 1964; M.S., 1970

SHEILA M. CROWLEY (1977), Director, Administrative Data
Processing and Institutional Research, Office of the Vice President for
Administration and Services; A.B., Albertus Magnus College, 1967;
M.S., Syracuse University, 1979

JUSTIN F. CULKOWSKI (1978), Director of Alumni Affairs, B.S. ,
State University of New York College of Environmental Science and
Forestry, 1973; M.B.A., Syracuse University, 1983

TIBERIUS CUNIA (1968), Professor, School of Forestry; Forest
Engineer, Ecole Nat. des Eauxet Forets, 1951; M.S., McGill University,
1957

GEORGE W. CURRY (1966), Professor and1 Director of B.L.A.
Program, School of Landscape Architecture; B.A., Michigan State
University, 1962; B.S., 1965; M.L.A., University of Illinois, 1969

MIROSLAW M. CZAPOWSKYJ (1979), Adjunct Professor, School
of Forestry; Diplomforstwirt, Ludwig-Maximiliams University, Munich,
1949; M.S., University of Maine, 1958; Ph.D., Rutgers University, 1962

ANDREA CZERKIES (1981), Technical Assistant, Department of
Paper Science and Engineering; B.S., State University of New York
College of Environmental Science and Forestry, 1981

BENJAMIN V. DALL (1975), Professor, School of Forestry; Grad-
uate Program in Environmental Science; B.S., Yale University, 1955;
M.F., 1956; J.D., University of Virginia, 1959; Ph.D., Pennsylvania
State University, 1972 -

ROBERT W. DAVIDSON (1957), Professor, Department of Wood
Products Engineering; B.S., Montana State University, 1948; M.S.,
State University of New York College of Forestry, 1956; Ph.D., 1960

ARNOLD C. DAY (1947), Technical Specialist, N.C. Brown Center
for Ultrastructure Studies

TIMOTHY R. DAY (1981), Assistant Professor, School of Land-
scape Architecture; B.S.L.A., California Polytechnic State University,
1976; M.L.A., Harvard Graduate School of Design, 1980

LOUIS D. DE GENNARO (1980), Adjunct Professor, Department
of Environmental and Forest Biology; B.S., Fordham University, 1948;
M.S., Boston College, 1950; Ph D., Syracuse University, 1959
SALVACION DE LA PAZ (1973), Associate Librarian, F. Franklin
Moon Library; B.S.L.S., University of the Philippines, 1956; M.S.L.S.,
Simmons College, 1962

CARLTON W. DENCE (1951), Professor, Empire State Paper
Research Institute; B.S., Syracuse University, 1947; M.S., State Uni-
versity of New York College of Forestry, 1949; Ph.D., 1959
ARTHUR G. DILLON (1976), Technical Specialist, Department of
Paper Science and Engineering; B.S., State University of New York
College of Environmental Science and Forestry, 1974; M.S., 1983
DANIEL L. DINDAL (1966), Professor, Department of Environ-
mental and Forest Biology; Graduate Program in Environmental '
Science; B.S. Ed. and B.S. Agri., Ohio State University, 1958; M.A.,
1961; Ph.D., 1967; Chancellor's Award for Excellence in Teaching
(1974)

BARBARA DI PIAZZA (1983), Counselor, Office of Student Affairs;
B.A., Hamilton and Kirkland Colleges, 1976; M.S., Syracuse Univer-
sity, 1981

JULIA O. DOMINGUE (1980), Technical Specialist, Department of
Forest Engineering; B.A., University of Illinois, 1975; M.S., 1979

ALLAN P. DREW (1980), Assistant Professor, School of Forestry;
B.S., University of Illinois, 1965; M.S., University of Arizona, 1967;
Ph.D., Oregon State University, 1974

MICHAEL J. DUGGIN (1979), Professor, Department of Forest
Engineering; B.Sc., Melbourne University, 1959; Ph.D., Monash
University, 1965

PATRICK R. DURKIN (1980), Adjunct Assistant Professor, Grad-
uate Program in Environmental Science; B.S., State University of New
York College at Fredonia, 1968; M.S., Fordham University, 1972;
Ph.D., State University of New York College of Environmental Science
and Forestry, 1979

102 FACULTY AND STAFF

ANDREW L. EGGERS (1967), Technical Specialist, Educational
Communications Section, Office of the Vice President for Administra-
tion and Services

WILLIAM P. EHLING (1983), Adjunct Professor, Graduate Pro-
gram in Environmental Science; B. A., Syracuse University, 1943; M. A.,
1952; Ph.D., 1954

ELIZABETH A. ELKINS (1973), Associate Librarian, F. Franklin
Moon Library; B.A., Hartwick College, 1968; M.L.S., State University
of New York at Geneseo, 1970; Chancellor’s Award for Excellence in
Librarianship ( 1980)

DONALD P. ELY (1980), Adjunct Professor, Graduate Program ir>
Environmental Science; B.A., State University College for Teachers,
Albany, 1951; M.A., Syracuse University, 1953; Ph.D., 1961
ARTHUR R. ESCHNER (1961), Professor, School of Forestry;
Graduate Program in Environmental Science; B.S., State University of
New York College of Forestry, 1950; M.S., Iowa State College, 1952;
Ph.D., State University of New York College of Forestry, 1965

AMINUR EUSUFZAI (1977); Research Assistant, Empire State
Paper Research Institute; B.Sc. (Hons.), Dacca University, 1957;
M.Sc., 1960; B.Sc. (Hons.) Forestry, Peshawar University, 1962; M.S.,
West Virginia University, 1969; M S., State University of New York
College of Environmental Science and Forestry, 1982

MILDRED FAUST (1976), Adjunct Professor , School of Biology,
Chemistry and Ecology; A.B., Penn College, 1921; M.S., University of
Chicago, 1923; Ph.D., 1933

JOHN P. FELLEMAN (1973), Professor, School of Landscape
Architecture; Graduate Program in Environmental Science; B.C.E.,
Cornell University, 1966; M.E.C., 1966; N.D.E.A. Fellow, University of
North Carolina, 1967; D.P.A., New York University, 1973

JOHN S. FISHLOCK (1965), Technical Assistant, Department of
Environmental and Forest Biology; A.A.S., State University of New
York College of Forestry (Ranger School), 1975

CLAUDE C. FREEMAN (1959), Associate Professor, School of
Landscape Architecture; B.S., State University of New York College
of Forestry, 1959

ROBERT H. FREY (1977), Assistant Vice President for Academic
Programs, Associate Professor, Graduate Program in Environmental
Science; B.A., Valparaiso University, 1965; M.Ed., Springfield College,
1966; Ed.D., Indiana University, 1973 j

ROBERT L. FRIEDMAN (1967), Director of Admissions, Office of
the Vice President for Program Affairs, A. B., Syracuse University,
1952; M.A., 1954

HARRY L. FRISCH (1980), Adjunct Distinguished Professor, De-
partment of Chemistry; Associate Member, Polymer Research Insti-
tute; A.B., Williams College, 1947; Ph.D., Polytechnic Institute of
Brooklyn, 1952

DOUGLAS H. FROST (1982), Assistant Director of Business
Affairs, Office of the Vice President for Administration and Services;
A. A., College of San Matbo, 1962; B.S., Wagner College, 1967
TAMMY J. FULLER (1982), Senior Programmer/Analyst, Admin-
istrative Data Processing; A.O.S., Powelson Business Institute, 1981

JOHN E. GANNON (1980), Adjunct Associate Professor, Depart-
ment of Environmental and Forest Biology; B.S., Wayne State Univer-
sity, 1965; M.S., University of Michigan, 1967; Ph.D., University of
Wisconsin, 1972

RONALD J. GIEGERICH (1977), Technical Assistant, Department
of Environmental and Forest Biology; A.A.S., State University of New
York Agricultural and Technical College at Cobleskill, 1976; B.S.,
State University of New York College of Environmental Science and
Forestry, 1978

MICHAEL GOODEN (1983), Technical Assistant, Newcomb Cam-
pus; A.A.S., State University of New York Agricultural and Technical
College at Morrisville, 1976; B.S., State University of New York
College of Environmental Science and Forestry, 1978

SERGE N. GORBATSEVICH (1956), Associate Professor, Depart-1'
ment of Paper Science and Engineering; B.S., State University of New '
York College of Forestry, 1954; M.S., 1955 ’ • ‘ *

: '» !
T-'jS

W. DOUGLAS GOULD (1983), Adjunct Assistant Professor, De-
partment of Environmental and Forest Biology; B.S., University' of
Manitoba, 1965; M.S., University of Alberta, 1970; Ph.D., .1976 ,
RICHARD H. GRANT (1983), Research Assistant,' School of For-
estry; B.S., Duke University, 1974; M.F.S., Yale University, 1977;
Ph.D., State University of New York College of Environmental Science
and Forestry, 1982 • .. . . _.

■M

STEPHEN GRANZOW (1969), Technical Specialist, Empire State
Paper Research Institute ...

■ 'J

MIKLOS A. J. GRATZER (1973), Professor, School of Forestry;
Graduate Program in Environmental Science; Forest Engineer, ! .
Sopron University, 1956; B.Sc., University of British Columbia, 1959;
M.S. (R.C.), University of Montana, 1965; Ph.D., 1971 ' r .

PAUL F. GRAVES (1947), Professor, School of Forestry; Graduate

?.W

Program in Environmental Science; B.S., New York State College of .

Forestry, 1939; M.F., 1941; Ph.D., Syracuse University, 1949

CHARLES GREEN, JR. (1979), Adjunct Professor, Department of
Paper Science and Engineering; B.S., University of Iowa, 1956 ■,

DAVID H. GRIFFIN (1968), Professor, Department of Environ-
mental and Forest Biology; B.S., State University of New York College /

of Forestry, 1959; M.A., University of California, 1960; Ph.D., 1963 '

JAMES P. HALUGAN (1979), Technical Assistant, School of
Forestry; B.S. , State University of New York College of Environmental
Science and Forestry, 1974 T ■

JUDITH C. HAMILTON (1979), Financial Aid Advisor, Financial
Aid Office; B.S., State University College at Brockport, 1967; M.S.,
State University of New York at Albany, 1968

ROBERT B. HANNA (1977), Assistant Director, N.C. Brown
Center for Ultrastructure Studies; Associate Professor, Department
of Wood Products Engineering; B.S., University of Michigan, 1967;

M.S., State University of New York College of Forestry, 1971; Ph.D.,

State University of New York College of Environmental Science and
Forestry, 1973

DAVID L. HANSELMAN (1963), Professor and Director of B.S./ ‘

E.S. Program, School of Landscape Architecture; Graduate Program
in Environmental Science; B.S., Cornell University, 1957; M.S., 1958; , j
Ph.D., Ohio State University, 1963 *• . 1 V

'-A

•vy

ROY C. HARTENSTEIN (1959-65) (1967), Professor, Department
of Environmental and Forest Biology; Graduate Program in Environ-
mental Science; B.S., State Teachers College at Buffalo, 1953; M.S. ,
Syracuse University, 1957; Ph.D., State University of New .York
College of Forestry, 1959 ■ - , • , ; . V ..7:

JAMES M. HASSETT (1981), Assistant Professor, Department of
Forest Engineering; Graduate Program in Environmental Science; < \T;;
A.B., Cornell University, 1970; M.S., Syracuse University, 1979_ ^

JOHN P. HASSETT (1980), Research Associate, Chemistry . De- ' ' v ;

partment; Graduate Program in Environmental Science; B.S., Univer-c;

sity of Maryland, 1971; M.S., University of Wisconsin, 1973; Ph.D,,

1978

RICHARD S. HAWKS (1979), Associate Pro/essor, School of Land-.

GORDON M. HEISLER (1973), Adjunct Associate; Professqr//
School of Forestry; B.S., Pennsylvania State University, 1961; M.F.,
Yale University, 1962; Ph.D., State University of New York College
of Forestry, 1970 . .' . . . ; i . ;

ROBERT D. HENN1GAN (1967), Professor, Department of Forest:
Engineering; Graduate Program in Environmental Science; B.C.E.,
Manhattan College, 1949; M.A., Syracuse University, 1964, P.E., New ■
York State Y*j ' . ' , •„ ; /

LEE P. HERRINGTON (1965), Professor and Coordinator,’ Re-,
search and Graduate Studies, School of Forestry; Graduate Program
in Environmental Science
School of Forestry

V-

• ■

Science; B.S., University pf Maine, 1959; M.F., Yale
/, 1960; Ph.D., Yale University, 1964 :

• . ■ ! '.-'-.A.)..'-'

:.,v

.. *■

FACULTY AND STAFF 103

ROBERT A. HOLM (1982), Associafe Professor, Department of
Paper Science and Engineering; B.S., University of Illinois, 1958; M.S.,
v University of Delaware, 1961; Ph.D., 1962
’ : BERNARD' T. HOLTMAN (1968), TV/Motion Picture Producer-

Director, Director, Educational Communications Section, Office of
the Vice President for Administration and Services; B.A., Siena Col-
lege, 1950; M.S., Syracuse University, 1972

MARY O’BRIEN HOOVEN (1980), Food Service Supervisor, Wan-
akena and Cranberry Lake Campuses, B.A., State University of New
York at Buffalo, 1972

PAUL F. HOPKINS (1979), Assistant Professor, Forest Engineer-
i ing; B.S., University of Maihe, 1977; M.S., State University of New
York College of Environmental Science and Forestry, 1979

ALLEN F. HORN,- JR. (1957), Professor, School of Forestry; B.S.,

, Michigan State University, 1950; M.S.', 1951; Ph.D., State University of
New York College of Forestry, 1957; L.L.B., Syracuse University, 1967

STEPHEN B.' HORSLEY (1979), Adjunct Associate Professor,
School of Forestry, B.S., Pennsylvania State University, 1965; M.S.,
University of Massachusetts, 1968; Ph.D., 1970
JOEL R. HOWARD (1974), Visiting Instructor, School of Forestry;
B.S., State University of New York College of Environmental Science
and Forestry, 1973; M.S., 1978; Ph.D., North Carolina State Univer-
sity, 1984

JOHN J. HOWARD (1978), Adjunct Associate Professor, Depart-

V ment of Environmental and Forest Biology; B.A., University of New
Hampshire, 1966; M.P.H., Yale University, 1970, Dr. P.H., 1973

JEFFREY J. JAHNKE (1982), Assistant Professor, Forest Tech-
nician Program of the School of Forestry; B.S., Michigan Technological
University, 1970; M.S., Washington State University, 1981

ROBERT V. JELINEK (1972), Professor, Department of Paper
f Science and Engineering; B.S., Columbia University, 1945; M.S., 1947;
A ■ Ph.D., 1953

HAZEL S. JENNISON (1965), Research Associate, Analytical and
Technical Services, Office of the Vice President for Administration and
Services; B.S., Western Kentucky State University, 1941; M.S., Syra-
cuse University, 1966

DAVID L. JOHNSON (1975), Associate Professor, Department of
Chemistry; Graduate Program in Environmental Science; B.S.,
Antioch College, 1965; Ph.D., University of Rhode Island, 1973

DIANNE M. JUCHIMEK (1967), Associate Librarian, F. Franklin
Moon Library; B.S., University of Illinois, 1965; M.S.L.S., Syracuse
' University, 1967 ,/

' RONALD R. KARNS (1965), Editoribl Associate, Office of Publica-
tions; B.S., Ohio State University, 1954

JAMES P KARP (1983), Adjunct Professor, Graduate Program
in Environmental Science; B.S., Penn State University, 1960; J.D.,
Villanova University, 1964

ROWENA V. KATHER (1974), Director, Analytical and Technical
Services, Office of the Vice President for Administration and Services;
B.A., Syracuse University, 1979; M.P.A., 1981
THERESE M. KENNETT (1984), Assistant for Sponsored Pro-
grams, Office of Research Programs; B.S., State University of New
; York, Geneseo, 1983

EDWIN H. KETCHLEDGE (1955), Distinguished Teaching Pro-
fessor, Department of Environmental and Forest Biology; B.S., State
University of New York College of Forestry, 1949; M.S., 1950; Ph.D.,

. Stanford University, 1957

. / JUDITH J. KIMBERLIN (1981), Personnel Associate for Compli-
ance and Development, Office of the Vice President for Administration
and Services; A.A.S., Pennsylvania State University, 1964; B.A., State
University of New York College at Cortland, 1975

DONALD E. KOTEN (1961), Associate Professor, School of For-
estry; B.A., North Central College, 1951; B.S., Oregon State College,
1957; Rh.D., State University of New York College of Forestry, 1966

STELLA D. KROFT (1973), Technical Assistant, F. Franklin Moon

V •; Library 1

FRANK E. ' KURCZEWSKI ( 1966), Professor and Curator, Depart -
f ment of Environmental and Forest Biology; B.S., Allegheny College,
1958; M.S., Cornell University, 1962; Ph.D., 1964

'■ : . i >. ,

GEORGE H. KYANKA (1967), Chairman and Professor, Depart-
ment of Wood Products Engineering; B.S., Syracuse University, 1962;
M.S., 1966; Ph.D., 1976; Chancellor’s Award for Excellence in Teach-
ing (1973)

YUAN-ZONG LAI (1981), Senior Research Associate, Empire State
Paper Research Institute; B.S., National Taiwan University, 1963;
M.S., University of Washington, 1966; M.S., 1967; Ph.D., 1968

ROBERT T. LALONDE (1959), Professor, Department of Chem-
istry; B.A., St. John’s University, Minnesota, 1953; Ph.D., University of
Colorado, 1957

HENRY LAMBRIGHT (1983), Adjunct Professor, Graduate Pro-
gram in Environmental Science; B. A., Johns Hopkins University, 1961;
M.A., Columbia University, 1962; Ph.D., 1966

DIXON H. LANDERS (1983), Adjunct Assistant Professor, Depart-
ment of Environmental and Forest Biology; B.S., Kansas State Univer-
sity, 1969; M.A.T., Indiana University, 1974; Ph.D., 1979

GERALD ,N. LANIER (1970), Professor, Department of Environ-
mental and Forest Biology; B.S., University of California, 1960; M.S.,
1965; Ph.D., 1967

RICHARD V. LEA (1946-56) (1967), Professor, School of Forestry;
B.S., New York State College of Forestry, 1946; M.S., State University
of New York College of Forestry, 1948; Ph.D., 1953

CHARLES N. LEE (1959), Director, Computer Services; Professor,
Department of Forest Engineering; B.S., State University of New York
College of Forestry, 1949; B.C.E., Syracuse University, 1957; M.C.E.,
1959

RAYMOND E. LEONARD (1964), Adjunct Professor, Institute of
Environmental Program Affairs; B.S., University of Vermont, 1955;
M.M.M., University of Helsinki, 1957; M.F., Yale University, 1964;
Ph.D., State University of New York College of Forestry, 1967

BENGT LEOPOLD (1961), Professor and Chairman, Department of
Paper Science and Engineering; Director, Empire State Paper Re-
search Institute; B.Sc., Royal Institute of Technology, Stockholm,
1947; Licentiat, 1949; Ph.D., 1952

ALLEN R. LEWIS (1970), Associafe Pro/essor, School of Landscape
Architecture; B.A., University of Oklahoma, 1959; M.C.P., University
of California (Berkeley), 1961; Executive Chairman of the Faculty
(1978-1982)

FREDERICK G. LINDZEY (1981), Adjunct Associate Professor,
Department of Environmental and Forest Biology; B.S., Texas A & M
University, 1968; M.S., Utah State University, 1971; Ph.D., Oregon
State University, 1976

ZHONG ZHOU LIU (1982), Visiting Research Assistant, Depart-
ment of Chemistry; Diploma, 11th Middle School, Nangzing, 1960;
/ Diploma, Scientific and Technological University of China, 1965
PHILIP LUNER (1958), Senior Research Associate, Empire State
Paper Research Institute; Professor, Associate Member, Polymer
Research Institute; B.Sc., University of Montreal (Loyola College),
1947; Ph.D., McGill University, 1951

J. DONALD MABIE (1967), Coordinator for Sponsored Programs,
Office of Research Programs; B.S., State University of New York at
Albany, 1961

WALTER A. MAIER (1960), Technical Specialist, Department of
Wood Products Engineering; B.S., State University of New York
College of Forestry, 1960

SIDNEY L. MANES (1980), Adjunct Associate Professor, School of
Continuing Education; A.B., Pennsylvania State University, 1950; J.D.,
Syracuse University College of Law, 1952

PAUL D. MANION (1967), Professor, Department of Environ-
mental and Forest Biology; B.S., University of Minnesota, 1962; M.S.,
1965; Ph.D., 1967

MARY ANNE T. MARANO (1972), Bursar, Office of the Vice
President for Administration and Services; A. A., Onondaga Com-
munity College, 1967

FRANK L. MARAVIGLIA (1964), Associate Professor, School of
Landscape Architecture; B.S., State University of New York College at
Oswego, 1958; M.S., Hofstra University, 1963
JASPER MARDON (1982), Adjunct Professor, Department of Paper
Science and Engineering; B.A., Cambridge University, 1949; M.A.,
1949; Ph.D., 1971

104 FACULTY AND STAFF

RICHARD E. MARK (1970), Senior Research Associate, Empire
State Paper Research Institute; B.S., State University of New York
College of Forestry, 1950; Master of Forestry, Yale University, 1960;
Doctor of Forestry, 1965

DAVID A. MARQUIS (1979), Adjunct Professor, School of For-
estry; B.S., Pennsylvania State University, 1955; M.S., Yale University,
1963; Ph.D., 1973

ROBERT L. MARSHALL (1983), Assistant Professor, School of
Landscape Architecture; B.F.A., Utah State University, 1970; M.L.A.,
1981

CHARLES E. MARTIN II (1962), Professor, Forest Technician Pro-
gram of the School of Forestry; B.S., Duke University, 1953; M.F., 1954
GEORGE C. MARTIN (1979), Adjunct Assistant Professor, Depart-
ment of Chemistry; Associate Member, Polymer Research Institute;
B.S., Purdue University, 1970; Ph.D-, University of Minnesota, 1976

JOSEPH MARTON (1983), Adjunct Professor, Department of Paper
Science and Engineering; Ph.D., Paszmany Peter University, Buda-
pest, Hungary, 1943 ' ,

RENATA MARTON (1957), Senior Research Associate, Empire
State Paper Research Institute; M.S., Jagiello University, 1934; Ph.D.,
1936 ,

RAYMOND D. MASTERS (1968-73), (1984), Technical Assistant,
Newcomb Campus; A.A.S., Paul Smith’s College, 1967
GEORGE F. MATTFELD (1965) (1978), Adjunct Associate Pro-
fessor, Environmental and Forest Biology; B.S., State University of
New York College of Forestry, 1962; M.S., University of Michigan,
1964; Ph.D., State University of New York College of Environmental
Science and Forestry, 1974

GWYNNE L. MAY (1973), Technical Assistant, Computer Center
CHARLES A. MAYNARD (1980), Research Associate, School of
Forestry; B.S., Iowa State University, 1974; M.S., 1977; Ph.D., 1980

RICHARD MCCLIMANS (1977), Senior Research Associate, De-
partment of Forest Engineering; Graduate Program in Environmental
Science; B.S. (C.E.), Merrimack College, 1961; P.E., New York State,
1971

JOHN J. MCKEON (1969), Technical Specialist, N.C. Brown
Center for Ultrastructure Studies

DONALD G. MCLEAN (1968), Programmer/Analyst, Computer
Center; B.A., Syracuse University, 1975 t

ANTHONY J- MILLER (1983), Assistant Professor, School of Land-
scape Architecture; A. A. , Borough of Manhattan Community College,
1970; B.S., State University of New York College of Environmental
Science and Forestry, 1972; B.L.A., 1973; Associate Landscape Insti-
tute, 1976

MORTON W. MILLER (1982), Adjunct Associate Professor, De-
partment of Environmental and Forest Biology; B. A. , Drew University,
1958; M.S., University of Chicago, 1960; Ph.D., 1962

RICHARD W. MILLER (1966), Assistant Professor, Forest Techni-
cian Program of the School of Forestry; State University of New York
College of Forestry (Ranger School), 1953; B.S., State University of
New York College of Forestry, 1956; M.S., State University of New
York College of Environmental Science and Forestry, 1984

MYRON J. MITCHELL (1975), Associate Professor, Department of
Environmental and Forest Biology; Graduate Program in Environ-
mental Science; B.A., Lake Forest College, 1969; Ph D., University of
Calgary, 1974 \

DOUGLAS B. MONTEITH (1977), Senior Research Associate,
School of Forestry; Graduate Program in Environmental Science; B.S. ,
University of Maine, 1965; M.S., 1967

RAYMOND A. MOORE (1954), Associate Professor, Department
of Wood Products Engineering; B.S.F., West Virginia University, 1951;
M.S., North Carolina State College, 1952

CHARLIE D. MORRIS (1972), Adjunct Professor, Department of
Environmental and Forest Biology; B..S., Ohio University, 1963; M.S.,
University of Wisconsin, 1967; Ph D., 1969

‘

; -Si

DOUGLAS A. MORRISON (1969), Research Associate, School of i
Forestry; B.A., University of Western Ontario, 1966; M.S., University H
of Oregon, 1967; Ph.D., 1969; M.S., Syracuse University, 1976; C.A,§,,
1977 ■ kip1-' m

DIETLAND MULLER-SCHWARZE (1973), Professor, Department y
of Environmental and Forest Biology; Doctorate, Max Planck Institute,
1958-1960; Ph.D., University of Freiburg, 1963 1 ; -,\ • v , ; 7 3

EDWARD J. MULLIGAN (1967), Technical Specialist, Analytical r
and Technical Services, Office of the Vice President for Administration
and Services; Diploma, Horology, State University 6f New York Agri-
cultural and Technical Institute at Morrisville, 1942 ['■ . ■; , £ 9 -|j

RICHARD T. MURPHY (1983), Adjunct Assistant Professor
School of Landscape Architecture; B.L.A., Institute of Technology, '
University of Minnesota, 1975; B.E.D., 1975; M.L.A., Harvard prad- ;;
uate School of Design, 1980 • ' 4 :

JAMES P. NAKAS (1979), Associate Professor, Department , of
Environmental and Forest Biology; Graduate Program in Environ- >
mental Science; B.S., LeMoyne College, 1968; M.St, Seton Hall Uni- ).:;■!
versity, 1970; Ph.D., Rutgers University, 1976
TSUTOMU NAKATSUGAWA (1968), Professor, Department of
Environmental and Forest Biology; Graduate Program in Environmen-
tal Science; B. Agric., Tokyo University, 1957; M.S., Iowa State Univer- J
sity, 1961; Ph.D., 1964 - " . y'

WILLIAM J. NICHOLSON (1982), Assistant for Sponsored Pro-
grams, Office of Research Programs; ^.S., Syracuse University, 1981

ALFRED H. NISSAN (1979), Adjunct Professor, Department of
Paper Science and Engineering; B.Sc., Birmingham University, 1937; 1
Ph.D., 1940; D. Sc., 1943 • ^ , ' / J .

ROGER L. NISSEN, JR. (1971), Technical Assistant, School of
Forestry; A.A.S., Paul Smith’s College, 1970 j 1

BARRY R. NOON ( 1980), Adjunct Research Associate, Depart-’ v ,
ment of Environmental and Forest Biology; B. A., Princeton University,;

1971; Ph.D., State University of New York at Albany, 1977;

ROBERT S. NORTH (1975), Registrar, Office of the Vice President . -.|
for Student Affairs; A.B., Syracuse University, |1952 Q.v • \‘,j

ROY A. NORTON (1970), Research Associate, Department of
Environmental and Forest Biology; B.S., State University of New York 1
College of Forestry, 1969; M.S., State University of New York College_
of Environmental Science and Forestry, 1973; Ph.D., 1977.;'. ■ ' yAn

JOHN D. NOV ADO (1967), Editorial Associate, Office of Publica-,

Lie

tions; B.A., Syracuse University, 1965

FLORA NYLAND (1982), Technical Assistant, F. Franklin Moori \
Library; B.F.A., Syracuse University, 1959, M.A., Michigan, State -J*
University, 1966 - ■■ , • • Wij H f.{|

RALPH D. NYLAND (1967), Professor, School of Forestry^ Grad-; ;
uate Program in Environmental Science ; B.S. , State University of New ; ;
York College of Forestry, 1958; M.S., 1959; Ph.D., Michigan St2(t_e
University, 1966 ■ ‘ . ' v ,

MARY O’HALLORAN (1983), Assistant Director of Admissions, / '
Admissions Office; A. A., Harriman Junior College,, 1974; B.A., State, • ;
University of New York College at Geneseo, 1976 t v: . f4

DONALD A. PAFKA (1967), Technical Assistant, School of For-], 'j
estry; A.A.S., State University of New York Agricultural and Technical id
College at Morrisville, 1956; State University of New York College of
Forestry (Ranger School), 1966 X ",

CARL E. PALM, JR. (1972 ), Technical Assistant, Department of 7;
Environmental and Forest Biology; A.A.S., Paul Smith’s College, 1972;
B.S., State University of New York Empire State College, 1974 s'
DAVID G. PALMER (1966), Associate Professor, Department •of,,’/'’
Forest Engineering; B.S., General Motors Institute, 1962; M.S., /
Syracuse University, 1964; Ph.D., 1975 .Jlv

EDWARD E. PALMER (1969), Adjunct Professor, Graduate Pro-rjj
gram in Environmental Science; A.B., Middlebury College, 1939; ,

Ph.D., Syracuse University, 1949 . ,' , 7

JAMES F. PALMER (1980), Research Associate, School of Land-

scape Architecture; Graduate Program in Environmental Science;; j;

■ ■ I

Curriculum Director, Environmental Studies Program; B.A., Univer- ,
sity of California, 1972; M.L.A., University of Massachusetts, 1976;
Ph.D:, 1979 , >)’■■■ ’

ANDREAS A. PALOUMPIS (1983), Adjunct Professor, Department
A of Environmental and Forest Biology; B.S., Illinois State University,
"1950; M.S., 1953; Ph.D., Iowa State University, 1956

1 ’ ' ANTHONY PANEB1ANCO (1979), Adjunct Member, Employee
Performance Evaluation Program Appeals Board; B.A., Marquette
University, 1969; M.S., State University of New York at Binghamton,
1980 J. ’ . . -

ANGELOS V. PATSIS (1979), Adjunct Professor, Department of
Chemistry; Associate Member, Polymer Research Institute; B.S.,

; Athens University, 1954; M.S., Case-Western Reserve, 1958; Ph.D.,
1959 b

HARRISON H. PAYNE (1964), Vice President for Student Affairs;
Professor, Department of Environmental and Forest Biology; Grad-
■ uate Program in Environmental Science; B.S., State University of New
York College of Forestry, 1950; M. Ed., St. Lawrence University, 1955;

> 1 Ed. D., Cornell University, 1963

RICHARD W. PERO (1980), Technical Assistant, Department of
Paper Science and Engineering; B.S., St. John Fisher College, 1970
JANIS PETRICEKS (1968), Professor, School of Forestry; Diploma
in Forestry, University of Freiburg, 1950; M. Agr., Interamerican Insti-
tute of Agricultural Sciences, .1956; Ph.D., State University of New
York College of Forestry, 1968

GUY PIROLLA (1979), technical Assistant, Department of Chem-
, 1 istry; B.S., State University of New York College of Forestry, 1963

JACOBUS B. POOT (1967), Technical Specialist, Analytical and
Technical Services, Office of the Vice President for Administration and ,
Services

WILLIAM F. PORTER (1978), Associate Professor, Department of
Environmental and Forest Biology; Graduate Program in Environ-
( - mental Science; Director, Adirondack Ecological Center; B.S., Univer-
sity of Northern Iowa, 1973; M.S., University of Minnesota, 1976;
Ph.D., 1979

‘ >■>.'./ i

DUDLEY J. RAYNAL (1974), Associate Professor, Department of
Environmental and Forest Biology; Graduate Program in Environ-
mental Science; B.S., Clemson University, 1969; Ph.D., University of
Illinois, 1974

THOMAS B. REAGAN (1971), Television Engineer, Educational
' Communications Section, Office of the Vice President for Administra-
tion and Services

BRUCE E. REJCHEL (1974), Director of Physical Plant, Office of the
/ Vice President for Administration and Services; B.S., State University
. I of New York College of Environmental Science and Forestry, 1973
ROBERT G. REIMANN (1962), Professor, School of Landscape
‘y Architecture; Graduate Program in Environmental Science; B.S.,
State University of New York College of Forestry, 1954
KERMIT E. REMELE (1962), Associate Professor, Graduate Pro-
gram in Environmental Science; Forest Technician Program of the
School of Forestry; New York State College of Forestry (Ranger
> ,v School), 1943; B.S., State University of New York College of Forestry,
1949; M.F., University of Michigan, 1952

NORMAN A. RICHARDS (1963), Professor, School of Forestry;

1 B.S., State University of New York College of Forestry, 1957; M.S.,

1 Cornell University, 1959; Ph.D., State University of New York College
of Forestry, 1968 1

NEIL H. RINGLER (1975), Associate Professor, Department of
Environmental and Forest Biology; Graduate Program in Environ-
mental Science; B.S., California State University at Long Beach, 1967;
i's M.S., Oregon State University, 1970; Ph.D., University of Michigan,

■ 1975 :

PAUL ROBIN (1983), Adjunct Professor, Department of Chemistry;
B.S., University of Orsay, 1970; Diploma, Etudes Approfondies, 1971;
Diploma, University of Paris, 1975; Doctorate, University of Montpel-
lier, 1983 ' , '

SAMUEL ROTHENBERG (1946), Senior Research Associate, Em-
pire State Paper Research Institute; B.S., New York State College of
r.'Y Forestry, 1943; M.S., State University of New York College of For-
. ' ; estry, 1964

GEORGE ROWNTREE (1979), Executive Secretary/ Administrative
Manager; B.A., University of California, 1964; M.S., 1978

V , . N

FACULTY AND STAFF 105

ROWAN A. ROWNTREE (1977) Adjunct Associate Professor,
School of Forestry, Graduate Program in Environmental Science; B.A.
(hons.) California State University, 1966; M.S., University of California,
Berkeley, 1970; Ph.D., 1973

DIANE E. RUESS (1980), Assistant Librarian, F. Franklin Moon
Library; B.S., University of North Dakota, 1975; M.L.S., University of
Washington, 1979

RICHARD W. SAGE, JR. (1970), Research Associate and Pro-
gram Coordinator, Adirondack Ecological Center; B.S., State Univer-
sity of New York College of Forestry, 1966; M.S., State University of
New York College of Environmental Science and Forestry, 1983

RALPH A. SANDERS (1979), Acting Dean, School of Landscape
Architecture, Senior Research Associate, Institute for Environmental
Program Affairs; Adjunct Associate Professor, School of Forestry,
Graduate Program in Environment^ Science; B.A., Dartmouth Col-
lege, 1963; M.S., Pennsylvania State University, 1S68; Ph.D., Univer-
sity of Minnesota, 1974

ANATOLE SARKO (1967), Professor, Department of Chemistry;
Associate Member, Polymer Research Institute; B.S., Upsala College,
1952; M.S., New York University, 1960; Ph.D., State University of New
York College of Forestry, 1966

JOHN H. SCHACHTE (1980), Adjunct Assistant Professor, De-
partment of Environmental and Forest Biology; B.S., Clemson Univer-
sity, 1963; M S., Aubum University, 1972; Ph.D., 1976

MICHAIL SCHAEDLE (1965), Professor, Department of Environ-
mental and Forest Biology; B.S;, University of British Columbia, 1957;
M.S., 1959; Ph.D., University of California, 1964

RICHARD A. SCHWAB (1976), Director, Forest Properties, Office
of the Vice President for Administration and Services; B.S., State
University of New York College of Forestry, 1969

RONALD J. SCRUDATO (1980), Adjunct Professor, Institute of
Environmental Program Affairs; Graduate Program in Environmental
Science; B.S., Clemson University, 1962; M.S., Tulane University,
1964; Ph.D., University of North Carolina, 1969

PATRICK E. SHARPE (1978), Technical Assistant, Department of
Paper Science and Engineering; B.S., Rochester Institute of Tech-
nology, 1974

WILLIAM SHIELDS (1979), Assistant Professor, Department of
Environmental and Forest Biology; A.B., Rutgers University, 1974;
M.S., Ohio|State University, 1976; Ph.D., 1979
HAMID SHIRVANI (1982), Associate Professor and Director of
Graduate Studies, School of Landscape Architecture; Graduate
Program in Environmental Science; B.Arch., Polytechnic of Central
London, 1974; M.Arch., Pratt Institute, 1975; M.L.A., Harvard Univer-
sity, 1978; M.A., Princeton University, 1979; Ph.D., 1980

JOHN F. SIAU (1963-64) (1965) (1966), Professor, Department of
Wood Products Engineering; B.S., Michigan State College, 1943; M.S.,
State University of New York College of Forestry, 1965; Ph.D., 1968

ROBERT M. SILVERSTEIN (1969), Professor, Department of
Chemistry; B.S., University of Pennsylvania, 1937; M.S., New York
University, 1941; Ph-D., 1949

THOMAS O. SLOCUM (1977), Director of Counseling, Office of
the Vice President for Student Affairs; B;.S., State University of New
York at Brockport, 1967; M.S., State University of New York at
Albany, 1968

RICHARD C. SMARDON (1979), Senior Research Associate,
School of Landscape Architecture; Graduate Program in Environ-
mental Science; B.S., University of Massachusetts, 1970;M.L.A., 1973;
Ph.D., University of California, 1982

JOHANNES SMID (1956-57) (1960), Professor, Department of
Chemistry; Associate Member, Polymer Research Institute; B.Sc.,
Free University of Amsterdam, 1952; M.Sc., 1954; Ph.D., State Univer-
sity of New York College of Forestry, 1957

JERI LYNN SMITH (1977), Editorial Associate, Community Rela-
tions; B.A., Syracuse University, 1975

KENNETH J. SMITH, JR. (1968), Professor, Department of Chem-
istry; B.A., East Carolina University, 1957; M.A., Duke University,
1959; Ph.D., 1962

106 FACULTY AND STAFF

LEONARD A. SMITH (1964), Associate Professor, Department of
Wood Products Engineering; Associate Member, Polymer Research
Institute; B.S., Ch.E., University of Dayton, 1962; M.S., Ch.E., Case
Institute of Technology, 1964; Ph D., State University of New York
College of Environmental Science and Forestry, 1972
M. COLLEEN SNOW (1980), Technical Assistant, School of
Forestry, B.A., Scripps College, 1972

GEORGE A. SNYDER (1970), Technical Specialist, Educational
Communications Section, Office of the Vice President for Administra-
tion and Services; Chancellor’s Award for Excellence in Professional
Service (1981)

DAVID J. SODERBERG (1979), Manage*, Administrative Data
Processing; B. A., State University of New York at Oneonta, 1975; B.S.,
State University of New York College of Environmental Science and
Forestry, 1979

BRIAN M. SPEER (1964), Director, Department of Public Safety,
Office of the Vice President for Administration and Services; A.A.S.,
Mohawk Valley Community College, 1975; B.P.S. in Police Administra-
tion, State University of New York College of Technology at Rome,
1979; Graduate FBI National Academy, 1981
THEODORE J. STENUF (1960), Distinguished Teaching Professor,
Department of Paper Science and Engineering; B.Ch.E., Syracuse
University, 1949; M.Ch.E., 1951; Ph.D., 1953 **

S. ALEXANDER STERN (1979), Adjunct Professor, Department of
Chemistry; Associate Member, Polymer Research Institute; B.S.,
Israel Institute of Technology, 1945; M.S., Ohio State University, 1948;
Ph.D., 1952

JANET A. STIRLING (1982), Computer Operator, Administrative
Data Processing; B.S., St. Lawrence University, 1981
WILLIAM M. STITELER (1973), Professor, School of Forestry;
Graduate Program in Environmental Science; B.S., Pennsylvania State
University, 1964; M.S., 1965; Ph.D., 1970

DENNIS O. STRATTON (1978), Associate Director of Admissions,
Admissions Office; B.S., State University of New York at Cortland,
1965; M.S., 1966

KATHLEEN A. STRIBLEY (1981), Assistant Professor, School of
Landscape Architecture; B.A., University of Michigan, 1973; M.L.A.,
1976

RICHARD H. SUGATT (1980), Adjunct Assistant Professor, De-
partment of Environmental and Forest Biology; B.A., Wesleyan
University, 1971; M.S., New York University, 1973; Ph.D., University
of New Hampshire, 1978

WESLEY E. SUHR (1974), Director and Associate Professor,
Forest Technician Program of the School of Forestry; B.S., University
of Minnesota, 1958; M.S., University of Arizona, 1965

DANIEL A. SUNDQUIST (1979), Assistant Professor, School \of
Landscape Architecture, B.L. A., State University of New York College
of Forestry, 1970; M.S., Syracuse University, 1984

PAUL SZEMKOW (1978), Technical Specialist, Department of
Paper Science and Engineering, Department of Forest Engineering;
B.S., Empire State College, 1976

DAVID W. TABER (1970), Adjunct Extension Specialist, School of
Forestry; B.S., University of Maine, 1961; M.S., 1968

STUART W. TANENBAUM (1973), Dean and Professor, School of
Biology, Chemistry and Ecology; Graduate Program in Environmental
Science; B.S.[ City College of New York, 1944; Ph.D., Columbia
University, 1951

HERBERT B. TEPPER (1962), Professor, Department of Environ-
mental and Forest Biology; B.S., State University of New York College
of Forestry, 1953; M.S., 1958; Ph.D., University of California, 1962

FRED C. TERRACINA (1975), Research Associate, Department of
Environmental and Forest Biology; B.A., Harpur College, 1964; M. A.,
State University of New York at Binghamton, 1969; Ph D., State Uni-
versity of New York College of Environmental Science and Forestry,
1976

JAMES L. THORPE (1965), Research Associate, Empire State
Paper Research Institute; B.S., State University of New York College
of Forestry, 1965; M.S., 1967

'■m

- ' ‘ • '' :'H*\

TORE E. TIMELL (1951) (1962), Professor, Department of Chem- ? V
istry; Director, Cellulose Research Institute; Civiling., Royal Institute .. |
of Technology, Stockholm, 1946; Tekn. lie., 1948; Dr. Technology,— ri

1950 . : \ , v. ■; • j

JULITA TIMOSZYK (1982), Technical Specialist, Department of

, ■‘L

Environmental and Forest Biology; Laboratory Technician, Medical
College, 1966; MsC. in Biochemistry, University of Wroclaw, Poland, .- > ?

1973 1 -VV, .: : : -H5. ■'

VIRGINIA TORELLI (1975), Adjunct Foreign Student Counselor,1 T-Tifl
Office of Student Affairs; Adjunct Exchange Visitor Program Advisor, f |

Personnel Office; B.A., Syracuse University, 1944

R. GARY TREGASKIS (1969), Coordinator of Physical Plant
Stores, Office of the Vice President for Administration and Services;
A.A.S., Broome Community College, 1967; B.S., Syracuse University,
1983 ..

CYNTHIA L. TREXLER (1983), Programmer/ Analyst, Administra-
tive Data Processing; A.D.S., Powelson Business Institute, 1982
WILLIAM P. TULLY (1966), Dean and Professor, School of Envi-

. :■

ronmental and Resource Engineering; Graduate Program in Environ-, L.|
mental Science; B.S., C.E., Northeastern University, 1964; M.S., C.E.,. ]>'■>

1966; Ph.D., Syracuse University, 1978 < ;.

JOHN E. UNBEHEND (1972), Research Assistant, Empire State
Paper Research Institute; A.A.S., Onondaga Community College,

1966; B.S., State University of New York College of Forestry, 1969; ;
M.S., State University of New York College of Environmental Science , V

and Forestry, 1975

FREDRICK A. VALENTINE (1956), Professor, Department of. En-
vironmental and Forest Biology; B.S., St. Cloud State Teachers Col-
lege, 1949; M.S., University of Wisconsin, 1953; Ph.D., 1957

LARRY W. VANDRUFF (1970), Associate Professor, Department

of Environmental and Forest Biology; Graduate Program in Environ-

!. Vi! :2

mental Science; B.S., Mansfield State College, 1964; M.S., Cornell
University, 1966; Ph.D., 1970

DAVID L. VANTRESS (1979), Assistant to the Director of Physical
Plant', Office of the Vice President for Administration and Services;
B.S., State University of New York College of Environmental Science
and forestry, 1976 T ■ ■ • -k

f:.y

RAMESH C. VASISHTH (1975), Adjunct Professor, Department of
Wood Products Engineering; B.S., Indian Institute of Science, Banga-
lore, India, 1952; M.S., 1953; Ph.D., University of Washington, I960-

DONNA C. VAVONESE (1978 ), Assistant Director of Admissions, 1

Admissions Office; B.S., State University of New York at Oswego,

iQ7i . ■ . . ■ v , m ■ nfl

1971 ■/ v: ;

JOHN E. VIEW ( 1979), Director of Financial Aid, Office of the Vice
President for Student Affairs; B.A., St. Leo College, 1972; M.A., UnL ,
versity of Notre Dame, 1974

MOHAN K. WALI (1983), College Professor of Environmental
Science, Director of the Graduate Program in Environmental Science; .'y , '
B.Sc., University of Jammu and Kashmir, 1957; M.Sc., University of
Allahabad, 1960; Ph.D., University of British Columbia, 1970

DANIEL C. WALTON (1963), Professor, Department of Environ- T

(1959), Professor, Department of Environ-
gy; B.S., Taiwan University, 1950; M.S., Vassar \

‘ “ —

mental and Forest Biology; B.Ch.E., University of Delaware, 1955;

Ph.D., State University of New York College of Forestry, 1962
CHUN-JUAN WANG ~ ' ~ ' " ' S

mental and Forest Biology; I

College, 1952; Ph.D., State University oj Iowa, 1955

DONALD F. WEBSTER (1973), Director of Libraries, F. Franklin
Moon Library; B.A., Hofstra University, 1959; M.L.S. and Diploma iri
Library Education, Queens College, 1965; Ph.D., Syracuse University,

1983 O'* * .

JOHN A. WEEKS (1983), Adjunct Professor, Graduate Program in T ;
Environmental Science; B.S., Cornell University, 1949; M.S., Syracuse r
University, 1959 - kb.,*/

ROBERT G. WERNER (1966-69) (1970), Professor, Department of
Environmental and Forest Biology; Graduate Program in Environ- , '
mental Science; B.S., Purdue- University, 1958; M.A., University of
California, 1963; Ph.D., Indiana University,
of the Faculty (1982-86)

/, 1958; M.A., University of '
U 1966; Executive Chairman , ' ^

■ilf ■ . ■< ■ -v

• : 1 si .. T '-..rfl

EMERITUS 107

JANET R. WEST (1972), Technical Assistant, Department of
Chemistry; B.S., State University of New York at Oswego, 1965
ROSS S. WHALEY (1984), President; Professor, Graduate Program
in Environmental Science; B.S., University of Michigan, 1959; M.S., •
Colorado State University, 1961; Ph.D., University of Michigan, 1969

LAWRENCE W. WHELPTON (1969), Technical Specialist, Depart-
ment of Environmental and Forest Biology; A.A.S., State University of
New York Agricultural and Technical College at Alfred, 1965
EDWIN H. WHITE (1980), Professor, School of Forestry; Graduate
Program in Environmental Science; A.A.S., State University of New
York College of Forestry (Ranger School), 1959; B.S., State University
of New York College of Forestry, 1962; M.S., 1964; Ph.D., Auburn
University, 1969

HUGH E. WILCOX (1954), Professor, Department of Environ-
mental and Forest Biology; B.S., University of California, 1938; M.S.,
New York State College of Forestry, 1940; Ph.D., University of Cali-
fornia, 1950

DAVID E. WILKINS (1966),’ Technical Specialist, Analytical and
Technical Services, Office of the Vice President for Administration and
Services

JAMES L. WILLIAMSON (1980), Associate Librarian, F. Franklin
Moon Libraty; B.A., State University of New York at Albany, 1971;
M.L.S., 1973

PETER F. WILTSIE (1968), Director of Personnel and Affirmative
Action, Office of the Vice President for Administration and Services;
B.A., Utica College of Syracuse University, 1965

ROBERT B. WOZNIKAITIS (1984), Technical Specialist, Analytical
and Technical Services; A.A.S., Waterbury State Technical College,
1971

MARILYN L. WRIGHT (1974), Assistant to the Director of Finan-
cial Aid, Office of the Vice President for Student Affairs

DU-WEI XIA (1983), Visiting Research Assistant, Department of
Chemistry; B.A., Chengdu University of Science and Technology,
1981

HARRY W. YAWNEY (1981), Adjunct Professor, School of For-
estry; B.S., Pennsylvania State University, 1955; M.S., 1957; Ph.D.,
State University of New York College of Environmental Science and
Forestry, 1979

ROBERT A.. ZABEL (1947), Professor, Department of Environ-
mental and Forest Biology; B.S., University of Minnesota, 1938; M.S.,
New York State College of Forestry, 1941; Ph D., State University of
New York College of Forestry, 1948

ROBERT M. ZABLOTOWICZ (1982), Adjunct Assistant Professor,
Department of Environmental and Forest Biology; B.S., California
Polytechnic State University, 1975; Ph.D., University of California,
Riverside, 1978

i.l '

EMERITUS

MAURICE M. ALEXANDER^ (1949-1983), Professor Emeritus’, B.S.,
New York State College of Forestry, 1940; M S., University of Con-
necticut, 1942; Ph.D., State University of New York College of For-
estry, 1950

GEORGE R. ARMSTRONG (1950-1981), Professor Emeritus; B.S.,
State University of New York College of Forestry, 1949; M.S., 1959,.
Ph.D., 1965

LAWRENCE J. BELANGER (1947-1965), Registrar Emeritus; Pro-
fessor Emeritus; B-S-, Syracuse University, 1932; M.S., New York
State College for Teachers, Albany, 1941

FLOYD E. CARLSON '(1930-1969), Professor Emeritus; B.S.F.,
University of Washington, 1928; M.F., 1930

RHONDDA K. CASSETTA (1973-1981), Associate for Institutional
Research Emeritus; A.B., Elmira College, 1933

DANIEL M. CASTAGNOZZI (1956-1977), Professor and Director
Emeritus; A.A.S., State University of New York College of Forestry
(Ranger School), 1950; B.S.F., University of Michigan, 1952; M.F.,
State University of New York College of Forestry, 1957

JAMES E. DAVIS (1947-1965), Professor Emeritus; B.S., Cornell
University, 1924; M.F., 1926

RUSSELL C. DECKERT (1952-1976), Professor Emeritus; B.S.F.,
University of Georgia, 1938; M.F., Duke University, 1943

CARL H. DE ZEEUW (1945-1982), Professor Emeritus; A.B., Mich-
igan State College, 1934; B.S., 1937; M.S., New York State College of
Forestry, 1939; Ph.D., State University of New York College of For-
estry, 1949

GEORGE F. EARLE (1952-1983), Professor Emeritus; B.F. A., Syra-
cuse University, 1937; M.F.A., Yale University, 1946

JOHN H. ENGELKEN (1952-1982), Forest Property Manager
Emeritus; B.S.F., Utah State University, 1950

JEAN E. FISHER (1950-52) (1963-1981), Senior Research Associate
Emeritus, B.S., University of Idaho, 1941

RUSSELL E. GETTY (1966 1973), Professor Emeritus; B.S., Iowa
.State College, 1936; M.S., 1951

DONALD F. GREEN (1965-1978), Registrar Emeritus ; A.B., New
York State College for Teachers, Albany, 1942; M.S., 1950

GEORGE H. HAINES (1953-1968), Director of Business Affairs
Emeritus ; B.S., University of Rhode Island, 1932

WILLIAM M. HARLOW (1928-1965), Professor Emeritus ; B.S.,
New York State College of Forestry, 1925; M.S., 1926; Ph.D. 1928

RAY R. H1RT (1921-1959), Senior Professor Emeritus; B.S., Hamline
University, 1917; M.S., New York State College of Forestry, 1924;
Ph.D., 1928

EDWIN C. JAHN (1938-1972), Dean Emeritus; Professor Emeritus;
B.S., New York State College of Forestry, 1925; M.S., 1926; Ph.D.,
McGill University, 1929

THEODORE J. KOCHANEK (1971-1976), Director of Physical
Plant Emeritus

RONALD F. LaPLAINE (1948-1983), Technical Specialist Emeritus,
Department of Paper Science and Engineering

CHARLES C. LARSON (1950-1983), Professor Emeritus; A S.,
North Dakota State School of Forestry, 1938; B.S., University of
Minnesota, 1940; M.S., University of Vermont, 1943; Ph D., State
University of New York College of Forestry, 1952

ORRIN L. LATHAM (1930-1966), Associate Professor Emeritus;
B.S.F., Iowa State College, 1927; Yale University, 1932
JOSIAH L. LOWE (1933-1975), Professor Emeritus; B.S., New York
State College of Forestry, 1927; Ph D., University of Michigan, 1938

AUBREY H. MACANDREWS (1926-1962), Professor Emeritus;
Truro Agriculture College, 1922; B.S., New York State College of
Forestry, 1925; M.S., 1926

RAYMOND L. MARLER (1970-1981), Senior Research Associate
Emeritus; B.S., University of Michigan, 1948; M.F., 1948
RENATA MARTON (1957), Senior Research Associate Emeritus,
Master Ph. (Chemistry), Jagiello University, 1934; Ph.D., 1936

JOHN A. MEYER (1958), Associate Director Emeritus; Senior
Research Associate and Professor Emeritus; B.S., Pennsylvania State
College, 1949; M S., 1950; Ph.D., State University of New York
College of Forestry, 1958; Chancellor’s Award for Excellence in Pro-
fessional Service, 1977

HOWARD C. MILLER (1950-1982), Professor and Extension Spe-
cialist Emeritus, B.S., New York State College of Forestry, 1941;
Ph.D., Cornell University, 1951

JOHN L. MORRISON (1946-1971), Professor Emeritus; A.B., Uni-
versity of Nebraska, 1933; A M., 1935; Ph D., University of California,
1941

FREDERIC W. O'NEIL (1937-1974), Professor Emeritus; B.S., New
York State College df Forestry, 1933; M S., 1935
RICHARD E. PENTONEY (1953-1979), Vice President for Program
Affairs Emeritus; B.S., University of California, 1949; M.S., State Uni-
versity of New York College of Forestry, 1952; Ph D., 1956
LUCIAN P. PLUMLEY (1936-1967), Director Emeritus, Ranger
School; Professor Emeritus; New York State College of Forestry,
(Ranger School), 1931; B.S., New York State College of Forestry, 1935

SHELLEY W. POTTER, JR. (1956-1979), Forest Property Manager
Emeritus; B.S., University of Michigan, 1951

108 EMERITUS

ROBERT B. RAYM1SH (1956 1983), Assistant Director of Physical
Plant Emeritus, Office of the Vice President for Administration and
Services

CONRAD SCHUERCH (1949 1983), Distinguished Professor Emeri-
tus', B.S., Massachusetts Institute of Technology, 1940; Ph.D., 1947
BRADFORD G. SEARS (1941 1976), Dean Emeritus; Professor
Emeritus; B.S., New York State College of Forestry, 1939; M.S., State
University of New York College of Forestry, 1948
HARDY L. SHIRLEY (1945-1967), Dean Emeritus; Professor Emer-
itus; B.A., Indiana University, 1922; Ph.D., Yale University, 1928;
D.h.c., University of Helsinki, 1958; D.Sc., Syracuse University, 1966

SAVEL B. SILVERBORG (1947-1977), Professor Emeritus; B.S.,
University of Idaho, 1936; Ph.D., University of Minnesota, 1948

JOHN B. SIMEONE (1948-1983), Professor Emeritus; B.S., Rhode
Island State College, 1942; M.F., Yale University, 1948; Ph.D., Cornell
University, 1960

CHRISTEN SKAAR (1946-1948) (1949-1976), Professor Emeritus;
B.S., New York State College of Forestry, 1943; M.S., State University
of New York' College of Forestry, 1948; Ph.D., Yale University, 1957

GERALD H. SMITH (1946-1979), Professor Emeritus; B.S., New
York State College of Forestry, 1937; M.B.A., Syracuse University,
1956; Executiue Chairman of the Faculty (1972-1974) >

LEROY C. STJEGEMAN ( 1929-1965), Professor Emeritus; B.S-,
Michigan State College, 1928; M.S., University of Michigan, 1929

■Dvfiwi

VIVIAN R. SUTTON (1962-1976), Associate Professor Emeritus; ■ ■ ;
B.A., Oberlin College, 1934; M.A., Bryn Mawr College, 1937; Ph.D., ^
1942 , / j- > Y/M

MICHAEL M. SZWARC (1952-1979), Distinguished Professor
Emeritus ; Ch.E., Warsaw Polytechnic College, 1932; Ph.D., Hebrew
University, 1945; Ph.D., Manchester University, 1947; D.Sc., 1949

WILLIAM C. TIERSON (1949-1983), Director of Wildlife Research
Emeritus; B.S., State University of New York College of Forestry,
1949; M.F., 1967 \

LESLIE L. TURAI (1976-1982), Professor Emeritus; B.S., University
of Debrecen, 1936; M.S., 1937; Ph.D., University of Budapest, 1938

ARTHUR T. VIERTEL (1946-1975), Associate Professor Emeritus; - ,

D C M Cl,*- /^^ll I n 4—.. 1 0/10. DU r* Cl-*, F T„:

B.S., New York State College of Forestry, 1942; Ph.D., State Univer-J
sity of New York College of Forestry, 1954

WILLIAM L. WEBB (1937-1975), Professor Emeritus; Dean Emer-
itus; B.S., University of Minnesota, 1935; M.S., 1940; Ph.D., Syracuse
University, 1950 j.

WALTER L. WELCH (1950-1965), Associate Professor Emeritus;
A.B., Syracuse University, 1946 ,

SIDNEY A. WHITT (1968-1976), Professor Emeritus; B.S., Univerv
sity of Alabama, 1933; M.S., Massachusetts Institute of Technology,
1937; D. Engr. Sc., New' York University, 1962 ( ^ j

JOHN M. YAVORSKY (1948-56) (1967), Professor and Dean of:
Continuing Education Emeritus; B.S., New York State College of
Forestry, 1942; M.S., 1947; Ph.D., State University of New York Col-
lege of Forestry, 1955 >' • '

|1
i :'ri

: ! 1

109

‘i

. ' > '

L‘i j>) ■ :

Academic Life 15

. Academic Policies 25

—Undergraduate — 25

—Graduate . 27

Activities, Extracurricular ' 30

Adirondack Ecological Center 9, 13

,, ' Administration, College 99

Admission

— Advanced Early . . . ; 15

—Undergraduate 15

— Graduate 17

■ ' —Forest Technician Program * 56

Assistantships, Graduate , : 25

V, ’ Athletics ............ 30

; | Attendance, Class .• 25

Audits 25

Biology, Chemistry and Ecology, School of .33

Biology, Environmental and Forest 33, 35, 36, 72

’ Board of Trustees /

— ESF 99

. -SUNY.... :..97

Calendar, Academic 3

Campuses, Regional System of 11, 12, 13

Career Services 31

j: Cellulose Research Institute : 10

Chemical Ecology 42

Clubs and Organizations 30

College Proficiency Examinations 17

Commencement '

:. — Fees ! 19

— Honors -. 26

Communications 72

> Computer Services 12

/- Continuing Education 7, 94

Cooperative Research Unit,

i , USDA Forest Service i 10

Cornell University 70

Counseling

— Academic and Personal 1 31

— Career 31

—Health , . 31

Course Offerings ' 71

Cranberry Lake Campus 12, 35

, rj;/ Credit Hour Load 26, 27

Y Correspondence Inside Front Cover

Degree Programs ^ t 33

, Degree Requirements

— Undergraduate 25

— Graduate 28

Dual Program 64

Dubuar Forest , : 12

Ecology f 37

Economics, Forestry 53

Educational Communications Unit 12

Educational Opportunity Program 17

— EOP Grants 23

Ellis International Laboratory 13

Empire State Paper Research Institute 8, 11

Employment 24

Energy 68

Energy Conservation .' : 67

' Engineering 79

• —Forest Engineering 43, 84

— Paper Science and Engineering 45

— Wood Products Engineering 46

Entomology I 35, 37

. f

mri « • v

sty ' \ s ■

Index

Environmental

— and Forest Biology . : 33, 35, 36, 72

— and Resource Engifeering, School of 42

— Biology Summer Program 35

—Communication 68

— Influences 78

. — Land Use Planning 67

—Physiology 37

— Program Affairs, Institute of 8, 10, 11

— Science, Graduate Program in 66, 78

—Studies 59, 72

Exchange Programs 70

Expenses 18

—Forest Technician Program 58

Experiment Station 13

Extracurricular Activities ’ 30

Faculty, College 100

Emeritus 107

Failures and Incompletes 27

Fees

— Application 18

— Advanced Payment 18

— Commencement 19

— Refunds 20

— Student Activity 19

Fellowships 24

Field Forestry Summer Program 34

Financial Assistance 20

Fish and Wildlife Biology 35, 3?

Food Service 30

Forest

—Biology 33, 35, 36

— Ecosystem Lab 12

— Engineering 43, 84

— Forest Resources Management 52, 93

— Influences 55

— Management ..53

— Pathology and Mycology 35, 37

— Technology 56, 87

Forest Chemistry 39, 82

— Biochemistry and Natural Products Option 40

— Environmental Chemistry Option 40

— Natural and Synthetic Polymer Option 41

Forest Technician Program 56

Forestry 85

— Economics '. 53

— International 55

— School of 50

— Urban 55

Genetic Field Station 12, 13

Grades/Grade Point Average 26

Grant Programs 23, 24

Graduate Program in Environmental Science 66, 78

— Areas of Concentration 67

—Policy, Planning 66

— Requirements 68

Graduation Requirements

— Undergraduate 27

— Graduate 29

Health and Medical Facilities 31

— Health Examination Board i 17

Heiberg Memorial Forest ) 12

History and Traditions, College . . T. . 5

Honors, Academic 26

Housing and Board ‘ 30

\— Cost of 19

110 INDEX

Huntington Wildlife Forest

Institute of Environmental Program Affairs
Instruction

— Continuing Education

— Graduate

— Technical . .

— Undergraduate

Insurance, Health and Accident

Interdepartmental Area of Study

International Forestry

International Students

— Undergraduate ,

— Graduate

Landscape Architecture, School of

Land Use

Library

— Film Library

Loans , ’

Management r

— Forest

— Forest Resources . .

— Recreation

— Resources

Mathematics

Medical Services

Newcomb Campus

Pack Demonstration Forest . . ■.

Paper Science and Engineering

Pathology, Forest

Pest Management

Physiology, Environmental

Placement f

Plant Science

Policy and Administration

Polymer Research Institute

Probation

Professional Staff

Public Service -

Quantitative Methods

Recreation Management

Refunds

Regents Programs

Renewable Materials Institute

Research

Resources Management .

Resource Management and Policy

ROTC Program

Scholarships and Grants

8, 10, 11

......31

. . 58, 89

67,

. . 11, 89

. . 52, 93

9, 11, 13

.. 45,92
. . 35, 37

. . 31, 58

... 9,41

100

....:. io

. . 50, 85
. . 52, 93

Silvics 54

Silviculture 54, 94

Social Security Benefits 24

Soil

—Ecology 37

— Science ' 54

State University of New York 97

Student Aid Eligibility , 21

Student Life .30

Summer Field Programs 34, 35

—Cost of 19

Syracuse Campus, ESF 11 ■

Syracuse Metropolitan Area 7 14

Syracuse University

— Counseling 31

— Health and Medical Facilities 1 :31

-■-Housing and Board ' 19, 30

— Student Organizations ; '. ... . .30

Transfer Students , ■ ; !/;

— Admissions ; 16

— Credit f 16

— Seminar for 82

Tree Improvement 55

Tree Pest, Disease Service 10

Tropical Timber Information Center 9

Tuition and Fees 18

— Forest Technician Program ; .4 58

— Refunds 20 ;

Tuition Assistance Program 23

Tully Campus 12

Ultrastructure Studies Lab, N.C. Brown 9, 11

Urban Ecosystems 67

Urban Forestry 55

USDA Forest Service Cooperative Research Unit ,10

Veterans’ Benefits ; . . 23

Vocational Rehabilitation Grants 23

Wanakena Campus 12, 56

Warrensburg Campus J 12

—Summer Session 34 ,

Waste Management 67

Water Resources * 67

Wellesley Island i 13

Wildlife Biology . . . , 35, 37

Wood Products Engineering - 46, 95

— Building Construction Option .48

— Forest Products Option 48

Work-Study Program 24

Zoology 35, 38

Campus Locator

Admissions 110 Bray

Affirmative Action 218 Bray

Alumni 320 Bray

Analytical and Technical Services 139 Baker

Assistant Vice President for Academic Programs 227 Bray

Assistant Vice President for Research 200 Bray

Auto-tutorial Center 16 Moon

Business and Fiscal Affairs 100 Bray

Career Services 108 Bray

Cellulose Research Institute 314 Baker

Community Relations 123 Bray

Computer Services 320 Baker

Counseling Services 107 Bray

Educational Communications 302 Illick

Empire State Paper Research Institute 317 Walters

Facilities Maintenance Building

Film Library 104 Moon

Financial Aid Ill Bray

Graduate Program in Environmental Science 217 Bray

International Forestry 205 Marshall

Institute of Environmental Program Affairs 200 Bray

Institutional Research 206 Bray

Library Moon Library

Maintenance and Operations Maintenance Building

Personnel 224 Bray

Polymer Research Institute 215 Baker

President 204 Bray

Publications 123 Bray

Public Safety Department 8 -Bray

Registrar 113 Bray

School of Biology, Chemistry and Ecology 311 Baker

School of Continuing Education 231 Baker

School of Environmental and Resource Engineering 208 Walters

School of Forestry 106 Marshall

School of Landscape Architecture 331 Marshall

Student Council 19 Marshall

Ultrastructure Studies Center 417 Baker

U.S. Forest Service Cooperative Research Unit 5 Moon

Veterans’ Affairs 107 Bray

Vice President for Administration and Services 208 Bray

Vice President for Program Affairs 227 Bray

Vice President for Student Affairs 107 Bray

Coordinator for 503-504 Programs at the State University of New York College of
Environmental Science and Forestry is David G. Anderson, Vice President for Admin-
istration and Services.

<2 n eg

S o £

O m m
C O r
(/> m I5
m ^ 2
~o <

2 ^ m
m m 50

?Z2

■cg^
02
50 0 O
X 2 *fl

~§Z

w W rn

►2 2 3
SH*
> ►<
ro

C/5 50

n 5^

c/5

■<

U CO

m -<
JO JO
2 >

H C

z co
n m

W Z

-0 -0 5

> Oo
— c/5 Z]
□ Hh

>0
O 3
m o

! State University of New York COLLEGE OF

ENVIRONMENTAL SCIENCE AND FORESTRY

1985-86 CATALOG

CORRESPONDENCE DIRECTORY

Detailed information about the College may be obtained by addressing inquiries

The State University of New York

College of Environmental Science and Forestry

Syracuse, New York 13210

(315) 470-6500

Admission (Undergraduates)

Director of Admissions

110 Bray Hall
470-6600

Graduate Studies
Office of Academic Programs
227 Bray Hall
470-6599

Financial Assistance
Coordinator of Financial Aid

111 Bray Hall
470-6670

Transcripts and Academic Records
Registrar
113 Bray Hall
470-6655

Housing

Coordinator of Undergraduate Housing

Office of Residential Life

Steele Hall

Syracuse University

Syracuse, New York 13210

423-2720

The State University of New York College of Environmental Science and Forestry is accred-
ited by the Middle States Association of Colleges and Secondary Schools: the B.S. degree
program in Forestry is accredited by the Society of American Foresters; the B.L.A. and M.L.A.
degree programs in landscape architecture are accredited by the American Society of Land-
scape Architects; and the B.S. degree program in forest engineering is accredited by the Accred-
itation Board for Engineering and Technology.

Additional information is available upon request from any of the above addresses. This under-
graduate/graduate catalog was published by the College of Environmental Science and
Forestry, June 1985.

State University of New York

COLLEGE OF

ENVIRONMENTAL SCIENCE AND FORESTRY

1985-86 General Catalog

TABLE OF CONTENTS

ACADEMIC CALENDAR 3

ESF: WHAT’S IN A NAME? 5

THE MISSION: INSTRUCTION, RESEARCH, AND PUBLIC SERVICE 7

THE CAMPUSES 11

THE SYRACUSE METROPOLITAN AREA 14

ACADEMIC LIFE 15

Undergraduate Admission 15

Graduate Admission r 17

Expenses 18

Financial Assistance 20

Academic Policies 25

Student Life 30

Degree Programs and Areas of Study 33

THE SCHOOL OF BIOLOGY, CHEMISTRY AND ECOLOGY 33

Environmental and Forest Biology Department 33

Forest Chemistry Department 38

Interdepartmental Area of Study 40

THE SCHOOL OF ENVIRONMENTAL AND RESOURCE ENGINEERING 41

Forest Engineering Department 42

Paper Science and Engineering Department 43

Wood Products Engineering Department 45

THE SCHOOL OF FORESTRY . 48

Forest Resources Management 50

Forest Technician Program 54

THE SCHOOL OF LANDSCAPE ARCHITECTURE 57

Bachelor of Science in Environmental Studies 58,

Bachelor of Landscape Architecture 58

Master of Landscape Architecture 60

DUAL UNDERGRADUATE PROGRAM IN ENVIRONMENTAL AND FOREST

BIOLOGY AND RESOURCES MANAGEMENT 63

GRADUATE PROGRAM IN ENVIRONMENTAL SCIENCE 64

GRADUATE EXCHANGE PROGRAMS .,.68

COURSE OFFERINGS 69

STATE UNIVERSITY OF NEW YORK 93

COLLEGE TRUSTEES AND ADMINISTRATION . . 95

COLLEGE FACULTY AND PROFESSIONAL STAFF 96

INDEX 106

CAMPUS LOCATOR Inside Back Cover

*®3

Academic Calendar

SYRACUSE CAMPUS
FALL 1985

New Student Orientation Program Sept. 1

Sunday

Academic Advising

Sept. 2

Monday

Registration for New Students

Sept. 2

Monday

Classes Begin

Sept. 3

Tuesday

Graduate Student Registration

Nov. 19

Tuesday

Early Registration — Undergraduate Nov. 20—26

Wednesday — T uesday

Thanksgiving Recess

Nov. 27 — Dec. 1

Wednesday— Sunday

Early Registration — Undergraduate Dec. 2 — 6

Monday — Friday

Last Day of Classes

Dec. 13

Friday

Exam Period

Dec. 16—20

Monday — Friday

SPRING 1986

Orientation and Advising for

Jan. 13

Monday

New Students

Registration for New Students

Jan. 13

Monday

Classes Begin

Jan. 14

Tuesday

Spring Recess

Mar. 8 — 16

Saturday — Sunday

Early Registration

Mar. 31— Apr. 11

Monday — Friday

Last Day of Classes

Apr. 30

Wednesday

Reading Day

May 1

Thursday

Exam Period

May 2-8

F riday — Thursday

Commencement

May 11

Sunday

ESF: What’s In A Name?

1911. Governor John A. Dix signed a bill establishing
the New York State College of Forestry at Syracuse
University.

1948. Legislative action incorporated into State
University of New York all state-supported higher
education. Thus, the State University College of
Forestry at Syracuse University.

1972. By special legislative act, the College was
renamed the State University of New York College
of Environmental Science and Forestry.

Why, in the first place, all the name changes? And,
secondly, what difference do they make? What, really,
is in our name?

ESTABLISHING A TRADITION

The beginnings and early development of the New
York State College of Forestry were largely due to
James R. Day, chancellor of Syracuse University, and
community leaders' who were attuned to the growing
national sentiment favoring forest conservation and who
sensed the need for a professional school of forestry. The
legislative act which created the College instructed that
the institution “conduct such special research in state-
wide investigations in forestry as will throw light upon
and help in the solution of forestry problems. . .” and that
it be “the institution for educational work in forestry
in the State.”

With the formation of the State University of New
York in 1948, coordination and systematization came to
higher education in the state. The University, according
to its charter, was to “supplement, not supplant, the
great network of private colleges and universities.” The
College of Forestry, which from its beginning had been
state -supported and governed by a Board of Trustees
currently made up of nine members appointed by the
Governor and six ex officio members, was recognized as
a specialized college within the State University system.

Stemming from Chancellor Day’s early sponsorship of
the College, Syracuse University and ESF have long
been engaged in numerous fruitful devices of institutional

cooperation. This relationship is probably the most
outstanding example in this country of collaboration
between public and private institutions of higher
education. Even as a part of State University, the College
maintains this unique position. The major character of
the relationship stems from the fact that since its
beginning, the College purchased from Syracuse
University the major portion of its supportive and
enrichment instruction, thus allowing the College to
more fully develop its professional upper division and
graduate level instruction.

ESF TODAY

For nearly 75 years, the full thrust of the State
University of New York College of Environmental
Science and Forestry has been focused on the environ-
ment on all of its six campuses and in each of its three
mission areas — instruction, research, and public service.
The College has been, and continues to be, devoted to
the advancement of environmental science and forestry.

The Mission:
Instruction, Research,
and Public Service

INSTRUCTION

In the fall of 1984, student enrollment reached 1,478.
Of this number, 1,009 were undergraduates and 469
were graduate students. In addition, there were 13
students engaged in postdoctoral work.

Undergraduate Education

At the baccalaureate level, the College offers profes-
sional study in eight areas: chemistry; environmental
and forest biology; environmental studies; forest engi-
neering; paper science and engineering;, wood products
engineering; resource management; and landscape
architecture. These programs are registered with the
New York State Education Department.

Each of these curricula leads to the bachelor of science
degree. In the case of landscape architecture, an addi-
tional year of study results in a bachelor of landscape
architecture degree, and in the forest engineering
program, a fifth year leading to a bachelor’s degree in civil
engineering can be taken at Syracuse University or State
University at Buffalo.

Graduate Education

Graduate study leads to the master of science degree,
the master of landscape architecture degree, and the
doctor of philosophy degree. A postdoctoral study
program, closely related to the College’s research effort,
is also available.

In addition to these degrees, the College and Syracuse
University provide the opportunity for graduate students
to complete concurrently a degree at ESF and, at
Syracuse University, either the J.D. degree in the
College of Law, the M.P.A. degree in the Maxwell School
of Citizenship and Public Affairs, the M.A. or M.S.
degree in the S.I. Newhouse School of Public Communi-
cations, or the M.B.A. degree in the School of Manage-
ment. Students must complete at least one semester of

graduate level coursework at ESF before being con-
sidered for a concurrent degree program at Syracuse
University.

Technical Education

At the paraprofessional level, the College has been
training forest technicians since 1912 at its Wanakena
Campus in the Adirondack Mountains. It is the oldest
Ranger School in the United States and offers a two-year
forest technology curriculum. Graduates are awarded
an associate in applied science degree. In this curric-
ulum, students take their first year of general education
at a two- or four-year college. The second year, with its
emphasis on practical field training in the relationships
between forest technology and managerial needs, is
taken at Wanakena with its 2,800 acres of forested land.
Graduates of this degree program in practical forestry
are prepared for positions as forest rangers; federal,
state, and private industry forest technicians and
forestry aides; district forest supervisors; timber
inventory specialists; timber sales supervisors; forest
surveyors and engineering aides; and forest protection
technicians.

Continuing Education

The philosophy that education is a lifelong pursuit is
an ancient one and was written into the law creating the
College. This concept is doubly important to the
sciences and professions in this technological age when,
with knowledge expanding in all directions, major envi-
ronmental problems still remain to be resolved. The
informational needs of New York’s citizens also are
undergoing change. The increasing urban character of
our population; the changing pattern of agricultural and
forest land ownership and use; the rise in level of educa-
tion and sophistication in a more efficient society; and
the increase in leisure time, travel mobility and need for
recreational facilities and pursuits all contribute to a
growing need for educational opportunities in environ-
mental science and forestry for adult audiences.

The College has, over the years, succeeded in com-
municating knowledge on forest resources manage-
ment, utilization, and conservation to a variety of off-
campus publics. The entire College faculty has contri-
buted to these programs. To reinforce this commitment,

8 THE MISSION

the College established a School of Continuing Educa-
tion upon which to base expanded educational oppor-
tunities at both the undergraduate and graduate course
levels.

Conferences, symposia, seminars, and shortcourses
on various aspects of forestry and the related sciences
are conducted at both the basic and applied levels.
Audiences include forest owners, managers, and
operators; wood engineers and forest industries per-
sonnel; academic and scientific groups; conservation
and recreation personnel from local and other public and
private planning groups; arid citizen-action committees.
Upon request, .continuing education programs can be
designed to meet specific needs of professional organiza-
tions, agencies, and industry. Credit or noncredit
courses, at campus or off-campus sites, can be arranged.

For information on specific continuing education
projects, inquiries should be sent to Director, Office of
Continuing Education and Extension.

RESEARCH

The College’s commitment to scientific inquiry
stretches far back to"its second year of existence. In
1912, Dean Hugh P. Baker initiated the first research
project of the College by joining forces with the U.S.
Forest Service in an industry study designed to show
what kinds of firms were using wood in New York State
and the species and quantities used.

In the 1980’s, the College’s research program has
attracted a worldwide clientele of industrial, govern-
mental, professional and scientific groups, and through
liaison with them, the program maintains ’Its vigor and
relevancy to the important environmental issues.
Support from this clientele amounts to more than $4
million a year, a two-fold increase in the last decade.

Students and faculty from across the College con-
tribute to the depth and diversity of the research
program. Findings from, these studies are applied to
a host of issues and problems through various demon-
strations and information devices. Recent examples
include studies of limestone quarry reclamation; the
development of polymeric materials for artificial human
organs; nonchemical control measures for insect pests,
e.g., the gypsy moth; studies of the ecology of Antarctic
birds; new wood pulping processes leading to pollution-
free water and air effluents; and the ecological effects of
winter navigation in the Great Lakes and the St. Law-
rence River.

Institute of Environmental Program Affairs

Research and public service programs at the College
of Environmental Science and Forestry are given addi-
tional emphasis through the Institute of Environmental
Program Affairs (IEPA). This Collegewide coordination
vehicle was initiated in 1972 in recognition of the Col-
lege’s traditionally broad and integrated approach to
natural resources science and in response to new per-
ceptions of the relationship between human endeavors
and environmental quality. The Institute, which is staffed
by the Office of Research Programs, functions to bring
together groups of faculty scientists to explore research
and public service needs and opportunities which tran-
scend the programs of the schools, departments, and
organized research centers and institutes of the College.

Study teams of scientists and graduate students from
many disciplines have collaborated with external pro-
gram cooperators from governmental agencies, citizens’
groups, and private industry to pursue multidisciplinary
research and public service programming as part of the
IEPA program. Early efforts were focused on regional
natural resource and environmental studies conducted
at the request of New Y ork State agencies such as the St.
Lawrence-Eastern Ontario Commission, the Tug Hill
Commission, the Catskill Study Commission, and the
Adirondack Park Agency. Other studies which tran-
scend regional problems and issues have been
conducted with diverse sponsorship, including environ-
mental service systems, leisure time and recreational
activities appropriate to the Hudson River Basin; solid
waste processing and heavy metals recovery from
processing residues from the forest products industry;
wetlands evaluation studies; remote sensing techniques
to facilitate environmental monitoring of coastal water
quality and land use patterns; reclamation of open pit
limestone quarries; the siting of nuclear power genera-
tion facilities; and environmental assessment studies
associated with proposals for extended season naviga-
tion in Lake Ontario and the St. Lawrence River.

More recently, IEPA has provided a focus for faculty
interested in pursuing research and public service
programming through diverse sponsorships in particular
areas of high public concern. Three task forces are
currently operating in these areas to develop new project
activity and coordinate the Collegewide research focus
in bioenergy projects, acid precipitation and atmos-
pheric deposition, and sludge and sludge management
concerns.

Empire State Paper Research Institute

THE MISSION 9

Housed in the modern J. Henry Walters Hall with its
own pilot paper mill, and staffed by scientists who are
internationally recognized for their accomplishments,
ESPRI provides a research base for long-range industry
development. Its program has widened in scope to cover
almost all aspects pulping and papermaking, including
additive retention, oxygen pulping and bleaching,
effluent control, sheet drying, printability, and energy
efficiencies.

Polymer Research Institute

Scientists at the College have made many original
contributions to the field of pure and applied polymer
chemistry, including the development of living polymers,
the study of anionic polymerization and electron-transfer
initiation, and work on the permeation of gases and films
through polymeric films.

College faculty members specializing in polymer
chemistry have trained several hundred graduates and
postdoctoral researchers, many of whom now hold
leading positions in universities and industrial and
governmental laboratories.

Nelson Courtlandt Brown Laboratory for
Ultrastructure Studies

This Center, Iqcated in Baker Laboratory, is a teach-
ing, research, and service facility of the College., It is
equipped to handle virtually every type of modern micro-
scopy. This includes light, scanning electron, and trans-
mission electron microscopy. Among the major items of
equipment are: two RCA EMU-3 transmission electron
microscopes; an RCA EMU-4, an ETEC Autoscan
scanning electron microscope, energy dispersive )C-ray
analyzer, several types of light microscopes, high
vacuum evaporators, microtomes and ultramicrotomes.
The laboratory resources include specimen preparation
rooms, several photographic darkrooms, three electron
microscope laboratories and other supporting facilities.

Adirondack Ecological Center

The Adirondack Ecological Center (AEC) is located
on the College’s Newcomb Campus in the center of the
Adirondack Mountains. Staffed by resident scientists,

The vigorous research program of the Center pro-
vides excellent opportunities for collaboration by
Syracuse-based faculty and students. Several graduate
students are regularly in residence at Newcomb pur-
suing their thesis research.

Renewable Materials Institute

The Renewable Materials Institute (RMI) has as its
principal goal research on wood and other renewable
materials such as agricultural waste products, which
would include straw, rice hulls, and bagasse. To meet its
mission, research on the characterization of the material
itself is primary. Closely related with it is the determin-
ation of physical properties which control the behavior of
the material during utilization as well as in use in con-
sumer products. Ip exploring renewable materials,
strong emphasis is placed on energy considerations.
This can be in terms of energy savings during production
or economies of energy because of the use of the end
product in housing or in some other application. Also
included are related studies in the combustion of wood,
the efficiency of heating with wood and the emissions
resulting from wood combustion.

The principal facilities for the materials characteriza-
tion are found in the Center for Ultrastructure Studies
and include the transmission electron microscopes, a
scanning electron microscope with EDXA and rapid
particle analysis. All of the facilities of the Department of
Wood Products Engineering are also available, including
a sawmill, veneer and plywood manufacturing facility,
dry kilns, wood machining equipment, and timber testing
laboratory. The facilities of other research institutes and
Departments in the College are also available for special
projects.

Tropical Timber Information Center

The Tropical Timber Information Center (TTIC)
provides identifications of wood samples and informa- »
tion about tropical woods for both general character-
istics and technical properties. These services are
oriented toward importers and users of tropical woods.
The Center began operation in 1975 as part of the
Department of Wood Products Engineering and is one of
only two such sources of information in the western
hemisphere. The Center also carries out special studies
under contract for production of data that is not available
in the literature. The technical base for operation of the

10 THE MISSION

Center is a large, worldwide collection of authenticated
wood samples and an extensive collection of reference
materials in Moon Library and the Department .of Wood
Products Engineering. Both of these resources have
been built up over the past 60 years by close cooperation
with institutions throughout the world. Activity of the
Center is oriented toward requests for services from
importers and users of tropical woods and to expanding
the collections.

pursued studies of forest-centered recreation with the
aim of developing methods for integrating recreation
and other uses of forests.

Beginning in 1978, the Cooperative Research Unit was
re-oriented to research on urban environmental forestry
problems. This provides increased opportunities for
faculty and students to collaborate with Forest Service
scientists in studies of urban and environmental
problems.

Cellulose Research Institute

Research at the Cellulose- Research Institute is at
present centered on the fine structure of native cellulose
and its transformations into other commercially im-
portant forms of cellulose. For example, the structural
differences between native and regenerated celluloses
have been determined, for the first time, through x-ray
crystallographic studies.- The same techniques are
now being used to study the structural aspects of cellu-
lose mercerization, an important commercial process in
cellulose chemistry. Other recent research has been
concerned with the organization, chemical composition,
and function of the vascular cambium in trees, the
ultimate source of all wood and bark produced in nature.

U.S. Department of Agriculture — Forest Service
Cooperative Research Unit

The Northeast Forest Experiment Station of the U.S.
Department of Agriculture-Forest Service maintains a
research center at the College. Until 1977, this unit

PUBLIC SERVICE

The College, throughout its 73-year history, has con-
tinued to respond to its specific legislative mission
prescribing major responsibilities in the area of
public service. Public education and information, tech-
nical advice and guidance to cooperating local, state, and
federal agencies and organizations, and technical assis-
tance to the forest and wood-using industries constitute
the principal formal public service activities. The Insti-
tute of Environmental Program Affairs (described in the
Research section) coordinates the College’s public
service activities on the professional level.

While the list of public service contributions is lengthy,
a few examples include: the College’s Film Library; the
Tree Pest and Disease Service, which provides technical
advice to private citizens and to governmental agencies;
and the participation of ESF faculty members in Central
New York’s Poison Control Center. Altogether, the
public service programs of the College reach approxi-
mately one million New York State residents each year.

■

The Campuses

The College operates a multiple campus system with
regional campuses and field stations located at Syracuse,
Tully, Wanakena, Warrensburg, Cranberry Lake,
Newcomb, and Clayton. This system, composed of
about one million square feet of facilities in 186 buildings
on 25,000 acres of lcind, represents the largest fully-
utilized campus in the world.

THE SYRACUSE CAMPUS

The main campus is in Syracuse and lies on 12 acres
adjacent to Syracuse University in an area that tradi-
tionally has been known as “The Hill.” Located here are
the Schools of Biology, Chemistry, and Ecology; Envi-
ronmental and Resource Engineering; Forestry; Land-
scape Architecture; and Continuing Education. In
addition, the main campus houses the Institute of
Environmental Program Affairs, the Empire State Paper
Research Institute, the Polymer Research Institute, a
cooperative research unit of the USD A Forest Service,
the Ultrastructure Center, the Graduate Program in
Environmental Science, and the Renewable Materials
Institute. .

These program units are housed in five major aca-
demic buildings (Baker Laboratory, and Walters, Bray,
Marshall, and Illick Halls). The main campus also
includes Moon Memorial Library, the Maintenance
Building, and several other small service and storage
facilities.

Specialized facilities at the Syracuse campus
include electron microscopes, plant growth chambers,
air-conditioned greenhouses, a bio-acoustical labora-
tory, a 1,000-curie cobalt-60 radiation source, radioiso-
tope laboratory, computing center, and specialized
instrumentation including nuclear magnetic resonance
spectrometers, electron spin resonance spectrometer,
gas chromotography, mass spectrometer, ultracentri-
fuge, and X-ray and infrared spectrophotometer.
Photogrammetric and geodetic facilities of the forest
engineering department include one of the most exten-
sive arrays of equipment in the United States, with a
Nistri TA-3 stereocomparator, Mann comparator,
computerized Nistri photocartograph, and nine other
varieties of plotters. The paper science and engineering
laboratory has a semicommercial paper mill with acces-
sory equipment. The wood products engineering depart-
ment has a complete strength-of-materials laboratory as
well as a pilot scale plywood laboratory andja machining
laboratory. The greenhouses and forest insectary are
used to produce plant and insect material for classroom
and laboratory. Extensive collections are available for

study, including wood samples from all over the world,
botanical materials, insects, birds, mammals, and fishes.

The F. Franklin Moon Library contains more than
90,000 cataloged items and over 900 journals are cur-
rently received. The collection constitutes a specialized
information source for the forestry, environmental
science, and landscape architecture programs of the
college, and it has concentrations in such areas as
botany and plant pathology, biochemistry, chemical
ecology, forest chemistry, polymer chemistry, eco-
nomics, entomology, environmental studies, landscape
architecture, environmental design, management, paper
science and engineering, photogrammetry, silviculture
soil science, water resources, world forestry, wildlife
biology, wood products engineering, and zoology.

The collections of Syracuse University libraries (SU’s
Science and Technology Library is immediately adjacent
to the ESF campus), and SUNY Upstate Medical Center
are within walking distance. These libraries may be used
by all members of the College of Environmental Science
and Forestry. Other collections located throughout New
York State and the United States are readily accessible
through Inter-library loan. All Syracuse University
collections may be searched by using the SULIRS on-line
catalog located in Moon Library.

Leisure reading material is not housed separately but
is distributed throughout the collection. This collection
contains books on national and world social problems,
humanities, education, and popular books concerned
with the environment. The archives consists of historical
items relevant to the college and forestry development in
New York State. The special collections area of the
archives contains rare, scarce, and valuable books, and
folios as well as the Fletcher Steele collection on land-
scape architecture, and the Thomas Cook collection
on papermaking.

Public services provided by the library faculty includes
a credit course, orientation, class lectures, study guides,

12 THE CAMPUSES

user aids, and reference desk service. Moon Library is a
member of the SUNY OCLC network.

The Educational Communications unit directly
supports the program areas of the College through
development and application of media materials and
methods for the classroom, for the presentation of
research findings, and for public service endeavors.
These include television programming, slide/tape and
motion picture production and photographic services.
Other services to the College community include
engineering, audio-visual equipment distribution, and
maintenance and support functions. The Educational
Communications staff also participates directly and
actively in instructional programs in environmental
communication at both the undergraduate and graduate
levels, as well as through the School of Continuing
Education.

The College provides academic computer services
in several forms. Remote communication facilities are
available for both batch and interactive processing on
the Syracuse University systems, and local/stand-alone
facilities are available in the form of micro-computers
dispersed about the ESF campus. Syracuse University
operates an academic computer center consisting of
two IBM 4341’s and one DEC-KL10, all of which are
accessible via terminals (20 public access and 60 re-
stricted access) on the ESF campus. Clusters of micro-
computers have been established by each of the
academic divisions of ESF for purposes of faculty-staff-
student use and education. Computer applications take
advantage of extensive software on the Syracuse
University systems including packages for statistics,
graphics, text editing, and general mathematical func-
tions as well as most of the major programming lan-
guages—FORTRAN, APL, BASIC and PASCAL
finding the heaviest usage. In addition, a color graphics
facility is being developed at ESF to satisfy the many
needs for graphics analysis, design, and communication.

THE TULLY CAMPUS

Located about 25 miles south of Syracuse is the Tully
Campus which is composed of the Heiberg Memorial
Forest and the Genetic Field Station.

Heiberg Memorial Forest is located on the northern
escarpment of the Allegheny Plateau. It includes 3,800
acres of diverse terrain and forest growth. The Forest is
utilized both as an extensive outdoor teaching labora-
tory and as a site for intensive research. The Forest
Ecosystem Lab, which is a highly instrumented out-
door teaching laboratory, a large complex of all-weather
classrooms, many experimental plantings from through-
out the world, and a commercial-scale maple syrup
operation are among the developments on this forest.
Each fall the Heiberg Memorial Forest is the site of an
intensive program for environmental and resource
management students in a total ecosystem approach to

forest community management instruction.

THE WANAKENA CAMPUS

The Wanakena Campus, located on the Oswegatchie
River, 65 miles northeast of Watertown and 35 miles
west of Tupper Lake, is the site of the James F. Dubuar
Forest and the School of Forestry’s Forest Techni-
cian Program. This campus, with its large instructional
and demonstration forest of 2,800 acres, supports the
College’s associate degree program for the training
of forest technicians. This is the oldest forest tech-
nician school in the country. This campus is situated
on the western plateau of the “lakes region” of the
Adirondacks.

In addition to its full academic program, this campus
hosts various summer short courses in forest biology
and forest technology.

THE WARRENSBURG CAMPUS

The Warrensburg Campus is located in the south-
eastern Adirondack region and encompasses the
Charles Lathrop Pack Demonstration Forest, an
area of roughly 2,800 acres of heavily forested land noted
for its white pine. The Forest has been under intensive
management since 1927 for the combined purpose of
instruction, research, and demonstration in forestry and
allied fields.

Each year this campus hosts the Summer Session in
Field Forestry, a seven-week course devoted to intro-
ductory instruction in field forestry principles and tech-
niques. The course is required of all entering students in
Environmental and Resource Management and is open
to election by students in Environmental and Forest
Biology.

Formal offerings in Continuing Education and various
meetings and conferences are also held here for practic-
ing professionals and organizations directly associated
with forestry and allied environmental fields.

THE CRANBERRY LAKE CAMPUS

The Cranberry Lake Campus, approximately 1,000
acres of forested property situated in the northwestern
section of the Adirondack Mountains of northern New
York State, is the site of the College’s Biological
Station where the College operates an eight-week
summer field program in environmental biology. The
campus is bounded by 150,000 acres of New York State
forest preserve lands, by Cranberry Lake and by isolated
forest bogs and beaver meadows.

The extensive facilities are intensely utilized in a
comprehensive curriculum of upper-level and graduate
courses.

THE CAMPUSES 13

THE NEWCOMB CAMPUS

Located in the central Adirondack Mountains, New-
comb is the largest of the regional campuses and home
to the Adirondack Ecological Center where exten-
sive studies of animal biology and ecology are carried
out. Also located there is The Archer and Anna
Huntington Wildlife Forest which is about 15,000
acres in size.

This campus is of mountainous terrain and contains a
variety of vegetative types and wildlife. The campus is
used year round for a general research and forest
management program participated in by faculty, grad-
uate students, and visiting scientists.

THE FIELD STATIONS

In addition to its regional campus system, the College
operates several field stations which directly support the
instruction, research, and public service programs of the
institution. The 44-acre Forest Experiment Station,
located only a few minutes drive from the main campus
in Syracuse, is used to support main campus academic

programs. Located at the Station are a large arboretum,
tree nursery, and experimental greenhouse facility.
Adjacent to the Tully Campus is the College’s Genetic
Field Station. It is a 59-acre area devoted to relatively
short-term outplantings of plant materials developed in
the various genetic research projects of the College.
With its irrigation system and layout of level blocks, it is
an excellent facility for developing hybrids, for grafting,
doing experiments, and for research in heritability. A
magnificent island, the Ellis International Laboratory,
is situated in the heart of the Thousand Islands — St. Law-
rence River area off the village of Clayton. Accessible
only by boat, this laboratory is an unusually appropriate
site for the Collegewide, cooperative and international,
environmental monitoring and research activities of the
St. Lawrence Seaway area. The College’s most recent
acquisition is a 15.2-acre facility on Wellesley Island.
This island property, formerly a Coast Guard Station,
has shore frontage on the American channel of the St.
Lawrence Seaway. It is ideally suited for aquatic studies
of many types.

The Syracuse
Metropolitan Area

The College of Environmental Science and Forestry
is located on one of several hills that overlook Syracuse,
a growing metropolitan area of nearly 500,000. Known as
the “Salt City” because of the great salt industry which
was centered here for more than seventy years, Syra-
cuse is today a city of diversified industry and commerce.
The area is a leader in the manufacture of china, quality
shoes, air conditioning equipment, medical diagnostic
equipment, drugs, automotive parts, and lighting
equipment.

The City of Syracuse offers students many cultural,
recreational, and educational opportunities, including a

symphony orchestra, several museums, live theater, and
historical points of interest.

Called the “Crossroads of New York State,” Syracuse
is one of the few cities in the nation situated at the cross-
ing point of two major superhighways. It is located at the
intersection of the 500-mile east-west New York State
Thruway and the north-south Penn-Can Highway.
Driving time from New York City, Philadelphia, Boston,
Toronto, and Montreal is about five hours; from Buffalo
and Albany about three hours. The city is served also
by a modern international airport and major bus and rail
lines.

y. t*

■S.V ■

S' If,

. ■- ' > r

'rc£/

Academic Life

Society is increasingly in the hands of those who have
broad foresight and a balance of judgment in applying
scientific, sociological, and technical knowledge to guide
human and environmental forces. Modern civilization—
with its compelling demands from industry, government,
and educational institutions — requires people who think
objectively and constructively, and who act creatively
and responsibly.

From its beginnings in 1911, the State University of
New York College of Environmental Science and
Forestry has served New York State and the nation in
meeting the needs of its citizens in regard to the environ-
ment through education, research, and public service.
The faculty and students of the institution are committed
to the resolution of immediate environmental problems,
the development of the knowledge necessary to predict
occurrences in the future, and the presentation of public
policy alternatives that will both protect the environment
and accommodate the real- needs of society.

At the undergraduate level, ESF offers curricula in the
general areas of resource management, engineering,
environmental design, and the physical and life sciences
that prepare graduates to enter and contribute to the
professional world or to continuing their education at the
graduate level, at ESF or elsewhere.

• Graduate years are a time of discovery and excite-
ment, a time .of answers and new insights, a time of
personal productivity and contributions to scholarship.
It is during graduate education that the student sharpens
the ability to think critically and analytically, to plan
research, to design experiments, to work effectively with
the basic research tools as well as specialized equipment,
and to undertake the discipline of purposeful study
toward a specific goal.

The College currently supports significant graduate
degree programs in six discipline areas and in its broad
program in Environmental Science, which encourages
multidisciplinary study. Both undergraduate and grad-
uate programs of the College reflect the work of its
faculty and their student colleagues, who, together, utili-
zing some of the most modern facilities and laboratories
in the country, maintain a long-standing tradition of
academic and professional excellence.

This catalog provides an introduction to the College
and its programs of undergraduate and graduate study
and research. It only begins to suggest the diversity and
depth of the existing and potential programs that make
environmental science the challenge of the 1980’s and
beyond.

UNDERGRADUATE ADMISSION

Freshman and sophomore level courses may be taken
at any two- or four-year college or university; all students
considering transfer to ESF as juniors should follow the
prescribed program appropriate to their intended major
at the College. Each curriculum offered at the College of
Environmental Science and Forestry and listed in this
catalog defines the required lower division courses
necessary for admission. These requirements are listed
in the Areas of Study section of the catalog.

Students -who are certain they intend to transfer to
ESF may enroll in established pre-environmental science
programs organized by the College in cooperation with a
number of two- and four-year colleges in and out of New
York State. Students who attend these colleges will find
a smooth articulation has been established and upon
successful completion of these prerequisites will gener-
ally gain admission to the college with full junior status. It
is not required to specifically attend one of these col-
leges; a student may obtain the necessary lower division
courses at almost any college or university in the
country.

Application to ESF’s associate .degree program in
Forest Technology at the Wanakena Campus must be
made one year in advance. Therefore, high school
students desiring to attend the Wanakena program in
1987 must apply this year. For further information on
ESF’s School of Forestry’s Forest Technician Program,
see page 54, or contact the Office of Admissions.

ADVANCED EARLY ADMISSION PROGRAM

High school students who are strongly motivated
toward attending ESF may apply to the College of Envi-
ronmental Science and Forestry during their senior year
under the Aduanced Early Admission Program.

16 ADMISSION

courses will be outlined and described in an enclosure
with the acceptance letter.

TRANSFER ADMISSIONS

PRE-ESF COOPERATIVE
TRANSFER PROGRAMS

The College, working in cooperation with other
collegiate institutions, both in and out of New York
State, "has developed 55 pre-environmental science and
forestry programs. The development of these programs
illustrates that high school students can look forward to
a wide selection of colleges in which they can obtain all
the necessary lower division courses and appropriate
advisement to transfer to ESF as full juniors.

Currently, the list of cooperating colleges includes:

New York State Colleges

Herkimer Community College, Herkimer
Hudson Valley Community College, Troy
Jamestown Community College, Jamestown
Jefferson Community College, Watertown
LeMoyne College, Syracuse
Mohawk Valley Community College, Utica
Monroe Community College, Rochester
Nassau Community College, Garden City
Niagara County Community College, Sanborn
North Country Community College, Saranac Lake
Onondaga Community College, Syracuse
Orange Community College, Middletown
Paul Smith’s College, Paul Smiths
Rockland Community College, Suffern
Siena College, Loudonville
Suffolk County Community College, Selden
Sullivan County Community College, Loch Sheldrake
SUNY Alfred Agricultural and Technical College, Alfred
SUNY Canton Agricultural and Technical College, Canton
SUNY Cobleskill Agricultural and Technical College,
Cobleskill

SUNY College at Cortland, Cortland
SUNY Delhi Agricultural and Technical College, Delhi
SUNY College at Geneseo, Geneseo
SUNY Morrisville Agricultural and Technical College,
Morrisville

SUNY College at New Paltz, New Paltz
SUNY College at Oneonta, Oneonta
SUNY College at Oswego, Oswego
Syracuse University, Syracuse
Tompkins Cortland Community College, Dryden
Ulster County Community College, Stone Ridge
Westchester Community College, Valhalla

Out-of-State Colleges

Allegany Community College, Cumberland, MD
Berkshire Community College, Pittsfield, MA
Camden County College, Blackwood, NJ
Garrett Community College, McHenry, MD
Holyoke Community College, Holyoke, MA
Housatonic Community College, Bridgeport, CT
Keystone Junior College, LaPlume, PA
Kirkwood Community College, Cedar Rapids, IA
Mercer County Community College, Trenton, NJ
Middlesex Community College, Edison, NJ
Montgomery Community College, Rockville, MD
Ocean County College, Toms River, NJ
Roger Williams College, Bristol, RI
Union College, Cranford, NJ

TRANSFER CREDIT

Courses transferred for credit must be appropriate to
the student’s curriculum choice. Credit will be awarded
for all such courses completed with a passing grade of
“D” or better.

Furthermore, courses to be transferred as required
courses in a curriculum must “be acceptable in content.
Course credit hours are transferred, but grades and
grade points are not.

No transfer credit will be awarded until all final tran-
scripts are received. It is the student’s responsibility to
see that this is done.

ADMISSION 11

COLLEGE PROFICIENCY EXAMINATIONS

The College recognizes that an increasing number of
students are obtaining college-level credit through
examination and/or completion of College credit while in
high school. The College’s policy on this, and other
forms of nontraditional credit, is to grant the same
amount of credit in parallel courses as the student’s
previous collegiate institution granted. It becomes the
student’s responsibility to be sure that all earned credits
are on the previous college transcript and clearly identi-
fied by academic discipline.

EDUCATIONAL OPPORTUNITY PROGRAM

The basic goal of the Educational Opportunity Pro-
gram at the College is to provide qualified students with a
college education — the opportunity for personal growth
and professional development. Upon completion of the
program, graduates will be provided access to jobs in
professional fields. The program is not designed for
students who need only financial assistance.. It serves
students who ordinarily would not be able to attend
college because of a lack of financial resources and insuf-
ficient academic preparation. To qualify, students must
be New York State residents and demonstrate the
potential to successfully complete the courses or study
at the College.

Further information regarding the Educational Oppor-
tunity Program may be obtained by contacting the EOP
Director.

INTERNATIONAL STUDENTS

2. Produce evidence of their ability to meet all their
financial obligations.

Undergraduate international students must file official
State University of New York foreign student admission
forms. Prior- to international student acceptance, ade-
quate financial resources must be demonstrated, and
after acceptance health and accident insurance must be
obtained before the student will be allowed to register at
the College.

International students who are currently at an Ameri-
can college may apply for transfer to the College. They
must meet all entrance requirements of international
students plus those of a transfer student as listed above.
Permission to transfer must be obtained from the U.S.
Immigration and Naturalization Service district office
having jurisdiction over the college in which the student
is currently enrolled.

HEALTH EXAMINATION BOARD

Each new student is required to submit a medical
history and physical examination report on a form that
will be sent after the initial acceptance notice.

GRADUATE ADMISSION

Admission to graduate study may be granted only to
applicants with at least a bachelor’s degree from a recog-
nized institution and whose preparation has been suit-
able in quality and content for the proposed field of major
study. Applicants will be evaluated on the basis of the
following: (1) their academic record should show at least
a B or 80 percent. average for the junior and senior years;
(2) Graduate Record Examination aptitude scores,
and, in some cases, subject matter (advanced) tests
indicative of graduate study ability (see below); (3)
supporting letters of recommendation; (4) a statement
of specific educational and professional goals which
describes the choice of degree program and the stu-
dents’ plan for the pursuit of the objectives in the pro-
gram; and (5) other evidence of scholarly achievement
and potential. Admission is selective with priority given
to applicants who have high scholastic standing.

ADVANCED TESTS

Subject matter (advanced) test scores are required by
the following programs:

Graduate Programs Advanced Test

Chemistry Chemistry

Environmental and Forest Biology Biology

PROCEDURE

The College provides a special application form for
graduate work. Requests for information and applica-
tions should be addressed to the Office of Academic
Programs.

18 EXPENSES

INTERNATIONAL STUDENTS

Citizens of other countries with special educational
objectives are accepted for graduate study in all pro-
grams. They must show satisfactory evidence that they
have completed studies in their major field equivalent to
those at a recognized American institution with a scho-
lastic record equivalent to a B average in their junior and
senior years. They must submit Graduate Record Exam-
ination scores as explained in the section on Admission
Requirements. Also, applicants whose native language is
other than English must submit, scores on the Test of
English as a Foreign Language (TOEFL). This require-
ment may be waived if the student has received a degree
from an American institution. This examination is offered
several times each year in major cities of the world.

EXPENSES

APPLICATION FEE

When a student applies for admission to an under-
graduate program at any of the State University of

Tuition Type

New York units, a nonrefundable application fee is
required. More information about fee and guidelines for
exemptions is provided in the “Application Guidebook”
for the State University of New York. There is a $35
application fee for those applying for graduate study.

ADVANCED PAYMENT FEE

All admitted undergraduate students pay a fee of $50,
which is credited to the student’s first semester tuition.
This payment should be sent to the College Business
Office accompanied by the form provided by the Office
of Admissions. The payment is required prior to May 1,
or 30 days after acceptance, whichever is later. It is
refundable up to May 1, or within that 30-day period.
There is no advanced payment fee required for those
accepted for graduate study.

TUITION AND FEES (Effective Fall 1985)

Tuition is charged in the following rate per semester:

Out-of-State
Students

NYS Resident
Students

Undergraduate

Matriculated

Full-Time

Part-Time

Graduate Matriculated

Full-Time

Part-Time

$ 675.00

$ 45.00/credit hour

$1,075.00

$ 90.00/credit hour

$1,600.00

$ 107.00/credit hour

$1,867.50

$ 156.00/credit hour

Continuing Education — Non-Degree
Students who do not
hold a Baccalaureate
Degree

Course Nos. 0-599
Course Nos. 600-999

Students who do not
hold a Baccalaureate
Degree

Course Nos. 0-499
Course Nos. 500-999

$ 45.00/credit hour

$ 90.00/credit hour

$ 45.00/credit hour

$ 90.00/credit hour

Maximum Total Tuition
for 12 credit hours or

$1,075.00

$ 107.00/credit hour
$ 156.00/credit hour

$1,867.50

EXPENSES 19

residency

‘Residence’ for purposes of this (tuition payment)
question refers to the principal or permanent home to
which the student returns. If the principal or permanent
home has not been located in New' York State for a
twelve-month -period prior to the date of registration' for
the academic term for which this application is made, the
student will be presumed to be an Out-of-State resident
for purposes of tuition.

STUDENT activity fees

In addition to tuition, the student body has voted to
assess each full-time undergraduate student $38 per year
7 year to cover the cost of student activities. Full-time,
non-matriculated students are charged a fee of $19 per
semester, and part-time matriculated students $1.50 per
credit hour. Full-time graduate students likewise have a
mandatory activity fee of $20. ESF students also pay
an activity fee to Syracuse University to cover SU-
i sponsored activities and services available to ESF stu-
dents, not duplicated by College organizations. These
fees are $26.75 for full-time undergraduate and $15 for
full-time graduate students. Part-time matriculated stu-
dents are charged $17.50 per year payable at fall registra-
tion; part-time matriculated graduate students are
, charged $10 per year.

COLLEGE FEE

vr .

There is a State University of New York general
college fee of $25 per year for all full-time students. Part-
time student fee is $.85 per credit hour.

COMMENCEMENT FEE

A commencement fee of $14 is required at the begin-
ning of the semester in which the degree is expected.
Additional costs are incurred by graduate students for
the binding, abstracting, and microfilming of theses.

TERMS OF PAYMENT

A check or money order for tuition and fees should be
made payable to State University of New York College of
. Environmental Science and Forestry. This payment is
required by the last day of the registration period and
can be paid at the College’s Business Office either prior
to registration or during registration. A fee of $10 or $20
may be assessed for payment later than the established
date.

HOUSING AND BOARD COSTS

Services, Syracuse University, Syracuse, New York
13210.

In general, housing costs at SU range from $1,920 to
$2,500 for an academic year, reflecting the diversity of
available accommodations for graduate or undergrad-
uate, single or married students. Most dormitory rooms
accommodate two students and are furnished with beds,
mattresses, desks, chairs, study lamps and dressers. A
commercial linen service is available to those who order
it. Separate dormitories are maintained for graduate
students.

A variety of options on board offerings are available for
all students, whether or not they reside in University
dormitories. Costs range from $1,060 to $1,990 for an
academic year.

In addition, a wide variety of living arrangements in
private homes and apartment complexes is available in
the Syracuse metropolitan area.

Payment for housing and board is made directly to
Syracuse University.

OTHER COSTS

Students majoring in resource management attend a
seven-week Summer Session in Field Forestry at the
Warrensburg Campus between the sophomore and
junior years. Forest biology majors have the option of
attending this session or the Summer Session in Environ-
mental Biology at the Cranberry Lake Biological Station
at the end of the junior year. Cost for the Warrensburg
session is approximately $725 and $600 for the four-
week program at Cranberry Lake, plus travel and
personal expenses.

An extended field trip of up to two weeks at the end of
the junior year costs approximately $250 for Wood
Products Engineering students.

18 EXPENSES

INTERNATIONAL STUDENTS

Citizens of other countries with special educational
objectives are accepted for graduate study in all pro-
grams. They must show satisfactory evidence that they
have completed studies in their major field equivalent to
those at a recognized American institution with a scho-
lastic record equivalent to a B average in their junior and
senior years. They must submit Graduate Record Exam-
ination scores as explained in the section on Admission
Requirements. Also, applicants whose native language is
other than English must submit scores on the Test of
English as a Foreign Language (TOEFL). This require-
ment may be waived if the student has received a degree
from an American institution. This examination is offered
several times each year in major cities of the world.

EXPENSES

APPLICATION FEE

When a student applies for admission to an under-
graduate program at any of the State University of

New York units, a nonrefundable application fee is
required. More information about fee and guidelines for
exemptions is provided in the “Application Guidebook”
for the State University of New York. There is a $35
application fee for those applying for graduate study.

ADVANCED PAYMENT FEE

All admitted undergraduate students pay a fee of $50,
which is credited to the student’s first semester tuition.
This payment should be sent to the College Business
Office accompanied by the form provided by the Office
of Admissions. The payment is required prior to May 1,
or 30 days after acceptance, whichever is later. It is
refundable up to May 1, or within that 30-day period.
There is no advanced payment fee required for those
accepted for graduate study.

TUITION AND FEES (Effective Fall 1985)

Tuition is charged in the following rate per semester:

Tuition Type

NYS Resident

Out-of-State

Students

Undergraduate

Matriculated

Full-Time

675.00

$1,600.00

Part-Time

45.00/credit hour

107.00/credit hour

Graduate Matriculated

Full-Time

$1,075.00

$1,867.50

Part-Time

90.00/credit hour

156.00/credit hour

Continuing Education —

Non-Degree

Students who do not
hold a Baccalaureate
Degree

Course Nos. 0-599

45.00/credit hour

107.00/credit hour

Course Nos. 600-999

90.00/credit hour

156.00/credit hour

Students who do not
hold a Baccalaureate
Degree

Course Nos. 0-499

45.00/credit hour .

107.00/credit hour

Course Nos. 500-999

90.00/credit hour

156.00/credit hour

Maximum Total Tuition
for 12 credit hours or

$1,075.00

$1,867.50

EXPENSES 19

*Tx *".«

residency

‘Residence’ for purposes of this (tuition payment)
question refers to the principal or permanent home to
which the student returns. If the principal or permanent
home has not been located in New' York State for a
twelve-month 'period prior to the date of registration for
the academic term for which this application is made, the
student will be presumed to be an Out-of-State resident
for purposes of tuition.

STUDENT activity fees

In addition to tuition, the student body has voted to
assess each full-time undergraduate student $38 per year
i 7 year to cover the cost of student activities. Full-time,
non-matriculated students are charged a fee of $19 per.
semester, and part-time matriculated students $1.50 per
credit hour. Full-time graduate students likewise have a
mandatory activity fee of $20. ESF students also pay
an activity fee to Syracuse University to cover SU-
' sponsored activities and services available to ESF stu-
v"/ dents, not duplicated by College organizations. These
fees are $26.75 for full-time undergraduate and $15 for
full-time graduate students. Part-time matriculated stu-
dents are charged $17.50 per year payable at fall registra-
tion; part-time matriculated graduate students are
, charged $10 per year.

COLLEGE FEE

ggg

There is a State University of New York general
S?"- college fee of $25 per year for all full-time students. Part-
time student fee is $.85 per credit hour.

COMMENCEMENT FEE

TERMS OF, PAYMENT

HOUSING AND BOARD COSTS

Services, Syracuse University, Syracuse, New York
13210.

A variety of options on board offerings are available for
all students, whether or not they reside in University
dormitories. Costs range from $1,060 to $1,990 for an
academic year.

In addition, a wide variety of living arrangements in
private homes and apartment complexes is available in
the Syracuse metropolitan area.

Payment for housing and board is made directly to
Syracuse University.

OTHER COSTS

An extended field trip of up to two weeks at the end of
the junior year costs approximately $250 for Wood
Products Engineering students.

20 FINANCIAL ASSISTANCE

REFUNDS

The following policies apply to tuition liability and
refunds for students canceling their registration.

A student who is given permission to cancel registra-
tion is liable for payment of tuition in accordance with the
following schedule:

Liability During Semester
1st week: 0%

2nd week: 30%

3rd week: 50%

4th week: 70%

5th week: 100%

A student who is dismissed for academic or discipli-
nary reasons prior to the end of an academic term is
liable for all tuition and fees due for that term.

FINANCIAL ASSISTANCE

The College of Environmental Science and Forestry
offers four basic forms of student financial assistance:
scholarships or grants, part-time employment, long-term
loans, and assistantships for graduate students. These

programs are coordinated to supplement parental
support, summer work, savings, and assistance from
other sources. The sources of funds for financial assis-
tance programs, the guidelines for determining the
recipients, the procedures for applying, and the method
of disbursement of funds vary from one program to
another. This information is presented in detail in
Financial Assistance at ESF, a separate publication
which is mailed to all applicants, and is available to the
public by contacting the Office of Financial Aid.

HOW TO APPLY

Each year students interested in receiving financial
assistance, except for graduate assistantships, must
complete the application process. (Graduate students
who wish to be considered for a graduate assistantship
refer to page 25, and follow those instructions.) Two
forms are necessary to apply:

2. The candidate must also complete and submit by
February 15 the Family Financial Statement (FFS) to the
American College Testing Co., Iowa City, Iowa. The FFS
is available in the College’s Office of Financial Aid, high
school guidance offices, and most college financial aid
offices.

Students are invited to discuss with the professionals
in the Financial Aid Office any problems in financing
their education.

This application information is based on current re-
quirements, and financial aid systems and forms are
undergoing constant change. Applicants are urged to
contact the Office of Financial Aid for the latest informa-
tion and requirements.

SELECTION OF RECIPIENTS

FINANCIAL ASSISTANCE 21

Retention of Awards — State

All students who are awarded financial assistance will
be required to maintain satisfactory academic progress
each semester in order to keep their awards. Satisfac-
tory academic progress for all programs, except New
York State (TAP, Regents, etc.), is defined on page 23 of
this catalog.

Recipients of a New York State award must adhere
to the following State requirements:

(1) Academic Progress — A student will need to read
the stated minimums on the following charts to be
eligible for the next semester award.

Standard of Satisfactory Academic Progress for Purpose of Determining
Eligibility for State Student Aid
All Campuses — State University of New York

Calendar: Semester

Programs: Associate Degrees and Certificate Programs

Before being certified
for this payment,

First

Second Third Fourth Fifth Sixth Seventh

Eighth

a student must have
accrued at least this
many credits,

3 9 18 30 45 60

with at least this
grade point average.

.0 (

.5 .75 1.3 1.5 1.7 . 2.0

2.0

Calendar: Semester

Program: Baccalaureate Degree

Before being
certified for this
payment,

a student must have
accrued at least this
many credits,

0 3

9 18 30 45 60 75 90

105

with at least this
grade point average

0 .5

.75 1.20 1.40 1.50 1.60 1.70 1.80

1.90

Calendar: Semester

Programs: All Graduate Level Programs except Professional

Before being certified
for this payment,

First

Second Third Fourth Fifth Sixth Seventh

Eighth

a student must have
accrued at least this
many credits,

6 12 21 30 45 60

. 75

with at least this grade
point average.

2.0 2.5 2.75 3.00 3.00 3.00

3.00

22 FINANCIAL ASSISTANCE

(2) Program Pursuit — Students must complete a
minimum number of semester hours each
semester. A. AS. Degree students are required
to complete 75 percent of the full-time load.
Full-time is defined as 12 credit hours. There-
fore, .75 x 12 = 9. Nine credit hours must be com-
pleted each semester.

Bachelor, Master, and Ph.D. students must
complete 100 percent of full-time load each
term. Full-time is 12 credit hours. Therefore, stu-
dents must register for and complete at least a
minimum of 12 credit hours each term.

Waivers

Should a student fall below the requirement, he/she
may apply for a waiver. Students are allowed only one
waiver during undergraduate work and only one during
graduate work. The issuance of the waiver will be
granted only after the student and the institutional
waiver designee have mutually concurred that such
issuance is in the best interest of the student. Request
for a waiver is made through the Vice President of
Student Affairs.

Calendar:. Academic Year Program: Associate Degree

Academic years completed at ESF

A student must have successfully completed
this number of credit hours

•

with at least this cumulative
grade point average

2.000

Calendar: Academic Year

Program: Baccalaureate Degree

Academic years completed at ESF

A student must have successfully completed
this number of credit hours

100

130

160

with at least this cumulative
grade point average

2.000

*2.000

2.000

Calendar: Academic Year

Program: All Master Level Programs

Academic year completed at ESF

* 3

A student must have successfully completed
this number of credit hours

with at least this cumulative
grade point average

3.00

Calendar: Academic Year

.Program: All Ph.D. Level Programs

Academic year completed at ESF 1

4 5 6 7

A student must have successfully completed
this number of credit hours

54 66 75 90

with at least this cumulative
grade point average

3.000

3.000 3.000 3.000 3.000

FINANCIAL ASSISTANCE 23

Retention of Awards — Title IV

In order for students to be eligible for Title IV Federal
Student Assistance (Pell Grants, Supplemental Educa-
tional Opportunity Grant, National Direct Student
Loan, College Work-Study Program, PLUS), both
undergraduate and graduate students must meet
specified criteria.

(1) Appropriate grade point average for satisfactory
academic progress.

(2) Successfully accumulate credits towards their
degree.

(3) Obtain their degree within the prescribed degree
time limit. Time limits vary for individual programs
and are illustrated on the adjacent charts.

Appeal/Probation/Reinstatement

Students who fall beneath the minimum' standards
may appeal through the College Academic Affairs
Committee to retain their eligibility for receipt of Title IV
Federal Student Assistance. (See Academic Dismissal
P-26.)

Notification

Students will be notified via certified mail of their
individual circumstances if they fall below the standards,
appeal loss of eligibility, or reinstatement of eligibility.

SCHOLARSHIP AND GRANT PROGRAMS
(SEOG)

Supplemental Educational Opportunity Grants

ESF Educational Opportunity Grant Program
(EOP)

Students accepted into the College’s Educational
Opportunity Program may receive, in addition to other
financial assistance, a special award to pay for education-
related costs. Students must come from a socio-eco-
nomically and academically disadvantaged background
to be eligible.

Prospective Educational Opportunity Program stu-
dents must apply for financial aid when submitting their
admissions applications.

Pell Grants (Formerly Basic Educational
Opportunity Grants)

Regents Programs

Additional information and applications for the follow-
ing programs are available from the College or:

New York Higher Education Services Corporation
Tower Building
Empire State Plaza
Albany, New York 12255

REGENTS COLLEGE SCHOLARSHIPS
High school students who are New York State resi-
dents may qualify for a $250 annual scholarship by taking
a competitive exam during their senior year.

TUITION ASSISTANCE PROGRAM

These awards are available to New York State resi-
dents who are enrolled in full-time degree programs.
Based on income, awards range from $300 to full tuition.
Separate application is necessary.

Vocational Rehabilitation Grants

Financial assistance and program counseling are
provided by New York State for students with disabling
handicaps. Information is available from any Office of
Vocational Rehabilitation.

Veterans’ Benefits

The Veterans’ Readjustment Benefits Act of 1966 as
amended enables veterans and children of deceased or
disabled veterans to obtain financial aid for their college
education.

Additional information and counseling are available
from the Veterans’ Affairs Counselor at the College.
Local veterans' administration offices, or the State

24 FINANCIAL ASSISTANCE

Regional Office, 111 West Huron Street, Buffalo, New
York 14202, can provide information and application
forms.

Social Security Benefits

The 1965 amendments to the Social Security Act
extended the age limit for a child’s benefits from 18 to 22,
providing the child is a full-time student. Local Social
Security offices have additional information. These
benefits are slated to expire in 1985.

Assistance for Native American Students

Private Fellowships, Scholarships, and Grants

The College administers a number of programs which
have been established by private individuals, companies,
organizations and foundations. These scholarships and
grant programs have varying eligibility requirements and
are awarded to students according to their respective
guidelines which are described in more detail in Financial
Assistance at ESF. The following is a list of the programs:
Alumni Memorial Awards; Alumni Educational Grants;
Nelson Courtlandt Brown Scholarship Fund; Henry H.
Buckley Student Aid Award; Simeon H. Bornt III
Scholarhip Award; Eugene C. Reichard Scholarship
Award; Walter Tarbox Memorial Scholarship; Warren
Bennett Memo rid Award; Wilford A. Dence Memorid
Award; Meyer Environmental Chemistry Scholarship
Award; Meyer Wood-Plastic Scholarship Award;
Edward Aalbue Memorial Scholarship; Lt. Gary Scott
Memorial Scholarship; Gerald H. Williams Scholarship;
Mary E. Palmer Memorial Scholarship; Portia Farrell
Morgan Scholarship; Phyllis Roskin Memorial Award;
and Student Association grants.

Syracuse Pulp and Paper Foundation, Inc.
Scholarships

Scholarships from this foundation are awarded to
United States citizens who are students in paper science
and engineering. The scholarship may amount to the
recipient’s annual tuition charge, incoming transfer
students entering the program may ascertain the
award amounts currently being offered and request a
Pulp and Paper Scholarship application from the Office
of Financial Aid. It is necessary to reapply each year for
the scholarship.

State University Supplemental Tuition Assistance

A limited number of small grant awards are determined
annually by the College for students with financial need.

EMPLOYMENT OPPORTUNITIES
College Work-Study Program (CW-SP)

Job Locator Service

The College coordinates and maintains an active
program of part-time and summer employment oppor-
tunities. Interested students should contact the Student
Employment Coordinator in the Office of Financial Aid
for additional information. The program is open to all
ESF students seeking employment.

A part-time employment program is available to
qualified veterans. More information is available from
the Veterans’ counselor at the College.

LOANS

National Direct Student Loans

Guaranteed Student Loans

This program is administered by the New York Higher
Education Services Corporation (NYHESC) for New
York State residents. These loans are available from a
bank or other lending agent to students who are reg-
istered at least half-time. Undergraduates can borrow an
aggregate of $12,500 for their undergraduate studies,
and a graduate student can borrow an aggregate of
$25,000. Repayment and 8 percent interest begin 6
months after leaving college (an additional 1 percent
interest is paid at the time the loan is received). Appli-
cations are available at local banks.

Parent’s Loan (PLUS)

Parents of students may borrow up to $3,000 annually
and $15,000 overall, at an interest rate of 12 percent.
Loan repayment begins 60 days after receipt of the loan.
Total loans to parents and students cannot exceed total
cost of education. Applications are available at local
lending institutions.

ACADEMIC POUCIES 25

Emergency Loans

Students should contact the Office of Financial Aid
when need arises for a short-term loan.

graduate assistantships

Assistantships are awarded to students of demon-
strated scholarship and whose education and experi-
ence enable them to assist in laboratory instruction and
research. The amounts of the assistantships range from
$4,800 to, $9,000 per year. In addition, tuition may be
waived. Students who hold an assistantship must be
enrolled for full-time study.

Beginning graduate students may apply for assistant-
ships on their application for admission, and continuing
graduate students should consult with their major
professors.

ACADEMIC POLICIES

The following academic policies are extracted from
the complete undergraduate and graduate policies
which are contained in the Student Handbook. The
Student Handbook is available ' from the Office of
Student Affairs, 104 Bray Hall.

UNDERGRADUATE AND
GRADUATE POUCIES
Published Requirement

Attendance

Students are expected to adhere to the attendance
policy stated by each course instructor. Instructors may
make attendance part of the course requirement.

Education Law

Students unable, because of religious beliefs, to attend
classes on certain days are guided by Section 224a of the
New York State Education Law which is as follows:

“1. No person shall be expelled from or be
refused admission as a student to an institution
of higher education for the reason that he is unable,
because of his religious beliefs, to attend classes

or to participate in any examination, study or work
requirements on a particular day or days.

“5. In effectuating the provisions of this section,
it shall be the duty of the faculty and of the admin-
istrative officials of each institution of higher edu-
cation to exercise the fullest measure of good faith.
No adverse or prejudicial effects shall result to any
student because of his availing himself of the provi-
sions of this section.,

Audits

26 ACADEMIC POLICIES

Withdrawal from ESF

Students who withdraw on or before the “drop date”
for a semester will have their records marked “(date):
Withdrawal.” Courses will appear for that semester with
the grade of “W.”

Students who withdraw from the College and in the
future wish to return must apply for readmission.

Prior to withdrawal from ESF, students must sched-
ule an interview in the Office of Student Affairs.

Statement of “Good Academic Standing”

The term “in good academic standing” means that a
student is eligible or has been allowed to register for and
undertake academic coursework at the College for the
semester in question. In some instances the College
may define a student as being “on academic probation.”
The mechanism of academic probation, including any
accompanying constraints upon a student’s activities, is
intended merely as an educational device designed to
encourage greater effort on the part of students who
appear to be having difficulty in meeting certain aca-
demic standards. Placement on academic probation
may precede denial of the right to register for academic
coursework if certain conditions are not met, but a
student on academic probation is considered to be in
good academic standing. Any question concerning
whether or not an individual student is in good academic
standing will be determined by the College Academic
Affairs Committee.

UNDERGRADUATE POLICIES
Credit Hour Load

Evaluation

For each course completed, one of the following
grades will be awarded:

Grade

Definition

Grade Points

4.0

A-

Excellent

3.7

B+

3.3

Good

3.0

B-

2.7

C+

2.3

Passing

2.0

1.7

Minimum Passing

1.0

Failure

I/F

Unresolved Incomplete

Under conditions defined elsewhere, the following
grades may be assigned, none of which yield grade
points:

Grade

Definition

Withdraw

Withdraw Passing

Withdraw Failing

Audit (Satisfactory)

UAU

Audit (Unsatisfactory)

Incomplete

Grade Point Averages

Semester and cumulative averages are computed by
dividing the total grade points earned by the total credit
hours completed, i.e., all courses graded “A - F.”

Academic Honors

PRESIDENT’S LIST

Students who carried 12 or more credits of course-
work graded “A - F” and earned a minimum grade point
average of 3.00 will be placed on the President’s List
for that semester.

Graduation Honors

Students will be graduated with the appropriate honor
if the following criteria have been met:

A minimum of 30 credits of ESF and Syracuse Univer-
sity courses have been completed as a matriculated,

upper-division student.

A grade point average of: 3.00 - 3.33, cum laude ; 3.34 -

3.82, magna cum laude, 3.83 - 4.00, summa cum laude.

Academic Dismissal’

Undergraduate students who earn less than a 2.00
cumulative grade point average shall have their records
reviewed by the appropriate Collegewide faculty com-
mittee which may delegate this authority. Based upon
this review, students with less than this minimum cumul-
ative grade point average will be placed on either
academic probation or dismissed from ESF. The deci-
sion on probation or dismissal will be based upon an
overview of the total academic record and the mathe-
matical possibility for attaining a 2.00 cumulative average
by the projected graduation date.

When extraordinary conditions contributed to the
academic dismissal of students, such students may
submit a written appeal to the dismissal decision to the
Office of Academic Programs. These appeals will be
reviewed by the^ippropriate faculty committee which will
decide either to sustain the dismissal or place the stu-
dents on probation. There is no appeal beyond this
committee.

Students who have been dismissed for academic
performance may not reapply until at least one semester
has elapsed.

Students dismissed a second time for academic per-
formance may not again be considered for readmission.

ACADEMIC POLICIES 21

Graduation Requirements

Undergraduate students are responsible for meeting
the following requirements for graduation:

A. Matriculated status as an undergraduate student.

B. All course requirements must be satisfied.

C. A minimum cumulative grade point average of 2.00
(4.00 = A) for all courses taken as a matriculated
student at ESF.

D. At least 24 of the last 30 credits must be registered
through ESF.

E. Consistent with the State Education Department
requirements, a total of at least 120 credits from
courses accepted as transfer credit by ESF and
courses successfully completed while a matricu-
lated student at ESF.

Graduation Rate

Of the transfer students who began their studies in the
fall of 1981 at ESF, 77 percent received their degree, or
continued in a five-year program, after four semesters of
study. For those who began in the fall of 1982, approx-
imately 80 percent received their degree, or are contin-
uing in a five-year program, after four semesters of study.
Further information on student retention is available
from the Office of Academic Programs at ESF.

GRADUATE POLICIES
Master’s Credit Hours

Doctoral Credit Hours

For the doctorate, credit hour requirements vary
depending on the student’s background and specific
degree program. Early in a student’s program the
coursework requirement will be established which is
intended to provide the student with the required level
of competency to satisfactorily complete the doctoral
candidacy examination. The doctorate shall represent
completion of at least three full-time academic years
of graduate study beyond the baccalaureate degree
or an equivalent that can be shown to accomplish
the same goals.

Doctoral Research Tool Requirement

There is no Collegewide requirement for languages
or other tools of research for doctoral students. How-
ever, the faculty of any program may establish such
requirements. \

Time Limit

Students must complete all requirements for the
master’s degree within three years of the first date of

Credit Hour Load

Evaluation

For each course completed, one of the following
grades will be awarded:

Grade

Definition

Grade Points

4.0

A-

Excellent

3.7

B+

3.3

Passing

3.0

B-

2.7

C+

2.3

Minimum Passing

2.0

1.7

Failure

I/F, I/U

Unresolved Incomplete

Under conditions defined elsewhere, the following
grades may be assigned, none of which yield grade
points:

Grade

Definition

Withdraw

Withdraw Passing

Withdraw Failing

Satisfactory '

Unsatisfactory

Audit (Satisfactory)

UAU

Audit (Unsatisfactory)

Incomplete

28 ACADEMIC POUCIES

Grade Point Averages

Semester and cumulative averages are based on
graduate level courses only and are computed by
dividing the grade points earned by the credit hours
completed, i.e., all courses graded “A - F.”

Master’s Study Integration

Students enrolled in a master’s degree program are
required to demonstrate the ability:

A. to critically evaluate, • organize, analyze, and
synthesize the coursework and other compo-
nents of their program of study;

B. to relate these components to current concepts
and issues in their chosen field and associated
disciplines;

C. to work logically and independently; and

D. to communicate effectively.

Master’s study integration requirements may be met
by successful completion of one of the following three
options. The faculty of any program may limit the
number of permissible options for its students. As
permitted by their program, students will choose and
follow one option with the approval of their major pro-
fessor and with the guidance of their steering com-
mittee. Each option must be designed to satisfy the
above requirements.

OPTION 1. THESIS OR PROJECT AND
DEFENSE

Scope. Under this option, in addition to completion
of necessary coursework, students must prepare
either:

1. a research-oriented thesis which investigates a
problem that expands or clarifies knowledge in
the field, with generalizable results, or

2. an application-oriented project which applies skills
or techniques from the field to a specific problem.

Product. The thesis or project must be documented
in a thorough and appropriate format and style. It
must be in a permanent form, which may consist of
print or nonprint materials.

Credits. Students must satisfactorily complete 6 to
12 credits for the investigation leading up to comple-
tion of the document. These credits will be graded on
an “S/U” basis. Students must register for the
approved number of credits for their investigation
sometime during the three-year limit for the master’s
degree. They may register for more than the ap-
proved number of credits for their investigation,
but the excess credits may not be used to fulfill the
minimum 30 credits required for the master’s degree.

Defense Examination. The thesis or project must
be successfully defended.

OPTION 2. ACADEMIC OR PROFESSIONAL
EXPERIENCE AND MASTER’S
COMPREHENSIVE EXAMINATION

Scope. Under this option, in addition to completion
of necessary coursework, students must engage in
an academic or professional experience which
applies, enriches, and/or complements the more
formal coursework of their plan of study. This option
might include, but not be limited to, an internship or
an independent study experience. Whatever the
form of the option, its objectives, organization,
procedure, and manner of documentation must be
submitted in writing and be approved by the student’s
major professor and steering committee before the
experience is begun.

Product. This experience must be reported in a
thorough and appropriate format and style. It need
not be in a permanent form.

Credits. Students must satisfactorily complete 6 to
12 credits for this experience. These credits will be
graded on an “S/U” basis. Students must register
for the approved number of credits for their exper-
ience sometime during the three-year time limit for
the master’s degree. They may register for more than
the approved number of credits for their experience,
but the excess credits may not be used to fulfill the
minimum 30 credits required for the master’s degree.

OPTION 3. COURSEWORK AND MASTER’S
COMPREHENSIVE EXAMINATION

Scope. Under this option, students must satisfac-
torily complete a minimum of 42 hours of graduate
level coursework appropriate to their field of study.

As in other options, the design and sequencing of the
coursework plan must be conducted with the
guidance and approval of the student’s major pro-
fessor and steering committee.

Product. No product is required beyond that
required for individual courses.

Master’s Comprehensive Examination. At the

completion of their plan, students must successfully
pass a comprehensive examination covering the
major field and allied fields.

ACADEMIC POUCIES 29

Doctoral Thesis

Nature and Purpose

A thesis must be completed and successfully defended
in order for the doctoral degree to be awarded. The
doctoral thesis is the final and most important com-
ponent of the series of academic experiences which
culminate in the awarding of the Ph.D. degree. Three
major functions are fulfilled by the thesis experience: (1)
It is a work of original research or scholarship which
makes a contribution to existing knowledge; (2) It is an
educational experience which demonstrates the can-
didate’s mastery of research methods and tools of the
specialized field; and (3) It demonstrates the student’s
ability to address a major intellectual problem and arrive
at a successful conclusion.

Examinations

Doctoral Preliminary Examination

An examination may be required of. those admitted
into a doctoral program to ascertain their level of under-
standing of the basic principles and techniques neces-
sary to function effectively in that program. The results
of the preliminary examination will be used to guide the
major professor and the student in determining the
appropriate coursework necessary to complete that
requirement for the doctorate.

• Doctoral Candidacy Examination

A student admitted into a doctoral program must
satisfactorily complete a candidacy examination cover-
ing the major field and, in a broader manner, allied fields
in order to be advanced into the status of doctoral
candidate.

The purposes of the doctoral candidacy examination
are to determine the student’s knowledge of factual
material and ability to use this knowledge creatively and
intelligently.

The doctoral candidacy examination must be taken
when the majority of coursework is completed but
before the student begins serious thesis investigation.
The candidacy examination must be passed at least one
I year before the student may present a thesis for defense.

Defense Examination for Thesis or Project

All graduate students who are requirectto complete a
1 thesis or project must successfully defend it and have it
1 accepted by the College.

Academic Dismissal

Graduate students who earn less than a 3.00 cumula-
tive grade point average or who earn two grades of “U”
shall have their records reviewed by the College Aca-
demic Affairs Committee, which may delegate this
authority. Based upon this review, students either will be
placed on academic probation or will be dismissed from
ESF. The decision on probation or dismissal will be
based upon an overview of the total academic record,
the mathematical possibility for attaining a 3.00 cumula-
tive average by the projected graduation date, and the
recommendation from the major professor, program
coordinator, and school dean or program director.

Students who have been dismissed for academic per-
formance may not reapply until at least one semester
has elapsed.

Students dismissed a second time for academic per-
formance may not again be considered for readmission.

Graduation Requirements

Graduate students are responsible for meeting the
following requirements for graduation:

A. The student must be in a matriculated status as a
graduate student.

B. ' The approved academic plan for each student

must be completed within the applicable time limit.

C. For the doctoral degree, the student must be
admitted to candidacy and a thesis completed
and successfully defended.

D. A minimum cumulative grade point average of 3.00
(4.00 = A) for all graduate level courses taken
during the program of study at ESF must be
achieved.

E. Consistent with the State Education Department
requirements, a total of at least 30 graduate
credits is required for the master’s degree and,
for the doctorate, at least three full-time academic
years of graduate study beyond the baccalaureate
degree or an equivalent that can be shown to
accomplish the same goals.

30 STUDENT LIFE

STUDENT LIFE

HOUSING

Students have a choice of living centers at Syracuse
University — large halls, apartment houses, cottages,
fraternities and sprority houses, or cooperative units.
Student resident advisors live on each floor or in each
unit and are available for counseling, advisement, and
referral services.

Syracuse University also has housing units available
for married students and their families.

FOOD SERVICE

Syracuse University offers different meal plans to help
meet the varying nutritional needs and interests of
individual students. Students living in University apart-
ments, co-ops, fraternities and sororities or off-campus
can take advantage of the board plans available. Stu-
dents living in dormitories and area housing without full
kitchen services are required to subscribe to a board
plan.

The College does not provide a food service program.
However, a snack bar, located in the basement of
Marshall Hall, is open 8 a.m. to 3:30 p.m. weekdays
during the academic year.

EXTRACURRICULAR ACTIVITIES

Students at the College of Environmental Science and
Forestry have many extracurricular activities to choose
from, both on campus and in the community.

At the College

Campus organizations offer students an opportunity
to broaden their knowledge and meet other students

with similar personal and academic interests. These
include such groups as: the Bob Marshall Club, an
organization of students concerned about the future of
the Adirondack Mountains; the Forestry Club, the tradi-
tional sponsor of the intercollegiate Woodsmen’s Team;
Botany Club; Forest Engineers Club; Mollet Club, an
organization of landscape architecture students; Pa-
pyrus Club; and the Recycling Club.

Other groups on campus include Saengerbund, the
College singing group; and Alpha Xi Sigma, senior
honorary society. There are also student chapters of the
Wildlife Society, the Society of American Foresters, the
American Chemical Society, the American Fisheries
Society, the American Water Resources Association,
the Forest Products Research Society, the American
Society of Landscape Architects, the Associated
General Contractors, Society of Wood Science and
Technology, and the Technical Association of Pulp and
Paper Industries (TAPPI).

The two major student publications at ESF are the
Knothole, a weekly newspaper, and the Empire For-
ester, an annual yearbook which has won several awards
in past years.

Recent GSA-sponsored activities include a lecture
series, a traditional fall picnic, and various social func-
tions designed to encourage interaction between grad-
uate students and College faculty.

At Syracuse University

Students at the College of Environmental Science and
Forestry have all the privileges of Syracuse University
students: participation in student government, organiza-
tions, sports, and other extracurricular activities.

Men and women at the College participate in all
Syracuse University intercollegiate sports, club sports,
and intramurals. Archbold Gymnasium on the Syracuse
University campus is the center of athletics and physical
education. Additional indoor facilities are provided
through Manley Field House and the Carrier Dome
which is the site of Syracuse University home football
and basketball games. Facilities at Skytop recreation
area include a lodge, and 22 tennis courts. The Women’s
Building offers instructional, social, and recreational
facilities. All full-time undergraduate women are eligible
to participate in intercollegiate competition in tennis,
field hockey, volleyball, basketball, swimming, and
diving.

Students are provided with many opportunities for
acquiring musical training and performing experience
through the Syracuse University Band, (Symphonic
Band, Wind Ensemble, Stage Band, Concert Band and
Jazz Workshops), the Syracuse University Orchestra,
and the Syracuse University Chorus.

Membership is allowed in all Syracuse University
student groups, including a wide variety of clubs, the
International Student Association, religious and military

STUDENT LIFE 31

organizations, and professional and honor societies.

In the Syracuse Area

The City of Syracuse and its surrounding countryside
offer many cultural, educational, and recreational oppor-
tunities. The city has several fine museums, including
the Everson with its outstanding collection of works by
local, regional, and international artists; a local repertory
theater; several points of historical interest; a profes-
sional symphony orchestra; and a Civic Center which
attracts artists from around the world.

Eight parks lie within the city limits, numerous county
and state parks, including Beaver Lake Nature Center
and Montezuma National Wildlife Refuge are within a
short drive.

COLLEGE SERVICES
Career and Counseling Services

The Office is designed to provide assistance to
students throughout the year to help them adjust to
and successfully graduate from ESF. Through various
presentations, counseling sessions, group activities and
workshops, students are given the opportunity to
develop such skills as decisionmaking, studying, and
test taking. Additional programs deal with adjustments
related to transferring colleges and exploring relation-
ships between academic pursuits and career objectives.
Special efforts are made to assist students identified
as having academic difficulties, learning disabilities, or
adjustment problems. A key component of this office is
to provide a variety of opportunities through resource
materials, presentations, job development, and counsel-
ing to meet the individual needs of each student at
his/her various stages of career readiness. Some career
services offered through this Office are skills develop-
ment workshops; list of full-time, part-time, and summer
jobs; on campus recruiting; company literature; career
newsletters; reference information; and an alumni
job list.

Since 1983, placement statistics for ESF graduates,
6-9 months past graduation, have not varied significantly.
On the average 78 percent of the graduates are em-

ployed, 14 percent are continuing their education, and
8 percent are available for employment.

More detailed information is available in the Office of
Counseling and Career Placement in Room 107, Bray
Hall.

Services for the Handicapped

Students who experience short-term handicaps
and/or incapacitating injuries that need special transport
or classroom assistance should contact the Office of
Student Affairs.

For further information, contact the ESF 504 Coordi-
nator, Mr. David G. Anderson, Office of Administration
and Services, Room 209, Bray Hall (315) 470-6622. The
College maintains liaison relationships with rehabilitation
agencies within the local community and the state,
including the Office of Vocational Rehabilitation and the
Commission for the Visually Handicapped. For specific
information regarding their own eligibility, students
should contact the respective agency directly.

Health and Medical Facilities

32 STUDENT LIFE

SU Speech and Hearing Clinics

The Gebbie Speech and Hearing Clinics provide
remedial assistance to all regularly enrolled students
who may be handicapped by hearing, speech, and
voice disorders. This service is free to students.

SU Psychological Services and Research Center

Students desiring an analysis of their aptitudes, abili-
ties and interests may secure special testing programs at
the Testing and Evaluation Service Center on the
Syracuse University campus.

SU ROTC Opportunities

Students attending the College are eligible to partici-
pate in the Army or Air Force ROTC Program at Syra-
cuse University.

six-week and four-week camps and on-campus pro-
grams are available to suit individual needs.

The ROTC programs offer academic instruction,
alternate and supplementary career opportunities,
leadership experience and financial aid.

ESF Alumni Association

The Alumni Office serves as the liaison between the
College, the Alumni Association Board of Directors and
more than 9,000 alumni. The Association supports
education programs through scholarships, publishes a
quarterly newsletter and represents alumni concerns.

ESF Student Rules and Regulations

Degree Programs and
Areas of Study

The College is authorized to award
degrees in the following programs.
Enrollment in other than registered or
otherwise approved programs may
jeopardize a student’s eligibility for
certain financial aid programs.

School of Biology, Chemistry and
Ecology

Chemistry; B.S., with areas of study in
biochemistry, natural products chem-
istry, environmental chemistry, or
natural and synthetic polymer chem-
istry. (HEGIS CODE 1905)

Forest Chemistry; M.S., Ph.D., with
areas of study in biochemistry, natural
products chemistry, environmental
chemistry, or natural and synthetic
polymer chemistry. (HEGIS Code
1905)

Environmental and. Forest Biology;
B.S,, M.S., Ph.D., with areas of study
in ecology, entomology, environ-
mental physiology, fish and wild-
life biology and management, pathol-
ogy and mycology, pest management,
plant science, soil ecology, or zoology.
(HEGIS Code 0499)

Interdepartmental area of study in
chemical ecology; M.S., Ph.D.

School of Forestry

Forest Technician Program; A.A.S.
(HEGIS Code 5403)

Resource Management — General
Forestry; B.S. (HEGIS CODE 0115)

School of Environmental and
Resource Engineering

Forest Engineering; B.S. (HEGIS
Code 0999)

Paper Science and Engineering; B.S.
(HEGIS Code 0999)

Wood Products Engineering; B.S.,
with options in building construction,
or forest products in which emphasis

may be chosen in marketing, produc-
tion systems engineering, or wood
science. (HEGIS Code 0999)

Environmental and Resource Engi-
neering; M.S., Ph.D., with areas of
study in forest engineering, paper
science and engineering, or wood
products engineering. (HEGIS Code
0999)

School of Landscape Architecture

Environmental Studies; B.S. (HEGIS
Code 0201) e

Landscape Architecture; B.L.A.
(HEGIS Code 0204)

Landscape Architecture; M.L.A., with
areas of study in social/behavioral
studies, natural/physical applied sci-
ences, or design process, methods
and management. (HEGIS Code 0204)

Collegewide Program
Graduate Program in Environmental
Science; M.S., Ph.D., with areas of
study in energy, environmental com-
munications, land use, urban eco-
systems, waste management, and
water resources.’ (HEGIS Code 0420)

THE SCHOOL OF BIOLOGY, CHEMISTRY AND ECOLOGY

STUART W. TANENBAUM, Dean

The School of Biology, Chemistry and
Ecology offers two curricula through
the Department of Environmental and
Forest Biology and the Department of
Chemistry. • ,

ENVIRONMENTAL AND
FOREST BIOLOGY

ROBERT L. BURGESS, Chairman

The Department of Environmental
and Forest Biology provides students
with a firm foundation in basic biology
forest ecosystem dynamics, and environ-
mental science. It encompasses a variety
of interconnected disciplines concerned
with living systems, and treats not only
the form, function, and evolution of
organisms, but their life requirements,
tolerances, and interactions that are

central to the stewardship of renewable
natural resources and the maintenance
of environmental quality.

The critical importance modern soci-
ety places upon the utilization of natural
resources and the quality of our environ-
ment adds new and increasingly diverse
dimensions to the services a well-trained
biologist can render. The department is
committed to meet this dynamically
changing array of opportunity through
diverse courses enriched by an active
program of research that focuses upon
upper-level undergraduate and graduate
study. Through the addition of selected
electives to a required core, under-
graduates may focus their program
toward a special biological field (see
p. 35) or toward future graduate study.
Graduate students may develop a
course of study under the guidance of a

major professor and graduate committee
within any of several study concentra-
tions (see p. 35).

The academic programs stimulate
interest in the recognition and under-
standing of plants, animals, and protists,
and deal with an understanding of the
dynamic changes in biological systems in
the context of the broad fields of ecology,
physiology, evolution, and genetics. This
is accomplished by an integration of
coursework with a strong research pro-
gram, much of which is concerned with
natural resource management and im-
provement of the quality of our
environment.

Undergraduate Program

The curriculum for the Bachelor of
Science degree is built around a core of
required courses which provide the

34 DEGREE PROGRAMS— BCE

student with a general education, a basic
background in the principles of the
biological and the physical sciences,
and an orientation to forestry. Its design
develops breadth in biology as well as
depth in a selected biological field. Thus,
although individual course selections
may vary, all students major in environ-
mental and forest biology and each, with
an assigned advisor, develops a special
plan of study.

A dual-major program is available that
meets the undergraduate requirements
of both the School of Forestry and- the
School of Biology, Chemistry and Ecol-

ogy (see p. 63).

A total of 125 credit hours, 60 of them
prior to matriculation, is required for
the Bachelor of Science degree. In addi-
tion to the core courses specified be-
low, at least 21 hours in biology must be
completed and, of these, at least 15 must
be from courses in the College of
Environmental Science and Forestry.
Six of the 21 credit hours must involve
subject matter in plant science and six in
animal science, both exclusive of the five-
hour summer field requirement. The
balance of the required hours is chosen
in consultation with the advisor.

SUMMER FIELD EXPERIENCE

Between the junior and senior year,
each student completes a minimum of
five semester credit hours (or equivalent)
during residence in an approved aca-
demic program in field biology. This
requirement can be met by the appro-
priate selection of courses at the Cran-
berry Lake Biological Station (CLBS)
where courses are offered during each of
two sessions (see p. 35). Earning five
credits at one session satisfies the
requirement; any additional courses
taken in the other session count as
elective credits.

One of the following alternatives to the
CLBS program may be selected to fulfill
the summer field requirement:

Alternative 1

Students desiring an experience in the
principles and practices of professional
forestry may attend the Summer Session
in Field Forestry at the Pack Forest,
Warrensburg Campus. Field instruction
at this Campus emphasizes subject
matter in forestry, surveying, mensura-
tion, and cartography.

Alternative 2

Other biological field stations may be
attended to earn the minimum five
semester hours credit (or equivalent).
Petitions requesting this alternative
must include course descriptions and the
program contemplated and be submitted
no later than one month prior to the end
of the spring semester preceding the
summer program. A current file of alter-
native stations and course descriptions
is maintained by the director of the
Cranberry Lake Biological Station.

Electives -

General requirements for graduate
study and a wide range of federal, state,
municipal, and private biology positions
are met by the curriculum. Through skill-
ful selection of electives, the student may
prepare for special biological fields
related to natural resources or the envi-
ronment. Those training for biological
positions in federal and state service
should review Civil Service publications
and become familiar with specific course
requirements early enough to make
timely elective choices. Students are
urged to use some elective time to
enhance their communications skills.
Courses in technical writing, applied
communications or a language (as
approved by their faculty advisor) are
useful.

Lower Division Courses

Course Area Credit Hours

General Chemistry with Laboratory 8

Organic Chemistry with Laboratory , 8

General Physics with Laboratory 8

Mathematics proficiency, through Integra! Calculus 4-8

English 6

‘Social Sciences — Humanities 9-12

General Botany arid Zoology OR General Biology with Laboratory 8

Biology Electives 3-6

TOTAL MINIMUM LOWER DIVISION CREDITS 60

* A course in technical writing and/or speech is recommended as part of the Social Science —
Humanities group.

Upper Division Courses

Junior Year Credit Hours

First EFB 336 Dendrology I 3

Semester EFB 320 General Ecology 3

EFB 352 Elements of Forest Entomology 3

Electives 6

Second APM 491 Introduction to Probability and Statistics , 3

Semester FOR 345 Soils OR GOL 105 Earth Science 3

EFB 325 Cell Physiology , 3

Electives 6

15 '

SUMMER FIELD EXPERIENCE— Must be met as described on page 34 5

Senior Year Credit Hours

First

Semester Electives

Second EFB 407 Principles of Genetics 3

Semester EFB 408 Genetics Laboratory 1

Electives ^2

TOTAL MINIMUM UPPER DIVISION CREDITS 65

A total of 125 credit hours is required to complete the B.S. degree in Environmental
and Forest Biology.

DEGREE PROGRAMS— BCE 35

Special Biological Fields

Entomology. Insects play significant
roles, both beneficial and detrimen-
tal, in their interactions with man, his
resources, and his environment.
Courses are available that enable a
student to fulfill requirements of Civil
Service and a variety of other employers.
Program strengths are in forest ento-
mology, medical entomology, pest man-
agement, and environmental toxicology.

Environmental Microbiology. Micro-
biology is a dynamic and exciting
science that deals with bacteria, molds,
algae, yeasts, protozoa, rickettsiae, and
viruses: their roles in industry, disease,
the environment, and everyday life.
Careers in microbiology are available
throughout the public and private
sectors, and related to many different
professions and industries.

Fish and Wildlife Biology and Man-
agement. A basic and applied program
in fish and wildlife bjology, including
management and behavior, is provided
for the student whose objectives are to
develop professional skills in the biology
and management of these natural
resources.

Pest Management. Modern control of
insects and disease dictates practices
appropriate to maintaining an acceptable
environmental quality. Through proper

selection of courses, a student is able to
achieve training that will result in wise
selections of methods for an integrated
approach to pest management. Training
is more than adequate to prepare
students for state examinations required
for pesticide applicator’s certification.

Plant Physiology. Plant physiology,
part of the broader science of botany,
concerns the life processes that occur in
plants. Career opportunities are avail-
able in federal, state, and local govern-
ments through their extensive testing
and monitoring programs. Additionally,
positions are available in agriculture and
forestry concerning pathogenic micro-
organisms and physiological mecha-
nisms of infection.

Plant Science. Students may prepare
for a wide variety of opportunities in the
botanical professions. Essential to
understanding plants are their biochem-
ical and physiological processes; their
interactions with the environment and
with one another; with animals and other
organisms; their genetic makeup, evolu--
tion and classification. Requirements
may be satisfied for technical positions in
areas such as botany, plant ecology, tree
genetics, plant physiology, horticulture,
tree maintenance, or plant quarantine.

Zoology. A broad program is pro-
vided for the student whose objectives
are to go on for graduate study or to
further training in such subjects as
physiology, soil invertebrate ecology,
animal behavior, or animal ecology.
Some opportunities with federal and
state agencies are available at the
baccalaureate level.

Cranberry Lake Biological Station

Students in Environmental and Forest
Biology satisfy their summer require-
ment by attending either session at
the Cranberry Lake Biological -Station.

'Courses at the Station fire designed
to come after the junior year spent
on the Syracuse Campus. Students
elect courses during one session for a
total of five semester-hours. Extra
credits earned by attending both ses-
sions count toward elective hours in
biology. Students from other institutions
are welcome.

Cranberry Lake and its environs are
ideally suited for an advanced biology
summer program. The surrounding
topography is rolling hill and lake country

dotted with numerous small ponds,
closed bogs, and stream drainages. The
lake is the third largest body of water in
the Adirondacks. Because 80 percent of
the shoreline is in State ownership, the
lake remains relatively unspoiled by
recreational developments and pollution
problems. Much of the original forest
cover in the region was harvested years
ago; today a rich variety of community
types occupy those sites as the vegeta
tion reverts to natural conditions. Th(
remaining virgin forests also provide th<
student with many examples of stablt
forests, each type reflecting the partic
ular environmental conditions control
ling forest development. A wealth 01
wildlife parallels the variety of cover
types over the region. The area provides
easy access to a wide range of additional
ecosystems ranging from bog to alpine
types.

The program extends through June
and July, divided into two sessions.
Courses are designed to emphasize and
effectively utilize the unique nature of
this Adirondack setting, and all involve
field trips each day into the surrounding
forest and aquatic ecosystems. * •

Graduate Program

The graduate program in Environ
mental and Forest Biology is organizec
in nine interdependent concentrations
that provide comprehensive coverage
within specific interest areas. Eacl
concentration is governed by indicatee
faculty who define the scope of subjec
matter, recommend acceptance of stu
dents and guide them in a course o
study. Some of these concentration:
follow taxonomic lines while others an
broad unifying areas basic to all taxa
Students choosing to emphasize a tax
onomic category should explore the
desirability of engaging to some extent in
the broader interdisciplinary areas.
Similarly, it is opportune for students

36 DEGREE PROGRAMS— BCE

enrolled in the latter to develop a degree
of specialization in at least one taxon to
assure a useful mix of talents.

Most students seeking the M.S.
degree include a research thesis and its
defense, (see p. 27). There also is an
option to earn the degree with 42 hours
of coursework, the latter specified by the
student’s advising faculty according to
concentration core requirements. All
who seek the Ph.D. must include original
research and dissertation or its equiv-
alent in the form of refereed publications.

The major center of activity is lllick
Hall, with the laboratories, classrooms,
controlled spaces, and equipment that
one would expect in a modem building in
which 85,000 square feet of working
space is available for graduate study and
research. Laboratories, many of them
temperature and temperature-humidity
controlled, and one sound-controlled,
are provided for study and research in
plant development, physiology, tissue
culture, biochemistry and toxicology,
ecology, and animal behavior. An her-
barium, mycological collections, insect
and other arthropod collections, and the
Roosevelt Wildlife Collection of verte-
brates are maintained in archival condi-
tion as useful resources for the academic
program. Eight rooftop glasshouse units,
three of them air-conditioned and one
incorporated into a five-room indoor-
outdoor insectary, are important to the
full array of interests in plant science and
plant-animal interactions.

Supportive to the program are the
academic resources, including courses,
of Syracuse University, SUNY’s Upstate
Medical Center and the several campus
facilities described elsewhere in this
catalog. Our students participate as well
in courses and utilize faculty and facilities
at Cornell University in cooperative
exchanges.

Excellent field sites and facilities are
available for research in all aspects of

the program in nearby or moderately
distant locations from the Syracuse
campus. In addition to the College’s
several campuses and field stations that
offer a broad diversity of forest types,
sites, and conditions, there are New
York State Department of Environ-
mental Conservation lands, the Monte-
zuma National Wildlife Refuge, the
Adirondack Mountains, and the transi-
tion zones near Lake Ontario, Oneida
Lake, and Cicero Swamp that collec-
tively offer a variety of habitat diversity
from highlands to aquatic-terrestrial
zones. The ponds, streams, and lakes in
Central New York and the St. Lawrence
River are regularly used by graduate
students in wetlands and aquatic ecology
and fishery biology.

Further academic advantages stem
from the urban setting of the Syracuse
campus. The Greater Syracuse area pro-
vides a convenient laboratory for studies
basic to urban ecology: the growth and
protection of woody vegetation, green-
space maintenance, the utilization of
waste beds for plant growth, the detoxi-
fication of pollutants, and the restoration
of terrain stripped of vegetation. Dis-
posal of industrial and human wastes
requires deeper understanding of the
role of plants, animals and microorgan-
isms in the biodegradation of organic
matter. The conversion of organic mate-
rials into useful fuel, into additives for
plant growth, or into protein feeds for
domestic animals are stimulating study-
in-depth of many elements of basic
biology offering substantial assistance
toward the solution of pressing human
problems.

Of the nine available study concentra-
tions, eight are contained within the
department: Ecology, Entomology, Envi-
ronmental Physiology, Fish and Wildlife
Biology and Management, Pathology
and Mycology, Plant Science, Soil Ecol-
ogy, and Zoology. One concentration,
Chemical Ecology, is shared with faculty
of the Chemistry Department.

Ecology

ALEXANDER (Vertebrates, Wetlands),
ALLEN (Forest Insects), BEHREND
(Wildlife), BRANDT (Fisheries Biol-
ogy), BROCKE (Wildlife, Bioenergetics),
BURGESS (Forest Ecology), CHAMBERS
(Wildlife), DINDAL (Invertebrates),
GEIS (Plants, Wetlands), KURCZEWSKl
(Insect Behavior), MITCHELL (Inverte-
brates, Bioenergetics), MULLER-
SCHWARZE (Vertebrates, Behavior),
NAKAS (Microbiology), PORTER (Verte-

brate Ecology), RAYNAL (Higher Plants,
Taxonomy), RINGLER (Aquatic Ecology),
SCHAEDLE (Plant Nutrition), SHIELDS
(Vertebrate Behavior), SIMEONE (Forest
and Wood-boring Insects), VANDRUFF
(Wildlife), WERNER (Limnology).

Understanding relationships between
living organisms and their environment
is fundamental to environmental science
which also encompasses man’s role in
ecological systems. Ecology is an inte-
grative science which depends on an
understanding of ecological theory,
habitat characteristics, and the basic
biological attributes of organisms. This
concentration incorporates this knowl-
edge into areas of practical concern.
Specific research may entail the study of
distribution and abundance of organ-
isms, community structure including
trophic relationships, diversity or suc-
cession, and ecosystem properties such
as patterns of energy transfer and
biogeochemical cycling.

Entomology

ABRAHAMSON (Forest Insects, Pest
Management), ALLEN (Forest Insects,
Population Ecology), BREZNER (Physi-
ology), CASTELLO' (Virology, Insect
Vectors), KURCZEWSKl (Morphology,
Taxonomy, Behavior), LANIER (Forest
Insects, Pheromones, Cytotaxonomy),
MILLER (Pest Management), MITCHELL
(Population Ecology), NAKATSUGAWA
(Toxicology), NORTON (Spiders and
Mites, Insect Larval Taxonomy), RING-
LER (Aquatic Entomology), SIMEONE
(Forest and Wood-inhabiting Insects).

Adjunct Faculty

CAMPBELL (Forest Entomology)
HOWARD (Medical Entomology).

Graduate study opportunities pre-
pare students in the basic aspects of
insect life and the role of insects in rela-
tion to man and his environment. The
wide range of effects stemming from
insect activity, from the beneficial to the
deleterious, allows for a variety of re-
search subjects in which insects play a
major role. Thesis topics may concern
insects that affect forests, shade trees
and wood products, those relating to
the health and well-being of man and
those playing key roles as parasites
and predators of pest- species. Current
research areas include population dy-
namics of forest defoliators, pheromone
communications among beetles and
moths, speciation of insects as under-
stood through behavioral and cytoge-
netic study, natural control of insects in

DECREE PROGRAMS — BCE 37

forest systems and basic biochemistry
of insect detoxification mechanisms.

Environmental Physiology

BREZNER (Insect Physiology), CAS-
TF.LLO (Plant Virology), GRIFFIN
(Fungus Physiology), HARTENSTEIN
(Invertebrate Physiology), MITCHELL
(Environmental Energetics), NAKAS
(Microbial Physiology), NAKATSUGAWA
(Insect and Vertebrate Toxicology),
SCHAEDLE (Plant Physiology), WAL-
TON (Plant Physiology), WILCOX (Plant
Physiology).

The Environmental Physiology Con-
centration provides students with ad-
vanced training in the nature and con-
trol of biological processes. Current
interests include mechanisms of action
of plant growth hormones; biochemical
regulation of seed germination; plant
and microbial enzymology; virology;
toxicity and disposition of insecticides
and environmental toxicants in verte-
brates; production and action of plant
phytoalexins and antibiotics; plant de-
fenses against phytophagous inverte-
brates; mycorrhizae, ion transport;
mineral nutrition, cambial physiology
and photosynthesis.

Fish and Wildlife Biology and
Management

ALEXANDER (Vertebrates, Herpetol-
ogy), BEHREND (Vertebrates), BRANDT
(Fisheries Management), BROCKE (Ver-
tebrates), CHAMBERS (Vertebrates),
MULLER-SCHWARZE (Vertebrate Be-
havior), PAYNE (Ornithology), POR-
TER (Vertebrate Ecology), RINGLER
(Fisheries, Aquatic Ecology), SHIELDS
(Vertebrate Behavior), VANDRUFF
(Vertebrates, Ornithology), WERNER
(Limnology, Fisheries).

Study in this area provides students
with advanced preparation in biological
concepts of fish and wildlife populations
as they relate to the proper manage-
ment of these resources. Increasing
concern for these wild animal resources
has been matched by strong student
interest in educational programs which
prepare them for careers in the fish and
wildlife professions. Graduate educa-
tion is rapidly becoming a universal pre-
requisite to employment as a profes-
sional fisheries or wildlife biologist.

Areas of research include population-
habitat relationships, predator ecology,
urban wildlife relationships, endangered
species studies, feeding ecology of
fishes, stream ecology, ecology of larval
fishes and homing behavior of fishes.

Forest Pathology and Mycology

ABRAHAMSON (Forest Pathology,
Entomology), CASTELLO (Forest Pa-
thology), GRIFFIN (Fungus Physiology),
MANION (Forest Pathology), NAKAS
(Microbiology), VALENTINE (Genet-
ics), WANG (Mycology), WILCOX
(Mycorrhizae).

Forest Pathology and Mycology train
students to develop an expertise re-
sponsive to the increasing pressures on
forest and shade tree systems for wood
fiber, public services, and amenities.
This requiresnew sophisticated levels of
disease understanding, disease control,
a broad knowledge of fungi, bacteria
and viruses, their environmental im-
pacts and their roles in biodeterioration.
Areas of interest include: environ-
mental, fungal and viral tree diseases;
mycorrhizae; wood decay and biode-
gradation processes; monitoring and
impact assessment of disease in forest
and urban tree systems; chemical
and biological control of tree diseases;
epidemiology of tree diseases and the
genetics of resistance to tree diseases
and to pathogen variability; physiology
of fungus growth and development; tax-
onomy and biology of decay and imper-
fect fungi; and fungus ultrastructure.

Plant Science

BURGESS (Egology), CASTELLO (Virol-
ogy), GEIS (Ecology), GRIFFIN (Mycol-
ogy, Fungus Physiology), LOWE (Mycol-
ogy), MANION (Pathology), NAKAS
Microbiology), RAYNAL (Ecology, Tax-
onomy), SCHAEDLE (Physiology), SIL-
VERBORG (Pathology), TEPPER (Ana-
tomy, Morphogenesis), VALENTINE
(Genetics), WALTON (Physiology),
WANG (Mycology), WILCOX (Physi-
ology, Mycorrhizae).

Adjunct Faculty

FAUST (Taxonomy), GOULD (Environ-
mental Microbiology), ZABLOTOWICZ
(Microbiology).

Plants, as the principal energy source
for ecological food chains, serve as the
structural and functional foundation of
natural and managed ecosystems. The
plant science concentration provides
opportunity for study in a broad range
of specialties fundamental to the under-
standing of plants and their interaction
with other organisms, emphasizing both
forest and related plant systems. Cur-
rent research interests include: dynam-
ics of plant communities as affected by
man and the environment; mechanisms
of plant succession; epidemiology of

forest and urban tree diseases; decay,
discoloration and biomodification of
wood; taxonomy, physiology, growth
and ultrastructure of fungi; heritability of
wood properties and disease resistance
of trees; biochemistry and physiology of
plant growth regulators; photosyn-
thesis; mineral nutrition; mycorrhizae;
morphogenesis in shoot and root sys-
tems; and plant tissue culture.

Soil Ecology

DINDAL (Invertebrates), HARTENSTEIN
(Invertebrates, Physiology), MITCHELL
(Invertebrates, Energetics), NAKAS
(Microbiology), NORTON (Invertebrates,
Taxonomy), WANG (Mycology), WIL-
COX (Mycorrhizae).

Soil ecology includes the study of
interrelationships of soil-inhabiting or-
ganisms (as individuals, populations
and communities) with their biotic,
chemical, and physical environments.
This field is a frontier of science because
of the myriad of undescribed species of
soil-dwelling arthropods, nematodes
and annelids, and the wealth of incom-
pletely understood symbiotic relation-
ships. Soil ecology deals with funda-
mental aspects of biodegradation and
nutrient cycling, important for improve-
ments in crop culture and enlightened
waste disposal.

The soil ecology concentration is
supported by courses in physical
aspects of soils, plant and animal
taxonomy and general ecology.

Zoology

ALEXANDER (Vertebrates, Wetlands),
BROCKE (Vertebrates), CHAMBERS
(Wildlife Ecology, Management), DINDAL
(Invertebrates), HARTENSTEIN (Physi-
ology, Invertebrates), MITCHELL (Inver-
tebrates, Bioenergetics), MULLER-
SCHWARZE (Vertebrate Behavior),
NORTON (Arachnology), PORTER
(Wildlife Biology), RINGLER (Fish Be-
havior), VANDRUFF (Vertebrates, Wild-
life Biology), WERNER (Limnology,
Aquatic Ecology).

Zoology provides opportunity for
in-depth coursework and fundamental
research in morphology, physiology,
taxonomy, and behavior of invertebrate
and vertebrate animals. Zoology ns
supportive of other concentrations such
as Ecology, Fish and Wildlife Biology
and Management, and Soil Ecology.
Graduate studies include both basic
and applied research on animals of our
natural ecosystems, including their
associated soils and waters.

38 DEGREE PROGRAMS— BCE

FOREST CHEMISTRY

ANATOLE SARKO, Acting Chairman
(Physical and Polymer Chemistry),
BOYER (Biochemistry), CABASSO (Poly-
mer Chemistry), CALUWE (Organic Poly-
mer Chemistry), CAMPBELL (Phytoenzy-
mology), HASSETT (Environmental
Chemistry), JOHNSON (Environmental
Chemistry), LALONDE (Organic and
Natural Products Chemistry), SILVER-
STEIN (Ecological Chemistry), - SMID
(Physical and Polymer Chemistry), SMITH
(Physical and Polymer Chemistry),
TIMELL (Wood Chemistry).

The academic program in forest
chemistry enables the student to de-
velop not only an understanding of
chemical phenomena, but also an
appreciation for chemistry that can link
it to the biological and applied sciences.
Programs include courses in traditional
areas of chemistry, with additional study
in those fields pertaining to environ-
mental science and forestry. This broad
spectrum of academic offerings is pos-
sible through close cooperation with
Syracuse University, where a wealth of
accessory courses at both the under-
graduate and graduate levels are avail-
able. Emphasis on the investigative
function of chemical science is manifest
in the wide array of ongoing research
projects within the department.

The Department of Chemistry offers
the following areas of concentration
leading to the Bachelor of Science
degree:

Biochemistry and Natural Products
Chemistry

Environmental Chemistry

Natural and Synthetic Polymer
Chemistry

Undergraduate Program

Lower Division Courses

For students transferring into the College as juniors, recommended courses
consist of 68 credits or an associate degree and include:

Course Area Credit Hours

Biology with Laboratory

General Chemistry with Laboratory . . .
Organic Chemistry with Laboratory . . .

Physics with Laboratory

Economics

English

Language, Literature or Communication

Electives

‘Mathematics

... 8
... 8
... 8
... 8
... 3
... 6
... 6
12-15
. 6-9

TOTAL MINIMUM LOWER DIVISION CREDITS 68

‘Mathematics through integral calculus. An additional mathematics course beyond integral
calculus is required for the B.S. degree.

Upper Division Courses

Junior Year

Credit Hours

First FCH 325 Organic Chemistry ID ' 4

Semester 3CHE 332 Quantitative Analysis 2

CHE 333 Quantitative Analysis Laboratory 1

FCH 360 Physical Chemistry 3

'Professional Elective 2-4

Elective : 3

15-17

Second * 2Math or Elective 3

Semester FCH 380 Instrumental Methods 3

FCH 361 Physical Chemistry 3

CHE 357 Physical Chemistry Laboratory 2

FCH 384 Spectrometric Identification of Organic Compounds 2

'Professional Elective 2-3

Elective 3

18-19

'A sequence of professional electives should be chosen in the junior year. In addition to the
freshman biology courses, a student whose emphasis is in biochemistry must take 3 semester
hours of genetics and at least one other 3-semester-hour biology course. A student whose
emphasis is in natural products must take 3 semester hours of biology in addition to the
freshman biology courses and an additional hour of organic chemistry laboratory (FCH 4%).

2One course of mathematics or applied mathematics beyond MAT 397, or equivalent, is
required.

3CHE designations refer to courses offered at Syracuse University.

DECREE PROGRAMS— BCE 39

Biochemistry and Natural Products
Chemistry Option

Environmental Chemistry Option .

The environmental chemistry option
is designed for those students who
wish to obtain a solid fundamental
background in chemistry which will
enable them to make a strong contribu-
tion towards the identification and solu-
tion of problems in the areas of pollu-
tion, air and water quality, analysis and
basic research in environmental chem-
istry. A large number of professional
electives, available through course offer-
ings of other departments such as
biology and engineering, provide the
important interface with other disci-
plines necessary for a working under-
standing of the complex problems
inherent in environmental studies.

Senior Year

Credit Hours

First LIB 300 Library Research 1

Semester FCH 495 Introduction to Professional Chemistry 1

FCH 571 Wood Chemistry I 2

FCH 574 Wood Chemistry Laboratory 1

FCH 530 Biochemistry I I 3

FCH 531 Biochemistry Laboratory > 2

’Elective 3

Elective 3

Second 2FCH 498 Introduction to Research 5

Semester FCH 497 Undergraduate Seminar 1

' FCH 532 Biochemistry II 3

FCH 573 Wood Chemistry III 2

Elective 3

TOTAL MINIMUM UPPER DIVISION CREDITS 65

’Introduction to Polymer Science, FCH 550 (3 credit hours) is suggested.

Petition by student to Department for replacement of this requirement will be considered
to allow time for special interest.

A total of 134 credit hours is required to complete the B.S. degree in Chemistry with
the Biochemistry and Natural Products option.

Senior Year __ Credit Hours

First LIB 300 Library Research 1

Semester FCH 495 Introduction to Professional Chemistry 1

FCH 510 Environmental Chemistry I 3

FCH 515 Methods of Environmental Chemical Analysis 3

Chemistry Elective » 3

‘Elective ■ 3

Elective : 3

Second 2FCH 498 Introduction to Research f 5

Semester FCH 511 Environmental Chemistry II 3

FCH 497 Undergraduate Seminar .». 1

FCH 519 Environmental Chemistry Seminar 1

Electives : 6

TOTAL MINIMUM UPPER DIVISION CREDITS 65

‘Biochemistry I, FCH 530, (3 credit hours) is suggested.

2Petition by student to Department for replacement of this requirement will be considered to
allow time for special interest.

A total of 134 credit hours is required to complete the B.S. degree in
Chemistry with the Environmental Chemistry option.

40 DEGREE PROGRAMS-BCE

Senior Year Credit Hours

First LIB 300 Library Research 1

Semester FCH 495 Introduction to Professional Chemistry 1

FCH 550 Introduction to Polymer Science 1 . . . . ; 3

FCH 551 Polymer Techniques 2

FCH 571 Wood Chemistry I 2

FCH 574 Wood Chemistry Laboratory 1

'Elective 3

Elective 3

Second 2FCH 498 Introduction to Research 5

Semester FCH 552 Introduction to Polymer Science II 3

FCH 497 Undergraduate Seminar 1

FCH 573 Wood Chemistry III 2

Electives 6

TOTAL MINIMUM UPPER DIVISION CREDITS 65

■Biochemistry I, FCH 530 (3 credit hours) is suggested.

2Petition by the student to Department for replacement of this requirement will be considered to
allow time for special interest.

A total of 134 credit hours is required to complete the B.S. degree in Chemistry with
the Natural and Synthetic Polymer option.

Natural and Synthetic Polymer
Chemistry Option

This option is designed for students
interested in the structure and physical
properties of man-made and natural
materials, the giant molecules of wood,
plastics, polysaccharides, proteins, rub-
bers, and fibers. The recently dis-
covered chemistry of these materials
constitutes one-half the concern of the
chemical industry and is the origin of a
major revolution in our way of life- and
our understanding of nature. This
special subject area is an advanced core
of studies beyond the basic courses of
the classical undergraduate chemistry
curriculum.

Graduate Program

Specific projects may vary from year
to year, since they reflect the current
interests of the faculty. Current re-
search projects with physiochemical
emphasis are: the chemistry, physics,
solid-state and solution properties of
natural and synthetic polymers, includ-
ing studies in thermodynamics, statisti-
cal mechanics, crystallization, morphol-
ogy, elasticity, conformation of macro-
molecules, optical properties, polymer
catalysis, mechanism of polymeriza-
tions, polyelectrolytes, ion binding to
macrpmolecules and ion pairing; chem-
istry of free radicals, radical ions and
charge transfer processes; structure
and properties of ionic solutions in

nonaqueous media; crystal structure
", and morphology of cell wall constitu-
ents; membrane properties and tech-
nology; and heavy metal speciation.
Current organic chemistry programs
deal with synthesis of special polymers
such as high temperature aromatic
block, stereoregular vinyl polymers, and
polysaccharides, various aspects of
natural products isolation and synthesis •
including the characterization of insect
and mammalian attractants. In bio-
chemistry, department members are
studying mechanisms of action of plant
growth hormones and other biologically
active natural products, biochemical
regulation of growth and development,
and plant enzymology.

chromatographs — mass spectrometry
center, spectrofluorimeter, several
ultramicrotomes, electron microscopes,
X-ray diffraction, instrumentation chro-
matography and cold laboratories, and
radiochemical laboratories with coun-
ters for solids, liquids, and gases.

INTERDEPARTMENTAL AREA
OF STUDY

The following concentration in chem-
ical ecology is offered in collaboration
with faculties of the Department of Envi-
ronmental and Forest Biology and
the Department of Chemistry. Inter-
ested students should apply to the
department of major interest, which will
have prime responsibility for setting
requirements. Faculty from both depart-
ments can aid in the development of
a plan of study enabling a student to
acquire sophisticated skills in either
chemistry or biology and an ample
understanding of the other to grapple
with problems requiring an understand-
ing of both.

Chemical Ecology

LANIER (Insect Pheromones), MULLER-
SCHWARZE (Vertebrate Pheromones),
SILVERSTEIN (Pheromone. Chemistry),
SIMEONE (Insect Pheromones), TANEN-
BAUM (Microbial Chemistry).

As a relatively new interdisciplinary
endeavor, workers in this field attempt

DEGREE PROGRAMS-SERE 41

to understand organismal interactions,
both intra- and interspecific, mediated
by chemical substances such as hor-
mones, pheromones, kairomones and
phytoalexins. These occur at all tax-

onomic levels: between uni- and multi-
cellular organisms, microbes and plants,
plants and plants, plants and animals,
microbes and animals, animals and
animals. Study of such interactions has

been accelerated in recent years
through joint efforts of biologists and
chemists in meaningful research ac-
companied by a growing body of
literature.

THE SCHOOL OF ENVIRONMENTAL AND RESOURCE ENGINEERING

WILLIAM P. TULLY, Dean

The School of Environmental and
Resource Engineering offers three
undergraduate curricula and one grad-
uate program which support the engi-
neering aspects of environmental sci-
ence and forestry through the Depart-
ments of Forest Engineering, Paper
Science and Engineering and Wood
Products Engineering. A Bachelor of
Science degree is awarded in each of
these fields while advanced degrees
(M.S. and Ph.D.) are offered through
the graduate program in Environmental
and Resource Engineering.

The undergraduate curricula provide
students with a broad base of study
and specialized education in engineer-
ing, science, and technology. Students
learn to apply their education to
improve the economic use of forest and
rural resources, to enhance environ-
mental quality, and to increase the
efficiency of processes and the wise use
of water and timber, wood, paper, and
related fibrous material products. Grad-
uates are prepared for a variety of
careers in industry and government
service in these fields.

The specific requirements for enter-
ing each curriculum at the junior level
and for completing the coursework
residency requirements for the B.S.
degree are described with the individual
departmental programs which follow.
During late May the School offers a
Summer Institute for pre-ESF students
preparing to enroll in these curricula
one or two years hence. Participants
receive detailed academic guidance and
learn about career opportunities.

Qualified applicants with associate
degrees in engineering science or an
appropriate blend of science and math-
ematics usually gain full admission at
the junior level. Graduates of two-year
technology programs also may qualify
for junior standing in certain curricula if
their previous studies included the
courses appropriate to departmental
requirements.

Graduate Program

The Graduate Program in Environ-
mental and Resource Engineering is
based on a synthesis of the professional
activities of the three curricular areas
described above. Both the Master of
Science (M.S.) and Doctor of Philos-
ophy (Ph.D.) degrees are offered. The
program provides students with a
balanced understanding of scientific,
research, engineering measurement,
and engineering analysis and design,
and with specialized depth and appro-
priate interdisciplinary breadth of
knowledge in environmental and re-
source engineering. ' Its graduates are
prepared for professional careers as
leaders in the private and public sectors
of research, engineering, technology,
teaching and administration in the
industries and professions served by
this program.

In its broadest sense this program is
concerned with the application of
science and engineering to the develop- .
ment and improved utilization of the
natural environment and its forest-
related resources. Thus, graduate edu-
cation is understood to involve a wide
range of scientific and engineering abili-
ties and attitudes.

Specialized areas of study have been
delineated to serve student interests.
Within these areas of study, an indi-
vidually-designed study program is
developed for and with each student. A
partial listing of specialized areas of
graduate study and research include:
wood science and technology, com-
posite materials and wood treatments,
wood biodeterioration and wood pro-
tection, design of timber structures,
tropical timbers, anatomy and ultra-
structure, pulp and paper technology,
fiber and -paper mechanics, chemistry of
pulping and bleaching, colloid chemistry
and fiber flocculation, chemical process
engineering, pollution abatement engi-
neering, forest engineering, water re-
sources engineering, transportation and
soils, energy and environmental

quality, and remote sensing and
photogrammetry.

Applicants to the graduate program
in Environmental and Resource Engi-
neering must meet general Collegewide
requirements, have prior education or
experience suitable for beginning ad-
vanced study in their chosen area of
specialization and have a deep commit-
ment to the advancement of the aca-
demic and professional aspects of their
career goals. Some coursework defi-
ciencies may be corrected within indi-
vidual study programs.

Candidates for the Master of Science
degree must complete a program of
study totaling at least 30 hours of credit
earned through graduate level course-
work. Six to 12 of these credits shall be
given for a master’s thesis or project.
Up to six credit hours of graduate level
coursework may be transferred from

another institution.

The Ph.D. program usually builds

upon a master’s degree and demands
further advanced mastery of material in
the area of study and the dissertation
topic. This includes additional graduate
level coursework beyond the M.S.
degree as determined with the student’s
committee.

Candidates for the Ph.D. must
demonstrate competence in at least two
tools of research (statistics, computer
programming or foreign language), pass
a doctoral candidacy examination, and
write and defend a dissertation.

Students are able to draw on the
combined resources of the three aca-
demic departments in the School. In
addition, courses and facilities of other
schools of the College as well as
Syracuse University complement those
of the School of Environmental and
Resource Engineering.

42 DEGREE PROGRAMS-SERE

FOREST ENGINEERING

ROBERT H. BROCK, Chairman (Pho-
togrammetric and Geodetic Engineering,
Mapping Systems)

DUGGIN (Agricultural Assessment,
Remote Sensing, Physics), HASSETT
(Environmental Engineering, Water Re-
sources), HENN1GAN (Water Resources,
Environmental and Water Quality Manage-
ment and Policy), HOPKINS (Surveying,
Site Assessment, Remote Sensing), LEE
(Computers and Systems Engineering,
Transportation and Equipment,. Soil
Mechanics), MCCLIMANS (Soils, Hy-
drology, Site Engineering), PALMER
Engineering Economics, Energy, Pro-
duction and Harvesting Systems), TULLY
(Structure, Engineering Hydrology,
Water Resources).

mote sensing, transportation and soils,
energy and environmental quality as
well as forest engineering.

Because of the special importance of
continual measurement and evalua-
tion of the broad scaled parameters
which affect the resource base, unique
opportunities for study are available for
students aiming toward professional
careers involving the conceptualization,
design, and maintenance of geograph-
ically referenced resource information
systems. This includes elements of
surveying, photogrammetry, remote
sensing, and resource information sys-
tems design.

Undergraduate Program

The primary objective of this curric-
ulum is to prepare qualified engineering
graduates to operate with professional
competence within the context of
forest and natural resources develop-
ment. The curriculum includes basic,
forest, and engineering sciences. It util-
izes elements of traditional engineering
disciplines and develops its unique
aspects from interweaving engineering
design with an understanding of the
natural environment and its renewable
resource base including water, soil,
timber, wildlife, and amenity values.
Studies in the humanities and social and

economic sciences are integrated
throughout the curriculum to help
achieve a broad and balanced perspec-
tive of professional practice in forest
engineering.

The curriculum in Forest Engineering
is accredited by the Accreditation Board
for Engineering and Technology
(ABET).

Students must meet these minimum
requirements, and they are encouraged
to exceed the minima in the elective
areas, to facilitate -scheduling during
the upper division years.

Lower Division Courses

Course Area Credit Hours

Biology (Botany preferred) 3

General Chemistry with Laboratory 8

Engineering Physics with Laboratory 8

Calculus through Differential Equations 15

English 6

Economics (Macro- and Microeconomics) 6

Engineenng Drawing (Graphics) 1

Computer Programming 3

Engineering Mechanics (Statics and Dynamics) 4

Electrical Science 3

Humanities or Social Science Electives 3

TOTAL MINIMUM LOWER DIVISION CREDITS 60
Upper Division Courses

Junior Year Credit Hours

First ERE 362 Mechanics of Materials 3

Semester ERE 371 Surveying for Engineers 3

FOR 321 General Silviculture 3

CIE 327 Principles of Fluid Mechanics 4

EFB 335 Dendrology 2

Elective 3

Second FEG 340 Engineering Hydrology and Flow Controls 4

Semester FEG 350 Introduction to Remote Sensing 2

FEG 363 Photogrammetry I 3

MEE 285 Design of Mechanical Equipment 3

IOR 327 Engineering Statistics 3

ERE 351 Basic Engineering Thermodynamics 2

DEGREE PROGRAMS-SERE 43

Senior Year Credit Hours

First FEG 410 Structures I , 4

Semester FEG 420 Harvest Systems Analysis 1

FEG 430 Engineering Decision Analysis 3

CIE 437 Soil Mechanics and Foundations I 4

FOR 477 Resource Policy and Management 3

Elective 3

Second FEG 454 Tractive Power Systems 2

Semester FEG 437 Transportation Systems 3

ERE 440 Water Pollution Engineering 3

FEG 489 Forest Engineering Planning and Design 3

Elective in Engineering Design Sequence 3

Elective 3

TOTAL MINIMUM UPPER DIVISION CREDITS 70

TOTAL UPPER AND
LOWER DIVISION
ELECTIVE REQUIREMENTS

Humanities or Social Sciences: At least 9
credit hours must be elected in social"
sciences or humanities, at least 6 of
which are recommended to be upper
division. (If lower division English course-
work does not include at least 3 credit
hours of humanities coverage, then an
additional 3 credit hours of humanities
are required.) Humanities coursework
deals with branches of knowledge con-
cerned with man and his culture, while
social sciences coursework concerns
individual relationships in and to society.
Traditional subjects in these areas are
philosophy, religion, history, literature,
fine arts, sociology, psychology, anthro-
pology, economics, and modem lan-
guages beyond the introductory skills
courses, while modem noptraditional
subjects are exemplified by courses such
as technology and human affairs, history
of technology, and professional ethics
and social responsibility. Subjects such
as accounting, industrial management,
finance, personnel administration,
ROTC studies, and skills courses, such
as public speaking and technical report
writing, do not fulfull the humanities and
social science content.

Engineering Sciences: Electrical Science
and coverage of Dynamics (separately or
in combination with Statics) are
required.

Engineering Design: At least 3 credit
hours are required in upper division
engineering coursework as part of an
advisor approved sequence which com-
plements other forest engineering
coursework and provides the equivalent
of at least 1 credit hour of depth in the
design and synthesis component of the

program, such as:

Design of Wood Structural Elements

Structures II

Soil Mechanics II

Air Pollution Engineering

Introduction to Design

Synthesis of Mechanical Systems

A total of 130 credit hours is required
to complete the B.S. degree in Forest
Engineering.

Graduate Program

Graduate studies and research are
primarily concerned with environmental
and resource related programs. Individ-
ual study programs leading to the
master of science and doctor of philos-
ophy degrees are available to meet the
student’s needs and interests in grad-
uate study. Successful programs of
graduate study may be efficiently de-
signed by students with bachelor of
science degrees in engineering or in
forestry, natural sciences, physics, or
mathematics.

Study programs with emphasis on
environmental and resource engineer-
ing measurements may be designed in
remote sensing, photo interpretation,
geodetic engineering, analytical photo-
grammetry and photogrammetric sys-
tems. Programs emphasizing engineer-
ing analysis and design are available in
water resources, environmental engi-
neering, water quality management en-
gineering, energy, transportation,
harvesting and site engineering systems.
Included are the monitoring, measure-
ment and evaluation of physical param-
eters affecting water, soil, timber,
vegetation, and wildlife.

Support for graduate study and re-
search in these areas is both internal

and external. The internal support
includes modern laboratory and instru-
mentation facilities in the Engineering
Schools at both ESF and at Syracuse
University. Exceptional departmental
support exists for programs in envi-
ronmental engineering measurements
in the form of remote sensing and
photogrammetric laboratories and the
extensive forest properties owned by
the College at which research may be
conducted.

External support comes from several
active sources, including industrial,
commercial and governmental. Over
the past two decades, close cooperation
has developed special study and re-
search opportunities with these
sources.

PAPER SCIENCE AND
ENGINEERING

BENGT LEOPOLD, Chairman (Organic
Chemistry and Mechanical Properties of
Fibers and Paper)

BAMBACHT (Pulping, Papermaking,
Paper Machine Operation), BRITT (Chem-
istry of Paper Formation), DENCE
(Organic Chemistry, Pulping, Bleaching),
GORBATSEVICH (Pulping, Bleaching,
Paper Technology and Paper Properties),
HOLM (Water and Air Pollution Abate-
ment, Computer Simulation), JELINEK
(Computer Applications, Process Engi-
neering, Thermodynamics), LAI (Organic
Chemistry, Pulping), LUNER (Surface and
Colloid Chemistry of Papermaking Sys-
tems), MARK (Mechanical Properties of
Fibers and Paper), MARTON (Mechan-
ical and High-Yield Pulping), ROTHEN-
BERG (Pulping, Bleaching), STENUF
(Chemical Engineering, Instrumentation,
Thermodynamics, Flow Phenomena,
Process Control, Corrosion), THORPE
(Fiber Physics, Paper Physics and
Mechanics).

Outstanding for its vigorous growth
and diversity of products, the pulp and
paper industry is the fifth largest in the
nation and exceptionally strong world-
wide. Its need for professional men and
women with training in science, engi-
neering and technology is increasing
even more rapidly than the industry
itself. The College pioneered instruction
in this area in 1920 with the organi-
zation of the paper science and engi-
neering department, which has main-
tained a singularly high position in
professional education for the contin-
uing development of the pulp, paper and
allied industries. Its graduates, who are
in constant demand, occupy positions

44 DEGREE PROGRAMS— SERE

of leadership throughout the world.

The program provides education in
the physical sciences and chemical
engineering, with specific emphasis on
those aspects of these disciplines which
relate to the manufacture of pulp and
paper. This includes the chemistry and
anatomy of wood, the conversion of
wood to pulp and paper, and the chem-
istry and physics of paper and paper
formation. Instruction in chemical engi-
neering includes a foundation of unit
operations basic to the pulp and paper
industry, as weii as specialized courses,
such as water and air pollution
engineering.

The department is located in Walters
Hall, opened in 1969. This facility is
devoted exclusively to education and
research in the field of pulp and paper.
In addition to a large number of special
purpose laboratories and highly sophis-
ticated scientific equipment, the depart-
ment maintains an experimental pulp
and paper mill equipped with machinery
and instrumentation for studies of
pulping, pulp purification, reuse of
secondary fibers, refining, paper addi-
tives, and papermaking. This facility
includes one 12-inch and one 48-inch
fourdrinier paper machine, one pressur-
ized and several atmospheric disk
refiners, one pressurized grinder for
mechanical pulping, and auxiliary equip-
ment. In addition, the Department
maintains an environmental engineering
laboratory designed to demonstrate
various methods used for the recycling
of waste paper and the treatment of
waste water. Also included is a modern
chemical engineering laboratory, used
for studies in all phases of unit opera-
tions and processes, process control,
and analog simulation.

Undergraduate Program

The curriculum is entered at the
junior level. Students with an associ-
ate degree in engineering science,
science and mathematics, or chemical

Lower Division Courses

Course Area

Credit-Hours

Botany or Biology with Laboratory 4

General Chemistry with Laboratory 8

Organic Chemistry with Laboratory 8

Quantitative Analysis 3

Physics with Laboratory 8

Mathematics — Analytic Geometry and Calculus, Differential Equations 12

Computer Science 3

Economics 3

English 6

Engineering Drawing 1

Humanities or Social Science Electives 8

TOTAL MINIMUM LOWER DIVISION CREDITS 64

Upper Division Courses

Junior Year Credit Hours

First FCH 572 Wood Chemistry II 3

Semester FCH 360 Physical Chemistry 3

PSE 300 Introduction to Papermaking 3

WPE 387 Wood Structure and Properties 3

PSE 370 Principles of Mass and Energy Balance 3

PSE 371 Fluid Mechanics 3

Second PSE 372 Heat Transfer 2

Semester FCH 361 Physical Chemistry 3

WPE 390 Wood and Fiber Identification Laboratory 1

PSE 301 Pulp and Paper Processes 3

PSE 302 Pulp and Paper Processes Laboratory 1

ERE 377 Process Control 3

LIB 300 Library Research Methods 1

‘Elective 3

SUMMER MILL EXPERIENCE: PSE 304 Mill Experience 2

(Twelve weeks of full-time pulp or paper mill employment approved by the Department
between the junior and senior years.)

Senior Year Credit Hours

First PSE 461 Pulping Technology 3

Semester PSE 465 Paper Properties 4

PSE 473 Mass Transfer 3

PSE 491 Paper Science and Engineering Project ' 1

‘Electives 6

Second PSE 466 Paper Coating and Converting 2

Semester PSE 468 Papermaking Processes 3

ERE 440 Water Pollution Engineering , 3

•Electives 6

TOTAL MINIMUM UPPER DIVISION CREDITS 68

*At least 9 hours of electives must be selected from an advisor-approved sequence of technical
courses. Examples of suggested areas are shown below.

TECHNICAL

Colloid and Surface Chemistry
Instrumental Analysis
Polymer Chemistry
Pollution Abatement
Independent Research Project
Thermodynamics

ELECTIVES

Applied Mathematics
Computer Modeling
Principles of Management
Mechanics
Engineering Design
Materials Science

A total of 132 credit hours is required to complete the B.S. degree in Paper Science
and Engineering.

DECREE PROGRAMS— SERE 45

technology usually qualify for admission
if their studies have included 8 credit
hours of organic chemistry with labora-
tory. Other applicants with two years
of college study may also gain admission
if their curriculum includes the appro-
priate courses. Minor deficiencies can
usually be made up during the junior
year.

The Paper Science and Engineering
curriculum consists primarily of chem-
ical engineering courses and specialized
courses relating to the manufacture of
pulp and paper products.

Graduate Program

Graduate studies reflect the strong
trend toward diversification in the
industry and offer opportunities for
obtaining master of science and doctor
of philosophy degrees in a variety of
subjects related to the manufacture of
pulp and paper. Individual study pro-
grams are designed to meet specific
persona] needs. Typical areas of study
range from the development of new
pulping processes, chemical interac-
tions on the paper machine and the
disposal of pulping and papermaking
effluents, to the fluid dynamics of fiber
suspensions, the colloid chemistry of
papermaking constituents, and the
physical properties of fiber networks.

An important component of the grad-
uate program is thesis research under
direction of a graduate advisor. Much of
this research is carried out under the
auspices of ond of the outstanding re-
search facilities in the world, the Empire
State Paper Research Institute (ESPRI),
an integral part of the department. Its
research activities aim to generate new
information regarding the fundamentals,
the science, the engineering and the
technology of the papermaking process,
utilizing advanced techniques such as
electron microscopy, specialized spec-
trophotometry, nuclear magnetic and
electron spin resonance and nuclear
tracer methods. Recent work has been
directed to fundamental investigations
of pulping, bleaching, additives, paper
recycling, effluent disposal, the paper-
making process, the properties of
paper, reactions of wood components
during mechanical and chemical treat-
ments, the structure of wood and wood
fibers, evaporation, fluid dynamics, heat
transfer, and chemical recovery.

Many research projects are carried
out in cooperation with other College

departments. Examples of such projects
include a wide-ranging study of the
toxicity of paper industry effluents in
cooperation with the Department of
Environmental and Forest Biology, and
a cooperative project on the theoretical
and experimental analysis of the me-
chanical properties of fiber and paper
with the Department of Wood Products
Engineering, as well as the Department
of Aerospace and Mechanical Engineer-
ing at Syracuse University.

The department enjoys excellent
external support in the form of graduate
fellowships and grants from ESPRI, the
Syracuse Pulp and Paper Foundation,
and other industry sources, as well as a
number of government granting
agencies.

WOOD PRODUCTS
ENGINEERING

GEORGE H. KYANKA, Chairman (Ap-
plied Mechanics, Structures) COTE (Cel-
lular Ultrastructure, Light and Electron
Microscopy), DAVIDSON (Physical Prop-
erties of Wood), HANNA (Ultrastructure
and Microscopy), R. MEYER (Wood
Properties and Anatomy), SACZYNSKI
(Construction), SMITH (Adhesives, Coat-
ings, Wood-based Composites).

While . wood is one of the oldest
structural materials known to man, it
occupies a position of major economic
importance today with the annual
tonnage of wood produced in the United
States exceeding that of any other
major structural material. This fact
becomes even more important in this
age of environmental and ecological
concern because wood is the only
major structural material that comes
from a renewable natural resource,
and demand is growing for more effi-
cient utilization of available material.
Improved efficiency must be based on
solid scientific and engineering infor-
mation. The Department of Wood
Products Engineering provides under-
graduate instruction in basic wood
science and technology and stresses the
application of science and engineering
to building construction and the pro-
duction, design, and utilization of wood-
based materials. At the graduate level,
the Department provides guidance via
advanced courses and research oppor-
tunities in wood science, timber engi-
neering, and construction management
and engineering.

Undergraduate Program

The Department of Wood Products
Engineering prepares students for a
wide variety of professional occupations
concerned with the use of wood as a
material. Two curriculum options are
available: Construction and Wood Sci-
ence and Technology. Both options
have elective courses which permit
tailoring the program to serve the needs
of individual students from a wide
variety of two-year preparatory pro-
grams. The Wood Science and Technol-
ogy option is individualized to serve
students that wish to emphasize Mar-
keting, Management and/or Technical
Sales.

As the only major engineering mater-
ial derived from a renewable natural
resource, wood is receiving increased
attention as an alternative to other
materials which originate from the
depleted nonrenewable resources.
Thus, a principal aim of the depart-
mental program is to teach students the
fundamental properties of wood as a
material to promote efficient wood
processing, product design, and final
use, whether as a piece of furniture or
as a complete building.

To enter either option at the junior
level, a transferring student must have
acceptable college credit in the following
coursework areas. Individuals not meet-
ing the basic outline shown are en-
couraged to contact the Admissions
Office to work out special arrangements
and/or additional study requirements.

Construction Option

Current economic pressures are
dictating that the construction industry
become more efficient in the design and
construction of new facilities and struc-
tures. These structures range in size
from residential structures to massive
power generation stations. Conse-
quently, the industry has increased its
demand for technically trained pro-
fessionals who have the skills to manage
construction projects. These profes-
sionals must be prepared to develop
new and innovative construction tech-
niques, deal with a highly organized
union work force, prepare competent
cost estimates, and manage entire
projects from start through completion.

Although the Construction curric-
ulum emphasizes the use of wood as a
building material, it allows the students
an opportunity to develop a broac

46 DECREE PROCRAMS-SERE

Lower Division Courses

Required Courses Credit Hours

General Chemistry with Laboratory 4

General Physics with Laboratory 8

Mathematics through Integral. Calculus 8-9

English ' 6

Computer Programming 3

TOTAL MINIMUM LOWER DIVISION CREDITS 62

Some Recommended Additional Courses for Wood Science and Technology Option:
Accounting, biology or botany, economics (Micro and Macro), engineering drawing, organic
chemistry, statistics, and electives in the humanities and social sciences.

Some Recommended Additional Courses for Construction Option:

Accounting, economics, (Micro and Macro), engineering drawing, soil mechanics, statistics,
surveying, and electives in the humanities and social sciences.

Students are encouraged to consult the Admissions Office and the Department of
Wood Products Engineering (315/470-6880) for answers to questions regarding pro-
gram requirements.

CONSTRUCTION
Upper Division Courses

Junior Year Credit Hours

First WPE 387 Wood Structure & Properties 3

Semester WPE 361 Engineering Mechanics-Statics 3

ERE 371 Surveying for Engineers 3

ACC 204 Financial Accounting Systems 3

Elective 3

Second ERE 362 Mechanics of Materials 3

• Semester ERE 364 Engineering Materials 3

ACC 252 Introduction to Managerial Accounting 3

WPE 450 Construction Equipment 3

Statistical Analysis 3

Elective 3

INDUSTRIAL FIELD TRIP (a two-week field trip immediately following final

exam period): WPE 399 Field Trip 2

Senior Year Credit Hours

First WPE 420 Adhesives, Sealants, and Coatings 3

Second WPE 454 Construction Management 3

FEG 410 Structures .* 4

CIE 437 Soil Mechanics & Foundations I 4

WPE 497 Senior Seminar , 2

Second WPE 326 Fluid Treatments 2

Semester WPE 327 Fluid Treatments Laboratory 1

' Management Elective 3

WPE 422 Composite Materials 3

WPE 404 Design of Wood Structural Elements : 3

Elective 3

TOTAL MINIMUM UPPER DIVISION CREDITS 66

A total of 128 credit hours is required to complete the B.S. degree in Wood Products
Engineering with the Construction option.

educational background in construction
which will prepare them for a wide range
of job positions in the construction
industry and related fields. The program
has a certain degree of flexibility which
allows tne student to specialize in a par-
ticular area of interest.

Illustrative electives are listed below:
Engineering

Structural Analysis
Foundation Design
Building Systems
Energy Systems
Engineering Design

Management
Marketing
Business Law
Accounting
Finance

Operations Research
Environmental

Air Pollution Engineering
Solid Waste Disposal
Waste Water Treatment
Environmental Sanitation
Land Use Planning

The following are some of the position
titles past graduates now hold:

Wood Science and Technology Optictn

The wood science and technology
option prepares students for employ-
ment in the wood products industry. A
wood science and technology graduate
should be able to walk into any wood
products manufacturing operation and,
after observing the process be able to
fully understand what is going on.
Instruction is individualized by selecting
emphasis courses that are combined
with required core courses designed to
develop a comprehensive knowledge
and understanding of wood as a raw
material. The wood science and tech-
nology option trains wood technolo-
gists, utilizing an individualized program
with a series of emphasis courses to
develop additional background in mar-
keting or specialization in wood sciertce
and technology.

DEGREE PROGRAMS— SERE 47

right wood product for the intended end
use or makes possible the procure-
ment of the best wood raw material for
some manufacturing operation. These
situations include considering the cor-
rect species of wood, treatments to
prolong the useful life of a wood prod-
uct, or selection of the most suitable
manufactured product, such as medium
density fiberboard or plywood, for
a specific application. In some cases
market research surveys or economic
analyses may be required. Complete
understanding of the employer’s prod-
ucts, the material properties of wood,
and the customer’s special needs and
problems are necessary for the market-
ing specialist to function efficiently. In
addition to many sales-related or pur-
chasing-related positions are other
employment possibilities such as those
requiring analysis of economic and trade
conditions or relating engineering prop-
erties of wood to established or new
product lines.

Numerous manufacturing methods
are used to produce the oyer 5,000
products that use wood in one form or
another. By studying various produc-
tion systems and ways to modify wood
properties, a production-oriented wood
technologist is prepared for a career in
the manufacture of forest products
(veneer, plywood, particleboard, etc.).
These careers deal with product and
process development, quality control,
production control, design engineering,
personnel relations, and management.

Wood science and technology deals
with materials science and engineer-
ing. Graduates that have stressed the
science and technology of wood are
prepared to iltilize their knowledge of
wood in numerous ways: to increase
the efficiency of wood use, apply exist-
ing or new knowledge to wood product
manufacture or utilization, or to do the
research and development required
for the new products, processes, and
treatments necessary to meet the
increasing demands made on our limited
forest resources for wood commodities.
Such research projects could be either
basic, in which case the frontiers of
wood science are extended, or applied,
in which case existing knowledge is
applied to current technological prob-
lems. Much of the work that needs to be
done is technology transfer, so that
known techniques of wood science and
technology can be applied to the manu-
facturing or utilization environment. A

wood science and technology graduate
who has a good background in wood as
a material can adapt the present state of
knowledge to a broad range of utiliza-
tion, research, or manufacturing opera-
tion, research, or manufacturing
operations. Employment opportunities
include corporations, trade associa-
tions, government research institutes,
and universities. An M.S. degree is
highly recommended for those wishing
to formally enter the research field, and
a Bachelor’s degree for those wishing
to work in technical service or
manufacturing.

Job titles of recent graduates include:

Technical Sales Representative
Applications Engineer
Regional Sales Manager
Export Trade Analyst
Product Development Engineer
Marketing Research Analyst
Quality Control Engineer
Plant Engineer

Production Supervisor
Forest Products Specialist
Materials Research Associate
Wood Products Technologist
Research Associate in Wood Science
Product Development Engineer

Emphasis Courses

Students desiring to emphasize vari-
ous aspects of Wood Science and Tech-
nology should select 24 credit hours of
emphasis courses. These courses are
defined upon consultation with the
academic advisor. Typical concentration
areas can be chosen from the following
partial listing to complement the desired
career objective:

Finance

Accounting

Marketing

Materials Science

Operations Management

Quality Control

Engineering Economics

WOOD SCIENCE AND TECHNOLOGY
Upper Division Courses

Junior Year Credit Hours

First FBO 305 Dendrology 2

Semester WPE 361 Engineering Mechanics-Statics 3

WPE 387 Wood Structure & Properties 3

WPE 388 Wood & Fiber Identification Laboratory 2

*Electives 6

Second WPE 326 Fluid Treatments 2

Semester WPE 327 Fluid Treatments Laboratory 1

ERE 362 Mechanics of Materials : 3

WPE 322 Mechanical Processing 3

*Emphasis Course 3

Statistical Analysis 3

INDUSTRIAL FIELD TRIP (a two-week field trip immediately following final

exam period): WPE 399 Field Trip 2

Senior Year Credit Hours

First WPE 420 Adhesives, Sealants, and Coatings 3

Semester WPE 497 Senior Seminar 2

‘Emphasis Courses 6

•Eectives 3

Second WPE 422 Composite Materials 3

Semester p OR 404 Economics of Wood-Using Industries 3

WPE 404 Design of Wood Structural Dements 3

•Emphasis Courses 6

•Electives 3

TOTAL MINIMUM UPPER DIVISION CREDITS 65
•Specific courses selected for these requirements must have the advisor's approval.

A total of 127 credit hours is required to complete the B.S. degree in Wood Prod-
ucts Engineering with the Wood Science and Technology option.

48 DEGREE PROGRAMS-FOR

Computer Applications
Tropical Timbers
Wood Chemistry
Physiology and Pathology
Independent Research

Graduate Program

Recent research projects in wood
ultrastructure have dealt with the inter-
action of coatings and adhesives' with
the wood substrate, with cell wall devel-
opment, with the effectiveness of wood
preservatives, and with the identification
of natural inclusions in wood. Projects in
tropical wood identification and struc-
ture-property relations in foreign and
domestic timbers are examples of work
in the field of systematic wood anatomy.

JOHN V. BERGLUND, Dean
(Silvics, Silviculture )

Syracuse Campus

ABRAHAM SON (Entomology, Pathol-
ogy, Pesticides), BENNETT (Economic
Theory, Economic Thought in Forestry),
BICKELHAUPT (Nursery Soils, Forest
Soils), BLACK (Water and Related Land
Resources), BURRY (Forestry Extension,
Wood Utilization), CANHAM (Forestry
Economics, Economics, Economics of
Natural Resources), COUFAL (Silvicul-
ture), CRAUL (Forest Soils), CUNIA
(Operations Research, Biometry), DALL
(Environmental Law and Policy), DREW
(Tree Physiology, Physiological Ecology),
ESCHNER (Forest Influences, Forest
Hydrology), GRANT (Micrometeorology),
GRATZER (Forest Recreation, Forest
Management), GRAVES (Forest Resource
Policy, Planning and Management), HAL-
UGAN (Silviculture), HERRINGTON
(Meteorology, Urban Forestry), HORN
(Mensuration, Law), HOWARD (Silvics,
Forest Management), KOTEN (Forest
Management, Management Science and
Planning), MAYNARD (Tree Improve-
ment), MONTEITH (Forestry Economics,
Land Use), MORRISON (Forest Recrea-
tion, Forestry Extension), NYLAND
(Silviculture, Forestry Practice), PETRI-
CEKS (Resource Economics, Interna-
tional Forestry Economics), RICHARDS
(Silviculture, Urban Forestry), STTTELER
(Statistics), WHITE (Forest Soils,
Silviculture).

The field of wood physics has had active
projects in the permeability of wood and
the mechanics of fluid transport. Cur-
rent projects in the field of mechanics
are focused on the elastic behavior of
wood and wood-base composites, frac-
ture mechanics of wood, the behavior of
new structural designs such as truss
systems, and the mechanical properties
of laminated-veneer-lumber. Other
active research areas include biodegra-
dation, properties of juvenile wood, and
the growth-wood quality relationships. In
addition, there is growing interest in
studying the physical properties of wood-
based composite materials and the
chemical modification of wood, as well
as wood finishing systems.

Laboratory facilities include a me-
chanical testing laboratory with a wide

range of testing machines, a physics
laboratory with electronic instrumenta-
tion, and complete wood processing
facilities including a sawmill, plywood
milL, dry kilns, and wood preservation
equipment. One of the United States’
largest foreign wood collections is used
for graduate research and to support
the program of the Tropical Timber
Information Center (TTIC).

The Department has available a com-
plete microscopy laboratory, containing
transmission electron microscopes,
scanning electron microscope with en-
ergy dispersive x-ray analysis and partic-
ulate analysis accessories, a wide variety
of light microscopes, and related equip-
ment. Extensive equipment for chemical
analysis and nuclear chemical tech-
niques also serve the research program.

THE SCHOOL OF FORESTRY

Forest Technician Program —
Wanakena Campus
JAHNKE (Ecology, Silviculture, Forest
Management, Fire Management, Systems
Analysis), MARTIN (Mensuration, Tree
Physiology and Morphology, Wildlilfe Ecol-
ogy), MILLER (Forest Roads, Installations,
Aerial Photogrammetry, Graphics, Recrea-
tion) REMELE (Ecology, Silviculture, Sur-
veying, Personnel Management),
SUHR (Dendrology, Soil and Water
Measurements).

Adjunct Faculty

CZAPOWSKYJ (Forest Soil Science),
HEISLER (Meteorology), HORSLEY (Sil-
vics), MARQUIS (Silviculture), ROWN-
TREE (Urban Forestry), SLOAN (Policy),
TABER (Renewable Resources, Extension
Program), YAWNEY (Silviculture).

Undergraduate Program in
Resources Management

mental quality. It also includes the
effective implementation of these pro-
grams technically and via the adminis-
trative process, in accordance with
established policies and goals and in
cooperation with individuals and organi-
zations, both public and private.

The successful management of for-
ests and related resources involves
many different people working together
as teams to bring their special exper-
tise to bear on problems created by
society’s demands upon these basic
resources. The School of Forestry pre-
sently offers three undergraduate de-
gree programs designed to help stu-
dents fit into different parts of the
interdisciplinary multi-level teams
mentioned:

1. A professional forestry and re-
source management degree pro-
gram, at the bachelor’s level,
offered at the Syracuse Campus.

2. A forest technician degree pro-
gram at the associate’s level,
offered at the Wanakena Campus.
For details of this program see
p. 54.

3. A dual-major program that meets
the bachelor’s degree require-
ments of both the School of
Forestry and the Department of
Environmental and Forest Biology.
For details of this program see
p. 63.

DECREE PROGRAMS-FOR 49

Students completing the School’s pro-
fessional forestry program qualify for
practice as foresters and environmental
managers with public and private organi-
zations or as private consultants serving
a wide array of clients. The potential for a
meaningful, rewarding career in service
to human welfare becomes significant
when one recognizes the vast amount of
land area covered by forests. About 60
percent of New York State is classified
as forest land, while roughly one-third of
the land area of both the United States
and the world is so classified. The goods
and services that flow from this vast
resource base are of critical and growing
importance to the needs of modern
society and influence, in a major way,
the quality of the environment.

Though it represents the oldest area
• of professional instruction in the Col-
lege, the current curriculum was imple-
mented with the entering class of 1973,
with some modification made since
then. It is accredited by the Society of
American Foresters and meets the
educational requirements of the U.S.
Government Office of Personnel Man-
agement for forester employment in
Federal agencies. A core of required
upper division courses, totaling 42
semester hours, presents the basic
principles and practices underlying the
purposeful management of forest and
related resources for optimum produc-
tion and use of any one, or combination,
of their potential products and services.

Considerable emphasis in the curric-
ulum is placed on field instruction to
provide students with intimate knowl-
edge of how the forest ecosystem
functions and how it is manipulated and

used for a variety of owner objectives.
Close to half of the required upper divi-
sion core courses is conducted wholly
or primarily in the forest environment
and entail substantial physical activity
such as conducting field surveys, inven-
torying timber and other resources, and
thinning forest stands. Attendance at a
seven-week, eight-credit hour Summer
Session in Field Forestry is required
prior to registration for the junior year.
This session emphasizes field skills and
techniques and introduces ecological
concepts, and serves as the major
avenue of entrance into the professional
forestry curriculum.

A unique feature of the curriculum in
the fall semester of the junior year is
a set of team-taught blocked courses
emphasizing ecological foundations and
applications based on the skills learned
at the Summer Program in Field For-
estry. This fall semester is largely held at
the facilities of the College’s 4,000-acre
Heiberg Forest, nearby the Syracuse
Campus, with all transportation pro-

vided by the College. The Summer Pro-
gram in Field Forestry and the fall
semester of the junior year total 24
credit hours of field oriented core
courses, and as part of the conditions
for admission to this curriculum, appli-
cants must be willing and able to func-
tion effectively in the field under a wide
range of terrain and weather conditions.
Any questions or concerns about this
requirement should be directed to the
Director of Admissions.

Lower Division Courses

Course Area . Credit Hours

Biology (Botany and Zoology preferred) with Laboratory 8

General Chemistry with Laboratory 8

Physics I with Laboratory 4

Calculus I 3

Economics (Microeconomics required) ■ 3

Political Science (U.S. Institutions) 3

' Introductory Sociology OR Introductory Psychology 3

Computer Programming (Language) 3

‘English 6

••Social Science/Business Electives 9

***Mathematics/Physical Science Electives 6

••••Free Electives 8

TOTAL MINIMUM LOWER DIVISION CREDITS 64

•Standard freshman English sequences are acceptable, but where possible the student is
strongly urged to take technical report writing.

••Courses in sociology, .psychology, U.S. history, macroeconomics, political science,
anthropology, U.S. geography, business, finance, or accounting. Note : students may be
admitted with only 9 credit hours of the required or elective courses in economics,
political science, psychology/sociology and social science/business areas. The remain-
ing 9 credit hours of deficiencies must be made up as early as possible in the student’s
ESF program, including the use of summer sessions.

•••Courses in mathematics, physics, chemistry, geology, computer science, meteorology,
logic. Math courses must be of a level equivalent to Calculus II or be in some way
complementary to Calculus I.

****Free electives and electives in the specified categories should be chosen with the clear
idea that they are in preparation for an upper -division, professional program. Courses
in the free elective category that have been found to be helpful include personnel
management, group dynamics, technical report writing, speech, foreign language,
logic, pre-calculus math, first aid and CPR, graphics/drafting, surveying, real estate,
marketing, conservation law, ecology, dendrology, plant pathology, philosophy,
religion, fine arts or other arts, sciences or business courses. Free electives can also
include further courses from the directed elective categories. All electives should be
chosen with the particular career goals of a student in mind.

50 DEGREE PROGRAMS— FOR

areas of forestry’s multiple-use, while
another might choose to enhance depth
of understanding of a more specialized
area by concentrating electives in areas
such as timber, watersheds, forest wild-
life, recreation, entomology, pathology,
soils, international forestry, or urban
forestry. Electives may also be taken at
Syracuse University, usually to add to a
student’s general education or to gain
knowledge of an area of business
management, communications, geo-
graphy or other similar topics not
offered at ESF. Elective course selec-
tions must have the approval of the
student’s faculty advisor, and it is very
important that they be planned early in
the student’s program.

A significant feature of the elective
component of the professional forestry
and resource management curriculum is
that the spring semester of the senior
year consists wholly of electives and
thus is available for a variety of inde-
pendent or group study activities. These
may be conducted in whole or in part on
any one of the College’s several cam-
puses, or off campus at another institu-
tion, in cooperation with some resource
management agency or firm, or in con-
junction with an overseas academic
program operated by the College.
Proposals for off-campus study must be
well planned. They are subject to faculty
review and approval and are carried out
with varying degrees of faculty guidance

Upper Division Courses

Credit Hours

Summer: 'Summer Program in Field Forestry

FOR 301 Field Dendrology 1

FOR 302 Forest Surveying and Cartography . » 2%

FOR 303 Introduction to Forest Mensuration 3 %

FOR 304 Introduction to Forestry . 1

■SUMMER PROGRAM IN FIELD FORESTRY-7 weeks, 8 credit hours: Required of all
students (except Forest Technician Program and Paul Smith’s Forest Technician Program
graduates) prior to registration for junior year.

Junior Year

First FOR 322 Forest Mensuration 1

Semester FOR 331 Introduction to the Physical Environment 6

FOR 332 Silvics-Silviculture 8

Second FOR 360 Principles of Management 3

Semester FOR 370 Management of the Forest Enterprise 3

APM 391 Introduction to Probability and Statistics 3

2Electives 7

Senior Year

First APM 492 Forest Biometrics 3

Semester FOR 400 The Social Environment of Resource Management 3

FOR 461 Management Models 3

2Electives 6

Second 2Electives 17

TOTAL MINIMUM UPPER DIVISION CREDITS 71

2One half of the student’s elective hours during the junior and senior years must be in courses
taken in no fewer than three of the following schools: Forestry, Environmental and Resource
Engineering; Biology, Chemistry and Ecology; Landscape Architecture. The remaining elective
hours should be used to round out the professional education of a student. Note: a required
course of 2-3 credit hours is under consideration for the Second Semester of the Senior Year.

A total of 135 credit hours is required to complete the B.S. degree in the Professional
Forestry and Resource Management Curriculum.

to ensure adherence to academic
standards. Utilization of the spring
senior semester in such a fashion may
result in the need for a fifth semester
to meet graduation requirements.

A total of 135 credit hours is required
to complete the B.S. degree curric-
ulum. For students contemplating en-
trance to the program, it is required
that they have completed at least 64
semester credit hours or have earned an
associate degree, and further, that a
minimum of 56 of these credits be dis-
tributed among specific course areas as
outlined below. The maximum number
of freshman-sophomore semester credit
hours which may be transferred is 64.
Students who have completed more
than 64 lower division credits may trans-
fer up to 12 additional hours of junior-
senior level courses and should seek
advice on upper division credits at the
time of matriculation. The professional
forester must understand both the
biological and social influences that
affect the use of forest resources. Pro-
spective students should choose lower
division elective courses that will serve
to broaden and enhance their under-
standing in the social and political
sciences, humanities, and communica-
tion skills.

Graduate Education

FOREST RESOURCES
MANAGEMENT

Graduate education in the School of
Forestry builds upon the basic founda-
tions of knowledge and skill acquired by
students in its professional undergrad-
uate curriculum, in similar professional
programs at other schools, or in under-
graduate programs focused on any of
the fields important to Forest Resources
Management. Graduate study programs
are created to suit the needs of each
individual student and are designed to
prepare the student for careers in
resource administration, management,
scientific research, professional educa-
tion, and a variety of other specialized
positions in public and private employ-
ment bearing directly or indirectly on
forest resources management. Students
with nonforestry undergraduate or mas-
ter’s degrees with strong interest in
forest resources management are en-
couraged to apply.

The practice of forestry is based on \
a number of fields of science ranging

DEGREE PROGRAMS-FOR 51

from applied physics to sociology.
Graduate study in the School of For-
estry focuses on one or more of these
fields in the context of resources
management. Understanding the forest
ecosystem as a provider of goods and
services and as a modifier of the
physical environment is the thrust of
silviculture — culture of the forest. The
fields of meteorology, soils, hydrology,
and silvics (forest ecology) support
study and research in silviculture.
Tree improvement is the science and
practice of improving the forest through
genetics. The societal environment in
which forests are managed is founded in
the study of public and private policy
on forestry economics. Forest manage-
ment provides the bridge between the
biological and societal requirements.
Recreation management is the manage-
ment of the forest for recreation. Basic
to all these fields is the study of quanti-
tative methods (statistics, mensuration).
Urban and international forestry are
broad study areas.

The nine areas of special interest in
the Forest Resources Management
program are:

POLICY AND ADMINISTRATION—
Dali, Graves, Horn
FORESTRY ECONOMICS-Bennett,
Canham, Monteith, Petriceks
FOREST MANAGEMENT— Burry, Grat-
zer, Herrington, Horn, Koten
RECREATION MANAGEMENT— Grat-
zer, Morrison

SILVICULTURE-Abrahamson, Berg-
lund, Coufal, Halligan, Howard, Lea,
Richards, Yawney

SILVICS— Berglund, Drew, Horsley,
Howard

FOREST SOIL SCIENCE-Bickelhaupt,
Czapowskyj, White
TREE IMPROVEMENT-Maynard
FOREST INFLUENCES— Black, Esch-
ner, Heisler, Herrington

In addition, there are three areas of
study which integrate study in the above
areas or serve as foundations for study
in all areas. These are:

INTERNATIONAL FORESTRY-Petri-
ceks, Yavorsky

URBAN FORESTRY-Herrington, Rich-
ards, Rountree, Sanders
QUANTITATIVE METHODS-Cunia,
Horn, Stiteler

The description of these areas of study
is not intended to infer compartmentali-
zation of study. Indeed, most students
in the School have programs of study
which encompass two or more of the

study areas and are encouraged to
develop integrative programs of study
by the School faculty.

Master’s Degree Program

All three of the College’s master’s
options are available to students in the
School of Forestry. The appropriate
option must be selected with the
approval of the student’s committee.

Doctoral Degree Program

Although a doctoral program is
usually built upon a master’s degree
obtained at the College or elsewhere,
the program can be entered directly
from a baccalaureate degree.

There is no minimum credit require-
ment for the doctoral program, but the
usual load is 30 credit hours beyond that
required for the master’s degree* The
field work for writing of a dissertation
usually takes at least 12 months. In
addition, written and oral candidacy
examinations, intended ,to test the
student’s mastery of subject matter
essential to the student’s dissertation
topic, and an oral defense of thesis
examination are required. A preliminary
examination may be required prior to
the candidacy examination. The stu-
dent’s committee may require languages
or other tools be included in the stu-
dent’s program.

The Major Professor and Student’s
Committee

Each graduate student in the School
is assigned, or has selected via the
application process, a Major Professor
or faculty advisor to act as the director
of the student program of study. The
student and his/her Major Professor are
assisted in planning the student’s pro-
gram and in determining .successful
completion of the program by the
student’s committee. Each student’s
cqmmittee and study program are
designed to meet the student’s specific
needs.

Joint Study with Other Schools of
the College

say, insect damage, then admission to
the School of Forestry programs is
indicated. On the other hand, if the
student’s interest is focused on the
insect, then a program centered in the
School of Biology, Chemistry and
Ecology may be more appropriate.

Joint Degree Programs with
Syracuse University

Joint degree programs which provide
the student with two master’s degrees,
one from the College and another from
Syracuse University, are available with
the following Schools:

School of Management
Maxwell School of Public
Administration
College of Law
Newhouse School of
Communication

The joint degree programs usually add
an additional year to a normal master’s
program of study.

AREAS OF SPECIAL INTEREST

POLICY AND ADMINISTRATION

Graduate study in the area of re-
sources policy and administration is
designed to prepare students for leader-
ship positions in the broad range of
responsibilities at the planning, budget-
ing, programming, and operating levels
of public agencies and businesses. The
expanded role of federal and state
government oversight over resource
use and land management has brought
substantially increased need for thor-
ough understanding of policy matters,
legal requirements, and governmental
and political interactions with resource
owners and users. Advanced courses,
seminars and special problems struc-
tured around these needs and the
complex interrelationships of society
with resources are offered. A wide array
of complex problems of administrative
management, resources policy issues,
and related legal, financial, and execu-
tive needs are included among the
topics that may be emphasized.

52 DECREE PROGRAMS— FOR

other appropriate areas who have
strong interest in resource administra-
tion and policy can be served through
selection of necessary emphases that
complement work already taken.

The broad array of possibilities of
course selection and the diverse points
of view that are available allow the
student to build a program to meet
specific career objectives. The breadth
and diversity also offers the student an
opportunity to develop talents for
managerial leadership and policy posi-
tions in various aspects of enterprises
and public agencies whose work is
critical to the future of resources
management.

FORESTRY ECONOMICS

FOREST MANAGEMENT

The study of forest management re-
quires a broad knowledge of both the
natural and social environments as the
basis for an understanding of the way in
which these environments affect or are
affected by the development and utiliza-
tion of forests and associated wildlands.
Implementation of plans also requires
an understanding of the social environ-
ment -as well as the managerial process
to facilitate working with people both
inside and outside of the organization.

Programs are flexible and a student
may pursue a special interest in a single
product, several products or services,
tools and processes of planning for inte-
grated forest use, or in developing
managerial skills. The emphasis of the
program, however, would be in the
application of the skills and knowledge
to the management of forest lands.
Where appropriate, courses may be
taken at Syracuse University’s School
of Management and the Maxwell School
of Public Administration to complement
course offerings in the School of For-
estry and other Schools of the College.
Recent graduates have found employ-
ment in all of the diverse areas
described above.

RECREATION MANAGEMENT

neering, design, and education, provide
a wide range of supporting courses and
facilities.

SILVICULTURE

Classical silviculture can be defined as
the theory and practice of the manipula-
tion of forest ecosystems, including the
control of vegetation establishment,
composition, growth, and quality. The
nature of cultural treatments, the
theories upon which they are based, and
the biological, physical, and social
constraints to their implementation are
stressed in this area of specialization.
Elements of forest vegetation are inten-
sively examined from the dual stand-
points of fulfilling management goals for
goods and services and maintaining or
enhancing biotic productivity for the
future.

Management goals are considered to
include all the many and varied goods
and services that the basic forest re-
source is capable of supplying. Forest
productivity is of basic concern; the
student specializing in this area pro-
gresses through formal coursework
and research toward an understanding
of the effect of various treatments on
the continuous, balanced, and adequate
supplies of wood, water, wildlife, recrea-
tion opportunities, and amenity values.
One major area of emphasis within this
specialization relates to treatment of
tree stands for their continued produc-
tion of wood products and other com-
modities. Another emphasis centers on
the treatment of stands that are man-
aged for several values simultaneously,
where the ha'rmonious integration of
uses is of concern. A third emphasis
focuses on evaluation and manipulation
of vegetation systems primarily for their
on-site values, such as in wilderness and
recreation areas, highway and utility
rights-of-way, mining and other waste-
land reclamation, and urban green-
space. This involves a broad interpreta-

DECREE PROCRAMS-FOR 53

tion of forest ecosystems that includes
herbaceous and shrub systems as well
as silvics.

SILVICS

Silvics has been defined as that
branch of forestry which provides the
scientific base for the cultural treatment
of forest vegetation by (1) studying
and defining interrelationships within
forest ecosystems and (2) cataloging
general intraspecific characteristics of
tree species. In a, sense, silvics is the
ecology of managed forest ecosystems,
although unmanaged and natural forests
are often studied intensively to provide
the benchmark conditions from which
the silviculturist begins.

The specialist in silvics must maintain
channels of communication with col-
leagues in the basic disciplines, includ-
ing those in soil physics, soil chemistry,
micro-meteorology and climatology,
genetics and tree breeding, plant ecol-
ogy and physiology, wildlife biology,
entomology, and pathology. In addition,
certain tools, including a comprehensive
knowledge of probability and statistics,
the ability to use modem computers
effectively, and a familiarity with meas-
urement and sampling theory, are
required by specialists in most applied
sciences including silvics.

The specialist in silvics is essentially
at one focal point of much of what has
been called fundamental forest re-
search. His most useful function and
worthwhile contribution to the field of
forestry may very well depend on the
ability to. synthesize relevant material
and, through experimentation, provide
the silviculturist with information and
possible techniques for use in the cul-
tural treatment of forest vegetation.

FOREST SOIL SCIENCE

Graduate studies in this area of spe-
cialization may be directed toward
aspects of soil science related to the
quantity and/or quality of goods and
services in the management of re-
sources of nonagricultural lands, and

the impact of management practices on
environmental quality. These include
soil moisture, soil temperature, and nu-
trient element status interrelationships
in the evaluation of soil productivity;
evaluation of ecosystems to quantify
nutrient element balances and cycling;
amelioration of soils for increased pro-
ductivity; and impact of various land-use
practices on soil productivity.

Modern well-equipped laboratories
are available for graduate student use in
plant, soil, and water chemical analyses;
soil water-holding capacity and compac-
tion; infiltration and runoff; and other
chemical and physical property investi-
gations. The extensive College proper-
ties noted previously permit forest soil
research to be conducted under a wide
variety of environments and ecological
conditions.

Programs are coordinated with other
areas of specialization through coopera-
tion among school personnel, with other
departments of the College, Syracuse
University, and the U.S. Forest Service.

TREE IMPROVEMENT

Tree improvement is an important
component of forestry, and as demands
on the resource increase, it will become
even more vital. The most common
objective of a tree improvement pro-
gram is to develop populations of trees
that are well-adapted, rapid growing,
and disease-free. Other possible objec-
tives may be to increase the aesthetic or
recreational value of forest trees
through selection for other traits.

Modern, well-equipped laboratories
and greenhouses are available for grad-
uate student use. Many established test
plantations are available for collection of
materials and field evaluations. Grad-
uate students will take formal course-
work in plant biochemistry and physiol-
ogy, statistical genetics, and plant
breeding. This specialization prepares
graduates for positions in seed orchard
management, tree improvement, and
forest genetics with private, state, and
federal organizations.

FOREST INFLUENCES

Forest influences as an area of grad-
uate study includes all the effects result-
ing from the presence of forest trees
and associated vegetation on climate,
the hydrologic cycle, erosion, floods,

and soil productivity. Health considera-
tions and human comfort have often
been included in older definitions of
forest influences, and are assuming
greater importance today with our
growing concern for the environment.

Included among the principal studies
in this area are energy exchange be-
tween forest and atmospheres; moder-
ation of .urban environments by
vegetation; soil and slope stability; and
watershe'd hydrology, including snow.

INTERNATIONAL FORESTRY

Graduate education in international
forestry is designed to assist individuals
who are intent upon pursuing interna-
tionally-oriented careers in forestry and
related fields.

A wide variety of course offerings are
available to support the nonforestry
elements of this area of study through
Syracuse University. Opportunity for
field training and research in tropical

54 DEGREE PROGRAMS-FT

forestry and related fields is available to
qualified candidates, especially at the
doctoral level, under cooperative agree-
ments maintained by the College with
the Institute of Tropical Forestry in
Puerto Rico and the University of the
Andes, Merida, Venezuela.

URBAN FORESTRY

Graduate study in urban forestry
allows the student to pursue either of
two broad objectives. Professional Ur-
ban Forestry skills may be broadened in
the many areas of information important
to the practice of forestry in urban and
urbanizing areas through advanced
coursework and applied research. More
specialized study may be pursued in
scientific disciplines supporting the
practice of urban forestry. Active areas
of specialized research and study in the
School includes soils, greenspace ecol-
ogy, atmospheric science, tree improve-

ment, forest resource inventory and
evaluation, and resource economics and
planning. There is strong interaction
with other urban-related areas of study
within the College, including remote
sensing, botany, pathology, entomol-
ogy, wildlife ecology, and landscape
architecture. Academic departments in
the Maxwell School of Public Affairs at
Syracuse University such as Geo-
graphy, Economics, Political Science
and Sociology, cooperate with teaching
and research programs in urban for-
estry. The U.S. Forest Service North-
eastern Forest Experiment Station
maintains a permanent staff of scientists
in their Urban Forest Research Project
on campus who are engaged in studies
dealing with the planning and manage-
ment of urban forest ecosystems. This
work complements the College’s partici-
pation as one of nine universities in the
Consortium for Environmental Forestry
Studies, an organization of scientists

and graduate students studying a wide
range of problems in urban forestry.

QUANTITATIVE METHODS

Study in the area of quantitative
methods is designed to develop pro-
fessionals skilled in mathematical
and statistical problem solution and
equipped to act as biomatricians or
mensurationists.

FOREST TECHNICIAN PROGRAM

History and Description

with some emphasis on ecological
applications.

The curriculum is designed to allow
graduates immediate job entry at the
technician level. Students interested in a
professional degree in forestry and
resource management should investi-
gate the School of Forestry’s bachelor’s
degree curriculum described on page
48. However, it should be understood
that transfer into the School’s profes-
sional forestry curriculum, and other
ESF bachelor’s degree programs, is
possible upon completion of the A.A.S.
degree at Wanakena. There is also a
transfer package agreement with the
University of Michigan, School of
Natural Resources.

If a student feels transfer to a bacca-
laureate program is a possibility after

graduation from the Forest Technician
Program, he or she should pay close
attention to the footnotes under “Fresh-
man Year” on page 55.

The second year of the curriculum is
offered at the School of Forestry’s
Forest Technician Program on the
Wanakena Campus. Presented in a
varied forest environment, the curric-
ulum’s emphasis is on fundamental
forestry knowledge and applied field
training as well as the relationships
between forest technology and mana-
gerial needs. Fifty percent of the studies
are devoted to field exercises, most of
which are held on the School’s forest.
This managed forest, containing both
hardwood and coniferous species,
covers an area some 3)4 miles long with
widths varying up to 2% miles. On two
sides, the forest is bounded by State
Forest Preserve lands. The forest is also

DECREE PROGRAMS— FT 55

adjacent to several square miles of
virgin timber within the Adirondack
Forest Preserve. This excellent forest
backdrop for the technology program
provides a diverse laboratory for in-
structional purposes.

Since the Program is situated within a
forest environment, some applicants
may mistakenly believe that the forest
technology program is one of forest
lore and wilderness survival. It is, there-
fore, strongly emphasized that the
forest technician curriculum demands
high quality academic achievement.
Students cannot complete the program
without concentrated and consistent
study. Classes are scheduled from
8 a.m. to 5 p.m., Monday through
Friday, with classroom and laboratory
or field time equally divided. The
intensity of the program normally
requires a minimum of 70 hours a week
of evening and weekend study, daily
classes, and laboratory/field exercises.
Several short trips, at no additional
expense to the student, are made during
the year in connection with courses in
dendrology, silviculture, forest manage-
ment, forest recreation, wildlife ecology,
and surveying.

LIFE AT WAN ARENA

The Wanakena Campus of the Col-
lege of Environmental Science and
Forestry is located on the banks of the
Oswegatchie River near the hamlet of
Wanakena, approximately 65 miles
northeast of Watertown, and 35 miles
west of Tupper Lake. The Program’s
buildings and its surrounding forest
border on the river which flows directly
into Cranberry Lake.

Faculty houses are nearby on the
campus. Other buildings include a main-
tenance shop, garages, a sugar house,
and storage buildings.

The close proximity of faculty offices
and student quarters and the intensive
field-work pattern enables students to
consult easily and frequently with the
faculty. The Program considers this
traditional close student-faculty associ-

ation to be of major benefit in its educa-
tional program.

A small library of approximately 1,500
volumes consists of highly specialized
materials required for the teaching and
study programs of the curriculum.

Students taking the second year of
the forest technician curriculum at the
Wanakena Campus are required to live
in the campus’s dormitories. An excep-
tion may be made for married students
who bring their families and rent their
own private accommodations in the
vicinity. Such accommodations are not
plentiful. Each married student should

make rental arrangements well in
advance of the registration date.

The Wanakena Campus does not
maintain an infirmary, nor does it
employ a physician or nurse. There are
two excellent physicians and a dentist as
well as an excellent Community Hos-
pital in nearby Star Lake, New York. In
emergency situations, the Program
transports sick or injured students to
the local physician of their choice or to
the hospital. Health and accident poli-
cies for FTP students are available
through Syracuse University and it is
strongly suggested that the student

FOREST TECHNOLOGY CURRICULUM
(Associate of Applied Science Degree)

Freshman Year Credit Hours

( Completed at a college of the student’s choice )

'General Biology 8

English (A technical report writing course is highly recommended.) 6

2Math 6

Economics 3

3Electives 7

'Courses selected may be in general biology, but at least one course in introductory botany is (j
preferred.

Competency in plane trigdnometry and college algebra is required. If demonstrated, credits
become electives. If students feel transfer to a baccalaureate program is a possibil-
ity, they would be well advised to take calculus.

3lf a student feels transfer to a baccalaureate program is a possibility, general chemistry and
physics should be taken as electives. Otherwise, courses in sociology, psychology, political
science, geology, soils, accounting, business, computer science, etc. are desirable electives.

Senior Year - Credit Hours

(Wanakena Campus)

First FTC 200 Dendrology I 2

Semester FTC 202 Plane Surveying I 4

FTC 204 Forest Mensuration and Statistics I 3%

FTC 206 Forest Ecology 3

FTC 207 Aerial Photogrammetry 2

FTC 208 Forest Installations 3

FTC 213 Forest Protection I 2

FTC 223 Graphics 1

20)4

Second FTC 203 Plane Surveying II 1

Semester FTC 205 Forest Mensuration and Statistics II 2

FTC 209 Forest Roads 2

FTC 211 Silviculture 2)4

FTC 214 Personnel Management V/}

FTC 215 Timber Harvesting 2

FTC 217 Forest Management 3%

FTC 218 Forest Recreation V/2

FTC 219 Elements of Wildlife Ecology V/2

FTC 221 Soil and Water Measurements 1)4

FTC 227 Forest Protection II 2

FTC 228 Structure and Growth of Trees 154

FTC 229 Silviculture II

or 2

FTC 230 Plane Surveying III

24)4

A total of 75 credit hours is required. Upon satisfactory completion, an Associate of
Applied Science (A.A.S.) degree in Forest Technology will be awarded.

56 DECREE PROCRAMS-FT

consider such coverage before report-
ing to the Campus. Application forms
are available through ESF’s Office of
Student Affairs.

Because of the comparatively isolated
location of the Wanakena Campus,
a stock of books and supplies used in
connection with the second year of the
program is maintained on campus for
sale to students.

During the first year of the program,
College-enrolled students will be guided
by the rules and regulations that govern
attendance at their local campus. Dur-
ing the second year of the program,
students will be guided by the general
rules and regulations for College of
Environmental Science and Forestry
students and an additional set of
Wanakena Campus “house rules.”

ADMISSION
Admission Requirements

In addition to the academic require-
ments, the following must also be met
by all applicants:

1. The applicant must be strongly
motivated toward a career as a
forest technician.

2. The applicant must be willing and
able to meet the physical require-
ments of the program which in-
clude pole and tree climbing,

- walking 2 to 6 miles through
forest areas often carrying 15-20
pounds of equipment, and using a
wide array of hand tools and power
equipment:

3. The applicant’s parents (if the
applicant is under 18 years of age)
must be fully aware of the field
nature of the study program, its
rigorous study-work regime and
supporting academic facilities.

4. A full medical examination report
must be submitted.

Questions concerning any of these
requirements should be referred to the
Director of Admissions who may, under

special circumstances, waive some of
them.

Admission Procedures

The decision to admit any student to
the Forest Technician Program rests
solely with the College of Environmental
Science and Forestry. Most openings in
the program are filled by students who
received conditional acceptances while
still seniors in high school, contingent on
successful completion of the first year of
college. Remaining openings are filled by
transfer students who have already
attended college. Therefore, it is sug-
gested that the potential forest techni-
cian student apply while still a high
school senior.

Here is the procedure:

1. Seniors in high school must submit
a regular SUNY freshman applica-

, tion for the College of Environ-
mental Science and Forestry, using
a Curriculum Code 620 (Forest
Technology).. These applicants
should indicate entry date to be
one year in advance of the current
year.

2. Submit a regular application to
that school selected for the first
year of study, using Curriculum
Code 620. It is important that stu-
dents gain entry on their own for
the first year of studies. The Col-
lege will request information at a
later date concerning what institu-
tion the student will be attending.

Transfer Students

Students with previous' college exper-
ience, or students who are currently
enrolled at another college, may apply
for transfer. However, courses trans-
ferred for credit can be applied only to
thp freshman year course of studies,
and they must be appropriate to those
courses and comparable in subject
matter, content, and level. All second
year courses must be taken at the
Wanakena Campus and, therefore, a
student cannot transfer any previously
earned credit toward the second year.
Transfer applicants must submit a
recent official copy of their college tran-
script and a list of courses they antici-
pate completing prior to enrollment.

EXPENSES

Cost of the first year will vary with the
specific institution attended.

Estimated costs of the second year
program on the Wanakena Campus are
as follows:

N.Y. Resident

Tuition Board, Room Books, Supplies

$1,350 Approx. $3,100 Approx. $800

Nonresident

Tuition Board, Room Books, Supplies

$3,200 Approx. $3,100 Approx. $800

FINANCIAL ASSISTANCE

Financial aid is available upon accep-
tance to the College of Environmental
Science and Forestry. There are three
basic loans, scholarships or grants,
and part-time employment.

More detailed information on these
financial aid opportunities can be
found on pages 20-25 of this catalog and
the publication Financial Assistance
at ESF.

The student must file an application
with the Office of Financial Aid at the
Syracuse Campus and submit a Family
Financial Statement to ACT, Iowa City,
Iowa 52243.

PLACEMENT

The School assists in placement of
graduates. The reputation of the School
of Forestry’s Forest Technician Program
assists graduates to find employment.
Employment is common with local, state
and federal forestry, and land resource
agencies, private forestry enterprises,
and surveying firms. Positions most
frequently filled by recent graduates
include: state forest ranger, state forest
technician, forest aide, industrial forest
district supervisor, timber inventory
specialist, timber sales supervisor, forest
surveyor, forest engineering aide, forest
protection technician, forest research
technician, forest equipment salesman,
tree service technician and urban park
ranger.

DEGREE PROGRAMS-LA 57

THE SCHOOL OF LANDSCAPE ARCHITECTURE

RALPH A. SANDERS, Acting Dean
FACULTY

GEORGE W. CURRY. Professional Ex-
perience: The Reimann-Buechner Partner-
ship, Landscape Architects, Syracuse; The
Curry-Paulo Partnership; Member, Syra-
cuse Conservation Advisory Council,
Syracuse Urban Cultural Parks Advisory
Committee, and - Chairman, Syracuse
Landmark Preservation Board. Licensed
Landscape Architect, New York State.
Fields of Specialization: Site Planning,
Urban Analysis and Design, Historic
Preservation.

JOHN P. FELLEMAN. Professional Ex-
perience: Planning Engineer, Monroe

County, N.Y.; Urban Planner, NYS Hud-'
son River Valley Commission; Chief
Planner, Bruce Howlett, Inc.; Partner,
Impact Consultants; Licensed Professional
Engineer, New York State; Designated
Planner-in-Charge, New York State.
Field of Specialization: Site Systems
Engineering; Route Location; Environ-
mental Simulation.

Graphics.

DAVID L. HANSELMAN. Professional
Experience: Ohio Department of Educa-
tion, Ohio Department of Natural Re-
sources, Ohio State University. Fields of
Specialization: Communications Strat-

egies and Message Design, Non-Print
Communications.

RICHARD S. HAWKS. Professional
Experience: EDAW, Inc., Cambridge

Research Institute. Fields of Speciali-
zation: Regional Planning and Design,
Facility Siting and Routing, Geographic
Digital Data Banks.

ALLEN R. LEWIS. Professional Expe-
rience: Bucks County Planning Commis-
sion, Pennsylvania. Member, American
Institute of Certified Planners. Fields
of Specialization: Community Planning;
Planning Theory; System Dynamics;
Modeling and Simulation.

FRANK L. MARAVIGLIA. Professional
Experience: Senior High School Teacher;
Business and Management Consultant;
President, Centre of Applied Creativity,
Baltimore, Maryland; Faculty, Annual
Creative Problem Solving Institute, SUNY
Buffalo, Organizational Communication.
Fields of Specialization : Technical Graph-
ics, Creative Problem Solving, Education,
Communication, Video, Management.

JAMES E. PALMER. Professional Expe-
rience: Research Associate, The Environ-
mental Institute, University of Massachu-
setts; Associate Social Scientist and Re-
source Planner, Carlozzi, Sinto & Vilkilis,
Inc.; College Planner, Kresge College,
University of California at Santa Cruz.
Fields of Specialization: Landscape Per-
ception, Design Evaluation, Social Impact
Assessment, Environment and Behavior
Research Methods.

ROBERT G. REIMANN. Professional
Experience: City of Montreal Depart-
ment of Public Works, Parks and Play-
grounds; Sargent, Webster, Crenshaw
and Folly Architects; James E. Glavin
and Associates; Principal, Reimann-
Buechner Partnership; Director, Pro-
fessional Practice Institute (ASLA);
Director, Landscape Architecture Founda-
tion; Fellow, American Society of Land-
scape Architects; Member, ASLA Council
on Education. Fields of Specialization:
Environmental Design, Passive Energy
Conservation, Site Planning and Design.

HAMID SHIRVANI. Professional Experi-
ence: University of Southern California;
University of California, Los Angeles;
Southern California Institute of Archi-
tecture; Pennsylvania State University;
Shirvani & Associates; The Planning
Center; Technokam Regional Develop-
ment Corporation; London Borough of
Barnet, U.K.: Maidment & Brady, U.K.;
Devereux and Partners, U.K. Fields of
Specialization: Urban planning and design,
environmental policy development, politi-
cal economy and developing countries.

and Regional Development, University of
California, USDA Forest Service. Fields
of Specialization: Landscape and Envi-
ronmental Planning, Visual Resource
Analysis, Environmental Assessment/
Administration, Wetland Assessment.

KATHLEEN A. STRIBLEY. Professional
Experience: Department of Landscape
Architecture, The Ohio State University;
Anderson-Lesniak and Associates, Inc.;
Research Project, University of Michigan;
Johnson, Johnson and Roy, Inc.; Colvin-
Robinson Associates, Inc.; Dalton»Dalton»
Little»Newport, be. Fields of Specializa-
tion: Design and Behavior; Public Partici-
pation; Urban Design, Parks and Recrea-
tion; Site Planning and Design.

DANIEL A. SUNDQUIST. Professional
Experience: American Peace Corps;

EDAW, Inc., University of New Hamp-
shire. Fields of Specialization: Site

Planning and Design, Environmental
Impact Assessment, Siting and Routing,
Synaesthetics. ,

Introduction

The alteration of the physical environ-
ment has been a product of human
activity since the earliest times of human
settlement. While environments of en-
during beauty and vitality occasionally
resulted, the history of environmental
manipulation more often demonstrated
degradation and abuse of the landscape.
As the knowledge of natural and human
processes has expanded, environmental
change has been transformed over the
centuries from the casual efforts of
many to that requiring skilled individual
effort and often demanding multidisci-
plinary attention.

UNDERGRADUATE PROGRAM

The School of Landscape Architec-
ture offers two undergraduate degree
programs— the Bachelor of Science
with a major in Environmental Studies
(B.S./E.S.) and the Bachelor of Land-

58 DEGREE PROGRAMS-LA

Lower Division Courses

Course Area Credit Hours

Written Communications 3

Required credit hours in this area should be taken in courses dealing with
English comprehension, the basic skills of grammar and composition. '

Humanities 9

Required credit hours in this area should be taken in coursework in philos-
ophy, literature, art, music, drama, and language.

Social Sciences 9

Natural Sciences 6

Required credit hours in this area must include a course in general biology.
Additional hours should be taken from coursework in ecology, physical
geography, earth science, geology, biology, chemistry, and physics.

Mathematics 3

Required credit hours in this area should be taken in computer program-
ming, statistics, or mathematics at the level of college algebra, trigonom-
etry, and calculus.

Electives 32

TOTAL MINIMUM LOWER DIVISION CREDITS 62

scape Architecture (B.L.A.).

Both degrees share the ultimate pur-
pose of providing senior level education
for those concerned with the condition
and form of the physical environment.
The B.S./E.S. degree is basically de-
signed for those students desiring a
general undergraduate degree to be
followed by an environmentally related
graduate degree. The B.L.A. degree is
basically designed for those students
desiring to enter the profession of land-
scape architecture either directly after
completing this degree or after complet-
ing a graduate degree. Students are
urged to seek complete clarification of
the two degree programs with regard to
their own career goals by arranging an
interview with the School.

All students apply for either the
B.S./E.S. or B.L.A. degree upon appli-
cation to the College.

BACHELOR OF SCIENCE
IN ENVIRONMENTAL STUDIES

The B.S./E.S. degree is granted at the
end of four years and requires the
successful completion of 125 credit
hours. Students typically enter the
program with 62 lower division credits.
During their junior and senior years,
students are required to complete a
group of core courses in the humanities,
natural, and social sciences. The partic-
ular emphasis of an individual student’s
program is determined by the develop-
ment of two concentration areas investi-
gating specific environmental concerns
directly related to the student’s career
purposes and goals. It is recommended
that students engage some integrative
academic experience during their senior
year that provides an opportunity to
synthesize their environmental studies
education.

Students receiving the B.S./E.S. de-
gree have pursued graduate study in

the disciplines of planning, landscape
architecture, and other environmen-
tally related areas such as business,
education, and law. Students with
academic standing in the top one-third
of their class may apply at the end of
their junior year for advanced standing
admission to the School’s M.L.A. pro-
gram in community design and planning.

Prerequisites for Entry into the
B.S./E.S. Program

Because of the wide range of oppor-
tunities available to students who enter
the B.S./E.S. program, it is important
that they prepare themselves with a
broad range of lower division course -
work. Understanding the issues involved
in the condition and form of the physical
environment requires a background in
the humanities, natural, and social
sciences. The following required and
recommended prerequisite coursework
will prepare the entering student to
engage the B.S./E.S. curriculum.

Each applicant is required to submit a
statement of program interest. This
statement should describe how study in
the B.S./E.S. program will contribute to
the student’s educational and career
goals. It should reflect an understanding
of the curriculum and .represent the
student’s preparedness to take advan-
tage of the special nature of the program.

BACHELOR OF
LANDSCAPE ARCHITECTURE

The B.L.A. degree is a professional
degree with an emphasis on the skills
and knowledge required to qualify as a
landscape architect. The degree is
accredited by the American Society of
Landscape Architects (ASLA) as the
first professional degree offered at the
School. The B.L.A. is granted at the
end of five years of study and requires
the successful completion of 160 credit
hours. Students enter into the third year
of the program with a minimum of 62
lower division credit hours and follow
the prescribed curriculum.

The B.L.A. degree program consists
of a core of courses involving the basic--
principles and skills of landscape archi-
tecture design, land manipulation and
engineering, applied ecology, and com-
munications. Additionally, students are
required to participate in an independ-
ent study semester of the Off-Campus

DECREE PROGRAMS— LA 59

Bachelor of Science in Environmental Studies Curriculum

I. CORE REQUIREMENTS

Credit Hours

A. WRITTEN COMMUNICATIONS 4

Coursework intended to develop a professional-level skill in written commun-
ication. Required are three credit hours in report writing or equivalent and one

credit hour in 'library research.

B. METHODS AND TECHNIQUES 6

Coursework intended to develop methods and techniques useful for analyzing
environmental information. Required are six credit hours, including a two-
credit-hour course in statistics or computer programming.

C. ENVIRONMENTAL CONCEPTS AND SYSTEMS THINKING 6

Coursework intended to develop critical facilities and systems thinking useful

for an appreciation of the holistic nature of environmental issues. Required
are six credit hours, including EIN 300 Introduction to Environmental
Studies.

D . NATURAL SCENCES . 9

Coursework intended to provide a natural science foundation useful for
understanding natural phenomena and processes. Required are nine credit
hours, including EIN 311 Natural Processes in Planning and Design. It is
recommended that the remaining courses have a laboratory or fieldwork
component.

E. HUMAN-ENVIRONMENT INTERACTIONS 9

Coursework intended to provide a foundation for understanding the inter-
action of humans and the environment from social, institutional, and histor-
ical perspectives. Required are nine credits, including EIN 390 Social/Cultural
Influences and Environmental Form, EIN 451 Introduction to City and Regional
Planning, and either EIN 371 History of American Landscape Attitudes, or
EIN 471 History of Landscape Architecture.

H. CONCENTRATION REQUIREMENTS

This coursework provides an opportunity to develop proficiency in two par-
ticular aspects of the interrelationship of the natural environment, people,
society’s institutions, and their influence on the condition and form of the phys-
ical environment. Two concentration areas of nine (300 level or above) credit
hours each are required. A maximum of three credit hours of independent
study may be counted toward each concentration. Internship-type experience
may not be counted toward a concentration. Concentrations are proposed
by students after consultation with faculty and must be approved by the faculty
advisor. Accepted coursework must be of grade C or better.

HI. DIRECTED ELECTIVES 11

Eleven credit hours of coursework selected with the approval of the faculty
advisor to complement core requirements or concentration areas. It may
include a senior-year integrative academic experience.

. TOTAL MINIMUM UPPER DIVISION CREDITS 63

A total of 125 credit hours is required to complete the B.S. degree in Environmental
Studies.

Program during the fall semester of the
fifth year. Th6 major objective of the
B.L.A. program is the development of
basic proficiency in design, engineering,
and communication skills necessary for
formal admission into the profession of
landscape architecture.

When the prerequisite period of work
experience has been completed, a
person holding a B.L.A. degree may

obtain a license to practice landscape
architecture. At present, the State of
New York requires those holding a
5th-year B.L.A. degree to complete a
three-year period of internship in the
field prior to applying for the licensing
examination. Other states have varying
requirements for obtaining a license.

As in any area of professional study,
students seeking the B.L.A. degree are

expected to demonstrate a high level of
commitment and scholarship in their
studies. This professional commitment
is demonstrated by a desire to serve
society in an objective, rational, and
ethical manner in designing the form of
the environment.

Prerequisites for Entry into the
B.L.A. Degree Program

ELECTIVE GUIDELINES

Students planning to transfer to the
School of Landscape Architecture
should consider the following as guide-
lines in selecting their 35 credit hours of
electives. The subject areas are con-
sidered highly desirable but are not
required. Course areas marked (*) are
required following transfer to the
School, but can be waived if completed
prior to transferring. This will allow a
student to take additional electives at
ESF.

1. In addition to the required prere-
quisite credit hours listed, further
subject coverage in Written and
Oral Communications, Natural
Sciences, and Social Sciences as
listed above is recommended.

2. Art and Design

Courses in this category should
preferably include Art History*
and Studio Art. Studio courses

60 DECREE PROGRAMS-LA

Required Lower Division Courses

Course Area Credit Hours

Written and Oral Communication 6

Required credit hours in this area should be taken in courses dealing with
English comprehension, the basic skills of grammar and composition, and
public speaking.

Graphics 3

A minimum of one semester’s work preferably in a course in engineering
drawing, mechanical drawing, or architectural drafting may be selected.

Natural Sciences 6

Social Sciences 3

Required credit hours in this area are to be taken from coursework in U.S.
history, sociology, social psychology, social or cultural anthropology, politi-
cal science, or economics.

Mathematics 6

Required coverage of college algebra and trigonometry. Students with
prior coverage in math who can demonstrate proficiency at time of admis-
sion may substitute elective hours for this prerequisite. More advanced
math is desirable but not required.

Computer Science 3

Required course must include introduction to programming utilizing' BASIC,
FORTRAN, AFL, or PASCAL. ,

Electives 35

TOTAL MINIMUM LOWER DIVISION CREDITS 62

*Can be waived at ESF if completed prior to transfer.

in Drawing or Three-Dimen-
sional Design, for which Sculpture,
.Ceramics, and Photography, are
recommended.

3. Analytical Tools

Courses in this category should
preferably include Elementary
Plane Surveying*, Air Photo
Interpretation*, or Elementary
Physics. Additional work in
computing technology is highly
recommended, particularly in the
realm of computer graphics and
computer-assisted design (CAD).
Demonstration of academic ex-
cellence in environmental design
and design graphics through sub-
mission of - a portfolio is highly
recommended as part of the
admission’s process to the B.L.A.
program.

GRADUATE PROGRAM
MASTER OF

LANDSCAPE ARCHITECTURE

The master’s degree is open to those
students who hold an undergraduate
degree and meet the prerequisites
for admission. The program is accred-
ited by the American Society of Land-

scape Architects and focuses on com-
munity design and planning. The three-
year course of study provides a strong
foundation of design theory and process
while emphasizing mastery of the skills
associated with an individually selected
area of concentration. The core curric-
ula focus on processes of community
design and planning. Students are
required to integrate the core course-
work with an elected area of concen-
tration. The program requires cross-
disciplinary study to prepare students to
enter a, variety of emerging positions in
the public and private sectors. Illustra-
tion of these positions may be found in
design research, community develop-
ment, impact analysis, and environ-
mental management. Although these
positions require working knowledge of
design, they transcend the traditional
skills normally associated with project
design. Processes related to manage-
ment, analysis techniques, technological
application, and the social and natural
sciences are considered necessary to
undertake these and other similar posi-
tions. Graduates of the program are
currently employed by government,
educational institutions and private
offices practicing environmental design
and analysis across a broad and com-

prehensive scope or purview. The
M.L.A. degree is granted upon the
completion of 72 credit hours (42 grad-
uate) in a prescribed curriculum.

A variety of joint degree program
opportunities exists for applicants wish-
ing to develop a unique career track.
Concurrent professional degrees in Law,
Public Administration, Public Commun-
ication, or Business Management may
simultaneously be pursued at Syracuse
University. Ph.D. programs for careers
in teaching and research are available
within the College’s Graduate Program
in Environmental Science, and with a
variety of programs at Syracuse Univer-
sity, such as geography. Applicants
interested in dual degree programs are
encouraged to contact the College’s
Graduate Admissions Office at an early
date.

M.L.A. DEGREE PROGRAM

The M.L.A. curriculum has four
components: a foundation year, a
sequence of required core courses,
a series of elected courses in an area
of concentration, and a terminal exper-
ience. The foundation coursework pro-
vides the skill and knowledge basis
for engaging environmental design. The
required core courses have as their
focus the development, enhancement,
and refinement of understanding of
landscape architectural philosophy,
theory, skills, and techniques, as
focused on community design and
planning. Emphasis is placed on the
refinement of proficiency in design
analysis skills, concepts, and objectives.

Each student is required to select and
complete nine credit hours of directed
graduate electives in a declared area of
concentration within the. major of
community design and planning. The
specific concentration is the responsi-
bility of each student and must be
approved by the student’s faculty
advisor or major professor prior to the
end of the first year. Illustrative con-
centrations include: physical, cultural,
communication/public participation,
urban design, visual analysis, and
environmental simulation.

Three terminal experience options
are available: thesis or project, course-
work, academic, or professional exper-
ience. A project consists of the critical
application of professional knowledge
and skills to a landscape architectural
problem. A thesis consists of research

DEGREE PROGRAMS— LA 61

Bachelor of Landscape Architecture Curriculum

Third Year Credit Hours

First LSA 320 Introduction to Landscape Architecture and Planning 3

Semester LSA 326 Landscape Architectural Design Studio I 3

CMN 382 Graphic Communication 2

EIN 311 Natural Processes in Planning and Design 3

EFB 320 General Ecology or Elective* 3

Elective 2

Second LSA 327 Landscape Architecture Design Studio II ,. . . 3

Semester LSA 330 Site Research and Analysis 2

EIN 371 History of American Landscape Attitudes 3

EIN 390 Social/Cultural Influences and Environmental Form 3

ERE 306 Elements of Map and Air Photo Interpretation or Elective* 1

ERE 308 Elements of Plane Surveying or Elective* 1

ENG 404 Technical Writing 1 3

Fourth Year Credit Hours

First LSA 422 Landscape Design Studio ID 4

Semester LSA 433 Plant Materials 2

LSA 434 Design Materials 1

■ LSA 442 Site Grading 2

LSA 443 Site Drainage Systems 1

EIN 451 Fundamentals of City and Regional Planning 3

EIN 471 History of Landscape Architecture 3

Second LSA 423 Landscape Design Studio IV 4

Semester LSA 425 Orientation for Experiential Studio 2

LSA 444 Vehicular Circulation Design 1

LSA 445 Introduction to Structures 1

LSA 455 Professional Practice in Landscape Architecture « 2

EIN 470 Art History or Elective* 3

LIB 300 Library Research 1

Elective 3

Fifth Year Credit Hours

Summer LSA 533 Plant Materials 2

First LSA 524 Experiential Landscape Design Studio V
Semester (Off-Campus Program) 16

Second LSA 522 Landscape Design Studio VI — Urban Design 4

Semester or

LSA 525 Landscape Design Studio VI — Site Design 4

LSA 527 Landscape Design Studio VI — Regional Design 4

LSA 545 Professional Practice Studio 2

Architecture Elective 3

Elective 3

‘Elective only with prior coverage in required area.

A total of 160 credit hours is required to complete the B.L.A. degree.

NOTE: A number of the courses listed in the B.L.A. curriculum are in the process of
being revised. Upon revision, new course descriptions will be available after
approval by the College of Environmental Science and Forestry Faculty.

which expands or clarifies basic knowl-
edge related to community environ-
mental design. The coursework option
involves selected electives in the desig-
nated area of concentration. The
academic/professional experience is

typically a semester-long internship with
a public agency, private firm, or non-
profit institution.

The following describes the broad
sequential linkages of the six-semester
program:

First Year: Foundation courses in
design analysis, physical factors, graph-
ics, history, and theory, and start of
graduate elective sequence, or engage-
ment of additional undergraduate tech-
nical subjects. The scale focus is human,
site, and neighborhood.

Second Year, Fall Semester: The
third semester of study is intended to
provide an introduction to decision-
making processes, including computer
applications in community design and
planning. An examination of the impact
of physical factors on the environment is
provided. Scale focus includes munici-
pal and site in rural/suburban scenarios.

Research and community service play
a significant role in the graduate pro-
gram, primarily through funded projects
and projects/thesis. Not only does
research provide new knowledge and
applications for the profession, but it
enriches the curriculum, enhances fac-
ulty expertise and develops student
skills in rigorous observation, clear
thinking, and lucid writing.

62 DECREE PROGRAMS— LA

M.L.A. Program Sequence

The M.L.A. program is established as a three-year sequence of courses. The
following sequence illustrates a typical three-year program.

First Year Credit Hours

LSA 520 Design Analysis Studio I 3

CMN 382 Graphic Communication 2

LSA 671 History of Landscape Architecture 3

'LSA 697 Topics and Issues of CDP 2

LSA 521 Design Analysis Studio II 3

LSA 330 Site Research and Analysis 2

ERE 306 Air Photo Interpretation 1

LSA 445 Elements of Structures 1

LSA 496 Site Grading 2

2Directed Electives 1 5

Second Year Credit Hours

LSA 620 Community Design and Planning Studio I 3

LSA 652 Community Development Process 3

LSA 656 Environmental Factors, Community Response, and Form 3

3LSA 433 Plant Materials 2

3LSA 434 Design Materials 1

LSA 621 Community Design and Planning Studio D 3

LSA 650 Behavioral Factors of Community Design 3

Directed Electives 6

Third Year

4 Typical Options for Integrative Experience:

LSA 898 Academic/Professional
LSA899 Thesis/Project
LSA 641 Formal Organization
LSA 642 Project and Program
Scheduling

Academic/

Thesis/Project Professional Experience Coursework
Fall Spring Fall Spring Fall Spring

1 1
1 1

LSA 643 Ethical Issues in Community

Design and Planning 1

Directed Sectives 9 3

12 12

12 9

.12 12

'Also required for students who enter with advanced standing.

2Directed electives are selected in consultation with the student’s advisor. They are designed to
augment the student’s undergraduate preparation, to develop the required concentration.
3Usually not required for students who enter with advanced standing.

4The precise number of credit hours taken by a student during a given semester in LSA 899,
LSA 898, or in directed electives is determined in consultation with the student’s advisor.

video, noise, solar, and visual simu-
lation equipment. The College’s Com-
puter Center is fully interfaced with
Syracuse University to provide a com-
plete range of academic and research
capabilities. The College also has a fully-
equipped video tape recording (VTR)
studio, photogrammetic labs and
micro-computer based image process-

ing capability for LANDS AT tape
interpretation.

The School is unique in its location
within the College of Environmental
Science and Forestry. This situation
provides the M.L.A. candidate with the
opportunity to draw upon information
and knowledge in ecology, natural
sciences, resource management, for-
estry and many other related environ-
mental disciplines. The U.S. Forest
Service Urban Forestry unit located
at the College provides a unique oppor-
tunity to promote interdisciplinary envi-
ronmental design research. In addition,
the relationship with Syracuse Univer-
sity provides the School with an
extensive intellectual as well as physical
resource basis.

Students seeking admission to the
M.L.A. program may apply to enter in
either the first or second year based on
education and experience. Admission
to the first year requires:

1. An undergraduate degree.

2. Graduate Record Examination
scores.

3. Undergraduate transcript.

4. Three letters of recommendation.

5. A completed course in each of
three areas:

a. botany, biology, or ecology;

b. geology, geomorphology, or
earth science;

c. anthropology, psychology, or
sociology;

d. computer application or pro-
gramming course.

In addition, students seeking admis-
sion to the second year must have:

6. Accredited design degree or
equivalent;

7. Design and engineering portfolio;

8. TOEFL scores required for all
applicants whose native language is
not English. Applications should be
made prior to March 1 for the
following fall.

DEGREE PROGRAMS— DUAL 63

DUAL UNDERGRADUATE PROGRAM IN ENVIRONMENTAL AND
FOREST BIOLOGY AND RESOURCES MANAGEMENT

This dual curriculum is designed to
provide students with a strong back-
ground in basic biology and forestry. In
doing so it meets the core course

requirements in two undergraduate
curricula: Environmental and Forest
Biology, and Resources Management.
The Dual Program is one level in a

continuum of Biology and Forestry
study opportunities at the College:

Environmental and Forest Biology Resources Management

with Forestry Electives with Biology Electives

Upon completion of the Dual Pro-
gram, graduates will be highly qualified
to work professionally in forested
ecosystems. The breadth of training
received by students who elect this
option will prepare them for a career in
forestry and other aspects of environ-
mental science in the federal, state, and
private sectors. Exposure to diverse
courses and extensive field experience
enhances their employment opportun-
ities in multidisciplinary programs that
are characteristic of contemporary
approaches to forestry management
and other environmental problems.

The Dual Program requires a mini-
mum of five semesters at the upper
division level. Six semesters may be
necessary for those students who lack
appropriate lower division courses, or
who wish to develop specific interests
in forest biology or forestry. A total of
147 credit hours, 62 of them prior to
matriculation, is required for this Bach-
elor of Science degree. In addition to
the 58 credit hours of upper division
core courses listed below, six of the
elective credit hours must be in Plant
. Science, six in Animal Science, six in
FOR (Forestry) and three in WPE
(Wood Products Engineering) or FEG
(Forest Engineering), exclusive of the
eight-hour summer camp experience.

There is less opportunity to take free
electives in the Dual Program than in
the two curricula which it combines. It is
recommended that elective require-
ments in plant science and animal
science address critical support areas
such as forest pathology, plant ecology,
fish and wildlife management, and forest
entomology. Similarly, forestry electives
in silviculture, hydrology, or tree
improvement are examples of elective
opportunities in important forestry
support areas. In all cases, choice of

DUAL PROGRAM

electives depends on the student’s pro:
fessional goals. Course selection is
made after consultation with each of
two advisors; one from the School of
Environmental and Forest Biology and
one from the School of Forestry.

To facilitate transfer at the junior

level, it is important that students satisfy
the lower division course requirements
prior to matriculation at the College of
Environmental Science and Forestry.

Students entering at the junior level
should have successfully completed a
minimum of 62 credits which include:

Lower Division Courses

Course Area Credit Hours

General Chemistry with Laboratory 8

Organic Chemistry with Laboratory 1 8

General Physics with Laboratory 8

Mathematics, through Integral Calculus . . . 6-8

English 6

General Botany and Zoology OR General Biology with Laboratory 8

‘Social Sciences/Humanities (Sociology or Psychology preferred) 6

‘Political Science (U.S. Institutions)- . .. 3

‘Microeconomics 3

Computer Science 3

Biology Elective '. 3

Upper Division Courses

Junior Level Credit Hours

Fall EFB 320 General Ecology 3

Semester EFB 336 Dendrology I 3

“EFB 352 Elements of Forest Entomology 3

““Elective 6

Spring APM 391 Statistics 3

Semester EFB 325 Cell Physiology 3

FOR 360 Principles of Management 3

““Elective 3

‘“Social Science/Humanities 3

64 DECREE PROGRAMS— GPES

Summer: FOR 301, 302, 303, 304 Field Forestry Program at Warrensburg 8

Fall FOR 305 Forestry Concepts and Applications 1

Semester FOR 331 Introduction to Physical Environment 6

FOR 332 Silvics/Silviculture 8

FOR 322 Mensuration 1

Senior Level Credit Hours

Spring FOR 370 Management of Forest Enterprise 3

Semester EFB 407 Genetics 3

EFB 408 Genetics Laboratory 1

••••Electives 9

Fall APM 492 Biometrics 3

Semester FOR 400 Social Environment of Resource Management 3

FOR 461 Management Models 3

****Electives 6

‘Students may be admitted with 3 credit hours in each of these subject areas. Deficiencies
must be removed as early as possible in the student’s program.

**A spring course, EFB 351, may be substituted if scheduling problems conflict with EFB
352. This will open up 3 hours of electives during the fall semester rather than in the spring.

***If this requirement is satisfied in the freshman and sophomore years, biology or forestry
electives may be substituted.

•••‘These electives should include at least 3 credits in WPE or FEG, 6 credits in FOR, 6 credits
in plant sciences, and 6 credits in animal science.

GRADUATE PROGRAM IN ENVIRONMENTAL SCIENCE

MOHAN K. WAU, Director

The collegewide Graduate Program in
Environmental Science (GPES) offers
M.S. and Ph.D. degrees in envi-
ronmental science through a trans-
disciplinary program which draws upon
faculty from across the College as well
as selected faculty participants from
Syracuse University. Concurrent de-
gree programs are also offered between
GPES and Syracuse University’s
Maxwell School of Citizenship and
Public Affairs, S. 1. Newhouse School of
Public Communications, School of
Management, and College of Law.

A PERSPECTIVE

Amid the phenomena! advances in
engineering technology in this cen-
tury, there arose an unprecedented
demand for materials and processing.
Concomitantly, a burgeoning human
population, coupled with increasing
demands for food, fiber, and fuel
resulted in large scale disturbance of
the environment, overexploitation of
natural resources and insensitive land
use practices. Polluted air and water,
land areas made derelict by mining,
energy-intensive agricultural practices,
increased use of pesticides, large scale
industrial growth with its attendant
waste products, unprecedented num-

bers of automobiles, networks of road-
ways, and expanding urbanization
brought to the fore the political, eco-
nomic, and some recently-acquired
social-cultural realities.

The understanding of and solutions to
contemporary environmental problems
transcend disciplinary boundaries.
Hence, environmental science must not
only integrate the traditional scientific
disciplines but also the problems of
technological development, of gener-
ated residuals and the risk of envi-
ronmental hazards, and of associated
economic and social choices.

ENVIRONMENTAL SCIENCE is
the field of enquiry in which the knowl-
edge and principles of physical, biolog-
ical, and social sciences flow as systems
processes within the contextual frame-
work of unifying policies. These policies,
in turn, determine the design, the plan
and the regulation seeking mitigation of
environmental problems. While the
emphasis in some cases may be on
immediate environmental problem-solv-
ing, understanding the problem must be
the key for effective and long-term
resolution. Additionally, the study of
environmental problems in many cases
affords great opportunities for the
enrichment of the basic knowledge of

traditional disciplines and the testing of
some of their basic tenets.

MISSION

DEGREE PROGRAMS-GPES 65

(a) multidisciplinary approach — rec-
ognition of the necessity to ap-
proach environmental problems
with input from several disciplines
and professions:

(c) sound grounding in at least one
concentration — competency to
understand and apply the prin-
ciples of an environmental area of
study, and with that strength
interact with other disciplines;

(d) realistic experience — through in-
ternships or other focused proj-
ects which provide direct inter-
action in social, economic, politi-
cal, and social institutions which
underlie decisionmaking; and

(e) nontraditional problem solving
tools to permit a student to go
beyond -traditional disciplinary
paths.

PROGRAM OF STUDY

Within the framework of POLICY,
PLANNING, and REGULATION, there
are six areas of concentration:
ENERGY, LAND USE, WATER
RESOURCES, URBAN ECOSYS-
TEMS, WASTE MANAGEMENT and
ENVIRONMENTAL COMMUNICA-
TION. These concentrations are
designed to be broad-based; are not
mutually exclusive and intergrade into
each other to form a continuum; and
some areas of pursuit belong to several
concentrations, e.g., environmental
assessment and impact analysis. Simi-
larly, faculty interests are diverse and
encompass more than one area of
concentration.

A. Policy, Planning, and Regulation

FACULTY: BEHREND, DALL, FREY,

GEIS, GRATZER, GRAVES, HENNIGAN,

KARP, LAMBRIGHT, NAKATSUGAWA,

E. PALMER, J. PALMER, PORTER,

REIMANN, ROWNTREE, SHIRVANI,

SMARDON, WHALEY, YAVORSKY

Policy study, defined as the study of
the nature, causes, and effects of
alternative public policies, is the inte-
grating force bringing all concentration
study areas together in pursuit of the
common goal of meaningful and effec-

tive research and education in environ-
mental science.

Hence, the examination of policy by
decomposition into its components
and the design and synthesis of new
alternatives, or policy analysis, forms a
central core of the program. Policies
formulated on the basis of contem-
porary scientific knowledge together
with the societal, economic, and cultural
values, pave the way for planning and
regulation for environmental issues.

Through the study of public policy,
students gain an understanding of
the causes and consequences of policy
decisions which will help integrate
environmental knowledge with the
scholarship of public administration and
political science. This integration is
necessary because the careers of
graduates will either be directly in the
public sector, or closely linked with
government agencies. Second, an under-
standing of the causes and conse-
quences of public policy assists students
to solve practical problems. Such under-
standing is valuable in developing strat-
egies and tactics to accomplish desired
objectives. Third, the knowledge of
public policy causes and consequences
creates political awareness, a virtual
necesssity for any professional irrespec-
tive of the sector of employment.

An excellent example wherein policy
and scientific knowledge are intended to
be brought together for decisionmaking
is the National Environmental Policy Act
of 1969. By this Act, environmental
impact statements which consider alter-
native courses for every stipulated
development that has the potential for
adverse environmental impact have
become institutionalized. The Act pro-
vided for active citizen participation; any
decisions that invoked the spirit of the
Act could be challenged.

Students can opt to specialize in
environmental assessment analyses
through studies in any one of the GPES
concentrations. In practice, such anal-
yses are team efforts, and the program
is intended to ensure that potential team
members are conversant with, and
operationally adapted to, the language
and procedures of the disciplines in-
volved. Starting with students who have
an in-depth background in an estab-
lished discipline or profession (e.g.,
chemistry, biology, engineering, ecol-
ogy, forestry), the program seeks to
build upon existing strengths while
broadening the student’s ability to deal

effectively with the complex, interdisci-
plinary problems which arise in studies
of environmental impact.

B. Areas of Concentration

LAND USE

FACULTY : M. ALEXANDER, BEH-
REND, BLACK, BROCKE, BURGESS,
CHAMBERS, DALL, DINDAL, ESCH-
NER, FELLEMAN, GEIS, GRATZER,
GRAVES, HARTENSTEIN, JOHN HAS-
SETT, HAWKS, KARP, MCCUMANS,
J. PALMER, PAYNE, PORTER,
RAYNAL, REIMANN, ROWNTREE,
SANDERS, SHIRVANI, SMARDON,
VANDRUFF

The Land Use Concentration de-
velops an understanding of present and
future trends in the magnitude and
patterns of land use and estimates
future availability of land for multiple
- uses. It provides opportunity for eco-
nomic, sociological, political, policy,
planning, and ecological foci. It brings
together an interdisciplinary mix of
coursework, internship experience or
research to address land use value con-
flict situations, ecologically-based land
use considerations of carrying capacity,
and appropriate means to anticipate and
plan for existing and new land develop-
ment technologies and processes. The
following objectives are important: (a) to
foster appropriate use of policy, plan-
ning, economic and legal devices for
encouraging socially responsible use of
the land; (b) to clarify the behavioral and
perceptual sources of environmental
problems and land use decisions; and
(c) to develop, test, and refine methods
for evaluating land use proposals with
important environmental consequen-
ces. Options for specialization include:
(1) Land Use Planning, and (2) Manage-
mend Land Use Patterns.

watLr RESOURCES

FACULTY: M. ALEXANDER, BLACK,
BRANDT, BURGESS, ESCHNER,

66 DECREE PROGRAMS-GPES

FELLEMAN, JAMES HASSETT, JOHN
HASSETT, HENNIGAN, JOHNSON,
MCCLIMANS, MITCHELL, NAKAS,
RAYNAL, RINGLER, SCRUDATO,
SMARDON, TULLY, WERNER

The Water Resources Concentration
develops an understanding of both the
technical information and transdisci-
plinary relationships of various water-
related issues. Individual programs may
emphasize scientific or social subject
areas but all students acquire prepara-
tion in both areas. Scientific aspects
include the basic physical, chemical, and
biological interactions occurring in
aquatic ecosystems under natural con-
ditions, as well as under modified condi-
tions that result from changes in water
quality or quantity. The social aspects
are concerned with planning, regulation,
law and institutions, and management of
water resources. Both as a resource
for many human benefits and uses, and
as a critical environmental element,
water serves as a focus for graduate
study in pollution and water quality
control, and water and related land
resources management. The transdisci-
plinary nature of the program requires a
balance of depth, breadth, and synthesis
of studies drawing together many
diverse components.

URBAN ECOSYSTEMS

FACULTY: BLACK, BURGESS,
HAWKS, HERRINGTON, J. PALMER,
RAYNAL, ROWNTREE, SANDERS,
SHIRVANI, SMARDON, VANDRUFF

typical of Upstate New York rural areas,
(b) the metropolitan central city sur-
rounded by suburbs and agricultural
lands, and (c) the megalopolitan sea-
board extending from Boston to Wash-
ington, D.C.

WASTE MANAGEMENT

FACULTY: J. ALEXANDER, DINDAL,
DURKIN, ESCHNER, FREY, HARTEN-
STEIN, JAMES HASSETT, JOHN
HASSETT, HENNIGAN, JOHNSON,
MCCLIMANS, MITCHELL, NAKAS,
NAKATSUGAWA, SCRUDATO,
TANENBAUM.

The Waste Management Concentra-
tion encompasses three subject areas:
(1) Toxic Waste Disposal — Research
into natural detoxification is an active
and valuable component of waste
management studies, and the nature,
amounts and disposal/destruction in
land fills, or by incineration, chemical
neutralization, deep well injection, and
ocean dumping are considered thor-
oughly. (2) Biomass' Utilization — In-
cludes the use of forest and agricultural
wastes and other forms of biomass that
have a vast potential for energy produc-
tion and as biochemical feedstock.
(3) Biogeochemical Management of
Wastes — Waste materials may have
unique features due to their specific
chemical and physical composition,
their temporal and spatial location, and
their possible contamination by toxic
substances. These waste materials may
have useful nutrient and energy attrib-
utes which make them amenable for use
through biogeochemical processes
associated both with natural and man-
made systems. They include wood
product residuals, wastepaper, waste-
water effluents, and sewage sludge.

ENERGY

FACULTY: HAWKS, HERRINGTON,
NAKAS, REIMANN, TANNENBAUM,
YAVORSKY

The Energy Concentration provides
for study of fuel energy-environment-
economy relationships with a focus in
three areas: (1) Conventional and
Alternate Energy Sources — the distribu-
tion, politics, and development of
conventionally known sources (gas, oil,
hydropower, coal, etc.) together with a
search for strategies of exploring alter-
nate sources; (2) Conservation — effi-
cient use in industry, public and private
sectors; and (3) Reclamation of Dis-
turbed Lands— the rehabilitation of land
mined for coal, tar sands, oil shales, and
other materials and minerals. As an
example, surface mining for coal is
directly related to the overall energy
scenario, and the use of coal will be
Intensified worldwide. This aspect of
study is directly related to land use,
water resources, air pollution, and
waste management.

Recommended areas of study in-
clude, from (1) physical and engineering
sciences: geology, chemistry,- hydrol-
ogy, engineering systems; (2) biological
sciences: ecology, range management,
forestry, agriculture; (3) social sciences:
environmental law, sociology, and
economics.

ENVIRONMENTAL

COMMUNICATION

FACULTY: J. ALEXANDER, M. ALEX-
ANDER, BRANDT, BURGESS, CHAM-
BERS, DINDAL, EHLING, ELY, HAN-
SELMAN, NAKATSUGAWA, PAYNE,
PORTER, STITELER, VANDRUFF,
WEEKS, YAVORSKY

DEGREE PROGRAMS-GPES 67

the same general objective as in (1)
above; however, they specialize in pre-
sentation through mass media. (3)
Public Participation— More interactive
roles in decisionmaking must emphasize
the skills and techniques of public par-
ticipation. Tasks usually start with solic-
iting public comprehensions and opin-
ions concerning specific environmental
issues, and then employing information
dissemination and public interaction.
Skills and knowledge in social psychol-
ogy, public relations, message design
and presentation, law and government
must be applied. (4) Environmental
Mediation — The purpose here is to
effect conflict resolution by avoiding
legal action. The public’s growing
awareness of environmental values
leads to increased conflict concerning
their use. This new role of trained indi-
viduals is to understand the technical
issues that underlie the dispute, identify
affected groups, and apply various
techniques for conflict resolution and
group problem-solving.

Recommended areas of study include,
from (1) physical sciences: environ-
mental and organic chemistry, environ-
mental geology, mineral resources,
energy systems, and soil and water
management and conservation; (2) bio-
logical sciences: ecology, entomology,
and taxonomy; and (3) social sciences:
planning, policy, information systems,
and instructional technology, journalism,
and law.

REQUIREMENTS

The academic requirements of the
Graduate Program in Environmental
Science are designed to provide grad-
uates with a thorough .preparation to
meet the challenges of the field as
leading scientists and professionals.
General programmatic requirements
constitute a framework to ensure that
the individual study program will meet
the need for depth of knowledge in one
chosen area of concentration, breadth
across at least two areas, and training
in the analysis and synthesis of attri-
butes of environmental issues.

Each student must be adequately
prepared for advanced work in envi-
ronmental science. To demonstrate
this, each student is required to have
satisfactory coverage of basic sciences,
professional training, and experience.
Students must also have basic training
in quantitative methods and demon-

strate competence in them. Where
preparation in these areas is found
deficient at the time of entrance,
admission may be made on a provisional
basis pending the successful completion
of deficiencies.

Master of Science

1. Core: A minimum of 9 credit hours
will be required in general courses
designed interactively with the
chosen areas of' concentration.
The distribution of these credits
will be as follows:

(i) Three credit hours in environ-
mental policy to prepare the
student’s background in environ-
mental science institutions and
public decisionmaking as they
pertain to natural resources of air,
land and water, to resource eco-
nomics, to waste management,
and related topics.

(ii) Three credit hours each in two
areas of concentration supporting
the chosen area of concentration
in order to gain appreciation and
knowledge of the interdependence
of the processes and components
of ecosystems.

2. Area of concentration: A minimum
of 15 credit hours (excluding 898,
899, and 999 numbered courses)
to ensure the depth of study in
one chosen area supplemented by: ■*"

(a) Thesis: Six credit hours of
research resulting in a document
which clearly demonstrates, the
graduate level accomplishments of
the student, is of a quality and
scope suitable for publication in a

'N scholarly journal; or

(b) Internship: Six credit hours
with a public, private or industrial
organization, a graduating essay
on the internship,' and the suc-
cessful completion of a compre-
hensive examination (credit hours
determined by major professor
and the student’s advisory com-
mittee). Study projects in the
past have included paid intern-
ships with such organizations as
the National Wildlife Federation,
New York State (NYS) Legisla-
ture, NYS Department of Envi-
ronmental Conservation, NYS
Energy Research and Develop-
ment Authority, Agway, Inc., and
Cablesystems of Syracuse.

(c) Additional coursework: Eight-
een credit hours followed by the
successful completion of a com-
prehensive examination may be
substituted for the thesis and
internship options.

Doctor of Philosophy

Requirements for the doctorate are
as follows:

1. Core requirements — coverage as
stipulated for the Master of
Science degree.

2. Credits — completion of at least
three full-time academic years of
graduate study beyond the bacca-
laureate degree or an equivalent
that can be shown to accomplish
the same goals.

3. Language and tools— as required
by advisory committee.

4. Preliminary exam — an examina-
tion may be required of those
admitted into a doctoral program
to ascertain their level of under-
standing of the basic principles and
techniques necessary to function
effectively in that program. The
results of the preliminary exam-
ination will be used to guide the
major professor and student in
determining the appropriate
coursework necessary to complete
that requirement for the doctorate.

5. Candidacy exam — must satisfacto-
rily complete a candidacy examin-
ation covering the major field and,
in a broader manner, allied fields in
order to be advanced into the
status of doctoral candidate.

6. Doctoral dissertation — a thesis
must be completed and success-
fully defended in order for the
doctoral degree to be awarded.

Graduate Exchange Programs

INTERCAMPUS DOCTORAL EXCHANGE

This exchange program provides students with an
opportunity to take advantage of over 160 faculty,
specialized research laboratories and equipment, tech-
nical libraries, and field study areas which complement
the extensive programs and resources at ESF which are
discussed throughout this catalog.

This fellowship provides a grant-in-aid of up to $5,000
a year and may include a tuition waiver. For further
information, please contact the Office of Academic
Programs.

COLLEGE OF AGRICULTURE AND
LIFE SCIENCES AT CORNELL UNIVERSITY

Agricultural Economics — Land Economics; Resource
Economics; Resource Investment and Environmental
Quality; Agricultural Land Policy.

Agricultural Engineering — Physical Analysis of Plant
and Animal Materials; Soil and Water Engineering;
Environmental Systems Analysis; Drainage Engineering;
Soil and Water Conservation.

Agronomy — Identification, Appraisal and Geography
of Soils; Soil Fertility Management; Soil and Water
Conservation; Aquatic Plant Management; Forest Soils;
Soil Microbiology; Microbial Ecology; Use of Soil Infor-
mation and Maps as Resource Inventories; Soil Organic
Matter; Soil Chemistry; Weed Science; Dynamic
Climatology; Physics of Clouds, Rain, and Rainmaking.
Natural Resources — Wildlife and Fisheries Manage-
ment; Environmental Conservation; Resource Analysis
and Planning; Woodland Management; Forest Ecology;
Maple Syrup Production.

Floriculture — Woody Plant Materials; Herbaceous
Plant Materials; Plants and Design.

Entomology — Insect Pest Management; Arthropod
Pests of World Importance; Biological Control; Insect
* Pathology; Environmental Biology; Pesticides in the
Environment.

Plant Breeding and Pathology — Plant Cell Genetics;
Methods of Plant Breeding; Genetics and Breeding for
Disease and Insect Resistance; Plant Pathology;
Advanced Disease Control; Dendropathology; Pest
Management for Plant Protection; Advanced Mycology;
Plant Virology; Plant Nematology; Bacterial Plant
Pathogens; Disease Physiology; Philosophy of Plant
Pathology; Taxonomy of Fungi; Pathology of Trees and
Shrubs.

Pomology — Tree Fruits; Orchard Management;
Growth and Development of Woody Plants.

Rural Sociology — Rural Development and Cultural
Change; Political Structure and Development; Social
Power and Community Change; Political Economy of
Rural and Regional Development.

For detailed information please contact the Office of
Academic Programs.

Course Offerings

COLLEGE OF ENVIRONMENTAL SCIENCE
AND FORESTRY COURSE DESCRIPTIONS

The courses offered by the College are grouped by-
general subject areas, and the number of credit hours
appears after the course title. A credit hour means one
recitation (or lecture) hour per week. Three laboratory
hours are equivalent to one lecture hour.

The semester(s) after each course indicates when it is N
normally offered. The College reserves the right to alter
the scheduled offering of a course when its enrollment is
too small, or when there is no qualified faculty member
available to teach it. "

Course Numbering System

Code Levels:

100-299 Lower-division undergraduate courses for which no
graduate credit may be given.

300-499 Upper -division undergraduate courses for which no
graduate credit may be given.

500-599 Graduate courses designed expressly for areas of speciali- •
zation in post-baccalaureate programs or in the professional
program leading to the Bachelor of Landscape Architecture.
Undergraduate students with superior academic records
may register for these courses.

600-699 Graduate courses which permit undergraduate students to
enroll only by petition with a well-documented justification
approved by the undergraduate advisor, curriculum
director, and course instructor.

700-999 Graduate courses for which no undergraduate may enroll.
General Subject Areas

APM — Applied Mathematics 69

CMN — Communications (Landscape Architecture) 70

EFB — Environmental and Forest Biology 70

EIN — Environmental Influences (Landscape Architecture) 75

ENS — Environmental Science 76

ERE — Engineering (Environmental and Resource Engineering) . 76

ESF — Nondepartmental 79

FCH — Chemistry 79

FEG — Forest Engineering 82

FOR — Forestry (Resources Management) 82

FTC — Forest Technology 84

LIB — Library (College of Environmental Science

and Forestry Course) 86

LSA — Landscape Architecture 86

PSE— Paper Science and Engineering 88

RMP — Resource Management and Policy 89

SCE — School of Continuing Education 90

SIL — Silviculture 91

WPE — Wood Products Engineering 92

APM— APPLIED MATHEMATICS

360. Introduction to Computer Programming (3)

391. Introduction to Probability and Statistics (3)

Prerequisite: Two semesters of calculus.

492. Forest Biometrics (3)

500. Introduction to Computer Programming for

Graduate Students (3)

510. Statistical Analysis (3)

620. Analysis of Variance (3)

Three hours of lecture and recitation and three hours of laboratory.
Multiway classifications in the analysis of variance, with emphasis on
the development of models, including randomized blocks, latin
squares, split plots, and factorial designs with fixed effects, random
effects, and mixed effects; multiple and partial regression and correla-
tion (including curvilinear), using matrix methods; analysis of covar-
iance. Fall.

Prerequisites: Graduate standing and an introductory course in
statistics covering material through the one-way analysis of variance.

625. Introduction to Sampling Techniques * (3)

Two hours of lecture and three hours of laboratory. Introduction to
the scientific basis of sampling: selecting an appropnate sampling unit;
choosing an efficient design; calculating sampling error; determining a
sample size to meet stated objectives. Fall.

Prerequisite: APM 391 or equivalent.

COMMUNICATIONS

630. Regression Techniques with Applications to

Forestry (3)

Prerequisite: APM 391 or equivalent.

635. Multivariate Statistical Methods (3)

Prerequisite: One semester of statistics.

650. Operations Research (3)

Prerequisites: APM 391 and MAT 227 or equivalent, or permission
of the instructor.

CMN— COMMUNICATIONS
(LANDSCAPE ARCHITECTURE)

(See also courses listed below under EIN and LSA.)

380. Technical Drawing I (1)

One three-hour drafting room period. Elements of perspective,
isometric, oblique, and orthographic projection. Practice in freehand
and instrument drawing. Fall.

38,1. Technical Drawing II (2)

382. Graphic Communication , (2)

Two three-hour studios with up to one hour of studio per week
devoted to group presentation meetings, instruction, and review of
new techniques such as diagramming, drafting, perspective, and pian
graphics. Drawings, examinations, and a final portfolio constitute the
basis for grades. Fall.

530. Environmental Communications Studio (2)

531. Environmental Communications (3)

Three hours of lecture/discussion. An introductory course for
seniors and graduate students which presents techniques and proc-
esses in education and communications applicable in environmental
science, management, planning, and design. Topics include basic
teaching, learning and communications theory and strategy, working
with the press, electronic media, gaming and simulation, public address
techniques, slide/tape production and use, film production and use.
Spring.

637. Environmental Communications Project (1-3)

ing to experience background of students enrolled. Task responsibil-
ities and time commitments are correlated with number of hours for
which student has registered. Spring.

682. Video Communications (3)

Three hours of studio plus lecture. This course will provide students
with instruction and experience in the skills necessary to provide video
tape programs. Each student will prepare and develop a video script for
production of a program on an assigned topic. Completed programs
will be tested and evaluated. Class size is limited. Fall and Spring.
Prerequisite: Permission of the instructor.

738. Environmental Education Programs of Agencies and

Institutions (1-3)

One three-hour seminar session. An analysis of contemporary
environmental education objectives, methodologies, and philoso-
phies employed by various public and private institutions. Attendance,
readings, and short paper required for one-hour credit. For two or
three hours credit, an individual investigation of the environmental
education and communications activity of an agency or organization is
also required. Fall.

EFB— ENVIRONMENTAL AND FOREST BIOLOGY

NOTE: All EFB courses require a minimum prerequisite of one year
of college biology or equivalent. A course at an appropriate
level may be taken with permission of the instructor.

303. Introductory Environmental Microbiology (4)

Three hours of lecture and three hours of laboratory. An introduc-
tion to the biology of microorganisms and viruses and a study of their
interactions with other microbes and macroorganisms. Fall.

320. General Ecology (3)

325. Cell Physiology (3)

Three hours of lecture. Introduction to the dynamics of living

systems with emphasis on the universality of the biological world.
Spring.

Prerequisite: One semester of organic chemistry.

326. Plant Structure, Function and Morphology (4)

330. Plant Nutrition (3)

Three hours of lecture. Descriptive aspects of the fundamental activ-
ities of plants. Subjects covered include cell structure, water and
mineral metabolism, organic nutrition, and a brief introduction to
biological control mechanisms. Spring. *

Prerequisite: EFB 326 or equivalent.

335. Dendrology (2)

One hour of lecture and one three-hour laboratory/field trip. Field
study, identification, and major characteristics of important forest

ENVIRONMENTAL AND FOREST BIOLOGY

trees of North America. Open only to students in the Forest Engineer-
ing curriculum. Fall.

336. Dendrology I (3)

Two hours of lecture and one three-hour laboratory/field trip. Field
study, identification, natural history, and elementary silvics of impor-
tant forest trees of North America. Fall.

340. Forest and Shade Tree Pathology (3)

351. Principles of Forest Entomology (3)

352. Elements of Entomology (3)

Two hours of lecture, three hours of laboratory/field work. General
classification of insects, morphology, physiology, ecology, behavior,
-and basic principles of population control. Emphasis through illustra-
tion is on the role of insects in the forest environment. Fall.

382. Wildlife Conservation (3)

385. Comparative Vertebrate Anatomy (4)

Three hours of lecture and three hours of laboratory per week.

Analysis of vertebrate structure, with emphasis on comparative study
of organ systems. Includes evolution of form and function, major
adaptive patterns, and phylogenetic relationships in vertebrates.
Spring.

386. Vertebrate Histology (3)

Two hours of lecture and three hours of laboratory. A study of
tissues from protochordates, fishes, amphibians, reptiles, birds, and
mammals, with emphasis on evolution, environment, and function, and
with introduction to histopathologies. Spring.

387. Vertebrate Physiology (3)

Three hours of lecture. A study of functional responses of verte-
brates to internal and external environmental conditions. Fall.

405. History of Natural Science (1)

One hour of lecture. A review of the history of western science from
pre-Ionian times to Darwin, with evaluation of the impact of culture and
religion on scientific progress. Spring.

407. Principles of Genetics (3)

408. Principles of Genetics Laboratory (1)

409. Introduction to Quantitative and

Population Genetics (1)

Prerequisite: An introductory genetic lecture-laboratory course
deficient in these areas of genetics and permission of the instructor.
Note: Not open to students taking EFB 407 and 408.

420. Field Experience— Internship (5)

Full-time for at least five weeks, or equivalent, of employment with an
agency or professional involved in field activity. A resident faculty
member is required to serve as course evaluator. Approval of curric-
ulum director is necessary. See advisor for detailed procedural infor-
mation. Summer.

421. Ecology of Freshwaters (2)

426. Plant Propagation (1)

Prerequisite: Senior status in Environmental and Forest Biology
curriculum.

Note: Cannot be used to satisfy the 6-hour biology curriculum
requirement in the plant sciences.

430. Fungal Physiology (3)

Three hours of lecture and discussion. Principles of growth, mor-
phogenesis, and reproduction of the fungi emphasizing the role of the
environment in controlling fungal processes. Spring.

Prerequisite: EFB 325 or equivalent.

431. Fungal Physiology Laboratory (1)

Three hours of laboratory. Selected experiments in the quantitative
study of fungal growth, nutrition, sporulation, and spore germination.
Spring.

Co-requisite : EFB 430.

435. Adirondack Flora (2)

Half-time for four weeks. Cranberry Lake Biological Station. Field
study of the summer flora of the Adirondack Mountains. Summer.

436. Dendrology II (1)

440. Principles of Forest Pathology (3)

441. Field Problems in Forest Pathology (1)

442. Field Mycology (2)

Half-time for four weeks. Cranberry Lake Biological Station. An
introduction to the collection and identification of the Adirondack
fungal flora. Field techniques and laboratory identification of the major
fungi found in selected ecosystems. Summer.

72 ENVIRONMENTAL AND FOREST BIOLOGY

445. Plant Ecology (3)

Prerequisite: EFB 320.

446. Bryoecology (3)

Two hours of lecture and one three-hour laboratory or field trip. A
study of the taxonomic diversity and ecological adaptations of Bryo-
phytes in regional ecosystems. Spring.

448. Physiological Ecology of Plants (3)

Three hours of lecture. Examination of the interactions between
plants and their environment. Emphasis will be given to the physiology
of plants as it is modified by fluctuating external conditions and the
mechanisms of plant adaptation. Students completing EFB 448 should
not enroll in EFB 330. Fall.

Prerequisites: An introductory course in physics, EFB 320 and
EFB 326.

451. Pest Management — Theory and Practice (2)

Two hours of lecture for nine weeks; then one lecture hour and one
three-hour laboratory for four weeks. A review of history and govern-
mental policy of pest management, as well as basic instruction in theory
and practicum. Spring.

Prerequisite: EFB 352 or equivalent.

452. Principles of Chemical Control (3)

Two hours of lecture; one three-hour laboratory. A study of the
chemistry, toxicology, handling and application of chemicals used to
manage pest populations. A pnmer for the State Pesticide Application
examinations. Fall.

Prerequisite :■ EFB 451.

453. Forest and Aquatic Insects (2)

Half-time for four weeks. Cranberry Lake Biological Station. The
forest <and aquatic insects of Cranberry Lake Region and their role in
these environments and habitats. Insect collection required. Summer.

454. Wood Deterioration by Insects (3)

Prerequisite: EFB 352 or equivalent.

476. Vertebrate Ecology (2)

478. Microcommunity Ecology (2)

Half-time for four weeks. Cranberry Lake Biological Station. Study
of terrestrial invertebrate microcommunities; descriptive and compar-
ative assay of microhabitats incorporating experimental and field tech-
niques. Summer.

479. Field Ornithology (2)

480. Principles of Animal Behavior (4)

481. Behavioral Ecology (2)

selection and interspecific interactions will also be considered.
Summer.

Prerequisite: EFB 480.

482. Invertebrate Zoology (4)

Three hours of lecture, three hours of laboratory. Structure, func-
tion, classification, and evolution of invertebrates. Emphasis on ecolog-
ical role of invertebrates in specific habitats. Fall.

483. Biology of Birds and Mammals (4)

A course surveying the taxonomy, anatomical-behavioral-physiolog-
ical adaptations and natural history of birds and mammals. T echniques
for the field study of a vertebrate species will be discussed. Fall.

485. Herpetology (3)

Two hours of lecture and three hours of laboratory. An introduction

to the structure, function, ecology, behavior, development, and distri-
bution of amphibians and reptiles as they relate to the systematics of
the various groups. Spring.

486. Ichthyology (3)

Two hours of lecture, three hours of laboratory. An introduction to
the anatomy, physiology, ecology, behavior, and taxonomy of fishes.
Spring.

487. Fishery Biology (4)

Three hours of lecture and three hours of laboratory. Introduction to

models of growth, mortality, production, and exploitation; aspects of
fish ecology and behavior related to the dynamics and management of
fish populations. Fall.

Prerequisite: EFB 486 or equivalent.

488. Ecology of Adirondack Fishes (2)

Half-time for four weeks. Cranberry Lake Biological Station. Study
of the ecology of fishes, with detailed individual investigation of the
ecology of Adirondack fishes. Summer.

490. Wildlife Ecology and Management (3)

491. Wildlife Ecology and Management Practicum (2)

Co-requisite: EFB 490; Pre- or co-requisite: LIB 300.

496. Topics in Environmental and Forest Biology (1-3)

498. Research Problems in Environmental and

Forest Biology (1-3)

500. Forest Biology Field Trip (1-3)

505. Microbial Ecology (3)

Two hours of lecture and three hours of laboratory. Applied and
environmental aspects of microbiology with emphasis on biochemical

ENVIRONMENTAL AND FOREST BIOLOGY 73

interactions. Examining microbial processes and interrelationships in
aquatic and terrestrial ecosystems. Spring.

512. Chemical Ecology (3)

Two hours of lecture and one hour of discussion. A treatment of
biological phenomena incorporating elements of ecology, physiology,
and chemistry as a basis for development, behavior, and survival.
Emphasis is on the intra- and inter-specific relationships involving
chemical messengers at the organismal, population, and community
levels. Spring.

Prerequisites: Organic chemistry, EFB 320, EFB 325.

Note: Also listed as FCH 540.

515. Population Ecology (3)

Two hours of lecture and three hours of laboratory. Description,
analysis, evolution, interactions and stability of natural and experi-
mental populations. Spring.

Prerequisite: EFB 320 or equivalent.

524. Limnology (3)

Three hours of lecture. An introduction to the physics, chemistry,
and biology of inland waters, with particular emphasis on lakes. The
course focuses on lakes as integrated ecosystems, and analyzes per-
turbations in this environment on the structure and function of the
biological communities contained therein. Fall.

Prerequisites: Introductory courses in physics and chemistry, and
EFB 320.

525. Limnology Laboratory (1)

530. Plant Physiology (3)

Three hours of lecture. Internal processes and conditions in higher
plants with emphasis on physiological and biochemical concepts. For
students majoring in the biological sciences. Spring.

Prerequisites: EFB 325, EFB 326.

Note: EFB 531 also required for Plant Sciences Concentration
students.

531. Plant Physiology Laboratory (1)

One laboratory session. Introduction to methods and procedures of
physiological research. Spring.

Co-requisite: EFB 530.

532. Plant Anatomy (3)

Two hours of lecture and three hours of laboratory. An introductory
course in plant anatomy designed to familiarize the student with the
organization and development of the primary and secondary plant
body of higher plants. Spring.

Prerequisite: EFB 326.

533. Chemical Defenses of Plants (3)

Three hours of lecture/discussion about the ways in which plants
defend themselves chemically against microorganisms, insects, her-
bivores, and other plants. Fall.

Prerequisite: A course in physiology or biochemistry.

535. Systematic Botany (3)

Prerequisites: EFB 326, EFB 327.

540. Mycology (3)

Two hours of lecture and three hours of laboratory. Fundamentals of

the morphology, taxonomy, cytology, life histories, and ecology of
fungi. Fall.

541. Wood Microbiology (3)

Two hours of lecture and three hours of laboratory/field trip. Major
types of fungus defects of wood and its products and principles of

control. Special emphasis on chemistry of wood decay, wood dura-
bility, toxicants, lumber discolorations, heart-rots and decay in forest
products. Fall.

Prerequisites: Organic chemistry, EFB 340.

551. Forest and Shade Tree Entomology (2)

552. Forest and Shade Tree Entomology Laboratory (1)

Three hours of laboratory/field trip. Identification of important forest
and shade tree insects and their damage. Spring.

Pre- or Co-requisite EFB 551.

553. Biological Control (2)

Two hours of lecture. Theory and practice of biological'control of
insect pests and weeds. Emphasis on the ecology and utilization of
major groups of preda'ors, parasitoids, and pathogens used in pest
management and interpretation of mortality. Fall.

Prerequsite: EFB 352 or equivalent.

554. Aquatic Entomology (3)

Two hours of lecture and three hours of laboratory. The biology,
ecology, and identification of fresh water insects, with emphasis on the
role of aquatic insects in the hydrobiome. Fall.

Prerequisite: EFB 352 or equivalent.

560. Environmental Toxicology of Insecticides (2)

Two hours of lecture. Basis of actionof insecticides in living systems,
behavior of insecticides and microtoxicants in environment, inter-
action of insecticides and biological systems. Fall.

Prerequisite: EFB 325 or equivalent course in physiology or bio-
chemistry.

561. Medical Entomology (3)

565. Insect Morphology (3)

Two hours of lecture and three hours of laboratory. A comparative
study of the external morphology of insects emphasizing evolutionary
trends, especially modifications of homologous structures. Topics of
special importance include intersegmental relationships, feeding,
sensory mechanisms, locomotion, and reproduction. Spring.
Prerequisite: EFB 352.

570. Insect Physiology (3)

Two hours of lecture and three hours of laboratory. Study of the life
processes in insects; introduction to modern physiological instrumen-
tation and laboratory methods. Spring.

Prerequisite: EFB 325.

578. Terrestrial Community Ecology (3)

Prerequisite: EFB 320 or equivalent.

* 590. Wilderness Wildlife Management (2)

610. Ecological Energetics and Nutrient Cycling (3)

Three hours of lecture and discussion. Investigation of the principles
of energy flow and nutrient cycling in ecological systems. The linkage
of energy and nutrient fluxes in organisms, populations, communities,
and ecosystems is emphasized. Fall.

Prerequisite: A course in genera! ecology.

74 ENVIRONMENTAL AND FOREST BIOLOGY

625. Membranes and Biological Transport (3)

Two hours of lecture and one hour of discussion. Composition,
structure, and physical properties of membranes. Membrane functions
including transport, bioelectricity, and cell compartmentalization.
Specific transport processes in biological systems. Fall (even years).

Prerequisites: One semester of biochemistry and an advanced
physiology course.

630. Fungus Physiology (3)

Prerequisite: Two semesters of physiology or biochemistry.

632. Plant Growth Regulation (3)

Three hours of lecture/discussion on topics concerned with the
biochemistry and physiology of plant hormones and synthetic growth
regulators. Fall.

Prerequisite: A course in plant physiology or biochemistry.

635. Topics in Plant Nutrition (2)

Two hours of lecture, discussion, and seminars. Advanced course
dealing with selected topics of mineral and organic nutrition of plants.
Fall (odd years).

Prerequisites: Completion of one or more physiologically-oriented
plant science courses.

640. Principles of Forest Pathology (3)

Four hours of lecture, discussion, and laboratory. Concepts and
principles of tree diseases in relation to forest practices and practical
experience in disease diagnosis and impact evaluation. Fall.
Prerequisites: EFB 340, EFB 641.

641. Phytopathology (3)

, Two hours of lecture and discussion and three hours of autotutorial
laboratory. Pnnciples and concepts of plant pathology. Major diseases
of ornamental pjants, vegetable crops, fruit crops, field crops, and
trees. This is an introductory plant pathology course for graduate
students in all departments. Spring.

642. Principles and Practices of Tree Disease Control (3)

Two hours of lecture and three hours of laboratory or discussion. An
advanced course considering the major chemical, cultural, and biolog-
ical practices and integrated disease management strategies for tree
disease control. Spring.

Prerequisites: EFB 440, EFB 540.

643. Plant Virology (3)

Three hours of lecture. The structure function, and replication of
virus particles. Transmission mechanisms, vector relationships,
symptomatology, and disease control strategies are covered in detail.
Spring.

Prerequisite: Organic chemistry.

644. Plant Virology Laboratory (2)

Four hours of laboratory. Methodologies necessary to manipulate
viruses and to identify and fully characterize virus unknowns will be
presented. Spring (even years).

Prerequisite: EFB 643.

645. Plant Ecology (3)

Two hours of lecture and discussion and one laboratory/discussion.
A first course in plant community ecology for beginning graduate
students focusing on dynamics of community development and change
and the processes of community analysis and description. Spring.
Prerequisite: EFB 320 or equivalent.

651. General Insect Taxonomy (3)

Two hours of lecture and three hours of laboratory. Identification
and classification of the important orders and families of insects;
acquaintance with pertinent taxonomic literature and use of keys; and
understanding of evolutionary principles and concepts and a knowl-
edge of systematic theory and practice. Insect collection required. Fall.
Prerequisite: EFB 565.

660. Insecticide Toxicology Laboratory (2)

One hour of discussion and three hours of laboratory. Laboratory
experiments in mode of action and behavior of insecticides, biological
and instrumental analysis of insecticides including tracer analyses.
Spring (odd years).

Prerequisites: EFB 560 or equivalent and permission of the
instructor.

678. Practicum in Terrestrial Community Ecology (3)

Pre- or Co-requisite: EFB 578 or equivalent.

680. Behavioral and Physiological Ecology (3)

Two hours of lecture and one hour of discussion. An examination of
the concepts of animal adaptations to ecological change from a behav-
ioral point of view. Particular emphasis will be placed on the role the
environment plays in shaping the behavior of a given species. Behav-
ioral and physiological responses to environmental conditions will be
treated as a continuum. Spring (odd years).'

Prerequisites: One course in ecology, behavior, and physiology.

682. Invertebrate Symbiosis (3)

Two hours of lecture and one three-hour laboratory. An introduction
to the ecology and evolution of interspecific relationships of inverte-
brates. Spring (even years).

Prerequisites: EFB 320, EFB 482.

690. Management of Wildlife Habitats and Populations (4)

Three hours of lecture and three hours of laboratory; some weekend
field trips. For graduate students intending to enter professions in
natural resource management, especially fish and wildlife and forestry.
Focus is on the application of ecological principles and management
techniques in the planning of habitat and harvest management pro-
grams for wildlife. Extensive independent work required. Fall.
Prerequisite: EFB 491.

691. Habitat Inventory and Evaluation (3)

Four hours of lecture and discussion. For students intent on careers
in natural resource management, environmental planning or environ-
mental impact analysis. Focus is on methods for investigation of
species-habitat relationships, and construction of models for the inven-
tory and evaluation of habitat. State-of-the-art habitat evaluation pro-
cedures are explored. Spring.

Pre- or Co-requisite: Multivariate Statistics.

692. Biology and Management of Waterfowl (2)

695. Urban Wildlife (2)

720. .Topics in Soil Invertebrate Ecology (3)

724. Seminar in Aquatic Ecology (1)

Two hours of lecture and discussion. A seminar to explore in some
depth areas of current research in aquatic ecology. Fall (even years).
Prerequisite: Six credits in aquatic ecology.

ENVIRONMENTAL INFLUENCES 75

733. Techniques in Plant Physiology (2-4)

Comprehensive study of techniques essentia] for research in plant
physiology. Students may choose the instructors they wish to work
with, and should consult the instructors for further details. May be
repeated for credit in different specialties. Fall and Spring.
Prerequisites: EFB 531 or equivalent, biochemistry with laboratory.

740. Mycorrhizae (3)

Two hours of lecture and three hours of laboratory /discussion. A

basic background course covering structural, functional, and ecolog-
ical aspects of mycorrhizae; their methods of field and laboratory
study; and applications in forestry practice. Fall (odd years).

741. Topics in Phytopathology (3)

745. Topics in Plant Ecology (2)

Two hours of seminar and discussion. An advanced course dealing
with current research in plant community dynamics. May be repeated
for additional credit. Fall.

Prerequisite: EFB 445 or EFB 645.

790. Topics in Wildlife Biology (1-3)

Hours to be arranged. Group study of a wildlife management topic.
Fall or Spring.

Prerequisite: Six credits of wildlife management courses.

7%. Topics in Environmental and Forest Biology (1-3)

Special instruction, conference, advanced study, and research in
selected subject areas. Typewritten report required. Check Schedule
of Courses for details. Fall and Spring.

797. Seminar in Environmental and Forest Biology (1)

798. Research Problems in Environmental and Forest Biology
(Credit hours to be arranged)

. Individual advanced study of selected special problems in environ-
mental and forest biology. Offered by arrangement with individual
faculty. Typewritten report required. Fall and Spring.

830. Physiology of Growth and Development (2)

840. Advanced Mycology, Homobasidiomycetes (3)

Review of selected literature as well as laboratory training in identifi-
cation and research techniques. Fall.

Prerequisite: EFB 540.

841. Advanced Mycology, Heterobasidiomycetes (3)

Review of selected literature as well as laboratory training in identifi-
cation and research techniques. Spring (even years).

Prerequisite: EFB 540.

842. Advanced Mycology, Ascomycetes (3)

Review of selected literature as well as laboratory training in identifi-
cation and research techniques. Spring (odd years).

Prerequisite: EFB 540. »

843. Advanced Mycology, Deuteromycetes (3)

Review of selected literature as well as laboratory training in identifi-
cation and research techniques. Fall (even years).

Prerequisite: EFB 540.

851. Advanced Insect Taxonomy (3)

Two hours of lecture and three hours of laboratory. Methods,
procedures, and concepts of systematics. Examples and material will
be drawn from among important groups of forest insects. Fall.
Prerequisite: EFB 651.

898. Professional Experience (1-12)

Professional experience which applies, enriches, and/or comple-
ments formal coursework. Graded on an “S/U” basis. Fall, Spring, and
Summer.

899. Master’s Thesis or Project Research (1-12)

Investigation leading to the completion of a research-oriented thesis
or to an application-oriented project. Graded on an “S/U” basis. Fall,
Spring, and Summer.

980. Topics in Animal Behavior (2)

Two hours of 'ecture and discussion. A seminar-type course de-
signed to explore in depth selected and controversial subject areas in
animal behavior. Fall or Spring.

999. Doctored Thesis Research (1-12)

Investigation leading to the completion of the doctoral thesis.
Graded on an “S/U” basis. Fall, Spring, and Summer.

EIN— ENVIRONMENTAL INFLUENCES
(LANDSCAPE ARCHITECTURE)

(See also courses listed under CMN and LSA.)

300. Introduction to Environmental Studies (3)

Three hours of lecture and discussion per week on the interrelation-
ships among the natural environment, people, and the human environ-
ment. Emphasis is placed on developing critical facilities and systems
thinking useful for assessing environmental issues. Fall.

Prerequisite: Permission of the instructor.

311. Natural Processes in Planning and Design (3)

Section 1: Landform and Soils
Section 2: Hydrology, Climate and Energy
Section 3: Plant, Animal, and Human Ecology
Three hours of lecture. This course presents an overview of the basic
principles governing the dynamics of natural resources and processes
which should be understood in planning and designing the human land-
scape. In each section, sources of reference data application to plan-
ning and project scale design will be discussed. Occasional local field
trips will be utilized. Fall.

Prerequisite: Permission of the instructor.

371. History of American Landscape Attitudes (3)

390. Social/Cultural Influences and Environmental Form (3)

76 ENVIRONMENTAL SCIENCE

451. Fundamentals of City and Regional Planning (3)

Three hours of lecture. An introductory survey course in planning.
The historical development of American City and Regional Planning,
theories of the planning process, the role of planning in public decision-
making, landmark legislation and judicial decision related to planning,
and approaches to controlling land use will be presented. Fall.

452. Simulated Planning in Metropolitan Systems:

Theory and Practice (3)

470. Art History (3)

471. History of Landscape Architecture (3)

Three hours of lecture. Informal lectures and class participation,

reports, assigned text and assigned reserve shelf reading, optional text
and handout notes, quizzes and exams. Slides. Historical study and
style analysis of Western man’s efforts to design his environment and
his changing attitudes and relationships to environment. Also, non-
Westem coverage where significant or influential on Western Man.
Study of historical personalities as well as periods that are of environ-
mental concern up into the modem period. Fall.

Prerequisite: Permission of the instructor.

495. Selected Readings in Environmental Studies (1-3)

An in-depth and independent exploration of selected readings from
the environmentally related literature. Emphasis is placed on gaining
insights and understanding from the readings, rather than producing
an extensive bibliography. Fall, Spring, and Summer.

Prerequisite: Approval of study plan by the instructor.

496. Special Topics in Environmental Studies (1-3)

Special topics of current interest to undergraduate students in
Environmental Studies and related fields. A detailed course subject
description will be presented as the topic area is identified and
developed. Fall, Spring, and Summer.

Prerequisite: Permission of the instructor.

498. Introductory Research Problems (1-3)

Guided individual study of an environmental topic. Emphasis is on
the study procedure and the methods employed. Enrollment is possible
at various times during the semester. Fall, Spring, and Summer.
Prerequisite: Approval of study plan by the instructor.

499. Environmental Studies Internship (1-12)

Internships provide students with a supervised field experience to
apply and extend their academic abilities in a professional working
environment. Enrollment is possible at various times during the
semester. Fall, Spring, and Summer.

Prerequisite: Environmental Studies senior standing and written
approval of an internship contract by faculty sponsor, curriculum
director, and field supervisor.

510. Creative Problem Solving Seminar (3)

Three hours of lecture and discussion. A course designed to extend
the student’s understanding and application of creative problem
solving processes. One requirement will be to select and carry out an
application of the techniques to a particular problem, with consultation
and guidance from the instructor. Critique and survey of the literature
on creativity, in-depth analysis of the synectics process, and various
procedures which have been developed for nurturing creative behavior
comprise the essence of the program. Spring.

Prerequisite: Undergraduate degree or permission of the instructor.

ENS— ENVIRONMENTAL SCIENCE

600. Environmental Policy (3)

Three hours of lecture and discussion. This course develops the
components of the interdisciplinary framework necessary for the study
of Environmental Policy through systematic survey of theoretical
approaches, analytical methods, and the literature of related disci-
plines. It emphasizes policymaking, analysis, implementation, and
evaluation. This course is required for all GPES students. Fall.

601. Water Resources Management (3)

Three hours of lecture and discussion. This course provides an intro-
duction to interdisciplinary water management. It draws upon subject
matters from many areas, including water policy, planning, economics,
hydrology, law, engineering, and water quality. It is not intended for
GPES students in the water resources concentration. Fall.

602. Land Use (3)

Three hours of lecture and discussion. Introduction to the basic
concepts and methods of land use planning and policy analysis, and
comprehensive examination of land use dimensions: ecological, eco-
nomic, social, political, and institutional dimensions. This course is not
intended for GPES students in the land use concentration. Spring. .

603. Urban Ecosystems: Science and Policy (3)

Three hours of lecture and discussion per week. An introduction to

the ecosystem approach of describing and assessing urban areas. The
study of the integration of natural, cultural, policy, and management
systems. This course is not intended for GPES students in the urban
ecosystems concentration.

796. Special Topics in Environmental Science and PoIicy(l-3)

Lectures and discussion, seminars, conferences and group research
on topics of special or current interest, in fields related to environ-
mental science and policy. See schedule of classes for current
offerings. Fall and Spring.

797. Environmental Science Seminar (1-2)

Discussion of current topics and research related to environmental
science. Fall and Spring.

798. Problems in Environmental Science and Policy
(Credit hours to be arranged)

Individualized, special study of environmental science and policy
subjects and issues. Comprehensive oral or written report required for
some problems. Fall, Spring, and Summer.

898. Professional Experience (1-12)

Professional experience which applies, enriches, and/or comple-
ments formal coursework. Graded on an “S/U” basis. Fall, Spring, and
Summer.

899. Master’s Thesis Research
(Credit hours to be arranged)

Research and independent study for the master’s degree and thesis.
Fall, Spring, and Summer.

999. Doctoral Thesis Research

(Credit hours to be arranged)

Research and independent study for the doctoral degree and dis-
sertation. Fall, Spring, and Summer.

When choosing courses, students must consult their advisors/
major professors.

ERE-ENGINEERING (ENVIRONMENTAL AND
RESOURCE ENGINEERING)

306. Elements of Map and Air Photo Interpretation (1)

ENGINEERING 77

and photographs, the characteristics of information contained in them,
and the principles and procedures of interpretation are discussed.
Spring.

Prerequisite: Junior standing in Landscape Architecture.

308. Elements of Plane Surveying (1)

Two hours of lecture and three hours of laboratory per week for the
last five weeks of the semester. Introduction to the principles and
procedures of plane surveying for mapping and construction layout
purposes. Topics briefly discussed include the basic mathematical
principles of surveying, the types and uses of surveying, horizontal and
vertical distance measurement, angle measurement, traversing and
computations, construction layout, tacheometry, and surveying errors
(and their treatment). Spring.

Prerequisites: Junior standing in Landscape Architecture and
college level plane trigonometry.

320. APL for Engineers and Scientists (2 or 3)

Programming and operation of time-sharing digital computer
systems via the APL language. Analysis, modeling, and solution of
basic problems in environmental science and engineering. Students
desiring three credits will complete an original, substantial term
project. Spring.

Prerequisites: Calculus and physics or permission of the instructor.

350. Wood Preservation (2)

Two hours of lecture with some demonstrations. A survey of basic

wood-water relationships, shrinking and swelling, elementary wood
structure, wood • permeability, capillary forces, heat transmission,
agencies of wood deterioration, wood preservation processes, wood
fire performance, fire tests, and fire retardant treatments. Not open to
WPE students. Fall.

351. Basic Engineering Thermodynamics (2)

• Principles of energy conservation and conversion: first and second
laws. Relation to PVT behavior, property functions, equilibria, and heat
and mass transfer. Introduction to engineering problem analysis and
computer methods. Spring.

Prerequisites: Physics, general chemistry, and calculus. Not open
for credit to students who have completed successfully FCH 360 or
equivalent.

352. Applied Engineering Thermodynamics (2)

Prerequisites: ERE 351, FCH 360, or equivalent.

362. Mechanics of Materials (3)

Three hours of lecture. Theories of stress, deformation, and stability
of common structural materials subjected to various force systems.
Fall.

Prerequisites: Integral calculus and statics.

364. Engineering Materials (3)

Prerequisites: Junior standing, physics, chemistry, and engineering
mechanics.

371. Surveying for Engineers (3)

Two hours of lecture and recitation and three hours of laboratory.
The principles of plane surveying for engineers. Subject matter areas
include introduction to the theory of measurement and errors. Linear
and angular measurements in both the horizontal and vertical planes,
traversing and computations, horizontal and .vertical control and
associated computations, areal and volumetric computation, circular
and parabolic curves, state plane coordinates, public land surveys, and
the analysis and treatment of systematic and random errors. Labora-
tory field work and computations culminate in a topographic map. Fall.
Prerequisites: Differential and integral calculus.

375. Elementary Corrosion (1)

377. Process Control (3)

Three hours of lecture. The study of the principles of process control
both with and without electronic computers. The emphasis is on
sensing and control elements, signal transmission, non-computerized
controllers, conversion of signals to digital input for computer pro-
grams, control problems such as lag and errors, and applications with
emphasis on the paper industry. Spring.

Prerequisite: College level physics.

420. Computer Applications in Science and Engineering (3)

Prerequisites: Calculus and computer programming, or permission
of the instructor.

422. Process Design and Simulation (3)

Prerequisites: Unit operations and computer programming, or
permission of the instructor.

440. Water Pollution Engineering (3)

Two hours of lecture and three hours of laboratory. Introduction to
the physical* chemical, and biological parameters of waste water treat-
ment processes and to the principles of the unit operations involved.
Study of the design parameters and design procedures of waste water
treatment systems. Spring.

Prerequisites: Physics and CHE 356 or equivalent.

441. Air Pollution Engineering (3)

Prerequisites: Physics and CHE 356 or equivalent.

496. Special Topics (1*3)

Lectures, readings, problems, and discussions. Topics as an-
nounced in the areas of environmental or resource engineering. Fall
and/or Spring.

510. Energy: Alternate Systems (3)

563. Photogrammetry I (3)

Prerequisite: ERE 371 or equivalent.

78 ENGINEERING

585. Microscopy and Photomicrography (3)

Prerequisite: Permission of the instructor.

596. Special Topics (1-3)

611. Energy: Production and Conservation (3)

Three hours of lecture. An introduction to the technology, impacts,
hazards, and costs of large-scale, centralized power generation, with
emphasis on opportunities for resource conservation. Spring.

642. Water Quality Modeling (3)

Two hours of lecture and three hours of laboratory per week. An
analysis of the biological, chemical, and physical factors of receiving
waters governing the action of wastes and their reactions in receiving
waters. Introduction to modeling techniques applicable to water quality
management issues. Fall.

Prerequisite: ERE 440 or equivalent as evaluated by the instructor.

643. Water Pollution Engineering (3)

Two hours of lecture and three hours of laboratory. Introduction to
the physical, chemical, and biological parameters of waste water treat-
ment processes and to the principles of the unit operations involved.
Study of the design parameters and design procedures of waste water
treatment systems. Spring.

Prerequisites: Physics and CHE 356 or permission of the instructor.
Note: A student may not enroll in or receive credit for both ERE 440
and ERE 643.

655. Remote Sensing Measurements (3)

Two hours of lecture comprising an in-depth coverage of the theory,
design, 'and application of remote sensing systems and techniques
employed to obtain precise spectroradiometric measurements to map
and monitor natural resources. Photographic and non-photographic
systems are considered. Laboratory experiments in the form of an
assignment using remote sensing data. Fall or Spring.

Prerequisites: ERE 572 and FEG 363 or ERE 563 or consent of the
instructor.

664. Photogrammetry II (3)

Two hours of lecture and three hours of laboratory. General analytic
photogrammetry including interior and exterior orientation systems,
intersection, space resection and orientation. Correction of photo
coordinates for film deformation, lens distortions, atmospheric refrac-
tion and earth curvature. Introduction to photogrammetric plotters.
Planning photogrammetric projects, and designing optimum pro-
cedures for selected photogrammetric tasks. Fall.

Prerequisite: ERE 563 or equivalent.

670. Principles of Pulping and Bleaching (3)

Two hours of lecture and three hours of laboratory plus literature
study of assigned topics, independent project planning and/or labor-
atory study. Discussion of pulping and bleaching processes. Effects of
chemical and physical variables on the wood components and pulp
properties; chemistry involved. Experiments in pulping and bleaching
and pulp evaluation. Fall.

Prerequisites: Organic, physical, and analytic chemistry.

Note: A student may not enroll in or receive credit for both PSE 461
and ERE 670.

671. Chemistry of Pulping and Bleaching (3)

675. Principles of Unit Operations (4)

Three hours of lecture and discussion and one two-hour computa-
tion period. Fundamentals of fluid dynamics, heat and mass transfer,
appropriate analogies and process applications. Stage operations and
computation methods. Application to distillation, extraction, gas
absorption, evaporation, crystallization and drying. Design, operation,
and computer simulation of equipment. Fall.

Prerequisites: Calculus and physical chemistry or permission of the
instructor.

677. Paper Properties (4)

Prerequisite: Permission of the instructor.

Note: A student may not enroll in or receive credit for both PSE 465
and ERE 677.

678. Paper Coating and Converting (2)

Prerequisite: PSE 465 or permission of the instructor.

Note: A student may not enroll in or receive credit for both PSE 466
and ERE 678.

680. The Anatomy and Ultrastructure of Wood (2)

682. Transport Processes (3)

Two hours of lecture and three hours of laboratory. The relationship
between wood structure and wood permeability, moisture movement,
and heat transfer. Fire retardant and wood preservation treatments.
Wood drying. Unsteady-state transport processes. An advanced
laboratory problem with report in wood-moisture relationships, wood
drying, the relationship between wood permeability and treatability, or
wood preservative treatments. Spring.

Prerequisite: Permission of the instructor.

Note: A student may not enroll in or receive credit for WPE 326 or
WPE 327 and ERE 682.

684. Mechanical Properties of Wood (3)

Two hours of lecture and three hours of laboratory. The effect of the
anatomical and chemical nature of wood on its response to static and
dynamic force systems. The theory of elasticity as applied to wood and
wood-based composites. Spring.

Prerequisite: Permission of the instructor.

685. Transmission Dectron Microscopy (5)

Two hours of lecture, two hours of laboratory/demonstration,
minimum of ten hours of individual laboratory. The theory and opera-
tion of the transmission electrdn microscope including specimen
preparation, photographic technique and interpretation of micro-
graphs. Fall.

Prerequisite: Consultation with the instructor.

686. Wood-Water Relationships (3)

Prerequisite: Permission of the instructor.

FOREST CHEMISTRY 79

688. Tropical Timbers in Commerce (2)

Prerequisite: Permission of the instructor.

689. Tropical Wood Anatomy (1)

Anatomical characters, identification and taxonomy of tropical
woods important in commerce. Spring.

Prerequisite: WPE 387 or ERE 360. Recommended that ERE 688 be
taken concurrently or previously.

691. Air Pollution Engineering (3)

760. Analytical Photogrammetry I (3)

Two hours of lecture and three hours of laboratory. Mathematical
theory of photogrammetry including space resection, orientation,
intersection and aerial triangulation. Spring.

Prerequisites: FEG 363, APM 360 and FEG 464 or equivalent.

762. Instrumental Photogrammetry I (3)

Two hours of lecture and three hours of laboratory. The theory and
practice of extracting information from photographs with the aid of
photogrammetric plotters. Fall or Spring.

Prerequisite: FEG 363 or equivalent.

775. Applied Thermodynamics (3)

The study and application of thermodynamics, including the first and
second law, phase relationships, thermochemistry, the production of
work and equilibrium relationships. Spring.

Prerequisites: FCH 360, FCH 361 or equivalent.

785. Scanning Electron Microscopy (5)

796. Advanced Topics (1-3)

Lectures, conferences, discussions, and laboratory. Advanced
topics in Forest Engineering, Paper Science and Engineering, and
Wood Products Engineering. Fall and/or Spring.

Prerequisite: Permission of the instructor.

797. Seminar (1-3)

I. Forest Engineering topics. II. Paper Science and Engineering
topics. III. Wood Products Engineering topics. Fall and Spring.

798. Research in Environmental and Resource Engineering
(Credit hours to be arranged)

1. Independent research topics in Forest Engineering. II. Independ-
ent research topics in Paper Science and Engineering. III. Independent
research topics in Wood Products Engineering. Fall, Spring, and
Summer.

880. Interpretation of Cellular Ultrastructure (2)

One hour of lecture and two hours of demonstration and discussion.
The organization and sculpturing of the walls of plant cells; the cellulose
microfibril, matrix and incrusting substances, and the warty layer. The
ultrastructure and function of cytoplastic organelles in cells. The
nucleus, the mitochondrion, the chloroplast, the endoplasmic retic-
ulum, microtubules, the gap junction and the tight jufiction. The tools
and techniques used for light and electron microscopic study of cells,
and the interpretation of structural evidence. Directed study and
discussion of the latest (current) literature on pertinent topics. Spring.
Prerequisite: Permission of the instructor.

899. Master’s Thesis Research (Credit hours to be arranged)

Research and independent study for the master’s degree and thesis.
Fall, Spring, and Summer.

999. Doctoral Thesis Research (Credit hours to be arranged)

Research and independent study for the doctoral degree and dis-
sertation. Fall, Spring, and Summer.

ESF— NONDEPARTMENTAL

332. Seminar for New Transfer Students (No Credit)

One hour of weekly lectures and discussions designed to introduce
the transfer student to the College and its academic and social
environs. Fall and Spring.

FCH— FOREST CHEMISTRY

221. Organic Chemistry I (3)

222. Organic Chemistry Laboratory I (1)

223. Organic Chemistry II (3)

Prerequisite: FCH 225 or equivalent.

224. Organic Chemistry Laboratory II (1)

One three-hour laboratory. Continuation of FCH 222. Simple phys-
ical, quantitative, ' and instrumental techniques applied to organic
chemistry. Gas chromatography, polarimetry, kinetics. Introduction to
synthesis. Spring.

Prerequisite: FCH 222 or equivalent.

Co-requisite: FCH 223 or equivalent.

325. Organic Chemistry III (4)

Two hours of lecture, one six-hour laboratory. Classical and recent
literature synthesis or organic compounds, employing advanced tech-
niques. Fall.

Prerequisite: Two semesters of elementary organic chemistry.

360. Physical Chemistry I ' (3)

Three hours of lecture. Includes discussion on the properties of

gases and liquids, laws of thermodynamics, solutions and colligative
properties, and electrochemical cells. Fall.

Prerequisites: One year of college physics, differential and integral
calculus.

361. Physical Chemistry II (3)

Three hours of lecture. Includes discussion on the structure of
matter, principles of quantum mechanics, spectroscopy, and chemical
kinetics. Spring.

Prerequisite: Physical Chemistry FCH 360 or the equivalent.

380. Instrumental Methods of Analysis (3)

Two hours of lecture and one three-hour laboratory. Lecture
includes theory, applicability, and limitations of a number of current
methods of instrumental analysis. Laboratory sessions provide prac-
tice with several of these techniques. Spring.

Prerequisites: General chemistry and quantitative analysis.

384. Spectrometric Identification of

Organic Compounds (1-2)

Two hours of lecture and discussion. The first half semester
(1 credit) will deal with common classes of organic compounds; the

80 FOREST CHEMISTRY

second half semester ( 1 credit) will deal with more complex structures.
The use of complementary information from mass, infrared, nuclear
magnetic resonance, and ultraviolet spectrometry will be applied to
identification of organic natural products. Spring.

Prerequisites: Organic chemistry; one semester of advanced
organic chemistry for second credit.

390. Drugs from the Wild (3)

Three hours of lecture and discussion each week. This course is
designed to give students a comprehensive understanding of the
variety of medicinal agents available from natural sources. Economic
and societal aspects will be explored as well as scientific ones. In addi-
tion to curative agents, discussion will include toxic substances, folk
medicinal (including herbal) preparations, and the so-called “recrea-
tional drugs.” (Fall)

495. Introduction to Professional Chemistry (1)

496. Special Problems in Chemistry (1-3)

An opportunity for a special problem, technique development,
independent or unstructured study in an area related to the chemical
profession. The work may be technical, professional, or interdisci-
plinary. Advisors outside this department may be solicited. A brief
proposal must be presented for approval with specific arrangements
outlined including faculty advisor and objectives of the study. Evidence
of competence and appropriate effort is required for credit. A written
report will be expected. Fall and Spring.

Prerequisite: Upper division status.

497. Undergraduate Seminar (1)

One hour per week. Literature surveys and seminars on topics of
current research interest and recent advances in chemistry. Spring.

498. Introduction to Research (5)

510. Environmental Chemistry I (3)

Three hours of lecture. Introduction to the processes that control
chemical behavior in aquatic environments, including precipitation, gas
exchange, acid-base, redox, complexation, and adsorption reactions.
Emphasis will be on explanation and prediction of chemical behavior,
using computer models where appropriate. Examples will be from the
areas of water and wastewater treatment, pollutant fates and geo-
chemistry. Fall.

Prerequisites: An introductory course in physical chemistry is
required and a shortcourse in computer programming is
recommended.

511. Environmental Chemistry II (3)

Prerequisite: Chemistry through physical chemistry, or consent of
the instructor.

515. Methods of Environmental Chemical Analysis (3)

Prerequisite: A course in quantitative chemical analysis.

519. Environmental Chemistry Seminar (1)

One hour of lecture. Seminars on current research and issues in
environmental chemistry and related areas. Spring.

520. Nuclear and Radiation Chemistry (2)

Prerequisites: Physical, organic and inorganic chemistry or by
permission of the instructor.

Note: This course can be taken independently of FCH 521.

521. Nuclear Chemical Techniques (1)

The laboratory will consist of one four-hour laboratory class every
two weeks, with one hour to be made up at the student’s discretion to
accommodate counting periods which extend over several weeks. A
short movie by the AEC each week will be required for the sixth hour.
The laboratory will give each student the opportunity to use the indi-
vidual counting instruments, gain experience in the handling find
preparation of radioactive samples and the use of the 1000-curie-cobalt
source in radiation chemistry. Spring.

Prerequisite: Physical, organic, and inorganic chemistry or permis-
sion of the instructor. Advanced tentative registration is required.
Co-requisite: FCH 520.

524. Topics in Natural Product Chemistry (3)

530. Biochemistry I (3)

Three hours of lecture. General biochemistry with emphasis on

cellular constituents and metabolic reactions. The chemical, physical,
and biological properties of amino acids, proteins, carbohydrates and
their intermediary metabolism will be discussed. The chemistry of
enzymes, energy transfers, and biological oxidations will also be
covered. Fall.

Prerequisites: One year of organic chemistry and one year of
physical chemistry.

531. Biochemistry Laboratory (2)

Six hours of laboratory. This course will stress techniques used in

biochemical research. Techniques used include various types of chro-
matography, electrophoresis, and spectrophotometry and methods
involved in the isolation, purification, and assay of enzymes. Fall.
Prerequisite: One semester of quantitative analysis with laboratory.

532. Biochemistry II (3)

Three hours of lecture. Topics discussed are: application of tracer

techniques to biochemistry, the chemical and biochemical properties
of lipids, theories on the origin of life, photosynthesis and the biosyn-
thesis of steroids and terpenes, plant aromatics, amino acids, porphy-
rins and other aspects of nitrogen metabolism. Spring.

Prerequisites: FCH 530 and its prerequisites.

539. Principles of Biological Chemistry (3)

Three hours of lecture. Principles of biochemistry with emphasis on

their relationship to biology. Topics include basic metabolic pathways,
structure, and function of proteins, enzymes, and nucleic acids, energy
relationships and biochemical control mechanisms. Nonchemistry
majors. Fall.

Prerequisite: A two-semester course in organic chemistry is desir-
able, but a one-semester course is acceptable.

540. Chemical Ecology

This course is the same as EFB 512. Refer to description on page 73.
Note: Credit cannot be received for both FCH 540 and EFB 512.

550. Introduction to Polymer Science I:

Polymer Synthesis and Mechanisms (3)

FOREST CHEMISTRY 81

catalysts. Synthesis of block and graft copolymers. Stepwise polymeri-
zation, network formation and gelation. Structure of polymers and
stereoregular polymerization. Degradation of polymers, reaction on
polymers, polyelectrolytes. Fall.

Prerequisites: One year of organic chemistry and one year of
physical chemistry.

551. Polymer Techniques (2)

Prerequisites: One year of organic and one year of physical
chemistry.

552. Introduction to Polymer Science II:

Polymer Properties and Technology (3)

Prerequisites: One year of organic chemistry and one year of
physical chemistry.

555. Natural and Synthetic Polymers: An Overview (2)

Two hours of lecture. A series of 24 introductory lectures on all
aspects of polymer science. The material covered will include: types of
natural and synthetic polymers; molecular size and shape; molecular
weight determinations; chemical synthesis and reactions; polymer type
vs. properties; properties in the liquid state; properties in the solid
state; rubber and elastomers; crystallinity and morphology; mechan-
ical and thermal characteristics; manufacturing and polymer tech-
nology. Fall.

Prerequisites: Organic chemistry. Some knowledge of physical
chemistry is helpful, although not required.

;

560. Chromatography and Related Separation Sciences (3)

Three hours of lecture and discussion each week. A course designed
to give the student a thorough understanding of analytical and isolation
chemistry by modern chromatographic, distributive and molecular
sieving techniques. The chemistry of the systems discussed will be
stressed as well as the important physical aspects. Spring.

Prerequisite: Two semesters each of organic and general
chemistry.

Z 571. Wood Chemistry I: General Wood Chemistry (2)

Prerequisite: One or two semesters of a three-credit undergraduate
course in organic chemistry.

572. Wood Chemistry II: Wood and Pulping Chemistry (3)

Three hours of lectures. Introduction to carbohydrate chemistry.
Chemistry of cellulose, hemicelluloses, and lignin. Cellulose deriva-
fives. Distribution of polysaccharides and lignin in wood. Wood extrac-
tives. Chemistry of bark. Formation of heartwood. Wood as a chemical
raw material.' Chemistry of the industrial pulping processes with
emphasis on sulfite and kraft pulping of wood. Chemistry of the major
bleaching agents. Chemical byproducts in the pulping industry.
Complete tree utilization in the manufacture of pulp and paper. Fall.

Prerequisite: One or two semesters of a three-credit undergraduate
course in organic chemistry.

573. Wood Chemistry III: Biosynthesis of Wood (2)

starch. Biosynthesis of aromatics, including lignin. Biodegradation of
wood. Fall.

Prerequisite: FCH 571 or an equivalent course in general wood
chemistry.

574. Wood Chemistry IV: Wood Chemistry Laboratory (1)

Three hours of laboratory. Reports. Gravimetric and spectrophoto-
metric determinations of lignin. Determination of the number-average
molecular weight of ethylcellulose by osmometry. Estimation of the
weight-average molecular weight of ethylcellulose by viscometry.
Calibration of a gel permeation chromatography (GPC) column.
Separation and characterization of larch arabinogalactans A and B by
GPC. Fall.

Prerequisite: FCH 571 Wood Chemistry I or an equivalent course in
general wood chemistry.

630. Plant Biochemistry (3)

Prerequisites: FCH 530—532 or FCH 539 or equivalent.

650. Physical Chemistry of Polymers I (3)

Prerequisites: One year of organic chemistry and one year of
physical chemistry.

651. Physical Chemistry of Polymers II (3)

Prerequisites: One year of organic and one year of physical
chemistry.

652. Organic Chemistry of Polymers I (3)

Three hours of lecture. A broad survey of the chemistry of polyfunc-
tional molecules and methods for their conversion to high molecular
weight materials. Synthesis of a variety of specialty polymers and
chemical reactions on natural and synthetic polymers. Some relations
between molecular structure and useful properties. Spring.
Prerequisite: One year of organic chemistry.

653. Organic Chemistry of Polymers II (3)

Three hours of lecture. Kinetics and mechanism of polymerization
processes, with emphasis on addition polymerization reactions initi-
ated by radical, cationic and anionic initiators. Mechanism of stereo-
specific polymerization. Structure of polymers. Reactions on polymers
and their modification for specific end uses. Block and graft polymers.
Spring.

Prerequisites: One year of organic chemistry and one year of
physical chemistry.

7%. Special Topics in Chemistry (1-3)

(Credit hours arranged according to nature of topic)

Lectures, conferences, and discussion. Advanced topics in physical
chemistry, organic chemistry, or biochemistry. Fall and Spring.

798. Research in Chemistry

(Credit hours arranged according to nature of problem)

Independent research in physical and organic chemistry of synthetic
polymers, physical and organic chemistry of natural polymers, organic
chemistry of natural products, ecological chemistry and biochemistry.
One typewritten report required. Fall, Spring, and Summer.

899. Master’s Thesis Research (Credit hours to be arranged)

Research and independent study for the master’s degree and thesis.
Fall, Spring, and Summer.

82 FOREST ENGINEERING

997. Seminar (1)

Seminars scheduled weekly; an average of twenty to thirty seminars
are given annually. Discussion of recent advances in chemistry. Credit
is given only once to a student. Fall and Spring.

999. Doctoral Thesis Research (Credit hours to be arranged)

Research and independent study for the doctoral degree and disser-
tation. Fall, Spring, and Summer.

FEG— FOREST ENGINEERING

340. Engineering Hydrology, and Flow Controls (4)

Three hours of lecture and three hours of laboratory and discussion.
Analysis of the waters of the earth, their occurrence, circulation, and
distribution; physical properties and their interaction with their envi-
ronment. Principles of hydrologic budgeting and routing; and basic
hydraulics of open channel, conduit, groundwater and overland flow.
Applications of probability as a basis for the design of solutions to
groundwater, surface runoff, flooding and water supply problems.
Spring.

Prerequisite s: CIE 327, IOR 326, and APM 360.

350. Introduction to Remote Sensing for Engineers (2)

Two hours of lecture. The fundamentals of acquiring, analyzing, and
utilizing remote sensing data in the performance of natural resource
inventories, environmental quality surveys and site development
analyses. Onentetf for multidisciplinary participation. Spring.

Prerequisite: Junior standing and FEG 363 (which may be taken
concurrently with FEG 350).

352. Introduction to Remote Sensing (3)

Two hours of lecture and three hours of laboratory. Qualitative and
quantitative introduction to the fundamentals of acquiring, analyzing,
and utilizing remote sensing data in the performance of natural re-
source Hiventories, environmental quality surveys, site development
studies, and land use analyses. Oriented for multidisciplinary partici-
pation. Spring.

Prerequisites: Physics and calculus or permission of the instructor.

363. Photogrammetry (3)

Prerequisite: ERE 371 or equivalent.

410. Structures (4)

Prerequisites: ERE 362, APL Qomputing.

420. Harvest Systems Analysis (1)

Three hours of discussion, demonstration and/or field exercises.
An introduction to mensuration, harvesting operations, methods
analysis, mechanization, and interrelationships between the pro-
duction and silvicultural aspects of harvesting, is presented. A context
is developed for the application of otfier Forest Engineering courses.
Prerequisites: EFB 315, FOR 321.

430. Engineering Decision Analysis (3)

Prerequisite: IOR 326

437. Transportation Systems (3)

Prerequisite: CIE 437, FEB 422.

447. Hydrologic and Quality Controls (3)

Prerequisites: FEG 340, ERE 438 and CIE 437 or equivalent as
evaluated by the instructor.

454. Tractive Power Systems (2)

464. Photogrammetry II (3)

T wo hours of lecture and three hours of laboratory. General analytic
photogrammetry including interior and exterior orientation systems,
intersection, space resection, and orientation. Correction of photo
coordinates for film deformation, lens distortions, atmospheric refrac-
tion, and earth curvature. Introduction to photogrammetric plotters.
Planning photogrammetric projects and designing optimum pro-
cedures for selected photogrammetric tasks. Fall.

Prerequisite: FEG 363.

489. Forest Engineering Planning and Design (3)

Prerequisite: Senior standing in forest engineering.

498. Research Problem in Forest Engineering (1-3)

Independent research in topics in Forest Engineering for the highly
motivated undergraduate student. Selection of subject area deter- ■
mined by the student in conference with appropriate faculty member.
Tutorial conferences, discussions and critiques scheduled as nec-
essary. Final written report required for departmental record. Fall,
Spring, and Summer.

Prerequisite: Permission of the instructor.

FOR— FORESTRY (RESOURCES MANAGEMENT)

301. Field Dendrology (1)

302. Forest Surveying and Cartography (2 V2)

Course consists of approximately thirteen, eight-hour class days,
combining lectures and practical field applications. The course
stresses development of functional ability in the areas of cartog-
raphy, overland navigation, and land measurement. It is part of the
Summer Program in Field Forestry held at Pack Demonstration
Forest, Warrensburg, N.Y. Summer prerequisite for FOR 303, 322,
332.

Prerequisite: FOR 301.

FORESTRY 83

303. Introduction to Forest Mensuration (3%)

Lecture and field practice on methods and procedures for

304. Introduction to Forestry (1)

305. Forestry Concepts and Applications (1)

Lectures and some labs will help students explore basic concepts of
forestry, the breadth of and scope of forestry-related activity, and the
diversity of forest values and uses. Topics include an introduction to
many disciplines related to forest management and use, and study of
how basic concepts from physical, biological, and social sciences are
applied in forestry. Required of all forestry juniors.

321. General Silviculture (3)

Two hours of lecture and one three-hour laboratory first half of
semester, three hours of lecture last half of semester. Survey of silvi-
cal principles and concepts and practice of silviculture for the pro-
duction of goods and services from the forest. Designed for stu
dents in curricula other than resources management. Not available
for resources management majors. Fall.

322. Forest Mensuration (1)

Lecture, field, and laboratory work blocked in time and subject
matter with FOR 331 and 332. Principles and methods used in the
measurement of the trees and forest stands, the use of aerial photos
for mapping and inventory; and the theory and application of com-
pound interest to forestry decisions. Fall.

331. Introduction to the Physical Environment (6)

Lectpres, discussions, field, and laboratory work blocked in time
and subject matter with FOR 332 and 322. Study of the environ-
mental media: air, soil, and water, through examination of the flow
of energy and matter within and between these components of the
environment. Drawing together information from geology, physical
geology, soil science, water science, and meteorology, this course
provides understanding of these areas, their interactions, and the
interface with the biological system. Fall.

Prerequisite: Junior year standing in FOR curriculum or equiv-
alent. Course should be taken concurrently with FOR 332 Silvics-
Silviculture, because of the blocking of these two courses.

332. Silvics-Silviculture (8)

Three one-hour lectures and five three-hour labs or field trips.

Fundamentals of silvics and practices of silviculture enabling
manipulation of forests to attain objectives of the forest owner.
Emphasis is placed on the biological interrelationships within the
forest community, including site factors and forest stand dynamics,
and the consideration of these in silvicultural operations. Fall.

Prerequisites: Summer Program in Field Forestry, and FOR 331
(taken concurrently) or permission of the instructor.

335. Regional Silviculture (3)

345. Soils (3)

Two hours of lecture and three hours of laboratory. Introduction
to the fundamentals of soil science with particular reference to
forestry, but including other land uses. Spring.

360. Principles of Management (3)

Three hours of lecture and recitation. Basic principles and
concepts of management which are universally applicable to any
organization, business enterprise, or public agency. The various
approaches to management including the classical, behavioral and
quantitative concepts with emphasis upon the integrative approach,
now required to meet modern society’s changing life styles and
values and the new awareness of the public regarding environ-
mental matters and natural resources management. Spring.

364. Soil and Water Conservation Policy (3)

Three hours of lecture. An integrated, historical survey of water
and related land resource conservation in the United States. Inter-
relationships of governments and private organizations in their
functions of policy-setting and planning, administration of pro-
grams, and evaluation of projects. Three lectures per week. Spring.

370. Management of the Forest Enterprise (3)

Two hours of lecture and one hour of discussion and laboratory.
This course is concerned with the management alternatives, both of
a technical and social nature, that are available in the planning for
and the production of timber, recreation, wildlife, forage, and water
from the forest and with the criteria for choice to meet management
objectives. Spring.

371. Range Management (3)

Three hours of lecture and discussion covering range ecology,
inventory and evaluation; animal husbandry and grazing manage-
ment; multiple-use of rangelands; range improvement practices;
and range policy and administration. Spring.

Prerequisite: Upper division status in Resource Management or
Biology, or by permission of the instructor.

373. Timber Harvesting (3)

Two hours of lecture and one three-hour laboratory and discus-
sion. Harvesting as a production system including equipment,
equipment mixes, costs and manpower in serving and logmaking
and primary and secondary transportation. Evaluation of various
systems as to environmental impacts. Wood as a raw material to the
primary processing system and trees as inputs to the harvesting
system. Spring.

400. The Social Environment of Resource Management (3)

Three hours of lecture and discussion. This course describes the
institutional framework within which the resource manager prac-
tices his profession. It intends to show how economics, law, public
policy, pressure groups and financial considerations constrain the
professional judgment of the resource manager and the goals and
objectives of the institution employing him. Fall.

Prerequisites: FOR 332, 360, 461, 322 and one hour of computer
science; Senior standing.

404. Economics of Wood-Using Industries (3)

Three hours of lecture and discussion. Structure and organiza-
tion of selected wood-using industries. Analysis of decisionmaking
by the firm. Principles of production and marketing including
demand and cost analysis and pricing. Special issues and current
problems of the industries, and introduction to the newer math-
ematical and statistical tools for meeting them. Spring.

Prerequisite: Microeconomics.

405. World Forestry Resources:

Problems and Prospects (3)

Three hours of lecture and discussion plus guided readings, per-
taining to world forest resources and the problems and opportun-
ities associated with their use and development. Major topics
include: world forest resources; production and trade; principal
wood-producing countries; forestry and the problems of under-
development; and special areas and topics of interest to world
forestry. Spring.

Prerequisite: Senior status preferred.

433. Commodity FYoduction Silviculture (3)

Six hours of lecture and study, or field work classroom instruc-

tion and exercises will introduce topics, followed by field exercises

84 FOREST TECHNOLOGY

stressing application of silvicultural methods for growing wood
products, mostly in hardwood stands. Topics will cover concepts,
techniques, diagnostic methods, and field application of silvicultural
prescriptions in both even- and uneven-aged management. Offered
one day per week as a block of instruction and exercise. Spring.

Prerequisites : FOR 331-332, and one mensuration course beyond
Summer Program in Field Forestry; Senior standing.

434. Greenspace Silviculture (3)

Prerequisites: At least one silviculture course and senior status or
permission of the instructor.

446. Forest Soil Classification, Survey, and Interpretation (3)

Two hours of lecture and discussion, one three-hour laboratory.
Detailed examination of soil genesis and classification, and the survey
and description of the soilscape. Interpretations are made for various
land uses, especially forestry. Fall.

Prerequisites: FOR 331 or 345 or an introductory soils course.

455. Forest Tree Improvement (3)

Prerequisites: FBL 470, or Introduction to Mendelian Genetics or
Population Genetics.

461. Management Models (3)

472. Fundamentals of Outdoor Recreation (3)

Three hours of lecture. Introduction to the programs and practices
of federal, state, and local agencies and private organizations involved
in planning, administration, and management of outdoor recreation
areas. Emphasis is on major recreational issues and conflicts faced by
area managers, and how they integrate solutions into their plans.
Spring.

473. Planning and Development of

Forest Recreation Areas (3)

Prerequisite: FOR 472.

475. Sociology and Psychology of Leisure Behavior (3)

Three hours of lecture and discussion. Introduction to theory and
research findings dealing with the sociological and psychological
aspects of leisure behavior; field work and lectures demonstrate
applications, particularly with regard to leisure behavior. Spring.

Prerequisites : FOR 472, and an introductory course in sociology or
psychology, or permission of the instructor.

477. Resource Policy and Management (3)

tive forest property. Primarily for forest engineers. Not available to
Resource Management undergraduates. Fall.

Prerequisites: Mensuration and silviculture, senior standing in
Forest Engineering, or by permission of the instructor.

480. Urban Forestry (3)

Prerequisites: Senior status. FOR core courses or permission of the
instructor. For students in other schools FOR 434 is desirable.

496. Special Topics in Environmental and

Resource Management (1-3)

Guided readings, lectures, discussions, tutorial conferences, or
special coursework designed to help the undergraduate student apply
scientific analysis of a social, biological, or physical nature to questions
within his area of interest. Questions and analyses would include those
dealing with forest resources management and administration; forest
cultural practices; land use and land use planning; hydrology and
watershed management; outdoor recreation; resource economics;
world forestry; and others. Fall and Spring.

Prerequisite: Permission of the instructor.

498. Special Studies in Environmental and

Resource Management (1-6)

Prerequisite: Cumulative G.P.A. of at least 2.50 and approval of
the instructor and advisor.

499. Independent Study in Resources Management (7-12)

Independent study of some significant aspect of environmental and
resources management. The selection of the topic will be determined
by the student in consultation with his advisor. Guidance will be pro-
vided by a faculty committee. Limited to seniors in Resources Manage-
ment. Fall or Spring.

Prerequisite: Must have cumulative G.P.A. of at least 3.00.

FTC— FOREST TECHNOLOGY

200. Dendrology I (2)

Twenty-five hours of lecture and 34 hours of field time. A study of the
distinguishing characteristics, growth features, distribution, associates
and importance of the major tree species of North America. Seasonal
field identification and on-the-spot discussion of habitats, associates,
and the place in succession of the predominant forest trees and shrubs
as found in the Adirondack area of the Northeast, plus a limited
number of introduced species. Fall.

202. Plane Surveying I (4)

Fifty-four hours of lecture and 100 hours of field and laboratory time.
An introduction to the theory and practice of plane surveying. Empha-
sis is on individual skill development through small crew projects,
handling typical surveying equipment in typical field situations.
Lecture topics include the theory of measurements and errors, mathe-
matics for plane surveying, introduction to field problems and introduc-
tion to map use and preparation. Field projects include traversing,
methods, and proficiency projects in handling typical surveying instru-
ments. Fall.

203. Plane Surveying II (1)

Twelve hours of lecture and 32 hours of field time. A continuation of
FTC 202 with emphasis on small crew field projects introducing the use
of the engineer’s level and the theodolite. Classroom work is directed at
explaining the United States Public Land Survey system and introduc-
ing the concepts of modern deed descriptions and recordkeeping pro-

FOREST TECHNOLOGY 85

cedures. A trip to the County Court House is scheduled for a first hand
look at a modern deed and record keeping operation. Spring.
Prerequisite: FTC 202.

204. Forest Mensuration and Statistics I (3%)

Sixty-seven hours of lecture and 36 hours of field time. A classroom

205. Forest Mensuration and Statistics II (2)

206. Forest Ecology (3)

Forty-one hours of lecture and 52 hours of field time. Study of
weather and weather data collection; students manning a forest
weather station. Study of climate and soil factors, how they affect
trees and forests and the interactions both within the forest community'
and within the forest ecosystem. Introduction to cover type mapping.
Final field problem and written and oral report on the detailed analysis
of a forest transect. Fall.

207. Aerial Photogrammetry (2)

Fourteen hours of lecture and 48 hours of laboratory. Development

of the ability to interpret important ground features by viewing aerial
photos singly and in pairs, using stereoscopic techniques and equip-
ment. Work scale problems and make reliable horizontal and vertical
measurements. Use radial line plotter and zoom transfer scope for
transfer of detail to base map. Forest type mapping and forest inven-
tory using photos. Fall.

208. Forest Installations (3)

Thirty-six hours of lecture and 60 hours of field time. This course

provides the student with the technical competence necessary to use,
plan, construct, and maintain such typical forest improvements as
telephone lines, radio systems, trails, and light frame structures. Fall.

209. Forest Roads (2)

Twenty-two hours of lecture and 32 hours of laboratory time. This

course provides the student with the technical competence necessary
to administer, locate, and design the construction and maintenance of
a typical forest gravel road. Spring.

Prerequisite: FTC 202.

211. Silviculture (2%)

Thirty hours of lecture and 40 hours of laboratory and field work
blocked with forest management. Lectures based on text study cover
orientation, terminology and present a framework of the various treat-
ments used in many common stand conditions to bring the forest into
a more productive state in accord with the objectives of management.
Emphasis on thinning in computer simulation and field practice. Exer-
cises in planting and pruning. Demonstrations in chemical silviculture.
Spring.

Prerequisite: FTC 206.

213. Forest Protection I (2)

Thirty-eight hours of lecture and 36 hours of laboratory/field time. A
study of the insect and disease agents that damage trees and their role
in the total forest community. The course covers identification of local '
forest insects and disease-causing organisms, study of the major pest
groups of other forest regions, and control measures including the
effects of pesticides on the environment. Field trips cover local pests
and the damage caused, while laboratory work covers major groups of
pests likely to be encountered elsewhere. Fall.

214. Personnel Management (1%)

Fourteen hours of lecture and 12 hours of laboratory. A study of

company and agency organization functions, including selection of and
placement of personnel, training of personnel and performance evalua-

tions, planning for and administering crew responsibilities, human
relations in the working situation and special personnel problems of the
forest are covered. Techniques of foremanship are applied in vanous
field exercises in other courses, along with the duty of safety hazards,
accident prevention, accident classification and accident reporting.
Spring.

215. Timber Harvesting (2)

Sixteen hours of lecture and 36 hours of field time. This course
acquaints the student with the basic harvesting methods and tech-
niques, with emphasis on the Northeast, along with the knowledge of
how and where harvesting fits in with other forest uses. Students gain
technical competence in timber sale contract administration and basic
timber appraising. Spring.

217. Forest Management (3%)

Thirty-seven hours of lecture and 68 hours of lab and field work

blocked with silviculture. Coverage of the common problems met in
organizing a forest property to approach the goals of ownership. Study
and practice in techniques of growth measurement and the gathering
and use of forest records in general. Review actual examples and case
studies of forest management and production activities. Summary
application of pertinent information from many other courses in a work
plan involving management decisions for an assigned forest property.
Spring.

Prerequiste: FTC 206.

218. Forest Recreation (1%)

Fifteen hours of lecture and 32 hours of laboratory or field time. This

219. Elements of Wildlife Ecology (1%)

Twenty-four hours of lecture and four hours of field time. A study of

the principles of wildlife ecology with fundamentals related to the
actions of the preservationist, conservationist, and particularly those of
the forest manager. Spring.

221. Soil and Water Measurements (1%)

Sixteen hours of lecture and 32 hours of laboratory and field time. A
basic introduction to precipitation and streamflow measurements
taken at weather stations, snow courses, streamgaging stations, and
other sample points. Includes introduction to physical properties of
soils related to land management. Discusses forest management prac-
tices commonly used to control erosion and water quality. Spring.
Prerequisite: FTC 206.

223. Graphics (1)

Sixteen hours of lecture. An introduction to lettering and drafting
with emphasis on the skills needed by the forest or surveying techni-
cian. Individual skill development is achieved through several projects.
The concept behind each project is explained in handout material and
lecture, and each student is then expected to complete the project on
his/her own time. Freehand and mechanical lettering plates are pro-
duced in addition to precision and map drawings. Fall.

227. Forest Protection II (2)

Prerequisite: FTC 213.

228. Structure and Growth of Trees (IV2)

Nineteen hours of lecture and twelve hours of laboratory. A study of

the various tissues of forest trees and how their growth and develop-
ment are affected by internal and external factors. Differences in stem
structures of some of the more important commercial tree species of
the United States are studied in the laboratory, and these differences
are related to the commercial uses of these species. Spring.

Prerequisite: An introductory course in general botany or biology.

86 LIBRARY, LANDSCAPE ARCHITECTURE

229. Silviculture 11 (2)

230. Plane Surveying III (2)

T wenty-six hours of lecture and 28 hours of field time. A continuation
of FTC 202 and FTC 203 with emphasis on small crew projects using
the theodolite. Advanced field techniques are discussed and practiced,
such as the determination of the true-meridian by the method of direct
solar observation, layout of highway curves and simple triangulation
procedures. Each topic is developed in detail in the classroom before
each field project is completed. Spring.

Prerequisites: FTC 202 and FTC 203.

298. Independent Study in Forest Technology (1-6)

Independent study in forest technology to apply, enhance, or sup-
plement forest technology or related natural resource education.
Objectives and scope of the project are negotiated in a learning con-
tract between the student and instructor(s), with course admission
based on permission of the instructor(s). Limited to those who have
attended the complete regular SFT program, or those who have grad-
uated from another forest technology program or a related natural
resource program, or to students enrolled in any ESF program other
than that of the SFT. A maximum of 6 credit hours may be taken by any
student in total. Semesters as arranged. Fall, Spring, or Summer.

LIB-LIBRARY (COLLEGE OF ENVIRONMENTAL
SCIENCE AND FORESTRY COURSE)

300. Library Research (1)

LSA — LANDSCAPE ARCHITECTURE

(See also courses listed under EIN and CMN.)

320. Introduction to Landscape Architecture and Planning(3)

Three hours of lecture. The course presents an overview of the
professions of landscape architecture and planning. It surveys the
historic and contemporary situations of environmental design and
planning. The course introduces the socio-cultural and natural factors
which influence the form and condition of the physical environment. It
will introduce issues, personality, and projects. Fall.

326. Landscape Architecture Design Studio I (3)

Six hours of studio and one hour of lecture. The first in a sequence of
studios focusing on the concepts, skills, and methods of design. This
course introduces students to the basic vocabulary, concepts, and
principles of design; the application and operation of these in the physi-
cal environment, development of three-dimensional spatial concepts.
The requirements for this course include readings, examinations, field
trips, design exercises, and projects. (Student field trip expense
$125-$150.) Fall.

Prerequisite: Permission of the instructor.

327. Landscape Design Studio II (3)

One hour of lecture and six hours of studio. The second in a se-
quence of studios focusing on the concepts, skills, and methods of
design. This course continued the development of design abilities
through study of the interrelationship between the requirements of a
design established in a program, the visual character of the site and the
deve'opment of a designed result. The development of spatial concepts
which meet principles of composition organization and a given set of
requirements. The requirements for this course include readings,

examinations, field trips, design exercises, and projects. (Student field
trip expense $125-$150.) Spring.

Prerequisites: LSA 326, with a minimum grade of C, and CMN 382.

330. Site Research and Analysis (2)

Prerequisite: EIN 311 or permission of the instructor.

422. Landscape Design Studio III (4)

423. Landscape Design Studio IV (4)

Prerequisite: LSA 422, with a minimum grade of C.

425. Orientation for Experiential Studio (2)

Three hours of lecture and recitation. Investigation and documenta-
tion of an area of specialty, discussion, readings, and research. Fall and
Spring.

Prerequisite: Permission of the instructor.

433. Plant Materials (2)

Prerequisite: Permission of instructor.

434. Design Materials (1)

Three hours of lecture for last one-third of semester. An introduction

to wood, concrete, masonry, asphalt, stone, and synthetic materials
intended to provide students with an understanding of the basic visual,
structural, and maintenance principles of each, in order to both use
the materials in design and prepare written specifications. Fall.

442. Site Grading (2)

Two hours of lecture and three hours of studio during first two-thirds

of semester. Lectures, projects, and assigned readings. The study of
grading as the primary means of landform modification in landscape
architectural design. Primary emphasis will be given to principles of
grading, including contour manipulation, sections, profiles, and
computations. Concepts of establishing acceptable slopes and positive
surface drainage will be introduced. Enrollment limited to BLA or MLA
students. Fall.

Prerequisite: LSA 330, Site Research and Analysis.

443. Site Drainage Systems (1)

Three hours of lecture for last one-third of semester. Lectures,
projects, and assigned readings. Provides a basis for the design of
drainage systems. Coverage includes concepts relevant to understand-
ing precipitation, methods of run-off quantification, open channel flow,
systematic pipe network analysis. Enrollment limited to BLA or MLA
students. Fall.

Prerequisite: LSA 330, Site Research and Analysis.

LANDSCAPE ARCHITECTURE 87

444. Vehicular Circulation Design (1)

Three hours of lecture for first one-third of semester. Lectures,
projects, and assigned readings. Must be taken concurrently with
LSA 423. Introduces the circular geometry of horizontal curves and the
parabolic geometry of vertical curves, curve coordination based on
safety and aesthetic relationships, road grading. Enrollment limited to
BLA or MLA students. Spring.

Prerequisites: Computer Programming and Surveying.

445. Elements of Structures (1)

Three hours of lecture during the second one-third of the semester.
Lectures, projects, and examinations. An introduction to the concepts
of assembling engineering materials into structure. All common build-'
ing systems will be surveyed and emphasis will be placed on funda-
mentals rather than on detailed mathematical design procedures.

Prerequisite: Non-School of Landscape Architecture students by
permission of the instructor. Not open to engineering majors. Spring.

455. Professional Practice in Landscape Architecture (2)

Prerequisites: Senior status in landscape architecture or permission
of the instructor.

456. Introduction to Design Implementation (2)

Two credit hours. One hour of lecture and three hours of laboratory
per week. Introduction to drawing, grading, layout, planting, details,
specifications, and estimating. Spring.

Prerequisite: Permission of the instructor and concurrent enroll-
ment in LSA 521.

495. Selected Readings in Environmental Studies (1-3)

Prerequisite: Permission of the instructor.

496. Special Topics in Landscape Architecture (1-3)

One to three hours of class meetings. Special topics of current
interest to undergraduate students in landscape architecture and
related fields. A detailed course subject description will be presented as
a topic area is identified and developed. Fall and Spring.
Prerequisite: Permission of the instructor.

498. Introductory Research Problem (1-3)

Guided study of a selection of problems relating to landscape archi-
, tecture and environmental design. Emphasis on study procedure and
methods employed. Enrollment at periodic intervals throughout the
semester. Fall, Spring, and Summer.

Prerequisite: Permission of the instructor.

520. Design Analysis Studio I (3)

Six hours of studio and one hour of lecture-discussion. The first in a
sequence of studios focusing on the concepts, skills, and methods of
design. This course rintroduces students to the basic vocabulary of
theoretical design principles, to the application and operation of these
in the physical environment, and to the development of three-dimen-
sional spatial concepts in community scale patterns. The requirements
for the course include readings, examinations, field trips, design
exercises, and projects. Fall.

Prerequisites: First-year MLA standing or permission of the
instructor. Not open to BLA students.

521. Design Analysis Studio II (3)

Six hours of studio and one hour of lecture. The second in a se-
quence of studio applying the concepts, skills, and methods of design
in a critical analysis of various natural and human systems in com-

munity scale environments. Concentration is on the evaluation of
options in the ordering of a variety of land use activities, with special
emphasis on the functional and spatial quality of built environments.
The requirements for this course include readings, examinations,
field trips, design exercises, and projects. Spring.

Prerequisites: LSA 520, CMN 382, or permission of the instructor.

522. Landscape Design Studio VI (4)

Twelve hours of studio. Studio problems, research, drafting and field
trips. Concentration on complex urban problems. Concern for social
and psychological considerations of the individual and large groups of
people, their interaction and resultant forms of the environment.
Spring.

Prerequisite: Permission of the instructor.

524. Experiential Landscape Studio Design (16)

525. Landscape Design Studio VI (4)

Twelve hours of studio. Investigation of a problem in landscape
architecture as proposed by the student and conducted in conjunction
with faculty advisor. Spring.

Prerequisite : Permission of the instructor.

527. Landscape Design Studio VI (4)

Prerequisite: Permission of the instructor.

533. Plant Materials (2)

Field trips and discussion. Ornamental woody plant identification. .
Observation and sketches of outstanding examples of planting design.
Two weeks. Summer.

Prerequisite: Permission of the instructor.

545. Professional Practice Studio II (2)

Prerequisite: Permission of the instructor.

595. Selected Readings in Landscape Architecture (1-3)

Prerequisite: Fifth-year status or permission of the instructor.

596. Special Topics in Landscape Architecture (1-3)

Experimental or special coursework in landscape architecture for
graduate and undergraduate Students. Subject matter and method of
presentation vary from semester to semester. Fall. and Spring.
Prerequisite: Permission of the instructor.

598. Research Problem (1-3)

Prerequisite: Permission of the instructor.

88 LANDSCAPE ARCHITECTURE

620. Community Design Studio 1 (3)

Prerequisite: Permission of the instructor.

621. Community Design Studio II (3)

Prerequisite: Permission of the instructor.

643. Ethical Issues in Community Design and Planning (1)

Three hours of lecture-discussion for one-third of a semester. Status
and role of the profession in society, standards of professional conduct
and responsibility, ethical responses to a variety of professional situa-
tions is the focus of the course. Fall or Spring.

Prerequisites: MLA status or permission of the instructor.

650. Behavioral Factors of Community Design (3)

Three hours of lecture and discussion. An introduction to the con-
tribution of the behavioral sciences to community design and planning
is provided. Readings and discussions concern both theoretical and
methodological aspects. Case studies are used to illustrate a variety of
current behavioral science applications. Course assignments to
familiarize the student with basic behavioral science methods including
questionnaires, observations, and interviews. A final project provides
an opportunity to synthesize course materials. Fall.

Prerequisites: MLA status or permission of the instructor.

651. Process of City/Regional Planning (3)

Prerequisite: Permission of the instructor. >•

652. Community Development Process (3)

653. Visual Landscape Analysis (2-3)

Three hours of lecture and discussion weekly during the first three
quarters of the semester will cover aspects of landscape perception;
introduction to methods of visual landscape inventory and evaluation,
visibility determination, psychometric assessment, and visual impact
assessment; and visual resource management strategies. Problems
and exams will be required. Optioned third credit entails four hours
weekly of laboratory or field projects applying analysis methods and
techniques during last quarter of semester.

656. Environmental Factors, Community Response, and

Form ' (3)

Prerequisites: Second year MLA status, or permission of the
instructor.

671. History of Landscape Architecture (3)

Historical study and style analysis of Western man’s efforts to design
his environment and his changing attitudes and relationships to
environment. Also, non-Western coverage where significant or influ-
ential on Western man. Study of historical personalities as well as
periods that are of environmental concern up into the modern periods.
Fall.

Prerequisites: MLA standing or permission of the instructor.

696. Special Topics in Landscape Architecture (1-3)

697. Topics and Issues of Community Design and Planning(2)

752. Urban and Regional System Dynamics (3)

Prerequisite: Permission of the instructor.

796. Special Topics in Landscape Architecture (1-3)

Prerequisite: Permission of the instructor.

798. Research Problem

(Credit hours to be arranged according to nature of
problem)

Special study of assigned problems relating to landscape architec-
ture or planning, with emphasis on critical thinking. Fall, Spring, and
Summer.

Prerequisite: Permission of the instructor.

799. Thesis Project Proposal Development (1)

One hour of lecture and workshop. During this course, a student will

prepare a proposal for a thesis/project in the MLA program. Fall.
Prerequisites: LSA 699 and permission of the instructor.

898. Professional Experience (1-12)

A supervised external professional work experience which satisfies
Option 2 of the master’s study integration requirement. Graded on an
“5/4” basis. Fall, Spring, and Summer.

Prerequisite: Formation of committee, approval of proposed exper-
ience by committee, and the sponsor of the professional experience.

899. Master’s Thesis Research (Credit hours to be arranged)

Research and independent study for the master’s degree and thesis.
Fall, Spring, and Summer.

PSE-PAPER SCIENCE AND ENGINEERING

300. Introduction to Papermaking (3)

Three hours of lecture. Historical and commercial consideration of
the paper industry. Technology of papermaking with emphasis on
stock furnish, stock preparation and paper machine operation. Intro-
ductory discussions of papermaking materials and formation and
reactions of a fibrous web. Fall.

301. Pulp and Paper Processes (3)

Three hours of lecture. Technological consideration of pulping and
bleaching of woody raw material. Includes consideration of wood
procurement and preparation, pulping and bleaching processes,

PAPER SCIENCE AND RESOURCE MANAGEMENT 89

recovery of secondary fibers, pollution abatement and other ancillary
operations. Spring.

Prerequisites: FCH 571 and 572, PSE 300 (or concurrent).

302. Pulp and Paper Processes Laboratory (1)

Prerequisite: PSE 301 (or concurrent).

Emphasis is on the fundamentals of stock preparation, paper machine
operation, evaluation of the finished product and the collection and
analysis of data to develop material and energy balance. Results of each
paper machine run are evaluated in seminar-type discussions. Spring.
Prerequisites: PSE 461 and PSE 465.

473. Mass Transfer (3)

Three hours of lecture. The study of mass transfer, humidification,
air conditioning, drying, gas absorption, distillation, leaching, washing,
and extraction. Fall.

Prerequisites: PSE 370, 371, and 372 or equivalent.

304. Mill Experience t (2)

370. Principles of Mass and Energy Balance (3)

Three hours of lecture. Conservation of mass and energy applied to
steady-state and dynamic process units and systems. Problem analysis
and solution; computational techniques. Thermodynamic data and
their use; real vs. perfect gases; steam properties; psychrometry. Fall.
Prerequisites: Calculus, physics, and FCH 360 (or concurrent).

371. Fluid Mechanics (3)

Three hours of lecture and/or demonstrations. The study of momen-
tum transfer. Steady and unsteady flow of liquids and gases in pipelines,
ducts, open channels, and porous media. Movement of particles in fluid
media. Newtonian and non-Newtonian flow and flow of suspensions.
Filtration, sedimentation, centrifugation, agitation and mixing. Char-
acteristics and selection of pumps, blowers, agitators and other equip-
ment. Flow measurement and flow system design with economic
considerations. Fall.

Prerequisites: College level physics and chemistry, calculus.

372. Heat Transfer (2)

Two hours of lecture and/or demonstration. The study of heat
transfer including conduction, convection, radiation and their applica-
tions in industry. Heater and heat exchanger design and selection, and
industrial evaporation. Spring.

Prerequisites: PSE 370 and 371 or equivalent.

461. Pulping Technology (3)

Note: A student may not enroll in or receive credit for both PSE 461
and ERE 671.

465. Paper Properties (4)

Three hours of lecture, three hours of laboratory and discussion.
Evaluation and study of the physical, optical, and chemical properties
of paper and the interrelationships existing between paper manufactur-
ing methods, papermaking additives, test results and the ultimate
properties desired in the finished paper. Fall.

Prerequisites: PSE 301 and PSE 302.

Note: >A student may not enroll in or receive credit for both PSE 465
and ERE 677.

466. Paper Coating and Converting (2)

Two hours of lecture. Evaluation and study of various coating mate-
rials and processes used by the paper industry. Introduction to poly-
mers and their use in converting operations. Study of materials and
equipment used in converting operations, fundamentals and param-
eters which control their use, effects on final properties of papers.
Spring.

Prerequisite: PSE 465.

Note: A student may not enroll in or receive credit for both PSE 466
and ERE 678.

468. Papermaking Processes (3)

Two hours of lecture and three hours of laboratory. Study of the
Papermaking process, featuring operation of the pilot paper machine.

491. Paper Science and Engineering Project I (1)

Student makes a systematic survey of all available literature on the
problem assigned him and incorporates it in a formal, typewritten
report. An essential part of this report is a detailed outline of a research
project which the student proposes to undertake during the next
semester (PSE 492). Fall.

Prerequisites: PSE 300 and PSE 301.

492. Paper Science and Engineering Project II (3)

The analysis of a problem, the synthesis of a solution and fhe basic
design of the facilities needed to solve a problem. Laboratory research,
field work, and consulting as needed in addition to the literature survey
completed in PSE 491. Progress reports and a final report and seminar-
style presentation. Spring.

Prerequisite: PSE 491.

496. Special Topics (1-3)

Lectures, conferences, and discussions. Specialized topics in
chemistry, chemical engineering, and physics as well as topics pertain-
ing to management as related to the pulp, paper, paperboard, and allied
industries. Fall and Spring.

498. Research Problem (1-4)

The student is assigned a research problem in pulping, bleaching,
refining, additives, quality control of paper or paper products, or
chemical engineering. The student must make a systematic survey of
available literature on the assigned problem. Emphasis is on application
of correct research technique rather than on the results of commercial
importance. The information obtained from the literature survey, along
with the data developed as a result of the investigation, is tq be pre-
sented as a technical report. Fall, Spring, and Summer.

Prerequisite: PSE 461 and PSE 465.

RMP— RESOURCE MANAGEMENT AND POLICY

529. Environmental Impact: Principles and Strategies (3)

Three hours of lecture and discussion. Principles and theory of
environmental impact and statements of impact as required by federal
law. Administrative procedures for review and evaluation. Procedural
strategy and effective constitution of statements for various govern-
mental levels. Means of obtaining sources of authoritative information.
Fall.

Prerequisite: Senior standing.

560. Nonindustrial Private Forest Management (3)

Prerequisite: Senior or graduate student standing in forestry.

561. Land Use Economics (3)

Three hours of lecture-discussion. Study of the theory and methods
of land use economics and the application of economic analysis to open
space and regional planning. Emphasis is on understanding basic con-
cepts; development of operational methods and data sources. Case
studies, outside readings, and guest speakers are utilized. Spring.

Prerequisites: One course in macroeconomics and one in micro-
economics and permission of the instructor.

90 RESOURCE MANAGEMENT

562. International Timber Trade (3)

Three hours of lecture. Basic principles of international trade.
Structure and procedures of international timber trade. Major trade
regions and their relationships. Economic context of timber trade.
Emphasis is placed upon methods of analyses for understanding both 1
opportunities and limitations of timber products exports and imports.
Fall.

Prerequisites: Two semesters of undergraduate economics, and
senior standing in forestry or wood products engineering.

572. Outdoor Recreation (3)

Three hours of lectures per week. Description of specific methods
and techniques used in outdoor recreation management. Discussion of
practices applicable to resource, visitor, and service management.
Spring.

Prerequisite: FOR 472, or equivalent, and FOR 360, or equivalent.

587. Environmental Law (3)

588. The Law of Natural Resource Administration (3)

Prerequisite : FOR 360 or equivalent course in public administration.

602. Resource Economics (3)

Three hours of lecture and discussion. Economic theory and analysis
in resource management and use decisions. Study and application of
economic models to land, water, forest, wildlife, and recreational
resources. Relationships and interactions of public and private sector
in resource management. Fall.

Prerequisite: Two semesters of undergraduate economics.

664. Soil and Water Conservation Policy (3)

One three-hour meeting per week. An integrated, historical survey
of water and related land resource conservation in the United States.
Interrelationships of governments and private organizations in their
functions of policy-setting and planning, administration of programs,
and evaluation of projects. Fall.

670. Economics of Nonmarket Goods (3)

Prerequisites: Microeconomics, knowledge of basic statistical
analysis, and six hours or more of resource management coursework.

672. Open Space Planning (Recreation) (3)

675. Psychology of Leisure Behavior (3)

676. Regional Development and Tourism (3)

Three hours of lecture/discussion per week. Study of the basic
concepts of tourism as an important economic and social activity, and
its place in regional resource development plans. Overnight field trip
required. Spring (odd years).

Prerequisite: Permission of the instructor.

751. World Forestry ‘ (3)

753. Resources Policy (3)

754. Advanced Forest Administration (3)

Critical appraisal of existing public, semipublic and private forestry

agencies in the United States, and the comparative study of major
administrative organizations and practices. Occasional inspection trips
to forestry headquarters and field units and discussion of internal
administrative problems with forest officers. Fall or Spring.
Prerequisite: FOR 360 or equivalent.

796. Special Topics in Resource Management and

Policy (1-3)

Lectures, seminars, and discussion. Advanced topics in resource
management and policy. Check schedule of classes for details of
subject matter. Fall and/or Spring.

797. Seminar (1)

Group discussion and individual conference concerning current

topics, trends, and research in management. Fall and Spring.

798. Research Problems in Resources Management and

Policy (1-12)

(Credit hours arranged according to nature of problem)

Special investigation and analysis of resources management prob-
lems where integrative relationships of several subject aspects of
forestry are a major consideration. Fall, Spring, and Summer.

898. Professional Experience (1-12)

Professional experience which applies, enriches, and/or comple-
ments formal coursework. Graded on an “S/U” basis. Fall, Spring, and
Summer.

899. Master’s Thesis or Project Research (1-12)

Investigation leading to the completion of a research-oriented thesis

or to an application-oriented project. Graded on an “S/U” basis. Fall,
Spring, and Summer.

999. Doctoral Thesis Research ’ (1-12)

Investigation leading to the completion of the doctoral thesis.
Graded on an “S/U” basis. Fall, Spring, and Summer.

SCE-SCHOOL OF CONTINUING EDUCATION

510. Creative Problem Solving Seminar (3)

Prerequisite: Undergraduate degree or permission of the instructor.
Note: Also listed as EIN 510.

CONTINUING EDUCATION AND SILVICULTURE 91

576. Special Topics Course: Environmental Education

Processes and Strategies (1-3)

Prerequisite: Permission of the instructor. Not acceptable for credit
in graduate programs of the School of Forestry.

5%. Special Topics in Resource Management (1-3)

Prerequisite: Permission of the instructor.

SIL— SILVICULTURE

520. Application of Ecology (3)

T wo hours of lecture and discussion and one to three hours seminar,
workshop, or field trip. Exploration of use and implications of ecolog-
ical concepts for practices modifying terrestrial ecosystems for human
benefit. Discussion of ecological writings in relation to applied prob-
lems; workshops, field trips and student presentations exploring
ecological implications of specific situations. Course designed for
interdisciplinary participation. Spring (even years).

535. Advanced Forest Soils (3)

Three hours of lecture-discussions concerning the current state-of-
the-art in forest soils. Effect of intensive forest management on soil, soil-
site-species relationships, forest fertilization tree nutrition. Application
of forest soils information to silviculture. Spring.

Prerequisite: FOR 331, 332 or beginning courses in soils and
silviculture.

540. Forest Hydrology (3)

Two hours of lecture and three hours of laboratory. The relation of
forest and range vegetation to its environment, and its effect upon soil
and water. Measurement of precipitation, runoff, erosion, and other
variables. Fall and Spring.

542. Practice of Watershed Management (3)

Two hours of lecture and three hours of laboratory. The impact of
the multiple use of forest and range lands on water yield and soil stabil-
ity. Regional problems and potential solutions. Spring.

Prerequisite: SIL 540.

553. Energy Exchange at the Earth’s Surface (3)

Prerequisites: FOR 452, physics, and calculus.

620. Silvicultural Concepts and Applications (3)

Six hours of lecture, study, or field work. Classroom instruction and
exercises introduce topics important to silvicultural practice. Students
explore these in depth through independent study and the solving of
assigned problems. Field exercises will serve as a means to apply
concepts, primarily in hardwood stands. Topics include concepts,
techniques, diagnostic methods, and formulation and application of
silvicultural prescriptions. Offered one day per week as a block of
instruction. Spring.

Prerequisite: Previous undergraduate study of silviculture.

625. Productivity of Forest Stands (3)

In two hours of lecture and three hours of laboratory, whole tree,
stand, and forest community productivity are studied from an eco-
Physiological viewpoint. Quantitative techniques and methods used to
evaluate biological as well as economic forest production are learned
and utilized. From the perspective established, new trends and devel-

opments in silvicultural practice are critically examined. Spring.
Prerequisite: Permission of the instructor.

635. Forest Soils and Their Analyses (3)

Prerequisites: FOR 446; background in physical and biological
sciences recommended.

640. Advanced Wildland Hydrology (3)

Prerequisite: SIL 540 or FEG 340.

642. Snow Hydrology (3)

Three one-hour lectures and two three-day field trips. Physical
characteristics of snow and the energy relations important in its
accumulation and dissipation. Problems of measurement and predic-
tion of runoff and melt. Potentials for management. Spring.
Prerequisite: SIL 540 or FEG 340.

677. Advanced Forest Tree Improvement (3)

Two hours of lecture and discussion and three hours of laboratory.
A study of advanced principles and techniques for genetic improve-
ment of forest trees. Special emphasis is placed on selection and breed-
ing for growth rates, wood quality, and insect and disease resistance.
Problems of tree hybridization, racial variations, sexual reproduction,
and quantitative genetics in forest trees. Laboratory training in cytol-
ogy and cytogenetics, pollen germination, vegetative propagation and
other problems. Independent research problems will be undertaken
by the student. Fall.

Prerequisites: FBL 470 and 471, FOR 455.

735. Forest Soil Fertility (Applied Studies) (2-4)

Two hours of lecture and one hour of discussion. Up to six hours of
laboratory depending on number of credit hours. Influence of soil fer-
tility on development and growth of seedlings and trees, and tech-
niques involved to determine this influence. Chemical and biological
analysis to determine levels of soil fertility. Nutrient element deficien-
cies and their correction by soil amendments and fertilizers. Term
projects by the student will be undertaken. Spring (even years).

Prerequisites: CHE 332 and 333, FBO 530, FOR 446 and SIL 635, or
equivalent.

737. Forest Soil Physics (4)

Three hours of lecture and discussion and three hours of laboratory.
Presentation of principles of soil physics including water flow, storage
and availability, soil permeability, heat transfer, and their consideration
as root environmental factors. Analytical procedures are introduced
and evaluated. Applications of soil physics to silvics, soil fertility, water-
shed management and hydrology, soil biology and land-use. Spring.

Prerequisites: FOR 345, 446, or their equivalents. Physical chem-
istry and integral calculus strongly recommended.

7%. Special Topics in Silviculture (1-3)

Lectures, seminars, and discussion. Advanced topics in silviculture.
Check schedules of classes for details of subject matter. Fall and/or
Spring.

797. Graduate Silviculture Seminar (1)

Three-hour class discussion. Assigned reports and discussion of
silvicultural topics. Spring.

798. Research Problems in Silviculture (1-12)

(Credit hours arranged according to nature of problem)

Fall, Spring, and Summer.

899. Master’s Thesis or Project Research (1-12)

Investigation leading to the completion of a research-oriented thesis
or to an application-oriented project. Graded on an “S/U” basis. Fall,
Spring, and Summer.

92 WOOD PRODUCTS

999. Doctoral Thesis Research (1-12)

Investigation leading to the completion of the doctoral thesis.
Graded on an “S/U” basis. Fall, Spring, and Summer.

WPE— WOOD PRODUCTS ENGINEERING

300. Properties of Wood for Designers (2)

322. Mechanical Processing (3)

Two hours of lecture and three hours of laboratory. Primary log
reduction methods and industry practices. Lumber grading. Wood
cutting principles. Machining practice in secondary wood-using indus-
tries. Experience in the operation of certain primary and secondary
machining equipment. Spring.

326. Fluid Treatments (2)

Two hours of lecture. An introduction to wood-moisture relation-
ships, wood permeability and pressure treatments, thermal conduc-
tivity, water-vapor movement, and drying and fire retardancy. The flow
of fluids, heat and water vapor are treated as analogous phenomena
and are related to the cellular structure of wood. Unsteady-state flow
of gases, heat and water vapor are introduced. Spring.

327. Fluid Treatments Laboratory (1)

Prerequisite: WPE 326 (or concurrent).

361. Engineering Mechanics — Statics (3)

Three hours of lecture. Forces and vectors, moments, equivalent
force systems, free bodies, structures, section properties. Fall.
Prerequisites: Integral calculus and general physics.

386. Structure and Properties of Wood (3)

Two hours of lecture and three hours of laboratory. Structure of

wood in relation to defects, properties and uses. The variability of
wood. Identification of major U.S. timber by gross features. Spring.

387. Wood Structure and Properties (3)

Prerequisite: FBO 300 or equivalent is recommended.

388. Wood and Fiber Identification Laboratory (2)

Six hours of laboratory. Wood and papermaking fiber identification
using both gross and microscopic features. Fall.

Prerequisite: WPE 387 to be taken concurrently or previously.

389. Wood Identification Laboratory (1)

Three hours of laboratory. Identification of principal commercial
timbers of United States on gross characteristics. Spring.
Prerequisite: WPE 387.

390. Fiber Identification Laboratory (1)

Three hours of laboratory. Identification of woody and nonwoody
papermaking fibers. Spring.

Prerequisite: WPE 387.

399. Field Trip (2)

Two weeks supervised study and reporting of representative wood
products industries. Required of all students in WPE. Estimated indi-
vidual expenses are $200-$250 while on the trip. Spring.

400. Introduction to Forest Products (2)

Two hours of lecture. Characteristics of the products of the forest
tree and manufacture of wood products. Spring.

401. Creative Approaches to Management (3)

Three hours of lecture and recitation with a workshop/seminar
emphasis. Provides practical guidelines for dealing effectively with
modem managerial problems that require new thinking. This course
uses relevant, real-life examples, practical applications, and develops
creative approaches. It is designed for individuals who intend to or are
engaged in managing people and activities in achieving both organi-
zational and personal goals.

404. Design of Wood Structural Elements (3)

Lectures. A development of the principles involved in designing
structural elements in wood and practice in their application. Fall or
Spring.

420. Adhesives, Sealants, and Coatings (3)

Prerequisite: Junior standing.

422. Composite Materials (3)

Prerequisites: WPE 320. Concurrent or prior registration in ERE
362.

442. Light Construction (3)

Two hours of lecture and two hours of discussion. Elements of light
frame construction, blueprint reading, and estimating. Fall.

450. Construction Equipment (3)

Prerequisite: Senior standing.

454. Construction Management (3)

Three hours of lecture. Fundamental concepts of construction
management activities. Topics include construction contracts, sched-
uling, project planning, estimating and bidding. Fall.

Prerequisite: OPM 365 or permission of the instructor.

497. Senior Seminar for Wood Products

Engineering Majors (2)

Discussion and assigned reports in current problems and new
developments in Wood Products Engineering. Spring.

498. Research or Design Problem (1-3)

Conferences, library, laboratory and/or field research on a specific
problem in Wood Products Engineering. Typewritten ^report (original
and one copy) required. Fall, Spring, and Summer.

Prerequisite: Permission of the instructor and advisor.

State University of New York

STATE UNIVERSITY OF NEW YORK

Chancellor of the University .. . CLIFTON R. WHARTON, JR.,

B.A., M.A., Ph.D.

Secretary of the University MARTHA J. DOWNEY,

B.S., M.A.

BOARD OF TRUSTEES

DONALD M. BLINKEN, B.A., Chairman New York City

JUDITH DAVIDSON MOYERS, B.S.,

Co-Chairman Garden City

GEORGE L. COLLINS, JR...B.S., M.D Eden

D. CLINTON DOMINICK, A.B., LL.B Newburgh

MRS. JUDITH LASHER DUKEN, B.S., M.S.,

C.A.S Plattsburgh

ARNOLD B. GARDNER, A.B., LL.B Buffalo

JOHN L. S. HOLLOMAN, JR., B.S., M.D East Elmhurst

MRS. NAN JOHNSON, B.A., M.A Rochester

EDWARD V. MELE, B.A. Bameveld

EDGAR A. SANDMAN, A.B., J.D Albany

THOMAS VAN ARSDALE, B.E.E .' New York City

SUSAN WRAY Sanborn

When founded in 1948, the University consolidated 29
State-operated, but unaffiliated, institutions. In response to
need, the University has grown to a point where its impact is
felt educationally, culturally, and economically the length and
breadth of the state.

More than 370,000 students are pursuing traditional study
in classrooms or are working at home, at their own pace,
through such innovative institutions as Empire State College,
whose students follow individualized and often nontraditional
paths to a degree. Of the total enrollment, more than 100,000
students are 24 years or older, reflecting State University’s
services to specific constituencies, such as refresher courses
for the professional community, continuing educational
opportunities for returning service personnel, and personal
enrichment for the more mature persons.

State University’s research contributions are helping to
solve some of modern society’s most urgent problems. It was
a State University scientist who first warned the world of
potentially harmful mercury deposits in canned fish, and
another who made the connection between automobile and
industrial exhaust combining to cause changes in weather
patterns. Other University researchers continue important
studies in such wide-ranging areas as immunology, marine
biology, sickle-cell anemia, and organ transplantation.

More than 1,000 Public Service activities are currently
being pursued on State University campuses. Examples of

these efforts include: special training courses for local govern-
ment personnel, State civil service personnel, and the unem-
ployed; participation by campus personnel in joint community
planning or project work, and campus-community arrange-
ments for community use of campus facilities.

The University offers a wide diversity of what are con-
sidered the more conventional career fields, such as business,
engineering, medicine, teaching, literature, dairy, farming,
medical technology, accounting, social work, forestry, and
automotive technology. Additionally, its responsiveness to
progress in all areas of learning and to tomorrow’s developing
societal needs has resulted in concentrations which include
pollution, urban studies, computer science, immunology,
preservation of national resources! and microbiology.

SUNY programs for the educationally and economically-
disadvantaged have become models for delivering- better
learning opportunities to a once-forgotten segment of society.
Educational Opportunity Centers offer high school equiva-
lency and college preparatory courses to provide young
people and adults with the opportunity to begin college or to
leam marketable skills. In addition, campus based Educa-
tional Opportunity Programs provide counseling, develop-
mental education and financial aid to disadvantaged students
in traditional degree programs.

The 30 two-year community colleges operating under the
program of State University play a unique role in the expan-
sion of educational opportunity. They provide local industry
with trained technicians in a wide variety of occupational
curriculums, and offer transfer options to students who wish
to go on and earn advanced degrees.

During its brief history, State University has graduated
more than 955,000 alumni, the majority of whom are pursuing
their careers in communities across the state. »

State University is governed by a Board of Trustees,
appointed by the Governor, which directly determines the
policies to be followed by the 34 state-supported campuses.
Community colleges have their own local boards of trustees
whose relationship to the SUNY board is defined by law. The
State contributes one-third to 40 percent of their operating
cost and one-half of their capital costs.

The State University motto is: “To Learn — To Search —
To Serve.”

94 STATE UNIVERSITY

STATE UNIVERSITY OF NEW YORK

UNIVERSITY CENTERS

State University of New York at Albany
State University of New York at Binghamton
State University of New York at Buffalo
State University of New York at Stony Brook

COLLEGES OF ARTS AND SCIENCE
Empire State College
State University College at Brockport
State University College at Buffalo
State University College at Cortland
State University College at Fredonia
State University College at Geneseo
State University College at New Paltz
State University College at Old Westbury
State University College at Oneonta
State University College at Oswego
State University College at Plattsburgh
State University College at Potsdam
State University College at Purchase

COLLEGES AND CENTERS FOR THE HEALTH SCIENCES

Downstate Medical Center at Brooklyn

Upstate Medical Center at Syracuse

College of Optometry at New York City

Health Sciences Center at Buffalo University Center*

Health Sciences Center at Stony Brook University Center*

AGRICULTURAL AND TECHNICAL COLLEGES

Agricultural and Technical College at Alfred
Agricultural and Technical College at Canton
Agricultural and Technical College at Cobleskill
Agricultural and Technical College at Delhi
Agricultural and Technical College at Farmingdale
Agricultural and Technical College at Morrisville

SPECIALIZED COLLEGES

College of Environmental Science and Forestry at Syracuse

Maritime College at Fort Schuyler

College of Technology at Utica/Rome

Fashion Institute of Technology at New York City**

STATUTORY COLLEGES***

College of Agriculture and Life Sciences at Cornell University
College of Ceramics at Alfred University
College of Human Ecology at Cornell University

School of Industrial and Labor Relations at Cornell University
College of Veterinary Medicine at Cornell University

COMMUNITY COLLEGES

(Locally-sponsored, two-year colleges under the program of State
University)

Adirondack Community College at Glens Falls
Broome Community College at Binghamton
Cayuga County Community College at Auburn
Clinton Community College at Plattsburgh
Columbia-Greene Community College at Hudson
Community College of the Finger Lakes at Canandaigua
Corning Community College at Corning
Dutchess Community College at Poughkeepsie
Erie Community College at Williamsville, Buffalo and Orchard Park
Fashion Institute of Technology at New York City**
Fulton-Montgomery Community College at Johnstown
Genesee Community College at Batavia
Herkimer County Community College at Herkimer
Hudson Valley Community College at Troy
Jamestown Community College at Jamestown
Jefferson Community College at Watertown
Mohawk Valley Community College at Utica
Monroe Community College at Rochester
Nassau Community College at Garden City
Niagara County Community College at Sanborn
North Country Community College at Saranac Lake
Onondaga Community College at Syracuse
Orange County Community College at Middletown
Rockland Community College at Suffem
Schenectady County Community College at Schenectady
Suffolk County Community College at Selden, Riverhead and
Brentwood

Sullivan County Community College at Loch Sheldrake
Tompkins Cortland Community College at Dryden
Ulster County Community College at Stone Ridge
Westchester Community College at Valhalla

*The Health Sciences Centers at Buffalo and Stony Brook are
operated under the administration of their respective University
Centers.

***These operate as “contract colleges” on the campuses of
independent universities.

College of
Environmental
Science
and Forestry

ESF BOARD OF TRUSTEES

Appointed by Governor
ARTHUR V. SAVAGE, Chairman

CURTIS H. BAUER

HOWARD GARTNER

PATRICIA W. GONZALEZ

JAMES M. HANLEY

M. PETER LANAHAN, JR

JOHN F. X. MANNION

JOSEPH N. WALSH

WILLIAM H. WENDEL

Ex Officio

CLIFTON R. WHARTON, JR., Chancellor,

State University of New York

MELVIN A. EGGERS, Chancellor,

Syracuse University

GORDON M. AMBACH, Commissioner,

Department of Education

HENRY G. WILLIAMS, Commissioner,
Department of Environmental Conservation
VANCE A BARR

Student Representative

COLLEGE ADMINISTRATION

President ROSS S. WHALEY

Assistant to the President for

Public Relations ROLLA W. COCHRAN

Director of Development ARTHUR J. FRITZ, JR.

Wee President for Academic Affairs . . . DONALD F. BEHREND
Assistant Vice President for

Research Programs JAMES W. GEIS

Assistant Vice President for

Academic Programs ROBERT H. FREY

Coordinator of Sponsored Programs .... J. DONALD MABIE

Director of Admissions DENNIS O. STRATTON

Director, Institute of Environmental Program

Affairs (IEPA) JAMES W. GEIS

Coordinator of Demonstration and
Information, IEPA ROLLA W. COCHRAN

Vice President for Student Affairs HARRISON H. PAYNE

Director of Financial Aid JOHN E. VIEW

Registrar ROBERT S. NORTH

Advisor, Foreign Student Exchange

Visitor Programs VIRGINIA T. TORELL1

Wee President for Administration and

Institutional Planning DAVID G. ANDERSON

Director of Business and Fiscal Affairs HARRY J. CORR

Librarian DONALD F. WEBSTER

Director of Educational

Communications BERNARD T. HOLTMAN

Director of Academic Computing CHARLES N. LEE

Assistant Drector of Personnel and

Affirmative Action JUDITH J. KIMBERLIN

Drector of Physical Plant BRUCE E. REICHEL

Acting Director of Public Safety ....... CARL F. BRAENDLE

Drector of Analytical and

Technical Services ROWENA V. RATHER

Drector of Administrative Data Processing

■ and Institutional Research SHEILA M. NORTH

Drector of Forest Properties ... RICHARD A. SCHWAB

Dean, School of Biology, Chemistry and

Ecology STUART W. TANENBAUM

Drector, Office of Continuing Education and Extension and

Assistant Vice President for International Programs . VACANT
Dean, School of Environmental and

Resource Engineering WILLIAM P. TULLY

Dean, School of Forestry JOHN V. BERGLUND

Director, Forest Technician Program WESLEY E. SUHR

Acting Dean, School of Landscape

Architecture RALPH A. SANDERS

Drector, Graduate Program in

Environmental Science MOHAN K. WALI

Director, Adirondack Ecological Center . . WILLIAM F. PORTER
Director, Empire State Paper Research

Institute BENGT LEOPOLD

Acting Director, Polymer Research Institute . ISRAEL CAB/^SSO
Director, Ultrastructure Studies Center WILFRED A. COTE, JR.
Director, Tropical Timber Information

Center ROBERT W. MEYER

Director, Cellulose Research Institute TORE E. TIMELL

Project Leader, U.S. Forest Service Cooperative

Research Unit ROWAN A. ROWNTREE

Director, Renewable Materials Institute WILFRED A. C£)TE, JR.

Pelham

Jamestown

Syracuse

Washington, D.C.

Albany

Fayetteville

New York

Niagara Falls

. . Albany
Syracuse
. . Albany
. . Albany
Syracuse

96 FACULTY AND STAFF

COLLEGE FACULTY AND
PROFESSIONAL STAFF

DISTINGUISHED TEACHING PROFESSOR

GEORGE W. CURRY, Distinguished Teaching Professor , School of
Landscape Architecture

THEODORE J. STENUF, Distinguished Teaching Professor,
Department of Paper Science and Engineering

DISTINGUISHED ADJUNCT PROFESSOR

HARRY L. FRISCH, Distinguished Adjunct Professor, Department
of Chemistry

DISTINGUISHED TEACHING PROFESSOR EMERITUS

EDWIN H. KETCHI .EDGE, Distinguished Teaching Professor
Emeritus, Department of Environmental and Forest Biology

DISTINGUISHED PROFESSOR EMERITUS

CONRAD SCHUERCH, Distinguished Professor Emeritus, Depart-
ment of Chemistry

MICHAEL M. SZW ARC, Distinguished Professor Emeritus, Polymer
Research Institute

This listing represents an official record of the State University of
New York College of Environmental Science and Forestry faculty and
professional staff for 1985. It is designed for use in 1985-86.

The date in parentheses after each name denotes the first year of
service, two or more dates, the term of service.

JUDD H. ALEXANDER (1979), Adjunct Professor, Graduate Pro-
gram in Environmental Science; B.A., Carleton College, 1949; P.M.D.,
Harvard Business School, 1967

DOUGLAS C. ALLEN (1968), Professor, Department of Environ-
mental and Forest Biology; B.S., University of Maine, 1962; M.S., 1965;
Ph.D., University of Michigan, 1968

WAYNE ALLEN (1979), Technical Assistant, Forest Technician
Program of the School of Forestry

IRA H. AMES (1972), Adjunct Professor, Department of Environ-
mental and Forest Biology; B.A., Brooklyn College, 1959; M.S., New
York University, 1962; PhD, 1966

DAVID G. ANDERSON (1959), Vice President for Administration
and Institutional Planning; Professor; A.A.S., State University of New
York College of Forestry (Ranger School), 1950; B.S., State University
of New York College of Forestry, 1953; M.S., University of Utah, 1958;
M.P.A., Syracuse University, 1974

ROBERT E. ANTHONY (1953), Technical Specialist, Department
of Environmental and Forest Biology; A.A.S., State University of New
York Agricultural and Technical College at Morrisville, 1952

RAYMOND J. APPLEBY (1982), Technical Assistant, Department
of Paper Science and Engineering; A.S., State University of New York
Columbia-Greene, 1980

ROBERT W. ARSENEAU (1972), Programmer/ Analyst, Adminis-
trative Data Processing, Office of the Vice President for Administration
and Institutional Planning; A.A.S., Mohawk Valley Community
College, 1967; B.S., Syracuse University, 1978

CAROLINE B. BAILEY (1978), Technical Assistant, School of
Landscape Architecture

DONALD F. BEHREND (1960-67) (1968), Vice President for
Academic Affairs; Professor, Department of Environmental and
Forest Biology and Graduate Program in Environmental Science; B.S.,

University of Connecticut, 1958; M.S., 1960; Ph.D., State University of
New York College of Forestry, 1966

JOHN D. BENNETT (1960), Associate Professor, School of For-
estry; B.A., Ohio Wesleyan University, 1954; Ph.D., Syracuse Univer-
sity, 1968; Chancellor’s Award for Excellence in Teaching (1973)

CAMILLO A. BENZO (1975), Adjunct Associate Professor, Depart-
ment of Environmental and Forest Biology; B.A., Utica College of
Syracuse University, 1964; Ph.D., University of Pennsylvania, 1969

JOHN V. BERGLUND (1965), Dean and Professor, School of For-
estry; B.S., Pennsylvania State University, 1962; M.S., 1964; Ph.D.,
State University of New York College of Forestry, 1968

DONALD H. BICKELHAUPT (1969), Research Assistant, School
of Forestry; B.S., State University of New York College of Forestry,
1970; M.S., State University of New York College of Environmental
Science and Forestry, 1980

ARTHUR J. BILCO (1983), Assistant Director of Physical Plant,
Office of the Vice President for Administration and Institutional
Planning

PETER E. BLACK (1965), Professor, School of Forestry; Graduate
Program in Environmental Science; B.S., University of Michigan, 1956;
M.F., 1958; Ph.D., Colorado State University, 1961; Executive Chair-
man of the Faculty (1974-78)

RAYMOND W. BLASKIEWICZ (1982), Assistant Registrar, Regis-
trar’s Office; B.S., State University of New York College of Environ-
mental Science and Forestry, 1979

CONSTANCE H. BOBBIE (1982), Associate Librarian, F. Franklin
Moon Ubrary; B.S., Bemidji State College, 1956; M.A., University of
Minnesota, 1962

WILLIAM R. BORGSTEDE (1971), Technical Assistant, Depart-
ment of Environmental and Forest Biology; A.A.S., Miner Institute,
1966; A.A.S., State University of New York College at Delhi, 1970;
B.S., State University of New York College of Environmental Science
and Forestry, 1975; M.S., Syracuse University, 1978

GREGORY L. BOYER (1985), Assistant Professor, Department of
Chemistry; A.S., Reedley College, 1973; A.B., University of California,
1975; Ph.D., University of Wisconsin, 1980

CARL F. BRAENDLE (1976 ), Assistant Director of Campus Public
Safety, Office of the Vice President for Administration and Institutional
Planning

WILLIAM C. BRAGG (1984), Visiting Instructor; School of For-
estry; B.S., State University of New York College of Environmental
Science and Forestry, 1972

STEPHEN B. BRANDT (1983), Research Associate Professor,
Department of Environmental and Forest Biology; Graduate Program
in Environmental Science; B.A., University of Wisconsin, 1972; M.S.,
1975; Ph.D., 1978

BRUCE W. BREITMEYER (1983), Forest Property Manager,
Warrensburg and Newcomb Campuses, B.S.F., University of
Michigan, 1975; M.F., 1982

JEROME BREZNER (1961), Professor, Curriculum Director, De-
partment of Environmental and Forest Biology; A.B., University of
Rochester, 1952; A.M., University of Missouri, 1956; Ph.D., 1959; Post-
doctoral, Dartmouth Medical School, 1960; Executive Chairman of the
Faculty, (1974-76); SUNY Senator, (1984-87)

KENNETH W. BRITT (1971), Senior Research Associate , Depart-
ment of Paper Science and Engineering; B.Chem., Cornell University,
1929

ROBERT H. BROCK, JR. (1967), Chairman and Professor, De-
partment of Forest Engineering; B.S., State University of New York
College of Forestry, 1958; M.S., 1959; Ph.D., Cornell University, 1971

RAINER H. BROCKE (1969), Associate Professor, Department
of Environmental and Forest Biology; Graduate Program in Environ-
mental Science; Director, Cranberry Lake Biological Station; B.S.,
Michigan State University, 1955; M.S., 1957; Ph.D., 1970

DAVID F. BRODOWSKI (1977), Technical Specialist, Department
of Environmental and Forest Biology; B.S., Cornell University, 1975

ALTON F. BROWN (1963), Technical Specialist, Empire State
Paper Research Institute

FACULTY AND STAFF 97

THOMAS E. BROWN (1977), Adjunct Assistant Professor, Depart-
ment of Environmental and Forest Biology; B.S., Niagara University,
1957; M.S., State University of New York College of Forestry, 1968
PATRICIA BURAK (1983); Adjunct Associate Foreign Student
Counselor, Office of Student Affairs; B.A., State University of New
York College at Oswego, 1973; M.A., State University of New York
College at Albany, 1974

ROBERT L. BURGESS (1981), Chairman and Professor, Depart-
ment of Environmental and Forest Biology; Graduate Program in Envi-
ronmental Science; B.S., University of Wisconsin (Milwaukee), 1957;
M.S., University of Wisconsin (Madison), 1959; Ph.D., 1961

KENNETH F. BURNS (1970), Technical Assistant, School of For-
estry; A.A.S., Paul Smith’s College, 1969

HARRY W. BURRY (1962), Senior Research Associate and Exten-
sion Coordinator, Associate Professor, School of Forestry; B.S., New
York State College of Forestry, 1941; M.F., State University of New
York College of Forestry, 1964

ISRAEL CABASSO (1981), Professor, Department of Chemistry;
Acting Director, Polymer Research Institute; B.S., Hebrew University,
1966; M.S., 1968; Ph.D. Weizmann Institute of Science, 1973

PAUL M. CALUWE (1969), Associate Professor, Department of
Chemistry; Associate Member, Polymer Research Institute; Ph.D.,
University of Leuven, Belgium, 1967

ROBERT W. CAMPBELL (1984), Adjunct Professor and Research
Associate, Department of Environmental and Forest Biology; B.S.,
New York State College of Forestry, 1953; M.F., University of Michi-
gan, 1959, Ph.D., 1961 '

HUGH O. CANHAM (1966), Associate Professor, School of For-
estry; B.S., State University of New York College of Forestry, 1960;
M.S., 1962; Ph.D., 1971

COSTAS A. CASSIOS (1978), Adjunct Professor, School of Land-
scape Architecture; B.S., University of Thessaloniki, 1965; M.S.,.
Graduate Industrial School, 1969; M.S., University of Wisconsin, 1972;
Ph.D., 1976

JOHN D. CASTF.l .1 .0 (1978), Assistant Professor, Department of
Environmental and Forest Biology; B.A., Montclair. State College,
1973; M.S., Washington State University, 1976; Ph.D., University of
Wisconsin, 1978

THOMAS M. CATTERSON (1982), Senior Research Associate,
Office of Research Programs; B.S., State University of New York Col-
lege of Environmental Science and Forestry, 1967; M.S., 1973

ROBERT E. CHAMBERS (1967), Professor, Department of Envi-
ronmental and Forest Biology; Graduate Program in Environmental
Science; B.S., Pennsylvania State University, 1954; M.S., 1956; Ph.D.,
Ohio State University, 1972

ROLLA W. COCHRAN (1964), Assistant to the President for
Public Relations, Office of the President; Associate Professor,
Coordinator of Demonstration and Information, Institute of Environ-
mental Affairs; B.A., Denison University^ 1949; M.S., Ohio State
University, 1951

JOHN C. COFFEY (1982), Aissistant Facilities Program Coordi-
nator, Physical Plant; Office of the Vice President for Administration
and Institutional Planning; B.S., Rensselaer Polytechnic Institute, 1971;
B. Architecture, 1972; Master Regional Planning, Syracuse University,
1977; Registered Architect, New York State

ETHEL M. COMP (1978), Personnel Associate, Office of the Vice
President for Administration and Institutional Planning

HARRY J. CORR (1967), Director of Business and Fiscal Affairs,
Office of the Vice President for Administration and Institutional
Planning; B.S. Siena College, 1957

WILFRED A. C6TE, JR. (1950), Professor of Wood Technology,
Department of Wood Products Engineering; Director, Renewable
Materials Institute and N.C. Brown Center for Ultrastructure Studies;
B.S., University of Maine, 1949; M.F., Duke University, 1950; Ph.D.,
State University of New York College of Forestry, 1958; Executive
Chairman of the Faculty (1970-72)

JAMES E. COUFAL (1965), Professor and Curriculum Coordi-
nator, School of Forestry; Certificate, State University of New York
College of Forestry (Ranger School), 1957; B.S., State University of

New York College of Forestry, 1960; M.S., 1962; Ed.S., State Univer-
sity of New York at Albany, 1976

PHILLIP J. CRAUL (1968), Professor, School of Forestry; B.SiF.,
Pennsylvania State University, 1954; M.S., 1960; Ph.D., 1964

THIERRY M. CRESSON (1981), Technical Assistant, Empire State
Paper Research Institute; M.S., Ecole Francaise de Papeterie, 1981

JAMES O. CREVELLING (1970), Forest Property Manager, South-
ern Properties, Wanakena and Cranberry Campuses; A.A.S., Paul
Smith’s College, 1965; B.S., University of Massachusetts, 1967

CLAY M. CROSBY (1964), Research Assistant, Empire State Paper
Research Institute; B.S., State University of New York College of
Forestry, 1964; M.S., 1970

JUSTIN F. CULKOWSKI (1978), Director of Alumni Affairs, B.S.,
State University of New York College of Environmental Science and
Forestry, 1973; M.B.A., Syracuse University, 1983

TIBERIUS CUNIA (1968), Professor, School of Forestry; Forest
Engineer, Ecole Nat. des Eaux et Forets, Nancy-France, 1951; M.S.,
McGill University, Montreal, Canada, 1957

GEORGE W. CURRY (1966), Distinguished Teaching Professor,
School of Landscape Architecture; B.A., Michigan State University,
1962; B.S., 1965; M.L.A., University of Illinois, 1969

MIROSLAW M. CZAPOWSKYJ (1979), Adjunct Professor, School
of Forestry; Diplomforstwirt, Ludwig-Maximiliams University, Munich,
1949; M.S., University of Maine, 1958; Ph.D., Rutgers University, 1962

ROBERT W. DAVIDSON (1957), Professor, Department of Wood
Products Engineering; B.S., Montana State University, 1948; M.S.,
State University of New York College of Forestry, 1956; Ph.D., 1960

ARNOLD C. DAY (1947), Technical Specialist, N.C. Brown Center
for Ultrastructure Studies

LOUIS D. DE GENNARO (1980), Adjunct Professor, Department
of Environmental and Forest Biology; B.S., Fordham University, 1948;
M.S., Boston College, 1950; Ph.D., Syracuse University, 1959

SALVACION DE LA PAZ (19.73), Associate Librarian, F. Franklin
Moon Library; B.S.L.S., University of the Philippines, 1956; M.S.L.S.,
Simmons College, 1962

CARLTON W. DENCE (1951), • Professor, . Empire State Paper
Research Institute; B.S., Syracuse University, 1947; M.S., State Uni-
versity of New York College of Forestry, 1949; Ph.D., 1959

DANIEL L. DINDAL (1966), Professor, Department of Environ-
mental and Forest Biology; Graduate Program in Environmental
Science; B.S. Ed. and B.S. Agri., Ohio State University, 1958; M.A.,
1961; Ph.D., 1967; Chancellor’s Award for Excellence in Teaching
(1974)

BARBARA DI PIAZZA (1983), Counselor, Office of Student Affairs;
B.A., Hamilton and Kirkland Colleges, 1976; M.S., Syracuse Univer-
sity, 1981 i

ALLAN P. DREW (1980), Associate Professor, School of Forestry;
B.S., University of Dlinois, 1965; M.S., University of Arizona, 1967;
Ph.D., Oregon State University, 1974

MICHAEL J. DUGGIN (1979), Professor, Department of Forest
Engineering; B.Sc., Melbourne University, 1959; Ph.D., Monash
University, 1965

ANDREW L. EGGERS (1967), Technical Specialist, Educational
Communications, Office of the Assistant Vice President for Academic
Programs

WILLIAM P. EHLING (1983), Adjunct Professor, Graduate Pro-
gram in Environmental Science; B. A., Syracuse University, 1943; M.A.,
1952; Ph.D., 1954

98 FACULTY AND STAFF

DONALD P. ELY (1980), Adjunct Professor, Graduate Program in
Environmental Science; B.A., State University College for Teachers,
Albany, 1951; M.A., Syracuse University, 1953; Ph.D., 1961

ARTHUR R. ESCHNER (1961), Professor, School of Forestry;
Graduate Program in Environmental Science; B.S., State University of
New York College of Forestry, 1950; M.S., Iowa State College, 1952;
Ph.D., State University of New York College of Forestry, 1965

AMINUR EUSUFZAI (1977), Research Assistant, Empire State
Paper Research Institute; B.Sc. (Hons.), Dacca University, 1957;
M.Sc., 1960; B.Sc. (Hons.) Forestry, Peshawar University, 1962; M.S.,
West Virginia University, 1969; M.S., State University of New York
College of Environmental Science and Forestry, 1982

MILDRED FAUST (1976), Adjunct Professor, School of Biology,
Chemistry and Ecology; A.B., Penn College, 1921; M.S., University of
Chicago, 1923; Ph.D., 1933

DAVID L. FINCH (1985), Instrument Maintenance Specialist, Ana-
lytical and Technical Services, Office of the Assistant Vice President
for Research Programs; A.A.S., Florida Keys Community College,
1980; A.A.S., Onondaga Community College, 1985

JOHN S. FISHLOCK (1965), Technical Assistant, Department of
Environmental and Forest Biology; A.A.S., State University of New
York College of Forestry, 1975

R. WARREN FLINT (1984), Adjunct Assistant Professor, Depart-
ment of Environmental and Forest Biology; B.S., Canisius College,
1968; M.S., Long Island University, 1971; Ph.D., University of Cali-
fornia, 1975

CLAUDE C. FREEMAN (1959), Associate Professor, School of
Landscape Architecture; B.S. in Landscape Architecture, State Uni-
versity of New York College of Forestry, 1959

HARRY L FRISCH (1980), Adjunct Distinguished Professor, De-
partment of Chemistry; Associate Member, Polymer Research Insti-
tute; A.B., Williams College, 1947; Ph.D., Polytechnic Institute of
Brooklyn, 1952

ARTHUR J. FRITZ, JR. (1985), Director of Development, Presi-
dent’s Office; A.B., Syracuse University, 1962

DOUGLAS H. FROST (1982), Assistant Director of Business
Affairs, Office of the Vice President for Administration and Institutional
Planning

JAMES W. GEIS (1968), Assistant Vice President for Research
Programs, Executive Director of the Institute of Environmental Pro-
gram Affairs, Professor, Department of Environmental and Forest
Biology; Graduate Program in Environmental Science, B.S.F., Univer-
sity of Illinois, 1965; M.S., 1967; Ph.D., State University of New York
College of Environmental Science and Forestry, 1972
RONALD J. GIEGERiCH (1977), Technical Assistant, Department
of Environmental and Forest Biology; A.A.S., State University of New
York Agricultural and Technical College at Cobleskill, 1975; B.S.,
State University of New York College of Environmental Science and
Forestry, 1978

MICHAEL GOODEN (1982), Technical Assistant, Newcomb Cam-
pus; A.A.S., State University of New York Agricultural and Technical
College at Morrisville, 1976; B.S., State University of New York
College of Environmental Science and Forestry, 1978

SERGE N. GORBATSEVICH (1956), Associate Professor, Depart-
ment of Paper Science and Engineering; B.S., State University of New
York College of Forestry, 1954; M.S., 1955

W. DOUGLAS GOULD (1983), Adjunct Assistant Professor, De-
partment of Environmental and Forest Biology; B.S., University of
Manitoba, 1965; M.S., University of Alberta, 1970; Ph.D., 1976

RICHARD H. GRANT (1983), Research Assistant Professor,
School of Forestry; B.S., Duke University, 1974; M.F.S., Yale Univer-
sity, 1977; Ph.D., State University of New York College of Environ-
mental Science and Forestry, 1982

STEPHEN GRANZOW (1969), Technical Specialist, Empire State
Paper Research Institute

MIKOLAS A J. GRATZER (1973), Professor, School of Forestry;
Graduate Program in Environmental Science; Forest Engineer,
Sopron University, 1956; B.Sc. , University of British Columbia, 1959;
M.S. (R.C.), University of Montana, 1965; Ph.D., 1971
PAUL F. GRAVES (1947), Professor, School of Forestry; Graduate
Program in Environmental Science; B.S.,- New York State College of
Forestry, 1939; M.F., 1941; Ph.D., Syracuse University, 1949

CHARLES GREEN, JR. (1979), Adjunct Professor, Department of
Paper Science and Engineering; B.S., University of Iowa, 1956
DAVID H. GRIFFIN (1968), Professor, Department of Environ-
mental and Forest Biology; B.S., State University of New York College
of Forestry, 1959; M.A., University of California, 1960; Ph.D., 1963

JAMES P. HALLIGAN (1979), Technical Assistant, School of
Forestry; B.S., State University of New York College of Environmental
Science and Forestry, 1974

JUDITH C. FIAMILTON (1979), Financial Aid Advisor, Financial
Aid Office; B.S., State University College at Brockport, 1967; M.S.,
State University of New York at Albany, 1968

ROBERT B. HANNA (1977), Assistant Director, N.C. Brown
Center for Ultrastructure Studies; Associate Professor, Department
of Wood Products Engineering; B.S., University of Michigan, 1967;
M.S., State University of New York College of Forestry, 1971; Ph.D.,
State University of New York College of Environmental Science and
Forestry, 1973

DAVID L. HANSELMAN (1963), Professor, School of Landscape
Architecture; Graduate Program in Environmental Science; B.S.,
Cornell University, 1957; M.S., 1958; Ph.D., The Ohio State University,
1963

ROY C. HARTENSTEIN (1959-65) (1967), Professor, Department
of Environmental and Forest Biology; Graduate Program in Environ-
mental Science; B.S., State Teachers College at Buffalo, 1953; M.S.,
Syracuse University, 1957; Ph.D., State University of New York
College of Forestry, 1959

JAMES M. HASSETT (1981), Assistant Professor, Department of
Forest Engineering; Graduate Program in Environmental Science;

A. B., Cornell University, 1970; M.S. , Syracuse University, 1979

JOHN P. HASSETT (1980), Research Associate, Chemistry De-
partment; Graduate Program in Environmental Science; B.S., Univer-
sity of Maryland, 1971; M.S., University of Wisconsin, 1973; Ph.D.,
1978

RICHARD S. HAWKS (1979), Associate Professor, School of Land-
scape Architecture; Graduate Program in Environmental Science;

B. L.A., State University of New York College of Environmental
Science and Forestry, 1972; M.L.A., Harvard University, 1978

GORDON M. HEISLER (1973), Adjunct Associate Professor,
School of Forestry; B.S., Pennsylvania State University, 1961; M.F.,
Yale University, 1962; Ph.D., State University of New York College
of Forestry, 1970

ROBERT D. HENNIGAN (1967), Professor, Department of Forest
Engineering; Graduate Program in Environmental Science; B.C.E.,
Manhattan College, 1949; M.A., Syracuse University, 1964, P.E., New
York State •

LEE P. HERRINGTON (1965), Professor and Coordinator, Re-
search and Graduate Studies, School of Forestry; Graduate Program
in Environmental Science; B.S., University of Maine, 1959; M.F., Yale
School of Forestry, 1960; Ph.D., Yale University, 1964

FACULTY AND STAFF 99

ROBERT A. HOLM (1982), Associate Professor, Department of
Paper Science and Engineering; B.S., University of Dlinois, 1958; M.S.,
University of Delaware, 1961; Ph.D., 1962

MARY O’BRIEN HOOVEN (1980), Food Service Supervisor, Wan-
akena and Cranberry Lake Campuses, B.A., State University of New
York at Buffalo, 1972

PAUL F. HOPKINS (1979), Assistant Professor, Forest Engineer-
ing; B.S., University of Maine, 1977; M.S., State University of New
York College of Environmental Science and Forestry, 1979
ALLEN F. HORN, JR. (1957), Professor, School of Forestry; B.S.,
Michigan State University, 1950; M.S., 1951; Ph.D., State University of
New York College of Forestry, 1957; L.L.B., Syracuse University, 1967

STEPHEN B. HORSLEY (1979D Adjunct Associate Professor,
School of Forestry, B.S., Pennsylvania State University, 1965; M.S.,
University of Massachusetts, 1968; Ph.D., 1970
JOEL R. HOWARD (1974), Visiting Instructor, School of Forestry;
B.S., State University of New York College of Environmental Science
and Forestry, 1973; M.S., 1978; Ph.D., North Carolina State Univer-
sity, 1984

JOHN J. HOWARD (1978), Adjunct Associate Professor, Depart-
ment of Environmental and Forest Biology; B.A., University of New
Hampshire, 1966; M.P.H., Yale University, 1970, Dr. P.H., 1973
DARLENE M. HUNTLEY (1984), Technical Assistant, Newcomb
Campus

JEFFREY J. JAHNKE (1982), Assistant Professor, Forest Tech-
nician Program of the School of Forestry; B.S., Michigan Technological
University, 1970; M.S., Washington State University. 1981
ROBERT V. JELINEK (1972), Professor, Department of Paper
Science and Engineering; B.S., Columbia University, 1945; M.S., 1947;
Ph.D., 1953

DAVID L. JOHNSON (1975), Associate Professor, Department of
Chemistry; Graduate Program in Environmental Science; B.S.,
Antioch College, 1965; Ph.D., University of Rhode Island, 1973
DIANNE M. JUCHIMEK (1967), Associate Librarian, F. Franklin
Moon Library; B.S., University of Illinois, 1965; M.S.L.S., Syracuse
University, 1967

RONALD R. KARNS (1965), Editorial Associate, Office of Publica-
tions; B.S., Ohio State University, 1954

JAMES P. KARP (1983), Adjunct Professor, Graduate Program
in Environmental Science; B.S., Penn State University, 1960; J.D.,
Villanova University, 1964

ROWENA V. KATHER (1974), Technical Specialist, Analytical and
Technical Services, Office of the Assistant Vice President lor Research
Programs, B.A., Syracuse University, 1979; M.P.A., 1981

THERESE M. KENNETT (1984), Assistant for Sponsored Pro-
grams, Office of Research Programs; B.S., State University of New
York, Geneseo, 1983

JUDITH J. KIMBERLIN (1981), Assistant Director of Personnel
and Affirmative Action, Office of the Vice President for Administration
and Institutional Planning; A. A.S., Pennsylvania State University, 1964;
B.A., State University of New York College at Cortland, 1975
GERALD J. KINN (1984), Visiting Assistant Professor, Department
of Forest Engineering; B.S., State University of New York College of
Environmental Science and Forestry, 1977; M.S., 1981
DONALD E. KOTEN ( 1961), Professor, School of Forestry; B.A.,
North Central College, 1951; B.S., Oregon State College, 1957; Ph.D.,
State University of New York College of Forestry, 1966

STELLA D. KROFT (1973), Technical Assistant, F. Franklin Moon
Library

FRANK E. KURCZEWSKI (1966), Professor and Curator; Depart-
ment of Environmental and Forest Biology; B.S., Allegheny College,
1958; M.S., Cornell University, 1962; Ph.D., 1964

LINDA J. KUSNER (-1983), Systems Analyst/Programmer; A.A.S.,
Auburn Community College, 1971

YUAN-ZONG LAI (1981), Senior Research Associate, Empire State
Paper Research Institute; B.S., National Taiwan University, 1963;
M.S., University of Washington, 1966; M.S., 1967; Ph.D.,- 1968

ROBERT T, LaLONDE (1959), Professor, Department of Chem-
istry; B.A., St. John’s University, Minnesota, 1953; Ph.D., University of
Colorado, 1957

HENRY LAMBRIGHT (1983), Adjunct Professor, Graduate Pro-
gram in Environmental Science; B. A., Johns Hopkins University, 1961;
M.A., Columbia University, 1962; Ph.D., 1966

DIXON H. LANDERS (1983), Adjunct Assistant Professor, Depart-
ment of Environmental and Forest Biology; B.S., Kansas State Univer-
sity, 1969; M.A.T., Indiana University, 1974; Ph.D., 1979

GERALD N. LANIER (1970), Professor, Department of Environ-
mental and Forest Biology; B.S., University of California, 1960; M.S.,
1965; Ph.D., 1967 -*

CHARLES N. LEE (1959), Professor, Department of Forest Engi-
neering; B.S., State University of New York College of Forestry, 1949;
B.C.E., Syracuse University, 1957; M.C.E., 1959

RAYMOND E. LEONARD (1964), Adjunct Professor, Institute of
.Environmental Program Affairs; B.S., University of Vermont, 1955;
M.M.M., University of Helsinki, 1957; M.F., Yale University, 1964;
Ph.D., State University of New York College of Forestry, 1967
ALLIEN R. LEWIS (1970), Associate Professor, School of Landscape
Architecture; B.A., University of Oklahoma, 1959; M.C.P., University
of California (Berkeley), 1961; Executive Chairman of the Faculty
(1978-1982)

WEN-JUN LI (1985), Visiting Technical Specialist; B.S., Fudan
University, 1961

FREDERICK G. LINDZEY (1981), Adjunct Associate Professor,
Department of Environmental and Forest Biology; B.S.; Texas A & M
University, 1968; M.S., Utah State University, 1971; Ph.D:, Oregon
State University, 1976

ZHONG ZHOU LIU (1982), Visiting Research Aissistant, Depart-
ment of Chemistry; Diploma, 11th Middle School, Nangzing, 1960;
Diploma, Scientific and Technological University of China, 1965

PHILIP LUNER (1958), Senior Research Associate and Professor,
Empire State Paper Research Institute; Associate Member, Polymer
Research Institute; B.Sc., University of Montreal (Loyola College),
1947; Ph.D., McGill University, 1951

J. DONALD MABIE (1967), Coordinator for Sponsored Programs,
Office of Research Programs; B.S., State University of New York at
Albany, 1961

WALTER A. MAIER (1960), Technical Specialist, Department of
Wood Products Engineering; B.S., State University of New York
College of Forestry, 1960

SIDNEY L. MANES (1980), Adjunct Associate Professor, School of
Continuing Education; A.B., Pennsylvania State University, -1950; J.D.,
Syracuse University College of Law, 1952

PAUL D. MANION (1967), Professor, Department of Environ-
mental and Forest Biology; B.S., University of Minnesota, 1962; M.S.,
1965; Ph.D., 1967

MARY ANNE T. MARANO (1972), Bursar, Office of the Vice
President for Administration and Institutional Planning; A. A., Onon-
daga Community College, 1967

FRANK L. MARAV1GL1A (1964), Associate Professor, School of
Landscape Architecture ; B. S. , State University of New York College at
Oswego, 1958; M.S., Hofstra University, 1963

BRUCE MARCHAM (1985), Facilities Engineer, Physical Plant,
Office of the Vice President for Administration and Institutional
Planning; B.S., University of Massachusetts, Amherst, 1981

JASPER MARDON (1982), Adjunct FTofessor, IDepartment of Paper
Science and Engineering; B.A., Cambridge University, 1949; M.A.,
1949; Ph.D., 1971

100 FACULTY AND STAFF

DAVID A. MARQUIS (1979), Adjunct Professor, School of For-
estry; B.S., Pennsylvania State University, 1955; M.S., Yale University,
1963; Ph.D.; 1973

ROBERT L. MARSHALL (1983), Assistant Professor, School of
Landscape Architecture; B.F.A., Utah State University, 1970; M.L.A.,
1981

CHARLES E. MARTIN I! (1962), Professor, Forest Technician Pro-
gram of the School of Forestry; B.S., Duke University, 1953; M.F., 1954

GEORGE C. MARTIN (1979), Adjunct Assistant Professor, Apart-
ment of Chemistry; Associate Member, Polymer Research Institute;
B.S., Purdue University, 1970; Ph.D., University of Minnesota, 1976

JOSEPH MARTON (1983), Adjunct Professor, Department of Paper
Science and Engineering; Ph.D.*, Paszmany Peter University, Buda-
pest, Hungary, 1943

RENATA MARTON (1957), Senior Research Associate, Empire
State Paper Research Institute; M.S., Jagiello University, 1934; Ph.D.,
1936

RAYMOND D. MASTERS (1968-73), (1984), Technical Assistant,
Newcomb Campus; A.A.S., Paul Smith’s College, 1967

GEORGE F. MATTFELD (1965) (1978), Adjunct Associate Pro "
fessor. Environmental and Forest Biology; B.S., State University of
New York College of Forestry, 1962; M.S., University of Michigan,
1964; Ph.D., State University of New York College of Environmental
Science and Forestry, 1974

G WYNNE L. MAY (1973), Technical Assistant, Academic Com-
puting, Office of the Assistant Vice President for Research Programs

CHARLES A. MAYNARD (1980), Assistant Professor, School of
Forestry; B.S., Iowa State University, 1974; M.S., 1977; Ph.D., 1980

RICFIARD MCCLIMANS (1977), Senior Research Associate, De-
partment of Forest Engineering; Graduate Program in Environmental
Science; B.S.C.E., Merrimack College, 1961; P.E., New York State,
1971

JOHN J. MCKEON (1969), Technical Specialist, N.C. Brown
Center for Ultrastructure Studies

DONALD G. MCLEAN (1968), Programmer/Analyst, Academic
Computing, Office of the Assistant Vice President for Research Pro-
grams; B.A., Syracuse University, 1975

ROBERT W. MEYER (1979), Associate Professor, Department of
Wood Products Engineering; Director, Tropical Timber Information
Center; B.S.F., University of Washington, 1962; M.F., 1964; Ph.D.,
State University of New York College of Forestry, 1967
ANTHONY J. MILLER (1983), Assistant Professor, Schooi of Land-
scape Architecture; A. A., Borough of Manhattan Community College,
1970; B.S., State University of New York College of Environmental
Science and Forestry, 1972; B.L.A., 1973; Associate Landscape Insti-
tute, 1976

MORTON W. MILLER (1982), Adjunct Associate Professor, De-
partment of Environmental and Forest Biology; B. A., Drew University,
1958; M.S., University of Chicago, 1960; Ph.D., 1962
RICHARD W. MILLER (1966), Assistant Professor, Forest Techni-
cian Program of the School of Forestry; State University of New York
College of Forestry (Ranger School), 1953; B.S., State University of
New York College of Forestry, 1956; M.S., State University of New
York 'College of Environmental Science and Forestry, 1984

MYRON J. MITCHELL (1975), Professor, Department of Environ-
mental and Forest Biology; Graduate Program in Environmental
Science; B.A., Lake Forest College, 1969; Ph.D., University of Calgary,
1974

DOUGLAS B. MONTEITH (1977), Senior Research Associate,
School of Forestry; B.S., University of Maine, 1965; M.S., 1967

CHARLIE D. MORRIS (1972), Adjunct Professor, Department of
Environmental and Forest Biology; B..S., Ohio University, 1963; M.S.,
University of Wisconsin, 1967; Ph D., 1969

DOUGLAS A. MORRISON (1969), Research Associate, School of
Forestry; B.A., University of Western Ontario, 1966; M.S., University
of Oregon, 1967; Ph.D., 1969; M.S., Syracuse University, 1976; C.A.S.,
1977

DIETLAND MULLER-SCHWARZE (1973), Professor, Department
of Environmental and Forest Biology; Doctorate, Max Planck Institute,
1958-1960; Ph.D., University T>f Freiburg, 1963

EDWARD J. MULLIGAN (1967), Technical Specialist, Analytical
and Technical Services, Office of the Assistant Vice President for
Research Programs; Diploma, Horology, State University of New
York Agricultural and Technical Institute at Morrisville, 1942

RICHARD T. MURPHY (1983), Adjunct Assistant Professor,
School of Landscape Architecture; B.L.A., Institute of Technology,
University of Minnesota, 1975; B.E.D., 1975; M.L.A., Harvard Grad-
uate School of Design, 1980

JAMES P. NAKAS (1979), Associate Professor, Department of
Environmental and Forest Biology; Graduate Program in Environ-
mental Science; B.S., LeMoyne College, 1968; M.S., Seton Hall Uni-
versity, 1970; Ph.D., Rutgers University, 1976
TSUTOMU NAKATSUGAWA (1968), Professor, Department of
Environmental and Forest Biology; Graduate Program in Environmen-
tal Science; B. Agric., Tokyo University, 1957; M.S., Iowa State Univer-
sity, 1961; Ph.D., 1964

DONALD E. NETTLETON, JR. (1985), Adjunct Professor, Depart-
ment of Chemistry; B.S., Yale University, 1952; Ph.D., Rice University,
1956

WILLIAM J. NICHOLSON (1982), Assistant for Sponsored Pro-
grams, Office of Research Programs; B.S., Syracuse University, 1981

ALFRED H. NISSAN (1979), Adjunct Professor, Department of
Paper Science and Engineering; B.Sc., Birmingham University, 1937;
Ph.D., 1940; D. Sc., 1943

ROGER L. NISSEN, JR. (1971), Technical Assistant, School of
Forestry; A.A.S., Paul Smith’s College, 1970
BARRY R. NOON (1980), Adjunct Research Associate, Depart-
ment of Environmental and Forest Biology; B. A., Princeton University,
1971; Ph.D., State University of New York at Albany, 1977
ROBERT S. NORTH (1975), Registrar, Office of the Vice President
for Student Affairs; A.B., Syracuse University, 1952
SHEILA NORTH (1977), Director, Administrative Data Processing
and Institutional Research, Office of the Vice President for Administra-
tion and Institutional Planning; A.B., Albertus Magnus College, 1967;
M.S., Syracuse University, 1979

ROY A. NORTON (1970), Research Associate, Department of
* Environmental and Forest Biology; B.S., State University of New York
College of Forestry, 1969; M.S., State University of New York College
of Environmental Science and Forestry, 1973; Ph.D., 1977

JOHN D. NOVADO (1967), Editorial Associate, Office of Publica-
tions; B.A., Syracuse University, 1965

FLORA NYLAND (1982), Technical Assistant, F. Franklin Moon
Library; B.F.A., Syracuse University, 1959, M.A., Michigan State
University, 1966

RALPH D. NYLAND (1967), Professor, School of Forestry; ; B.S.,
State University of New York College of Forestry, 1958; M.S., 1959;
Ph.D., Michigan State University, 1966

MARY O’HALLORAN (1983), Assistant Director of Admissions,
Admissions Office; A.A., Harriman Junior College, 1974; B.A., State
University of New York College at Geneseo, 1976
DONALD A. PAFKA (1967), Technical Assistant, School of For-
estry; A.A.S., State University of New York Agricultural and Technical
College at Morrisville, 1956; State University of New York College of
Forestry (Ranger School), 1966

CARL E. PALM, JR. (1972), Technical Assistant, Department of
Environmental and Forest Biology; A.A.S., Paul Smith’s College, 1972;
B.S., State University of New York Empire State College, 1974
DAVID G. PALMER (1966), Associate Professor, Department of
Forest Engineering; B.S., General Motors Institute, 1962; M.S.,
Syracuse University, 1964; Ph.D., 1975

EDWARD E. PALMER (1969), Adjunct Professor, Graduate Pro-
gram in Environmental Science; A.B., Middlebury College, 1939;
Ph.D., Syracuse University, 1949

FACULTY AND STAFF 101

JAMES F. PALMER (1980), Research Associate, School of Land-
scape Architecture; Graduate Program in Environmental. Science;
B.A., University of California, 1972; M.L.A., University of Massachu-
setts, 1976; Ph.D., 1979

ANTHONY PANEBLANCO (1979), Adjunct Member, Employee
Performance Evaluation Program Appeals Board; B.A., Marquette
University, 1969; M.S., State University of New York at Binghamton,
1980

ANGELOS V. PATSIS (1979), Adjunct Professor, Department of
Chemistry; Associate Member, Polymer Research Institute; B.S.,
Athens University, 1954; M.S., Case-Western Reserve, 1958; Ph.D.,
1959

HARRISON H. PAYNE (1964), Professor, Department of Environ-
mental and Forest Biology; Graduate Program in Environmental
Science; B.S., State University of New York College of Forestry, 1950;
M. Ed., St. Lawrence University, 1955; Ed. D., Cornell University, 1963

JANIS PETRICEKS (1968), Professor, School of Forestry; Diploma
in Forestry, University of Freiburg, 1950; M. Agr., Interamerican Insti-
tute of Agricultural Sciences, 1956; Ph.D., State University of New
York College of Forestry, 1968

GUY PIROLLA (1979), Technical Assistant, Department of Chem-
istry; iB.S., State University of New York College of Forestry, 1963

JACOBUS B. POOT (1967), Technical Specialist, Analytical and
Technical Services, Office of the Assistant Vice President for Research
Programs

WILLIAM F. PORTER (1978), Associate Professor, Department of
Environmental and Forest Biology; Graduate Program in Environ-
mental Science; Director, Adirondack Ecological Center; Graduate
Program in Environmental Science; B.S., University of Northern Iowa,
1973; M.S., University of Minnesota, 1976; Ph.D., 1979

MATTHEW R. PO 1 1 EIGER (1984), Assistant Professor, School of
Landscape Architecture; B.S., Pennsylvania State University, 1978;
M.L.A., University of California, Berkeley, 1982

DUDLEY J. RAYNAL (1974), Professor, Department of Environ-
mental and Forest Biology; Graduate Program in Environmental
Science; B.S., Clemson University, 1969; Ph.D., University of Illinois,

1974

THOMAS B. REAGAN (1971), Television Engineer, Educational
Communications, Office of the Assistant Vice President for Academic
Programs

BRUCE E. RE1CHEL (1974), Dree tor of Physical Plant, Office of the
Vice President for -Administration and Institutional Planning; B.S.,
State University of New York College of Environmental Science and
Forestry, 1973

ROBERT G. REIMANN (1962), Professor, School of Landscape
Architecture; Graduate Program in Environmental Science; B.S.,
State University of New York College of Forestry, 1954

KERMIT E. REMELE (1962), Associate Professor, Forest Tech-
nician Program of the School of Forestry; New York State College of
Forestry (Ranger School), 1943; B.S., State University of New York
College of Forestry, 1949; M.F., University of Michigan, 1952

NORMAN A. RICHARDS (1963), Professor, School of Forestry;
B.S., State University of New York College of Forestry, 1957; M.S.,
Cornell University, 1959; Ph.D., State University of New York College
of Forestry, 1968

NEIL H. RINGLER (1975), Associate Professor, Department of
Environmental and Forest Biology; Graduate Program in Environ-
mental Science; B.S., California State University at Long Beach, 1967;
M.S., Oregon State University, 1970; Ph.D., University of Michigan,

1975

DANIEL J. ROBISON (1985), Technical Specialist, School of For-
estry; B.S., State University of New York College of Environmental
Science and Forestry, 1982

DONNA K. ROGLER (1985), Technical Assistant, School of For-
estry; B.S.F., Purdue University, 1979

SAMUEL ROTHENBERG (1946), Senior Research Associate, Em-
pire State Paper Research Institute; B.S., New York State College of
Forestry, 1943; M.S., State University of New York College of For-
estry, 1964

GEORGE ROWNTREE (1979), Executive Secretary/ Administrative
Manager, Syracuse Pulp and Paper Foundation; B.A., University of
California, 1964; M.S., 1978

DIANE E. RUESS (1980), Assistant Librarian, F. Franklin Moon
Library; B.S., University of North Dakota, 1975; M.L.S., University of
Washington, 1979

THOMAS M. SACZYNSKI (1985), Assistant Professor, E>epart-
ment of Wood Products Engineering; B.S.C.E., Polytechnic Institute of
Brooklyn, 1975; M.S., Cornell University, 1982

RALPH A. SANDERS (1979), Acting Dean, School of Landscape
Architecture, Senior Research Associate, Institute for Environmental
Program Affairs; Adjunct Associate Professor, School of Forestry,
Graduate Program in Environmental Science; B.A., Dartmouth Col-
lege, 1963; M.S., Pennsylvania State University, 1968; Ph.D., Univer-
sity of Minnesota, 1974

ANATOLE SARKO (1967), Professor and Acting Chairman, De-
partment of Chemistry; Associate Member, Polymer Research Insti-
tute; B.S., Upsala College, 1952; M.S., New York University, 1960;
Ph.D., State University of New York College of Forestry, 1966

JOHN H. SCHACHTE (1980), Adjunct Assistant Professor, De-
partment of Environmental and Forest Biology; B.S., Clemson Univer-
sity, 1963; M.S., Auburn University, 1972; F*h.D., 1976

MICHAIL SCHAEDLE (1965), Professor, Department of Environ-
mental and Forest Biology; B.S., University of British Columbia, 1957;
M.S., 1959; Ph.D., University of California, 1964

STEVEN C. SCHL1NDLER (1984), Technical Specialist, Depart-
ment of Environmental and Forest Biology; B-A., Lafayette College,
1981; M.S., State University of New York College of Environmental
Science and Forestry, 1984

RICHARD A. SCHWAB (1976), Director, Forest Properties, Office
of the Vice President for Administration and Institutional Planning;
B.S., State University of New York College of Forestry, 1969

HORACE B. SHAW III (1984), Associate for Continuing Educa-
tion, Office of Continuing Education and Extension; A.B., Dartmouth
College, 1969; M.S., State University of New York College of Environ-
mental Science and Forestry, 1982

WILLIAM SHIELDS (1979), Associate Professor, Department of
Environmental and Forest Biology; A.B., Rutgers University, 1974;
M.S., Ohio State University, 1976; Ph.D., 1979

HAMID SHIRVANI (1982), Associate Professor and Director of
Graduate Studies, School of Landscape Architecture; Graduate
Program in Environmental Science; B.Arch., Polytechnic of Central
London, 1974; M.Arch., Pratt Institute, 1975;M.L.A., Harvard Univer-
sity,'1978; M.A., Princeton University, 1979; Ph.D., 1980

ROBERT M. SILVERSTEIN (1969), Professor, Department of
Chemistry; B.S., University of Pennsylvania, 1937; M.S., New York
University, 1941; Ph.D., 1949

THOMAS O. SLOCUM (1977), Drector of Counseling, Office of
the Vice President for Student Affairs; B.S., State University of New
York at Brockport, 1967; M.S., State University of New York at
Albany, 1968

RICHARD C. SMARDON (1979), Senior Research Associate,
School of Landscape Architecture; Graduate Program in Environ-
mental Science; B.S., University of Massachusetts, 1970; M.L.A., 1973;
Ph.D., University of California, 1982

JOHANNES SMID (1956-57) (1960), Professor, Department of
Chemistry; Associate Member, Polymer Research Institute; B.Sc.,

102 FACULTY AND STAFF

Free University of Amsterdam, 1952; M.Sc., 1954; Ph.D., State Univer-
sity of New York College of Forestry, 1957

JERI LYNN SMITFi (1977), Editorial Associate, Public Relations;
B.A., Syracuse University, 1975

KENNETH J. SMITH, JR. (1968), Professor, Department of Chem-
istry; B.A., East Carolina University, 1957; M.A., Duke University,
1959; Ph.D., 1962

LEONARD A. SMITH (1964), Associate Professor, Department of
Wood Products Engineering; B.S., Ch.E., University of Dayton, 1962;
M.S., Ch.E., Case Institute of Technology, 1964; Ph.D., State Univer-
sity of New York College of Environmental Science and Forestry, 1972

COLLEEN SNOW (1980), Technical Assistant, School of Forestry,
B.A., Scripps College, 1972

CYNTHIA L. SNYDER (1983), Programmer /Analyst, Administra.-
tive Data Processing, Office of the Vice President for Administration
and Institutional Planning; A.O.S., Powelson Business Institute, 1982
GEORGE A. SNYDER (1970), Technical Specialist, Educational
Communications, Office of the Assistant Vice President for Academic
Programs; Chancellor’s Award for Excellence in Professional Service
(1981) -

DAVID J. SODERBERG (1979), Manager, Administrative Data
Processing, Office of the Vice President for Administration and
Institutional Planning; B.A., State University of New York at Oneonta,
1975; B.S., State University of New York College of Environmental
Science and Forestry, 1979

BRIAN M. SPEER (1964), Environmental Health and Safety Officer,
Office of the Vice President for Administration and Institutional
Planning; A.A.S., Mohawk Valley Community College, 1975; B.P.S. in
Police Administration, State University of New York College of Tech-
nology at Rome, 1979; Graduate FBI National Academy, 1981

THEODORE J. STENUF (1960), Distinguished Teaching Professor,
Department of Paper Science and Engineering; B.Ch.E., Syracuse
University, 1949; M.Ch.E., 1951; Ph.D., 1953

JANET A. STIRLING (1982), Computer Operator, Administrative
Data Processing, Office of the Vice President for Administration and
Institutional Planning; B.S., St. Lawrence University, 1981

WILLIAM M. STTTELER (1973), Professor, School of Forestry;
Graduate Program in Environmental Science; B.S., Pennsylvania State
University, 1964; M.S., 1965; Ph.D., 1970

DENNIS O. STRATTON (1978), Director of Admissions, Admis-
sions Office; B.S., State University of New York at Cortland, 1965;
M.S., 1966

7 \

KATHLEEN A. STRIBLEY (1981), Assistant Professor, School of
Landscape Architecture; B.A., University of Michigan, 1973; M.L.A.,
1976

WESLEY E. SUHR (1974), Director and Associate Professor,
Forest Technician Program of the School of Forestry; B.S., University
of Minnesota, 1958; M.S., University of Arizona, 1965

PAUL S2EMKOW (1978), Technical Specialist, Department of
Paper Science and Engineering, Department of Forest Engineering;
B.S., Empire State College, 1976

DAVID W. TABER (1970), Adjunct Extension Specialist, School of
Forestry; B.S., University of Maine, 1961; M.S., 1968

STUART W. TANENBAUM (1973), Dean and Professor, School of
Biology, Chemistry and Ecology; Graduate Program in Environmental
Science; Associate Member, Polymer Research Institute; B.S., City
College of New York, 1944; Ph.D., Columbia University, 1951

HERBERT B. TEPPER (1962), Professor, Department of Environ-
mental and Forest Biology; B.S., State University of New York College
of Forestry, 1953; M.S., 1958; Ph.D., University of California, 1962

FRED C. TERRACINA (1975), Research Associate, Department of
Environmental and Forest Biology; B.A., Harper College, 1964; M.A.,
State University of Hew York at Binghamton, 1969; Ph.D., State Uni-
versity of New York College of Environmental Science and Forestry
1976

JAMES L. THORPE (1965), Research Associate, Empire State
Paper Research Institute; B.S., State University of New York College
of Forestry, 1965; M.S., 1967

TORE E. TIMELL (1951) (1962), Professor, Department of Chem-
istry; Director, Cellulose Research Institute; Civiling., Royal Institute
of Technology, Stockholm, 1946; Tekn. lie., 1948; Teck. Dr., 1950

JULITA TIMOSZYK (1982), Technical Specialist, Department of
Environmental and Forest Biology; Laboratory Technician, Medical
College, 1966; MsC. in Biochemistry, University of Wroclaw, Poland,
1973

VIRGINIA TORELLI (1975), Adjunct Foreign Student Counselor,
Office of Student Affairs; Adjunct Exchange Visitor Program Advisor,
Personnel Office; B.A., Syracuse University, 1944

R. GARY TREGASKIS (1969), Coordinator of Physical Plant
Stores, Office of the Vice President for Administration and Institutional
Planning; A.A.S., Broome Community College, 1967; B.S., Syracuse
University, 1983

WILLIAM P. TULLY (1966), Dean and Professor, School of Envi-
ronmental and Resource Engineering; Graduate Program in Environ-
mental Science; B.S.C.E., Northeastern University, 1964; M.S., C.E.,
1966; Ph.D., Syracuse University, 1978 ,

JOHN E. UNBEHEND (1972), Research Associate, Empire State
Paper Research Institute; A.A.S., Onondaga Community College,
1966; B.S., State University of New York College of Forestry, 1969;
M.S., State University of New York College of Environmental Science
and Forestry, 1975

FREDRICK A. VALENTINE (1956), Professor, Department of En-
vironmental and Forest Biology; B.S., St. Cloud State Teachers Col-
lege, 1949; M.S., University of Wisconsin, 1953; Ph.D., 1957

LARRY W. VANDRUFF (1970), Associate Professor, Department
of Environmental and Forest Biology; Graduate Program in Environ-
mental Science; B.S., Mansfield State College, 1964; M.S., Cornell
University, 1966; Ph.D., 1970

DAVID L. VANTRESS (1979), Assistant to the Director of Physical
Plant', Office of the Vice President for Administration and Institutional
Planning; B.S., State University of New York College of Environmental
Science and Forestry, 1976

RAMESH C. VASISHTH (1975), Adjunct Professor, Department of
Wood Products Engineering; B.S., Indian Institute of Science, Banga-
lore, India, 1952; M.S., 1953; Ph.D., University of Washington, 1960
DONNA C. VAVONESE (1978), Assistant Director of Admissions,
Admissions Office; B.S., State University of New York at Oswego,
1971

JOHN E. VIEW (1979), Director of Financial Aid, Office of the Vice
President for Student Affairs; B.A., St. Leo College, 1972; M.A., Uni-
versity of Notre Dame, 1974

MOHAN K. WALI (1983), College Professor of Environmental
Science, Director of the Graduate Program in Environmental Science;
B.Sc., University of Jammu and Kashmir, 1957; M.Sc., University of
Allahabad, 1960; Ph.D., University of British Columbia, 1970
DANIEL C. WALTON (1963), Professor, Department of Environ-
mental and Forest Biology; B.Ch.E., University of Delaware, 1955;
Ph.D., State University of New York College of Forestry, 1962
CHUN-JUAN WANG (1959), Professor, Department of Environ-
mental and Forest Biology; B.S., Taiwan University, 1950; M.S., Vassar
College, 1952; Ph.D., State University of Iowa, 1955
DONALD F. WEBSTER (1973), Director of Libraries, F. Franklin
Moon Library; B.A., Hofstra University, 1959; M.L.S. and Diploma in
Library Education, Queens College, City University of New York,
1965; Ph.D., Syracuse University, 1983

JOHN A. WEEKS (1983), Adjunct Professor, Graduate Program in
Environmental Science; B.S., Cornell University, 1949; M.S., Syracuse
University, 1959

EMERITUS 103

ROBERT G. WERNER (1966-69) (1970), Professor, Department of
Environmental and Forest Biology; Graduate Program in Environ-
mental Science; B.S., Purdue University, 1958; M.A., University of
California, 1963; Ph.D., Indiana University, 1966; Executive Chairman
of the Faculty (1982-86)

JANET R. WEST (1972), Technical Assistant, Department of
Chemistry; B.S., State University of New York at Oswego, 1965

ROSS S. WHALEY (1984), President-, B.S., University of Michigan,
1959; M.S., Colorado State University, 1961; Ph.D., University of
Michigan, 1969

LAWRENCE W. WHELPTON (1969), Technical Specialist, Depart-
ment of Environmental and Forest Biology; A.A.S., State University of
New York Agricultural and Technical College at Alfred, 1965
EDWIN H. WHITE (1980), Professor, School of Forestry; A.A.S.,
State University of New York College of Forestry (Ranger School),
1959; B.S., State University of New York College of Forestry, 1962;
M.S., 1964; Ph.D., Auburn University, 1969

DAVID E. WILKINS (1966), Technical Specialist, Analytical and
Technical Services, Office of the Assistant Vice President for Research
Programs

JAMES L. WILLIAMSON (1980), Associate Librarian, F. Franklin
Moon Library; B.A., State University of New York at Albany, 1971;
M.L.S., 1973

JAMES W. WINKELMAN (1984), Adjunct Professor, Polymer Re-
search Institute; A.B., University of Chicago, 1955; M.D., Johns Hop-
kins University, 1959

ROBERT B. WOZNIKATTIS (1984), Technical Specialist, Analytical
and Technical Services, Office of the Assistant Vice President for
Research Programs; A.A.S., Waterbury State Technical College,
1971

MARILYN L. WRIGHT (1974), Assistant to the Director of Finan-
cial Aid, Office of the Vice President for Student Affairs

JEANETTE ZOCCOL1LLO (1984), Property Control Coordinator,
Purchasing Department; A.A.S., Villa Maria College, 1967

EMERITUS

MAURICE M. ALEXANDER (1949-1983), Professor Emeritus-, B.S.,
New York State College of Forestry, 1940; M.S., University of Con-
necticut, 1942; Ph.D., State University of New York College of For-
estry, 1950

GEORGE R. ARMSTRONG (1950-1981), Professor Emeritus ; B.S.,
State University of New York College of Forestry, 1949; M.S., 1959,
Ph.D., 1965

LAWRENCE J. BELANGER (1947-1965), Registrar Emeritus; Pro-
fessor Emeritus; B.S., Syracuse University, 1932; M.S., New York
State College for Teachers, Albany, 1941

FLOYD E. CARLSON (1930-1969), Professor Emeritus; B.S.F.,
University of Washington, 1928; M.F., 1930

RHONDDA K. CASSETTA (1973-1981), Associate for Institutional
Research Emeritus; A.B., Elmira College, 1933

JAMES E. DAVIS (1947-1965), Professor Emeritus; B.S., Cornell
University, 1924; M.F., 1926

RUSSELL C. DECKERT (1952-1976), Professor Emeritus; B.S.F.,
University of Georgia, 1938; M.F., Duke University, 1943

GEORGE F. EARLE (1952-1983), Professor Emeritus; B.F. A., Syra-
cuse University, 1937; M.F.A., Yale University, 1946

JOHN H. ENGELKEN (1952-1982), Forest Property Manager
Emeritus; B.S.F., Utah State University, 1950

JEAN E. FISHER (1950-52) (1963-1981), Senior Research Associate
Emeritus, B.S., University of Idaho, 1941

ROBERT L. FRIEDMAN ( 1967), Director of Admissions Emeritus;

A. B., Syracuse University, 1952; M.A., 1954

RUSSELL E. GETTY (1966-1973), Professor Emeritus; B.S., Iowa
State College, 1936; M.S., 1951

DONALD F. GREEN (1965-1978), Registrar Emeritus; A.B., New
York State College for Teachers, Albany, 1942; M.S., 1950

GEORGE H. HAINES (1953-1968), Director of Business Affairs
Emeritus; B.S., University of Rhode Island, 1932

WILLIAM M. HARLOW (1928-1965), Professor Emeritus; B.S.,
New York State College of Forestry, 1925; M.S., 1926; Ph.D. 1928

RAY R. HIRT (1921-1959), Senior Professor Emeritus; B.S., Hamline
University, 1917; M.S., New York State College of Forestry, 1924;
Ph.D., 1928

BERNARD T. HOLTMAN (1968), TV Producer Director Emeritus;

B. A., Siena College, 1950; M.S., Syracuse University, 1972

EDWIN C. JAHN (1938-1972), Dean Emeritus; Professor Emeritus;
B.S., New York State College of Forestry, 1925; M.S., 1926; Ph.D.,
McGill University, 1929

HAZEL S. JENNISON (1965), Research Associate Emeritus; B.S.,
Western Kentucky State University, 1941; M.S., Syracuse University,
1966

EDWIN H. KETCHLEDGE (1955), Distinguished Teaching Profes-
sor Emeritus; B.S., State University of New York College of Forestry,
1949; M.S., 1950; Ph.D., Stanford University, 1957
THEODORE J. KOCHANEK (1971-1976), Director of Physical
Plant Emeritus

RONALD F. LaPLAINE (1948-1983), Technical Specialist Emeritus,
Department of Paper Science and Engineering

CHARLES C. LARSON (1950-1983), Pro/essor Emeritus; A.S.,
North Dakota State School of Forestry, 1938; B.S., University of
Minnesota, 1940; M.S., University of Vermont, 1943; Ph.D., State
University of New York College of Forestry, 1952

ORRIN L. LATHAM (1930-1966), Associate Professor Emeritus;
B.S.F., Iowa State College, 1927; Yale University, 1932

RICHARD V. LEA (1967), Professor Emeritus; B.S., State Univer-
sity of New York College of Forestry, 1946; M.S., 1948; Ph.D., 1953

BENGT LEOPOLD (1961), Professor Emeritus; B.Sc., Royal Insti-
tute of Technology, Stockholm, 1947; Licentiat, 1949; Ph.D., 1952

JOSIAH L. LOWE (1933-1975), Professor Emeritus; B.S., New York
State College of Forestry, 1927; Ph.D., University of Michigan, 1938
AUBREY H. MACANDREWS (1926-1962), Professor Emeritus;
Truro Agriculture College, 1922; B.S., New York State College of
Forestry, 1925; M.S., 1926

JOHN A. MEYER (1958), Associate Director Emeritus; Senior
Research Associate and Professor Emeritus; B.S., Pennsylvania State
College, 1949; M.S., 1950; Ph.D., State University of New York
College of Forestry, 1958; Chancellor’s Award for Excellence in Pro-
fessional Service, 1977

104 EMERITUS

HOWARD C. MILLER (1950-1982), Professor and Extension Spe-
cialist Emeritus, B.S., New York State College of Forestry, 1941;
Ph.D., Cornell University, 1951

RAYMOND A. MOORE (1954), Associate Professor Emeritus;
B.S.F., West Virginia University, 1951; M.S., North Carolina State
College, 1952

JOHN L. MORRISON (1946-1971), Professor Emeritus; A.B., Uni-
versity of Nebraska, 1933; A.M., 1935; Ph.D., University of California,
1941

FREDERIC W. O’NEIL (1937-1974), Professor Emeritus; B.S., New
York State College of Forestry, 1933; M.S., 1935
RICHARD E. PENTONEY (1953-1979), Vice President for Program
Affairs Emeritus; B.S., University of California, 1949; M.S., State Uni-
versity of New York College of Forestry, 1952; Ph.D., 1956

LUCIAN P. PLUMLEY ( 1936-1967), Director Emeritus, Ranger
School; Professor Emeritus; New York State College of Forestry,
(Ranger School), 1931; B.S., New York State College of Forestry, 1935
SHELLEY W. POTTER, JR. (1956-1979), Forest Property Manager
Emeritus; B.S., University of Michigan, 1951
ROBERT B. RAYMISH (1956-1983), Assistant Director of Physical
Plant Emeritus, Office of the Vice President for Administration and
Services

CONRAD SCHUERCH (1949-1983), Distinguished Professor Emeri-
tus; B.S., Massachusetts Institute of Technology, 1940; Ph.D., 1947

BRADFORD G. SEARS (1941-1976), Dean Emeritus; Professor
Emeritus; B.S., New York State College of Forestry, 1939; M.S., State
University of New York College of Forestry, 1948

HARDY L. SHIRLEY (1945-1967), Dean Emeritus; Professor Emer-
itus; B.A., Indiana University, 1922; Ph.D., Yale University, 1928;
D.h.c., University of Helsinki, 1958; D.Sc., Syracuse University, 1966

JOHN F. SIAU (1963-64) (1965) (1966), Professor Emeritus; B.S.,
Michigan State College, 1943; M.S., State University of New York
College of Forestry, 1965; Ph.D., 1968

SAVEL B. SILVERBORG (1947-1977), Professor Emeritus; B.S.,
University of Idaho, 1936; Ph.D., University of Minnesota, 1948

JOHN B. SIMEONE (1948-1983), Professor Emeritus; B.S., Rhode
Island State College, 1942; M.F., Yale University, 1948; Ph.D., Cornell
University, 1960

CHRISTEN SKAAR (1946-1948) (1949-1976), Professor Emeritus;
B.S., New York State College of Forestry, 1943; M.S., State University
of New York College of Forestry, 1948; Ph.D., Yale University, 1957

GERALD H. SMITH (1946-1979), Professor Emeritus ; B.S., New
York State College of Forestry, 1937; M.B.A., Syracuse University,
1956; Executive Chairman of the Faculty (1972-1974)

LEROY C. STEGEMAN (1929-1965), Professor Emeritus; B.S.,
Michigan State College, 1928; M.S., University of Michigan, 1929

VIVIAN R. SUTTON (1962-1976), Associate Professor Emeritus;
B.A., Oberlin College, 1934; M.A., Bryn Mawr College, 1937; Ph.D.,
1942

MICHAEL M. SZWARC (1952-1979), Distinguished Professor
Emeritus; Ch.E., Warsaw Polytechnic College, 1932; Ph.D., Hebrew
University, 1945; Ph.D., Manchester University, 1947; D.Sc., 1949

WILLIAM C. TIERSON (1949-1983), Director of Wildlife Research
Emeritus; B.S., State University of New York College of Forestry,
1949; M.F., 1967

LESLIE L. TURAI (1976-1982), Professor Emeritus; B.S., University
of Debrecen, 1936; M.S., 1937; Ph.D., University of Budapest, 1938

ARTHUR T. VIERTEL (1946-1975), Associate Professor Emeritus;
B.S., New York State College of Forestry, 1942; Ph.D., State Univer-
sity of New York College of Forestry, 1954

WILLIAM L. WEBB (1937-1975), Professor Emeritus; Dean Emer-
itus; B.S., University of Minnesota, 1935; M.S., 1940; Ph.D., Syracuse
University, 1950

WALTER L. WELCH (1950-1965), Associate Professor Emeritus;
A.B., Syracuse University, 1946

SIDNEY A. WHITT (1968-1976), Professor Emeritus; B.S., Univer-
sity of Alabama, 1933; M.S., Massachusetts Institute of Technology,
1937; D. Engr. Sc., New York University, 1962

JOHN M. YAVORSKY (1948-56) (1967), Professor and Dean of
Continuing Education Emeritus; B.S., New York State College of
Forestry, 1942; M.S., 1947; Ph.D., State University of New York Col-
lege of Forestry, 1955

ROBERT A. ZABEL (1947) Professor Emeritus; B.S., University of
Minnesota, 1938; M.S., New York State College of Forestry, 1941;
Ph.D., State University of New York College of Forestry, 1948

105

106

Index

Academic Life 15

Academic Policies 25

— Undergraduate 25

— Graduate 27

Activities, Extracurricular f 30

Adirondack Ecological Center 9, 13

Administration, College 95

Admission

— Advanced Early 15

— Undergraduate 15

— Graduate . 17

— Forest Technician Program 54

i^ssistantships, Graduate 25

Athletics 30

Attendance, Class 25

Audits 25

Biology, Chemistry and Ecology, School of 33

Biology, Environmental and Forest 33, 70

Board of Trustees

— ESF 95

— SUNY 93

Calendar, Academic 3

Campuses, Regional System of 11, 12, 13

Career Services 31

Cellulose Research Institute 10

Chemical Ecology : 40

Clubs and Organizations 30

College Proficiency Examinations 17

Commencement

— Fees 19

— Honors . 26

Communications 70

Computer Services 12

Continuing Education 7, 90

Cooperative Research Unit,

USDA Forest Service 10

Cornell University 68

Counseling

— Academic and Personal 31

— Career 31

-Health 31

Course Offerings 69

Cranberry Lake Campus 12, 35

Credit Hour Load 26, 27

Correspondence Inside Front Cover

Degree Programs 33

Degree Requirements

— Undergraduate 25

— Graduate 28

Dual Program 63

Dubuar Forest 12

Ecology 36

Economics, Forestry 52

Educational Communications Unit 12

Educational Opportunity Program 17

— EOP Grants . 23

Elis International Laboratory 13

Empire State Paper Research Institute 8, 11

Employment 24

Energy 66

Energy Conservation 66

Engineering 76

— Forest Engineering 42, 82

—Paper Science and Engineering 43

— Wood Products Engineering 45

Entomology 35, 36

Environmental

— and Forest Biology 33, 70

—and Resource Engineering, School of 41

— Biology Summer Program 35

— Communication .'66

—Influences . . 75

—Land Use Planning 65

—Physiology 37

— Program Affairs, Institute of 8, 10, 11

— Science, Graduate Program in 64, 76

-Studies : 58, 70, 75, 86

Exchange Programs 68

Expenses 18

— Forest Technician Program 56

Experiment Station 13

Extracurricular Activities 30

Faculty, College %

Emeritus 103

Failures and Incompletes , 27

Fees

— Application 18

—Advanced Payment 18

— Commencement , 19

— Refunds 20

—Student Activity 19

Fellowships 24

Field Forestry Summer Program 34

Financial Assistance t - 20

Fish and Wildlife Biology 35, 37

Food Service 30

Forest

— Biology 33, 38, 70

—Ecosystem Lab .12

— Engineering 42, 82

— Resources Management 48, 89

— Influences •. 53

—Management 52

— Pathology and Mycology 35, 37

— Technology 54, 84

Forest Chemistry 38, 79

— Biochemistry and Natural Products Option 39

— Environmental Chemistry Option i 39

— Natural and Synthetic Polymer Option 40

Forest Technician Program ^ 54

Forestry 82

— Economics 52

— International 53

—School of 48

INDEX 107

— Urban 54

Genetic Field Station 12, 13

Grades/Grade Point Average 26

Grant Programs r 23, 24

Graduate Program in Environmental Science 64, 76

— Areas of Concentration 65

— Policy, Planning 65

— Requirements 67

Graduation Requirements

— Undergraduate 27

— Graduate 29

Health and Medical Facilities 31

— Health Examination Board 17

Heiberg Memorial Forest 12

History and Traditions, College 5

Honors, Academic 26

Housing and Board 30

— Cost of 19

Huntington Wildlife Forest 13

Institute of Environmental Program Affairs 8, 10, 11

Instruction

— Continuing' Education 7

— Graduate 7

— Technical 7

— Undergraduate 7

Insurance, Health and Accident 31

Interdepartmental Area of Study 40

International Forestry 53

International Students

— Undergraduate 17

— Graduate 18

Landscape Architecture, School of 57, 86

Land Use , 65

Library 11, 86

— Film Library 10

Loans 24

Management 82

— Forest 52

— Forest Resources 50

— Recreation 52

— Resources 48, 82

Mathematics 69

Medical Services 31

Newcomb Campus 9, 11, 13

Pack Demonstration Forest 12

Paper Science and Engineering 43, 88

Pathology and Mycology, Forest 35, 37

Pest Management 35

Physiology, Environmental 37

Placement 31, 56

Plant Science 35, 37

Policy and Administration 51

Polymer Research Institute 9, 11

Probation 26

Professional Staff 96

Public Service 10

Quantitative Methods 54

Recreation Management 52

Refunds /. 20

Regents Programs 23 r

Renewable Materials Institute 9

Research 8

Resources Management 48, 82

Resource Management and .Policy 51,89

ROTC Program 32

Scholarships and Grants 23

Silvics 53

Silviculture 52, 91

Social Security Benefits 24

Soil

—Ecology 37

—Science 53

State University of New York 93

Student Aid Eligibility 21

Student Life 30

Summer Field Programs 34, 35

— Cost of 19

Syracuse Campus, ESF 11

Syracuse Metropolitan Area 14

Syracuse University

—Counseling 31

— Health and Medical Facilities 31

— Housing and Board 19, 30

— Student Organizations 30

Transfer Students

— Admissions 16

—Credit 16

— Seminar for I 79

Tree Improvement 53

Tree Pest, Disease Service 10

Tropical Timber Information Center 9

Tuition and Fees 18

—Forest Technician Program 56

—Refunds 20

Tuition Assistance Program 23

Tully Campus 12

Ultrastructure Studies Lab, N.C. Brown 9, 11

Urban Ecosystems 66

Urban Forestry 54

USDA Forest Service Cooperative Research Unit 10

Veterans’ Benefits 23

Vocational Rehabilitation Grants 23

Wanakena Campus 12, 55

Warrensburg Campus 12

— Summer Session 34

Waste Management 66

Water Resources 65, 66

Wellesley Island 13

Wildlife Biology 35, 37

Wood Products Engineering 45, 92

— Construction Option 45

— Wood Science and Technology Option 46

• Work-Study Program 24

Zoology 35, 37

Campus Locator

Admissions 110 Bray

Affirmative Action 218 Bray

Alumni 320 Bray

Analytical and Technical Services 139 Baker

Assistant Vice President for Academic Programs 227 Bray

Assistant Vice President for Research 200 Bray

Auto-tutorial Center 16 Moon

Business and Fiscal Affairs 100 Bray

Career Services 108 Bray

Cellulose Research Institute 314 Baker

Computer Services 320 Baker

Counseling Services 107 Bray

Educational Communications 302 Dlick

Empire State Paper Research Institute 317 Walters

Facilities Maintenance Building

Film Library 104 Moon

Financial Aid Ill Bray

Graduate Program in Environmental Science 217 Bray

International Forestry 205 Marshall

Institute of Environmental Program Affairs 200 Bray

Institutional Research 206 Bray

Library Moon Library

Maintenance and Operations Maintenance Building

Office of Continuing Education and Extension 231 Baker

Personnel 224 Bray

Polymer Research Institute 215 Baker

President 204 Bray

Publications 123 Bray

Public Relations 123 Bray

Public Safety Department 8 Bray

Registrar 113 Bray

School of Biology, Chemistry and Ecology 311 Baker

School of Environmental and Resource Engineering 208 Walters

School of Forestry 106 Marshall

School of Landscape Architecture 331 Marshall

Student Council 19 Marshall

Ultrastructure Studies Center 417 Baker

U.S. Forest Service Cooperative Research Unit 5 Moon

Veterans’ Affairs 107 Bray

Vice President for Administration and Institutional Planning 208 Bray

Vice President for Program Affairs 227 Bray

Vice President for Student Affairs 107 Bray

Coordinator for 503-504 Programs — David G. Anderson, Vice President for Administra-
tion and Institutional Planning, 209 Bray Hall.

Affirmative Action Officer — Judith J. Kimberlin, Personnel Associate, 224 Bray Hall.

Campus Locator

Admissions 110 Bray

Affirmative Action 218 Bray

Alumni 320 Bray

Analytical and Technical Services 139 Baker

Assistant Vice President for Academic Programs 227 Bray

Assistant Vice President for Research 200 Bray

Auto-tutorial Center 16 Moon

Business and Fiscal Affairs 100 Bray

Career Services 108 Bray

Cellulose Research Institute 314 Baker

Computer Services 320 Baker

Counseling Services 107 Bray

Educational Communications 302 Illick

Empire State Paper Research Institute 317 Walters

Facilities Maintenance Building

Film Library 104 Moon

Financial Aid Ill Bray

Graduate Program in Environmental Science 217 Bray

International Forestry 205 Marshall

Institute of Environmental Program Affairs 200 Bray

Institutional Research 206 Bray

Library Moon Library

Maintenance and Operations Maintenance Building

Office of Continuing Education and Extension 231 Baker

Personnel 224 Bray

Polymer Research Institute 215 Baker

President 204 Bray

Publications 123 Bray

Public Relations 123 Bray

Public Safety Department 8 Bray

Registrar 113 Bray

School of Biology, Chemistry and Ecology 311 Baker

School of Environmental and Resource Engineering 208 Walters

School of Forestry 106 Marshall

School of Landscape Architecture 331 Marshall

Student Council 19 Marshall

Ultrastructure Studies Center 417 Baker

U.S. Forest Service Cooperative Research Unit 5 Moon

Veterans’ Affairs 107 Bray

Vice President for Administration and Institutional Planning 208 Bray

Vice President for Program Affairs 227 Bray

Vice President for Student Affairs 107 Bray

Coordinator for 503-504 Programs — David G. Anderson, Vice President for Administra-
tion and Institutional Planning, 209 Bray Hall.

Affirmative Action Officer — Judith J. Kimberlin, Personnel Associate, 224 Bray Hall.

-< - 3
0 2
50 o o
* Z T1

M 2

w m

£ z

►<
O

C/> 50
O *

50
m
c r)
H
50
*<

State University of New York COLLEGE OF

(environmental science and forestry

1986-87 CATALOG

CORRESPONDENCE DIRECTORY

Detailed information about the College may be obtained by addressing inquiries to:

The State University of New York

College of Environmental Science and Forestry

Syracuse, New York 13210

(315) 470-6500

Admission (Undergraduates)

Director of Admissions
106 Bray Hall
470-6600

Admission (Graduate)

Office of Instruction and Graduate Studies

227 Bray Hall

470-6599

Financial Assistance

Coordinator of Financial Aid
113 Bray Hall
470-6670

Transcripts and Academic Records
Registrar
111 Bray Hall
470-6655

Housing

Coordinator of Undergraduate Housing

Office of Residential Life

Steele Hall

Syracuse University

Syracuse, New York 13210

423-2720

The State University of New York College of Environmental Science and Forestry is accredited
by the Middle States Association of Colleges and Secondary Schools: the B.S. degree program
in Forestry is accredited by the Society of American Foresters; the B L A. and M.L.A. degree
programs in landscape architecture are accredited by the American Society of Landscape Architects;
and the B.S. degree program in forest engineering is accredited by the Accreditation Board for
Engineering and Technology.

Additional information is available upon request from any of the above addresses. This under-
graduate/graduate catalog was published by the College of Environmental Science and Forestry
June 1986.

State University of New York

COLLEGE OF

ENVIRONMENTAL SCIENCE AND FORESTRY

1986-87 General Catalog

TABLE OF CONTENTS

ACADEMIC CALENDAR 3

ESF: WHAT’S IN A NAME? 5

THE MISSION: INSTRUCTION, RESEARCH, AND PUBLIC SERVICE 7

THE CAMPUSES 11

THE SYRACUSE METROPOLITAN AREA 14

ACADEMIC LIFE 15

Undergraduate Admission 15

Graduate Admission 17

Expenses 18

Financial Assistance 20

Academic Policies 25

Student Life 31

Degree Programs and Areas of Study 34

THE FACULTY OF ENVIRONMENTAL AND FOREST BIOLOGY 34

Interdepartmental Area of Study 38

THE FACULTY OF CHEMISTRY 39

THE FACULTY OF ENVIRONMENTAL STUDIES 42

Graduate Program in Environmental Science 43

THE FACULTY OF FOREST ENGINEERING 46

THE FACULTY OF FORESTRY 48

Forest Resources Management 50

Forest Technology Program, Ranger School 53

DUAL UNDERGRADUATE PROGRAM IN ENVIRONMENTAL AND FOREST

BIOLOGY AND RESOURCES MANAGEMENT 56

THE FACULTY OF LANDSCAPE ARCHITECTURE 57

Bachelor of Landscape Architecture 58

Master of Landscape Architecture 60

THE FACULTY OF PAPER SCIENCE AND ENGINEERING 62

THE FACULTY OF WOOD PRODUCTS ENGINEERING 64

COURSE OFFERINGS 67

STATE UNIVERSITY OF NEW YORK 92

COLLEGE TRUSTEES AND ADMINISTRATION 94

COLLEGE FACULTY AND PROFESSIONAL STAFF 95

INDEX 103

CAMPUS LOCATOR Inside Back Cover

TnBfM ~*~. .!>*•"■ '

It iUTH

1 >>•,

Vj”

^3— i*

^fciVir^ ?"'tr —’

Academic

SYRACUSE CAMPUS

FALL 1986

New Student Orientation Program
Academic Advising
Registration for New Students
Classes Begin \

Early Registration
Thanksgiving Recess
Early Registration
Last Day of Classes
Exam Period

Aug. 31
Sept. 1
Sept. 1
Sept. 2
Nov. 18-25
Nov. 26-30
Dec. 1-5
Dec. 12
Dec. 15-19

SPRING 1987

Orientation and Advising for
New Students

Registration for New Students
Classes Begin
Spring Recess
Early Registration
Last Day of Classes
Reading Day
Exam Period
Commencement

Jan. 12

Jan. 12
Jan. 13
Mar. 7-15
Mar. 30-Apr.
Apr. 29
Apr. 30
May 1-7
May 10

Calendar

Sunday

Monday

Tuesday

Tuesday-Tuesday
Wednesday -Sunday
Monday -Friday
Friday

Monday-Friday

Monday

Tuesday

Saturday-Sunday
10 Monday-Friday
Wednesday
Thursday
Friday-Thursday
Sunday

ESF: What’s In A Name?

1911. Governor John A. Dix signed a bill establishing
the New York State College of Forestry at Syracuse
University.

1948. Legislative action incorporated into State Univer-
sity of New York all state-supported higher education.
Thus, the State University College of Forestry at Syracuse
University.

1972. By special legislative act, the College was re-
named the State University of New York College of Envi-
ronmental Science and Forestry.

Why, in the first place, all the name changes? And,
secondly, what difference do they make? What, really, is
in our name?

ESTABLISHING A TRADITION

The beginnings and early development of the New York
State College of Forestry were largely due to James R. Day,
chancellor of Syracuse University, and community leader
who were attuned to the growing national sentiment favor-
ing forest conservation and who sensed the need for a
professional school of forestry. The legislative act which
created the College instructed that the institution “conduct
such special research in statewide investigations in forestry
as will throw light upon and help in the solution of forestry
problems . . .” and that it be “the institution for educational
work in forestry in the State.”

From the very first years of its existence under the first
dean, Hugh P. Baker, the College responded to the broad
needs of environmental professionalism. While other
schools and colleges of forestry became more specialized,
the College at Syracuse broadened to include the essen-
tials of environmental science: design, engineering, and the
life sciences, as well as resource management.

With the formation of the State University of New York
in 1948, coordination and systematization came to higher
education in the state. The University, according to its
chapter, was to “supplement, not supplant, the great net-
work of private colleges and universities.” The College of
Forestry, which from its beginning had been state-supported
and governed by a Board of Trustees currently made up
of nine members appointed by the Governor and six ex
officio members, was recognized as a specialized college
within the State University system.

Stemming from Chancellor Day’s early sponsorship of
the College. Syracuse University and ESF have long been

engaged in numerous fruitful devices of institutional
cooperation. This relationship is probably the most out-
standing example in this country of collaboration between
public and private institutions of higher education. Even
as a part of State University, the College maintains this
unique position. The major character of the relationship
stems from the fact that since its beginning, the College
purchased from Syracuse University the major portion of
its supportive and enrichment instruction, thus allowing the
College to more fully develop its professional upper divi-
sion and graduate level instruction.

Other cooperative areas are living centers and dining
facilities, athletic programs, the use of the University’s
infirmary and health counseling services, the bookstore
facilities, the University library system, joint Commence-
ment ceremonies held in the Carrier Dome, and participa-
tion in numerous social activities including the elaborate
religious, dramatic, and cultural benefits of a large
university.

ESF TODAY

The third phase in the evolvement of the College’s name
came in 1972 when it was rechartered as the State Univer-
sity of New York College of Environmental Science and
Forestry. Thus, the name reflects more deeply the tradi-
tional grounding and concern of forestry in the environ-
ment; it illuminates more clearly the capabilities of its
program.

The College of Environmental Science and Forestry is
an Upper Division/Graduate Center with highly focused
professional programs. Undergraduate students wishing to
embark upon a career in the environmental sciences and
forestry will enroll for two years at a junior college or four-
year institution, studying an ESF prescribed program and
transfer to this college as juniors. The move to upper divi-
sion/graduate college status marked another step in the
College’s long-standing commitment to educate profes-
sionals capable of facing the complex environmental prob-
lems of today and of the future.

For 75 years, the full thrust of the State University of
New York College of Environmental Science and Forestry
has been focused on the environment on all of its six cam-
puses and in each of its three mission areas— instruction,
research, and public service. The College has been, and
continues to be, devoted to the advancement of en-
vironmental science and forestry.

asiMjaBifc

•'••-. V, ^ ,

The Mission:
Instruction , Research,
and Public Service

INSTRUCTION

In the fall of 1985, student enrollment reached 1,381.
Of this number, 902 were undergraduates and 479 were
graduate students. In addition, there were 13 students
engaged in postdoctoral work.

Undergraduate Education

At the baccalaureate level, the College offers professional
study in eight areas: chemistry; environmental and forest
biology; environmental studies; forest engineering; paper
science and engineering; wood products engineering;
resource management; and landscape architecture. These
programs are registered with the New York State Educa-
tion Department.

Each of these curricula leads to the bachelor of science
degree. In the case of landscape architecture, an additional
year of study results in a bachelor of landscape architec-
ture degree, and in the forest engineering program, a fifth
year leading to a bachelor’s degree in civil engineering can
be taken at Syracuse University or State University at
Buffalo.

SCIENCE TEACHER CERTIFICATION

ESF, in cooperation with the School of Education at
Syracuse University, provides the opportunity for selected
undergraduate students to prepare for New York State pro-
visional science teacher certification. Transfer students who
maintained a 3.000 or greater cumulative grade point
average at their pre-ESF institution or who earned a 2.500
grade point average or greater during their first semester
at ESF are eligible for acceptance into the program. To
receive provisional certification to teach secondary (grades
7 through 12) science in -New York State, students must
complete the following requirements.

1. A minimum of 36 credit hours in science (both lower
and upper division courses), including

2. 15 credit hours in each science for which certifica-
tion is sought (Only biology and chemistry may be certified
through this program, however, if students have taken at
least 15 credits in physics or earth science independent of
ESF, they can also be certified in these areas. Certification
for teaching general science will be included when the total
shows college-level study in at least two sciences.), and

3. 18 credit hours in education at S.U. distributed as

follows:

EDU 207 Study of Teaching (Secondary) 3

EDU 307 Personalizing Learning and Teaching 3
EDU 308 Strategies of Teaching (Secondary) 3
SCE 535 Practicum in Science Teaching 3

EDU 508 Student Teaching 6

EDU 308, SCE 535, and EDU 508 are normally taken
together as a block in the fall of the senior year, with SCE
535 and EDU 308 meeting for the first half of the semester
and EDU 508 meeting the second half. EDU 508 is a full-
time commitment for about eight weeks, so other courses
must be scheduled with this in mind. SCE 535 is normally
offered only in the fall.

4. New York State also requires successful completion
of the National Teacher Examination (NTE) for provisional
certification.

ESF students who complete these requirements may
then apply directly to the State Education Department for
provisional certification.

Graduate Education

The College awarded its first graduate degree in 1913.
Today the College offers advanced degrees in six major
program areas: environmental and forest biology; forest
chemistry; forest resources management; environmental
and resource engineering; landscape architecture; and en-
vironmental science. These programs are registered with
the New York State Education Department.

Graduate study leads to the master of science degree,
the master of landscape architecture degree, and the doc-
tor of philosophy degree. A postdoctoral study program,
closely related to the College’s research effort, is also
available.

CONCURRENT GRADUATE DEGREES

ESF and Syracuse University provide the opportunity
for graduate students to complete concurrently a degree
at ESF and, at Syracuse University, either the J.D. degree
in the College of Law, the M.P.A. degree in the Maxwell
School of Citizenship and Public Affairs, the M.A. or M.S.
degree in the S.I. Newhouse School of Public Communica-

8 THE MISSION

tions, the M.S. degree in the School of Education, or the
M.B.A. degree in the School of Management. Students
must complete at least one semester of graduate level
coursework and earn a 3.500 or greater grade point
average at ESF before being considered for a concurrent
degree program at Syracuse University.

INTERCAMPUS DOCTORAL EXCHANGE

There is an opportunity for doctoral students at ESF to
study for one or two semesters at the following schools:
State University Centers at Albany, Binghamton, Buffalo,
or Stony Brook; City University of New York; or New York
University.

This exchange program provides students with an op-
portunity to take advantage of over 160 faculty, special-
ized research laboratories and equipment, technical
libraries, and field study areas which complement the ex-
tensive programs and resources at ESF which are discussed
throughout this catalog.

COLLEGE OF AGRICULTURE AND

LIFE SCIENCES AT CORNELL UNIVERSITY

The State University of New York College of En-
vironmental Science and Forestry and the New York State
College of Agriculture and Life Sciences at Cornell Univer- •
sity provide an opportunity to exchange graduate students
so they can take advantage of special courses, faculty, and
research facilities.

Technical Education

At the paraprofessional level, the College has been train-
ing forest technicians since 1912 at its Wanakena Campus
in the Adirondack Mountains. It is the oldest Ranger School
in the United States and offers a two-year forest technology
curriculum. Graduates are awarded an associate in applied
science degree. In this curriculum, students take their first
year of general education at a two- or four-year college.
The second year, with its emphasis on practical field train-
ing in the relationships between forest technology and
managerial needs, is taken at Wanakena with its 2,800
acres of forested land. Graduates of this degree program
in practical forestry are prepared for positions as forest
rangers; federal, state, and private industry forest techni-
cians and forestry aides; district forest supervisors; timber
inventory specialists; timber sales supervisors; forest
surveyors and engineering aides; and forest protection
technicians.

Continuing Education

The philosophy that education is a lifelong pursuit is an
ancient one and was written into the law creating the Col-
lege. This concept is doubly important to the sciences and
professions in this technological age when, with knowledge
expanding in all directions, major environmental problems
ctill remain to be resolved. The informational needs of New
York's citizens also are undergoing change. The increas-

ing urban character of our population; the changing pat-
tern of agricultural and forest land ownership and use; the
rise in level of education and sophistication in a more effi-
cient society; and the increase in leisure time, travel mobility
and need for recreational facilities and pursuits all contribute
to a growing need for educational opportunities in en-
vironmental science and forestry for adult audiences.

The College has, over the years, succeeded in com-
municating knowledge on forest resources management,
utilization, and conservation to a variety of off-campus
publics. The entire College faculty has contributed to these
programs. To reinforce this commitment, the College
established the Office of Nonresident Programs upon which
to base expanded educational opportunities at both the
undergraduate and graduate course levels.

Conferences, symposia, seminars, and shortcourses on
various aspects of forestry and the related sciences are con-
ducted at both the basic and applied levels. Audiences in-
clude forest owners, managers, and operators; wood
engineers and forest industries personnel; academic and
scientific groups; conservation and recreation personnel
from local and other public and private planning groups;
and citizen -action committees. Upon request, continuing
education programs can be designed to meet specific needs
of professional organizations, agencies, and industry. Credit
or noncredit courses, at campus or off-campus sites, can
be arranged.

Expansion of in-service training courses, establishment
of environmental learning centers on College forest pro-
perties, and production of media materials for public in-
formation and education are examples of activities directed
toward updating and upgrading professional clients and
broadening the public’s awareness and appreciation of New
York’s forestlands and other natural resources.

For information on specific continuing education proj-
ects, inquiries should be sent to Dean, Office of Nonresi-
dent Programs..

RESEARCH

The College’s commitment to scientific inquiry stretches
far back to its second year of existence. In 1912, Dean
Hugh P. Baker initiated the first research project of the Col-
lege by joining forces with the U.S. Forest Service in an
industry study designed to show what kinds of firms were
using wood in New York State and the species and quan-
tities used.

In the 1980’s, the College’s research program has at-
tracted a worldwide clientele of industrial, governmental,
professional and scientific groups, and through liaison with
them, the program maintains its vigor and relevancy to the
important environmental issues. Support from this clientele
amounts to more than $4 million a year, a two-fold increase
in the last decade.

Students and faculty from across the College contribute
to the depth and diversity of the research program. Find-
ings from these studies are applied to a host of issues and

THE MISSION 9

problems through various demonstrations and information
devices. Recent examples include studies of limestone
quarry reclamation; the development of polymeric
materials for artificial human organs; nonchemical control
measures for insect pests, e.g., the gypsy moth; studies of
the ecology of Antarctic birds; new wood pulping processes
leading to pollution-free water and air effluents; and the
ecological effects of winter navigation in the Great Lakes
and the St. Lawrence River.

Institute of Environmental Program Affairs

Research and public service programs at the College of
Environmental Science and Forestry are given additional
emphasis through the Institute of Environmental Program
Affairs (IEPA). This Collegewide coordination vehicle was
initiated in 1972 in recognition of the College’s tradition-
ally broad and integrated approach to natural resources
science and in response to new perceptions of the rela-
tionship between human endeavors and environmental
quality. The Institute, which is staffed by the Office of the
Dean of Research, functions to bring together groups of
faculty scientists to explore research and public service
needs and opportunities which transcend the programs of
the schools, departments, and organized research centers
and institutes of the College.

Study teams of scientists and graduate students from
many disciplines have collaborated with external program
cooperators from governmental agencies, citizens’ groups,
and private industry to pursue multidisciplinary research
and public service programming as part of the IEPA pro-
gram. Early efforts were focused on regional natural
resource and environmental studies conducted at the
request of New York State agencies such as the St.
Lawrence-Eastern Ontario Commission, the Tug Hill Com-
mission, the Catskill Study Commission, and the Adiron-
dack Park Agency. Other studies which transcend regional
problems and issues have been conducted with diverse
sponsorship, including environmental service systems,
leisure time and recreational activities appropriate to the
Hudson River Basin; solid waste processing and heavy
metals recovery from processing residues from the forest
products industry; wetlands evaluation studies; remote
sensing techniques to facilitate environmental monitoring
of coastal water quality and land use patterns; reclama-
tion of open pit limestone quarries; the siting of nuclear
power generation facilities; and environmental assessment
studies associated with proposals for extended season
navigation in Lake Ontario and the St. Lawrence River.

More recently, IEPA has provided a focus for faculty
interested in pursuing research and public service program-
ming through diverse sponsorships in particular areas of
high public concern. Three task forces are currently oper-
ating in these areas to develop new project activity and
coordinate the Collegewide research focus in bioenergy
projects, acid precipitation and atmospheric deposition, and
sludge and sludge management concerns.

Empire State Paper Research Institute

The Empire State Paper Research Institute (ESPRI) is
the only worldwide basic research organization in the pulp
and paper field. It performs investigations in cooperation
with the Empire State Paper Research Association
(ESPRA), which is comprised of 78 pulp and paper com-
panies in 14 countries. The Institute was established in
1945 when the members of ESPRA recognized the need
for new scientific and technical knowledge and methods,
and since then ESPRI has been able to maintain an effi-
cient balance between the practical and theoretical bases
of the pulp and paper industry.

Housed in the modern J. Henry Walters Hall with its
own pilot paper mill, and staffed by scientists who are in-
ternationally recognized for their accomplishments, ESPRI
provides a research base for long-range industry develop-
ment. Its program has widened in scope to cover almost
all aspects of pulping and papermaking, including additive
retention, oxygen pulping and bleaching, effluent control,
sheet drying, printability, and energy efficiencies.

Polymer Research Institute

Scientists at the College have made many original con-
tributions to the field of pure and applied polymer
chemistry, including the development of living polymers,
the study of anionic polymerization and electron-transfer
initiation, and work on the permeation of gases and films
through polymeric films.

College faculty specializing in polymer chemistry have
trained hundreds of graduates and postdoctoral re-
searchers, many of whom now hold leading positions in
universities and industrial and governmental laboratories.

Nelson Courtland Brown Laboratory for
Ultrastructure Studies

This Center, located in Baker Laboratory, is a teaching,
research, and service facility of the College. It is equipped
to handle virtually every type of modern microscopy. This
includes light, scanning electron, and-transmission electron
microscopy. Among the major items of equipment are; two
RCA EMU-3 transmission electron microscopes; an RCA
EMU-4, an ETEC Autoscan scanning electron microscope,
energy dispersive X-ray analyzer, several types of light
microscopes, high vacuum evaporators, microtomes and
ultramicrotomes. The laboratory resources include speci-
men preparation rooms, several photographic darkrooms,
three electron microscope laboratories and other support-
ing facilities.

The primary service of the Center is teaching; course
offerings include photomicrography, scanning electron
microscopy, and interpretation of cellular ultrastructure.
Research is a second major activity since support is
provided for students, faculty, and research staff who have
projects involving structural studies. Public service is
extended to local high school groups, medical facilities,
other regional colleges and universities, and industry.

10 THE MISSION

Adirondack Ecological Center

The Adirondack Ecological Center (AEC) is located on
the College’s Newcomb Campus in the center of the
Adirondack Mountains. Staffed by resident scientists,
technicians, and support staff, the AEC conducts studies
of the Adirondack region year-round. Research includes
studies of managed and unmanaged forest lands, wildlife
populations and habitats, terrestrial and aquatic ecology,
and wilderness management. There is close collaboration
with the New York State Department of Environmental
Conservation, the U.S. Fish and Wildlife Service, the U.S.
Department of Agriculture, and forest industries.

The vigorous research program of the Center provides
excellent opportunities for collaboration by Syracuse-
based faculty and students. Several graduate students are
regularly in residence at Newcomb pursuing their thesis
research.

Renewable Materials Institute

The Renewable Materials Institute (RMI) has as its prin-
cipal goal research on wood and other renewable materials
such as agricultural waste products, which would include
straw, rice hulls, and bagasse. To meet its mission, research
on the characterization of the material itself is primary.
Closely related with it is the determination of physical prop-
erties which control the behavior of the material during
utilization as well as in use in consumer products. In ex-
ploring renewable materials, strong emphasis is placed on
energy considerations. This can be in terms of energy sav-
ings during production or economies of energy because
of the use of the end product in housing or in some other
application. Also included are related studies in the com-
bustion of wood, the efficiency of heating with wood and
the emissions resulting from wood combustion.

The principal facilities for the materials characterization
are found in the Center for Ultrastructure Studies and in-
clude the transmission electron microscopes, a scanning
electron microscope with EDXA and rapid particle analysis.
All of the facilities of the Department of Wood Products
Engineering are also available, including a sawmill, veneer
and plywood manufacturing facility, dry kilns, wood
machining equipment, and timber testing laboratory. The
facilities of other research institutes and Departments in the
College are also available for special projects.

Tropical Timber Information Center

The Tropical Timber Information Center (TTIC) provides
identifications of wood samples and information about
tropical woods for both general characteristics and technical
properties. These services are oriented toward importers
and users of tropical woods. The Center began operation
in 1975 as part of the Department of Wood Products
Engineering and is one of only two such sources of infor-
mation in the western hemisphere. The Center also car-
ries out special studies under contract for production of data
that is not available in the literature. The technical base for

operation of the Center is a large, worldwide collection of
authenticated wood samples and an extensive collection
of reference materials in Moon Library and the Department
of Wood Products Engineering. Both of these resources
have been built up over the past 60 years by close coopera-
tion with institutions throughout the world. Activity is
oriented toward requests for services from importers and
users of tropical woods and to expanding the collections.

Cellulose Research Institute

Research at the Cellulose Research Institute is at pres-
ent centered on the fine structure of native cellulose and
its transformations into other commercially important forms
of cellulose. For example, the structural differences between
native and regenerated celluloses have been determined,
for the first time, through X-ray crystallographic studies. The
same techniques are now being used to study the struc-
tural aspects of cellulose mercerization, an important com-
mercial process in cellulose chemistry. Other recent
research has been concerned with the organization,
chemical composition, and function of the vascular cam-
bium in trees, the ultimate source of all wood and bark pro-
duced in nature.

U.S. Department of Agriculture — Forest Service
Cooperative Research Unit

The Northeast Forest Experiment Station of the U.S.
Department of Agriculture-Forest Service maintains a
research center at the College. Until 1977, this unit
pursued studies of forest-centered recreation with the aim
of developing methods for integrating recreation and other
uses of forests.

Beginning in 1978, the Cooperative Research Unit was
re-oriented to research on urban environmental forestry
problems. This provides increased opportunities for faculty
and students to collaborate with Forest Service scientists
in studies of urban and environmental problems.

PUBLIC SERVICE

The College, throughout its 75-year history, has con-
tinued to respond to its specific legislative mission prescrib-
ing major responsibilities in the area of public service. Public
education and information, technical advice and guidance
to cooperating local, state, and federal agencies and
organizations, and technical assistance to the forest and
wood-using industries constitute the principal formal public
service activities. The Institute of Environmental Program
Affairs (described in the Research section) coordinates the
College’s public service activities on the professional level.

While the list of public service contributions is lengthy,
a few examples include: the College's Film Library: the Tree
Pest and Disease Service, which provides technical advice
to private citizens and to governmental agencies; and the
participation of ESF faculty members in Central New York’s
Poison Control Center. Altogether, the public service pro-
grams of the College reach approximately one million New
York State residents each year.

The Campuses

The College operates a multiple campus system with
regional campuses and field stations located at Syracuse,
Tully, Wanakena, Warrensburg, Cranberry Lake.
Newcomb, and Clayton. This system, composed of about
one million square feet of facilities in 186 buildings on
25,000 acres of land, represents the largest fully-utilized
campus in the world.

THE SYRACUSE CAMPUS

The main campus is in Syracuse and lies on 12 acres
adjacent to Syracuse University in an area that tradition-
ally has been known as “The Hill.” Located here are the
Schools of Biology, Chemistry and Ecology; Environmental
an Resource Engineering; Forestry; Landscape Architec-
ture; and Continuing Education. In addition, the main cam-
pus houses the Institute of Environmental Program Affairs,
the Empire State Paper Research Institute, the Polymer
Research Institute, a cooperative research unit of the USDA
Forest Service, the Ultrastructure Center, the Graduate Pro-
gram in Environmental Science, and the Renewable Ma-
terials Institute.

These program units are housed in five major academic
buildings (Baker Laboratory, and Walters, Bray, Marshall,
and Illick Halls). The main campus also includes Moon
Memorial Library, the Maintenance Building, and several
other small service and storage facilities.

Specialized facilities at the Syracuse campus include
electron microscopes, plant growth chambers, air-
conditioned greenhouses, a bio-acoustical laboratory, a
1,000-curie cobalt-60 radiation source, radioisotope lab-
oratory, computing center, and specialized instrumentation
including nuclear magnetic resonance spectrometers, elec-
tron spin resonance spectrometer, gas chromotography,
mass spectrometer, ultracentrifuge, and X-ray and infrared
spectrophotometer. Photogrammetric and geodetic facilities
of the forest engineering department include one of the
most extensive arrays of equipment in the United States,
with a Nistri TA-3 stereocomparator, Mann comparator,
computerized Nistri photocartograph, and nine other vari-
eties of plotters. The paper science and engineering lab-
oratory has a semicommercial paper mill with accessory
equipment. The wood products engineering department
has a complete strength-of-materials laboratory as well as
a pilot scale plywood laboratory and a machining
laboratory. The greenhouses and forest insectary are used
to produce plant and insect material for classroom and
laboratory. Extensive collections are available for study.

including wood samples from all over the world, botanical
materials, insects, birds, mammals, and fishes.

The F. Franklin Moon Library and Learning
Resources Center contains more than 90.000 cata-
loged items and over 900 journals are currently received.
The collection constitutes a specialized information source
for the forestry, environmental science, and landscape
architecture programs of the college, and it has concen-
trations in such areas as botany and plant pathology,
biochemistry, chemical ecology, forest chemistry, polymer
chemistry, economics, entomology, environmental studies,
landscape architecture, environmental design, manage-
ment, paper science and engineering, photogrammetry,
silviculture soil science, water resources, world forestry,
wildlife biology, wood products engineering, and zoology.

The collections of Syracuse University libraries (SU’s
Science and Technology Library is immediately adjacent
to the ESF campus), and SUNY Health Science Center
at Syracuse are within walking distance. These libraries may
be used by all members of the College of Environmental
Science and Forestry. Other collections located throughout
New York State and the United States are readily accessi-
ble through Inter-library loan. All Syracuse University col-
lections may be searched by using the SULIRS on-line
catalog located in Moon Library.

The library building, opened for service in 1968, can ac-
commodate 132,000 volumes and can seat 575 persons.
The main reading areas are located on the upper level ad-
jacent to the open stacks and are divided by the card
catalog and reference service area. The library contains a
current periodical room, a bibliographic center containing
indexes and abstracts, individual study carrels an library
faculty offices, the Hoverter Archives and special collec-
tions, conference room, audio tutorial center, Directed
Studies Center and computer terminal room are located
on the lower level.

The archives consists of historical items relevant to the
college and forestry development in New York State. The
special collections area of the archives contains rare, scarce,
and valuable books, and folios as well as the Fletcher Steele
collection on landscape architecture, and the Thomas Cook
collection on papermaking.

Public services provided by the library faculty includes
a credit course, orientation, class lectures, study guides,
user aids, and reference desk service. Moon Library is a
member of the SUNY OCLC network.

The Educational Communications unit of the
Learning Resources Center directly supports the pro-

12 THE CAMPUSES

gram areas of the College through instructional develop-
ment and application of media materials and instruction
for the classroom, for the presentation of research findings,
and for public service endeavors. These include television
programming, slide/tape and motion picture production
and photographic services. Other services to the College
community include engineering, audio-visual equipment
distribution, and maintenance and support functions. The
Educational Communications staff also participates directly
and actively in instructional programs in environmental
communication at both the undergraduate and graduate
levels.

The College provides academic computer services in
several forms. Remote communication facilities are
available for both batch and interactive processing on the
Syracuse University systems, and local/stand-alone facilities
are available in the form of micro-computers dispersed
about the ESF campus. Syracuse University operates an
academic computer center consisting of two IBM 4341’s
and one DEC-KL10, all of which are accessible via ter-
minals (20 public access and 60 restricted access) on the
ESF campus. Clusters of micro-computers have been
established by each of the academic divisions of ESF for
purposes of faculty-staff-student use and education. Com-
puter applications take advantage of extensive software on
the Syracuse University systems including packages for
statistics, graphics text editing, and general mathematical
functions as well as most of the major programming
languages — FORTRAN, APL, BASIC and PASCAL find-
ing the heaviest usage. In addition, a color graphics facili-
ty is being developed at ESF to satisfy the many needs for
graphics analysis, design, and communication.

THE TULLY CAMPUS

Located about 25 miles south of Syracuse is the Tully
Campus which is composed of the Heiberg Memorial
Forest and the Genetic Field Station.

Heiberg Memorial Forest is located on the northern
escarpment of the Allegheny Plateau. It includes 3,800
acres of diverse terrain and forest growth. The Forest is
utilized both as an extensive outdoor teaching laboratory
and as a site for intensive research. The Forest Eco-
system Lab, which is highly instrumented outdoor
teaching laboratory, a large complex of all-weather
classrooms, many experimental plantings from throughout
the world, and a commercial-scale maple syrup operation
are among the developments on this forest. Each fall the
Heiberg Memorial Forest is the site of an intensive pro-
gram for environmental and resource management
students in a total ecosystem approach to forest community
management instruction.

THE WANAKENA CAMPUS

The Wanakena Campus, located on the Oswegatchie
River. 65 miles northeast of Watertown and 35 miles west

of Tupper Lake, is the site of the James F. Dubuar
Forest and the School of Forestry’s Forest Techni-
cian Program. This campus, with its large instructional
and demonstration forest of 2,800 acres, supports the Col-
lege’s associate degree program for the training of forest
technicians. This is the oldest forest technician school in
the country. This campus is situated on the western plateau
of the “lakes region” of the Adirondacks.

In addition to its full academic program, this campus
hosts various summer short courses in forest biology and
forest technology.

THE WARRENSBURG CAMPUS

The Warrensburg Campus is located in the southeastern
Adirondack region and encompasses the Charles
Lathrop Pack Demonstration Forest, an area of
roughly 2,800 acres of heavily forested land noted for its
white pine. The Forest has been under intensive manage-
ment since 1927 for the combined purpose of instruction,
research, and demonstration in forestry and allied fields.

Each year this campus hosts the Summer Session in
Field Forestry, a seven-week course devoted to introduc-
tory instruction in field forestry principles and techniques.
The course is required of all entering students in
Environmental and Resource Management and is open to
election by students in Environmental and Forest Biology.

THE CRANBERRY LAKE CAMPUS

The Cranberry Lake Campus, approximately 1,000
acres of forested property situated in the northwestern sec-
tion of the Adirondack Mountains of northern New York
State, is the site of the College’s Biological Station
where the College operates an eight-week summer field
program in environmental biology. The campus is bounded
by 150,000 acres of New York State forest preserve lands,
by Cranberry Lake and by isolated forest bogs and beaver
meadows.

The extensive facilities are intensely utilized in a com-
prehensive curriculum of upper-level and graduate
courses.

Use of this campus before and after the summer ses-
sion program varies to include individual research projects,
cooperative studies with other agencies and visits by large
groups from both the College and outside institutions.

THE NEWCOMB CAMPUS

Located in the central Adirondack Mountains, Newcomb
is the largest of the regional campuses and home to the

Adirondack Ecological Center where extensive studies
of animal biology and ecology are carried out. Also located
there is The Archer and Anna Huntington Wildlife
Forest which is about 15.000 acres in size.

This campus is of mountainous terrain and contains a
variety of vegetative types and wildlife. The campus is used
year round for a general research and forest management
program participated in by faculty, graduate students, and
visiting scientists.

FIELD STATIONS

In addition to its regional campus system, the College
operates several field stations which directly support the
instruction, research, and public service programs of the
institution. The 44-acre Forest Experiment Station,
located only a few minutes' drive from the main campus
in Syracuse, is used to support main campus academic pro-
grams. Located at the Station are a large arboretum, tree

THE CAMPUSES 13

nursery, and experimental greenhouse facility. Adjacent to
the Tully Campus is the College's Genetic Field Station.
It is a 59-acre area devoted to relatively short-term out-
plantings of plant materials developed in the various genetic
research projects of the College. With its irrigation system
and layout of level blocks, it is an excellent facility for
developing hybrids, for grafting, doing experiments, and
for research in heritability. A magnificent island, the Ellis
International Laboratory, is situated in the heart of the
Thousand Islands-St. Lawrence River area off the village
of Clayton. Accessible only by boat, this laboratory is an
unusually appropriate site for the Collegewide, cooperative
and international, environmental monitoring and research
activities of the St. Lawrence Seaway area. The College’s
most recent acquisition is a 15.2-acre facility on Wellesley
Island. This island property, formerly a Coast Guard Sta-
tion, has shore frontage on the American channel of the
St. Lawrence Seaway. It is ideally suited for aquatic studies
of many types.

The Syracuse
Metropolitan Area

The College of Environmental Science and Forestry is
located on one of several hills that overlook Syracuse, a
growing metropolitan area of nearly 500,000. Known as
the “Salt City” because of the great salt industry which was
centered here for more than seventy years, Syracuse is
today a city of diversified industry and commerce. The area
is a leader in the manufacture of china, air conditioning
equipment, medical diagnostic equipment, drugs,
automotive parts, and lighting equipment.

The City of Syracuse offers students many cultural,
recreational, and educational opportunities, including a

symphony orchestra, several museums, live theater, and
historical points of interest.

Called the “Crossroads of New York State,” Syracuse is
one of the few cities in the nation situated at the crossing
point of two major superhighways. It is located at the
intersection of the 500-mile east-west New York State
Thruway and the north-south Penn-Can Highway. Driving
time from New York City, Philadelphia, Boston, Toronto,
and Montreal is about five hours; from Buffalo and Albany
about three hours. The city is served also by a modern
international airport and major bus and rail lines.

Academic Life

Society is increasingly in the hands of those who have
broad foresight and a balance of judgment in applying
scientific, sociological, and technical knowledge to guide
human and environmental forces. Modern civilization —
with its compelling demands from industry, government,
and educational institutions— requires people who think
objectively and constructively, and who act creatively and
responsibly.

From its beginnings in 1911. the State University of New
York College of Environmental Science and Forestry has
served New York State and the nation in meeting the needs
of its citizens in regard to the environment through educa-
tion, research, and public service. The faculty and students
of the institution are committed to the resolution of
immediate environmental problems, the development of
the knowledge necessary to predict occurrences in the
future, and the presentation of public policy alternatives
that will both protect the environment and accommodate
the real needs of society.

At the undergraduate level, ESF offers curricula in the
general areas of resource management, engineering, en-
vironmental design, and the physical and life sciences that
prepare graduates to enter and contribute to the profes-
sional world or to continuing their education at the graduate
level, at ESF or elsewhere.

Graduate years are a time of discovery and excitement,
a time of answers and new insights, a time of personal pro-
ductivity and contributions to scholarship. It is during
graduate education that the student sharpens the ability
to think critically and analytically, to plan research to design
experiments, to work effectively with the basic research
tools as well as specialized equipment, and to undertake
the discipline of purposeful study toward a specific goal.

The College currently supports significant graduate
degree programs in six discipline areas and in its broad pro-
gram in Environmental Science, which encourages
multidisciplinary study. Both undergraduate and graduate
programs of the College reflect the work of its faculty and
their student colleagues, who, together, utilizing some of
the most modern facilities and laboratories in the country,
maintain a long-standing tradition of academic and pro-
fessional excellence.

This catalog provides an introduction to the College and
its programs of undergraduate and graduate study and
research. It only begins to suggest the diversity and depth
of the existing and potential programs that make en-
vironmental science and challenge of the 1980's and
beyond.

UNDERGRADUATE ADMISSION

The College of Environmental Science and Forestry is
an upper division/graduate center, enrolling at the under-
graduate level transfer students who have completed
some postsecondary coursework. Outstanding high school
seniors can assure their acceptance by the College as
transfer students by applying to the Advanced Early Ad-
mission program.

Freshman and sophomore level courses may be taken
at any two- or four-year college or university; all students
considering transfer to ESF should follow the prescribed
program appropriate to their intended major at the Col-
lege. Each curriculum offered at the College of En-
vironmental Science and Forestry and listed in this catalog
defines the required lower division courses necessary for
admission. These requirements are listed in the Areas of
Study section of the catalog.

Students who are certain they intend to transfer to ESF
may enroll in established pre-environmental science pro-
grams organized by the College in cooperation with a
number of two- and four-year colleges in and out of New
York State. Students who attend these colleges will find
a smooth articulation has been established and upon suc-
cessful completion of these prerequisites will generally gain
admission to the college. It is not required to specifically
attend one of these colleges; a student may obtain the
necessary lower division courses at almost any college or
university in the country.

Application to ESF’s associate degree program in Forest
Technology at the Wanakena Campus must be made one
year in advance. Therefore, high school students desiring
to attend the Wanakena program in 1988 must apply this
year. For further information on ESF’s Faculty of Forestry’s
Forest Technology Program, see page 53, or contact the
Office of Admissions.

ADVANCED EARLY ADMISSION PROGRAM

High school students who are strongly motivated toward
attending ESF may apply to the College of Environmen-
tal Science and Forestry during their senior year under the
Advanced Early Admission Program.

Those seniors whose academic background is success-
fully competitive will receive a letter of acceptance to the
College for entrance after some postsecondary coursework
is completed. Contained in a student letter of acceptance
will be a list of prerequisite courses necessary to transfer
to ESF.

16 ADMISSION

This early acceptance will alleviate much of the anxiety
about admissibility. High school seniors will know prior to
graduation if they have been accepted to the College. It
affords those accepted students the opportunity to attend
any college of their choice that offers the appropriate lower
division courses. SUNY applications for the Advanced
Early Admission Program may be obtained from high
school guidance offices in New York State or directly from
the Office of Admissions at ESF.

TRANSFER ADMISSIONS

For those students not accepted under the Advanced
Early Admission Program, admission to the College of En-
vironmental Science and Forestry is based on the student’s
previous college coursework, overall academic aptitude,
and interest in the programs offered at this College. Con-
sideration is given to both the quality and appropriateness
of the student’s prior academic experience. The minimum
grade point average for consideration is 2.000 (4.000= A).

PRE-ESF COOPERATIVE
TRANSFER PROGRAMS

The College, working in cooperation with other collegiate
institutions, both in and out of New York State, has de-
veloped 55 pre-environmental science and forestry pro-
grams. The development of these programs illustrates that
high school students can look forward to a wide selection
of colleges in which they can obtain the necessary lower
division courses and appropriate advisement to transfer to
ESF.

These colleges represents the total spectrum of higher
education (private, public, 4-year, 2-year) and are located
in New York, Connecticut, Massachusetts, New Jersey,
Pennsylvania, Rhode Island, Iowa, and Maryland. Students
who attend these colleges will find a smooth articulation
has been established and once they transfer to ESF will
share a common academic background with other transfer
students.

Currently, the list of cooperative colleges includes:

New York State Colleges

Adirondack Community College, Glens Falls
Broome Community College, Binghamton
Canisius College, Buffalo
Cayuga County Community College, Auburn
Columbia-Greene Community College, Hudson
Community College of Finger Lakes, Canandaigua
Corning Community College, Corning
Dutchess Community College, Poughkeepsie
Erie Community College, Buffalo
Herbert H. Lehman College, Bronx
Herkimer Community College, Herkimer
Hudson Valley Community College, Troy
Jamestown Community College, Jamestown
Jefferson Community College, Watertown
LeMoyne College, Syracuse
Mohawk '■/alley Community College, Utica
Monroe Community College, Rochester
Nassau Community College, Garden City

Niagara County Community College, Sanborn

North Country Community College, Saranac Lake

Onondaga Community College, Syracuse

Orange Community College, Middletown

Paul Smiths College, Paul Smiths

Rockland Community College, Suffern

Siena College, Loudonville

Suffolk County Community College, Selden

Sullivan County Community College, Loch Sheldrake

SUNY Alfred Agricultural and Technical College, Alfred

SUNY Canton Agricultural and Technical College, Canton

SUNY Cobleskill Agricultural and Technical College, Cobleskill

SUNY College at Cortland, Cortland

SUNY Delhi Agricultural and Technical College, Delhi

SUNY College at Geneseo, Geneseo

SUNY Morrisville Agricultural and Technical College, Morrisville

SUNY College at New Paltz, New Paltz

SUNY College at Oneonta, Oneonta

SUNY College at Oswego, Oswego

Syracuse University, Syracuse

Tompkins Cortland Community College, Dryden

Ulster County Community College, Stone Ridge

Westchester Community College, Valhalla

Out-of-State Colleges

Allegany Community College, Cumbeland, MD
Berkshire Community College, Pittsfield, MA
Camden County College, Blackwood, NJ
Garrett Community College, McHenry, MD
Holyoke Community College, Holyoke, MA
Housatonic Community College, Bridgeport, CT
Keystone Junior College, LaPlume, PA
Kirkwood Community College, Cedar Rapids, IA
Middlesex Community College, Edison, NJ
Montgomery Community College, Rockville, MD
Morningside College, Sioux City, IA
Ocean County College, Toms River, NJ
Roger Williams College, Bristol, RI
Union College, Cranford, NJ

ADMISSION POLICY
Criteria for Admissions

Admission to the College of Environmental Science and
Forestry as a transfer student is based on the student’s
previous college coursework, overall academic aptitude,
and interest in the progams offered at ESF. Consideration
is given to both the quality and appropriateness of the stu-
dent’s prior academic experience. The General Catalog
provides detailed lower-division course requirements. The
minimum cumulative grade point average for considera-
tion for admission is 2.000 (4.000 = A).

ESF also provides an advanced early admission oppor-
tunity for high school seniors which ensures admission to
the College when the student completes the appropriate
lower-division college coursework with a minimum
cumulative grade point average of 2.000. Admission to this
program is based on high school average, the completion
of at least three units of high school mathematics and three
in science, and the results of the SAT or ACT examinations.

ADMISSION 1 7

Transfer Credit

Courses transferred for credit must be appropriate to the
student’s curriculum choice. Credit will be awarded for
appropriate courses completed with a passing grade of “D”
or better.

Furthermore, courses to be transferred as required
courses in a curriculum must be acceptable in content.
Course credit hours are transferred, but grades and grade
points are not.

All transfer credit will be tentative until all official, final
transcripts are received. It is the student's responsibility to
see that this is done.

International Students

ESF accepts international students on the undergraduate
level, if they satisfy all regular admission requirements. In-
ternational students applying for admission must satisfy all
of the course prerequisites for their intended major. In ad-
dition, they must:

1. Demonstrate proficiency in the English language
through acceptable performance on the Test of English as
a Foreign Language (TOEFL) (usually 550 or better) or the
College Entrance Board (CEEB) Achievement Test in
English (usually 550 or better) or by completing the first
two years of college at an institution where the courses were
taught in English; and

2. Produce evidence of their ability to meet all their
financial obligations.

Undergraduate international students must file official
State University of New York foreign student admission
forms. No fee is required for processing these forms. After
acceptance, health and accident insurance must be
obtained before the student will be allowed to register at
ESF.

International students who are currently enrolled at an
American college may apply for transfer to ESF. In addi-
tion to the entrance requirements for other international
students, they must also obtain permission from the U.S.
Immigration and Naturalization Service district office hav-
ing jurisdiction over the college in which the student is cur-
rently enrolled.

COLLEGE PROFICIENCY EXAMINATIONS

The College recognizes that an increasing number of
students are obtaining college-level credit through examina-
tion and/or completion of College credit while in high
school. The College’s policy on this, and other forms of
nontraditional credit, is to grant the same amount of credit
in parallel courses as the student’s previous collegiate in-
stitution granted. It becomes the student’s responsibility to
be sure that all earned credits are on the previous college
transcript and clearly identified by academic discipline.

EDUCATIONAL OPPORTUNITY PROGRAM

The basic goal of the Educational Opportunity Program
at the College is to provide qualified students with a col-

lege education— the opportunity for personal growth and
professional development. Upon completion of the pro-
gram, graduates will be provided access to jobs in profes-
sional fields. The program is not designed for students who
need only financial assistance. It serves students who
ordinarily would not be able to attend college because of
a lack of financial resources and insufficient academic prep-
aration. To qualify, students must be New York State resi-
dents and demonstrate the potential to successfully
complete the courses of study at the College.

Counseling, financial assistance and tutoring are pro-
vided on an individual basis. In order for students to be
on the EOP program at ESF, they must have been an EOP
student at their prior institution. Therefore, students who
are applying to ESF as high school seniors (via Advanced
Early Admission), should also apply for EOP at the lower
division college.

Further information regarding the Educational Opportu-
nity Program may be obtained by contacting the EOP
Director.

HEALTH EXAMINATION BOARD

Each new student is required to submit a medical history
and physical examination report on a form that will be sent
after the initial acceptance notice.

GRADUATE ADMISSION

Admission to graduate study may be granted only to ap-
plicants with at least a bachelor’s degree from a recognized
institution and whose preparation has been suitable in qual-
ity and content for the proposed field of major study. Ap-
plicants will be evaluated on the basis of the following: (1)
their academic record should show at least a B or 80 per-
cent average for the junior and senior years; (2) Graduate
Record Examination aptitude scores, and, in some cases,
subject matter (advanced) tests indicative of graduate study
ability (see below); (3) supporting letters of recommenda-
tion; (4) a statement of specific educational and professional
goals which describes the choice of degree program and
the students’ plan for the pursuit of the objectives in the
program; and (5) other evidence of scholarly achievement
and potential. Admission is selective with priority given to
applicants who have high scholastic standing.

ADVANCED TESTS

Subject matter (advanced) test scores are required by
the following programs:

Graduate Programs Aduanced Test

Chemistry Chemistry

Environmental and Forest Biology Biology

18 EXPENSES

PROCEDURE

All applicants are required to submit Graduate Record
Examination aptitude scores. This examination is offered
several times each year in major cities of the world. For
information on registration and scheduling write to the
Educational Testing Service, Princeton, New Jersey 08540.
Test scores should be sent to the Office of Academic Pro-
grams (Institutional number R2530).

The College provides a special application form for
graduate work. Requests for information and applications
should be addressed to the Office of Instruction and
Graduate Studies.

EXPENSES

APPLICATION FEE

When a student applies for admission to an under-
graduate program at any of the State University of New
York units, a nonrefundable application fee is required.
More information about fee and guidelines for exemptions
is provided in the “Application Guidebook” for the State

University of New York. There is a $35 application fee for
those applying for graduate study.

ADVANCED PAYMENT DEPOSIT

All admitted undergraduate students pay a deposit of
up to $100 which is credited to the students’ first semester
tuition. The students will be notified at the time of accep-
tance of the amount and when the deposit is due, as well
as the refund guidelines for this deposit. There is no ad-
vance payment deposit required for those accepted for
graduate study.

TUITION AND COLLEGE FEE (Effective Fall
1986)

The Tuition and College Fee structure of the College is
set by the Board of Trustees, State University of New York,
and covers usage of library, infirmary, physical education
facilities, ROTC, special testing, charges for expandable
supplies, and other College services.

The current tuition schedule per semester is:

Tuition Type

Undergraduate

Matriculated

Full-Time

Part-Time

NYS Resident
Students

Out-of-State

Students

$ 675.00 $1,600.00

$ 45.00/credit hour $ 107.00/credit hour

Graduate Matriculated

Full-Time $1,075.00

Part-Time $ 90.00/credit hour

Continuing Education— Non-Degree

Students who do not
hold a Baccalaureate
Degree

Course Nos. 0-599
Course Nos. 600-999

Students who do not
hold a Baccalaureate
Degree

Course Nos. 0-499
Course Nos. 500-999

Maximum Total Tuition
for 12 credit hours or
more

$ 45.00/credit hour

$ 90.00/credit hour

$ 45.00/credit hour

$ 90.00/credit hour

$1,075.00

$1,867.50

$ 156.00/credit hour

$ 107.00/credit hour
$ 156.00/credit hour

$1,867.50

The College Fee is $12.50 per semester for full-time students and $.85 per credit hour
for part-time students.

EXPENSES 1 9

RESIDENCY

‘Residence for purposes of this (tuition payment) ques-
tion refers to the principal or permanent home to which
the student returns. If the principal or permanent home
has not been located in New York State for a twelve-month
period prior to the date of registration for the academic term
for which this application is made, the student will be
presumed to be an Out-of-State resident for purposes of
tuition.

STUDENT ACTIVITY FEES

In addition to tuition, the student body has voted to
assess each full-time undergraduate student $38 per year
to cover the cost of student activities. Full-time, non-
matriculated students are charged a fee of $19 per
semester, and part-time matriculated students $1.50 per
credit hour. Full-time graduate students likewise have a
mandatory activity fee of $20. ESF students also pay an
activity fee to Syracuse University to cover SU-sponsored
activities and services available to ESF students, not
duplicated by College organizations. These fees are $26.75
for full-time undergraduate and $15 for full-time graduate
students. Part-time matriculated students are charged
$17.50 per year payable at fall registration; part-time
matriculated graduate students are charged $10 per year.

COMMENCEMENT FEE

A commencement fee of $15 is required at the begin-
ning of the semester in which the degree is expected. Ad-
ditional costs are incurred by graduate students for the
binding, abstracting, and microfilming of theses.

TERMS OF PAYMENT

The College sends each student expected to register for
the upcoming semester, at their permanent address, a
detailed invoice indicating amounts due six weeks prior to
the start of the semester. This invoice includes on/y ESF
charges. See below Housing and Board Costs at Syracuse
University. Payment is encouraged prior to the one-day-
scheduled registration period and MUST be made prior
to the first day of classes. Detailed instructions are included
with the invoice. The College participates in the ARS pay-
ment plan.

HOUSING AND BOARD COSTS

ESF does not operate student residences or dining halls.
These facilities are offered by Syracuse University. Specific
information about available housing and board plans is

available from the Office of Residence and Dining Services,
Syracuse University, Syracuse, New York 13210.

In general, housing costs at SU range from $1,920 to
$2,500 for an academic year, reflecting the diversity of
available accommodations for graduate or undergraduate,
single or married students. Most dormitory rooms accom-
modate two students and are furnished with beds, mat-
tresses, desks, chairs, study lamps and dressers. A com-
mercial linen service is available to those who order it.
Separate dormitories are maintained for graduate students.

Furnished and unfurnished apartments are also available
for both single and married students. These are located
in a housing complex approximately two miles from the
main campus, and are regularly serviced by a free
shuttle-bus.

A variety of options on board offerings are available for
all students, whether or not they reside in University dor-
mitories. Costs range from $1,060 to $1,990 for an
academic year.

In addition, a wide variety of living arrangements in
private homes and apartment complexes is available in the
Syracuse metropolitan area.

Payment for housing and board is made directly to
Syracuse University.

OTHER COSTS

Students majoring in resource management attend a
seven-week Summer Session in Field Forestry at the War-
rensburg Campus between the sophomore and junior
years. Forest biology majors have the option of attending
this session or the Summer Session in Environmental
Biology at the Cranberry Lake Biological Station at the end
of the junior year. Cost for the Warrensburg session is
approximately $800 and $650 for the four-week program
at Cranberry Lake, plus travel and personal expenses.

An extended field trip of up to two weeks at the end
of the junior year costs approximately $250 for Wood Prod-
ucts Engineering students.

Field trips for Landscape Architecture students range be-
tween $125 and $150. In addition, students enrolled in
the five-year Landscape Architecture program are required
to spend one semester off campus. This is a self-
described and student-budgeted program. Costs do
not necessarily exceed those of a semester on cam-
pus, but additional costs are often incurred depend-
ing upon the location chosen. These additional
costs are the responsibility of the student and are
not covered by financial aid.

The cost of books and supplies is approximately $300
a year. Additional costs for personal expenses, recreation,
clothes and travel depend on the individual, and they may
range from $600 to $800 a year.

20 FINANCIAL ASSISTANCE

REFUNDS

The following policies apply to tuition liability and refunds
for students canceling their registration.

A student who is given permission to cancel registration
is liable for payment of tuition in accordance with the
following schedule:

Liability During Semester
1st week: 0%

2nd week: 30%

3rd week: 50%

4th week: 70%

5th week: 100%

Application for refund must be made within one year
after the end of term for which the tuition was paid to State
University. The first day of class session is considered the
first day of the semester, and Saturday of the week in which
this first session occurs is considered the end of the first
week for refund purposes. It is interpreted that a student
who does not attend any class sessions after Saturday of
the first week and who notifies the College of his intent
to cancel registration on or before the second Saturday
following the first day of classes will be considered to have
canceled his registration during the first week.

There is no tuition or fee liability established for a stu-
dent who withdraws to enter military service prior to the
end of an academic term for those courses in which the
student does not receive academic credit.

A student who is dismissed for academic or disciplinary
reasons prior to the end of an academic term is liable for
all tuition and fees due for that term.

A student who cancels registration at a unit of the State
University and within the same term registers at another
unit of the State University is entitled to full credit for tui-
tion and fees paid for that term.

Notwithstanding any other provisions for refund, when
a student has withdrawn through circumstances beyond
the student’s control, under conditions in which the denial
of refund would cause undue hardship, the Chief Ad-
ministrative Officer of the unit may, at his discretion, deter-
mine that no liability for tuition has been incurred by the
student, provided the student has not completed more than
one half of the term and has not received or will not receive
academic credit for the term. Such action, including the
reason for withdrawal, must be in writing.

FINANCIAL ASSISTANCE

The College of Environmental Science and Forestry
offers five basic forms of student financial assistance:
scholarships or grants, part-time employment, long-term
loans, assistantships for graduate students, and a deferred
tuition payment plan. Federal and state financial aid pro-
grams are for U.S. citizens, permanent residents, or holders
of 1-151 cards. These programs are coordinated to supple-

ment parental support, summer work, savings, and
assistance from other sources. The sources of funds for
financial assistance programs, the guidelines for determin-
ing the recipients, the procedures for applying, and the
method of disbursement of funds vary from one program
to another. This information is presented in detail in Finan-
cial Assistance at ESF, a separate publication which is
mailed to all applicants, and is available to the public by
contacting the Office of Financial Aid.

Financial aid advisors are aware of the many prob-
lems of financing higher education and meeting day-to-
day living expenses for both undergraduate and graduate
students, and are available to discuss individual student
problems. All students are encouraged to apply for finan-
cial aid.

HOW TO APPLY

Each year students interested in receiving financial assis-
tance, except for graduate assistantships, must complete
the application process. (Graduate students who wish to
be considered for a graduate assistantship refer to page 25,
and follow those instructions.) Two forms are necessary to
apply:

1. The candidate must complete a College Aid Applica-
tion and Financial Aid Transcript and return it to the Of-
fice of Financial Aid by the following dates: February 15
for early consideration; March 15 for regular consideration.
The application is included in the publication, Financial
Assistance at ESF Applications will be accepted after March
15; it should be noted, however, that available funds may
already be committed to other students. Applicants need
not wait for notification of acceptance to the College before
applying for financial aid.

2. The candidate must also complete and submit after
January 1 the Family Financial Statement (FFS) to the
American College Testing Co., Iowa City, Iowa. The FFS
is available in the College’s Office of Financial Aid, high
school guidance offices, and most college financial aid
offices.

Students are invited to discuss with the professionals in
the Financial Aid Office any problems in financing their
education.

This application information is based on current require-
ments, and financial aid systems and forms are undergo-
ing constant change. Applicants are urged to contact the
Office of Financial Aid for the latest information and
requirements.

SELECTION OF RECIPIENTS

In making award decisions, consideration is given
primarily to comparative financial need; however, scholastic
standing, character, and potential contribution to the Col-
lege community are also factors in making certain awards.

FINANCIAL ASSISTANCE 21

VERIFICATION of information

All students who request financial assistance will be re-
quired to submit information on their family’s financial situa-
tion prior to aid disbursement. The College will normally
request copies of parents’ and students’ federal tax forms,

along with other statements which verify other sources of
income, family size, number in college, etc.

Failure to comply with a request to verify information
will result in a cancellation of any aid offered and the poten-
tial of legal action by the U.S. Department of Education.

Standard of Satisfactory Academic Progress for Purpose of Determining
Eligibility for State Student Aid
All Campuses — State University of New York

Calendar: Semester Programs: Associate Degrees and Certificate Programs

Before being certified
for this payment,

First

Second

Third

Fourth

Fifth

Sixth

Seventh

Eighth

a student must have
accrued at least this
many credits,

with at least this
grade point average.

.000

.500

.750

1.300

1.500

1.700

2.000

Calendar: Semester

Program: Baccalaureate Degree

Before being
certified for this
payment,

a student must have
accrued at least this
many credits,

18 30

75 90

105

with at least this
grade point average

.000

.500

.750 1.200 1.400

1.500

1.600

1.700 1.800

1.900

Calendar: Semester

Programs: All Graduate Level Programs except Professional

Before being certified
for this payment,

First

Second

Third

Fourth

Fifth

Sixth

Seventh

Eighth

a student must have
accrued at least this
many credits,

with at least this
grade point average.

.000

2.000

2.500

2.750

3.000

22 FINANCIAL ASSISTANCE

Retention of Awards — State

All students who are awarded financial assistance will
be required to maintain satisfactory academic progress each
semester in order to keep their awards. Satisfactory aca-
demic progress for all programs, except New York State
(TAP, Regents, etc.), is defined on page 23 of this catalog.

Recipients of a New York State award must adhere to
the following State requirements:

(1) Academic Progress— A student will need to read
the stated minimums on the following charts to be
eligible for the next semester award.

(2) Program Pursuit— Students must complete a mini-
mum number of semester hours each semester.
A.A.S. Degree students are required to complete 75
percent of the full-time load. Full-time is defined as
12 credit hours. Therefore, .75x12 = 9. Nine credit
hours must be completed each semester.

Calendar: Academic Year Program: Associate Degree

Academic years completed at ESF

A student must have successfully completed
this number of credit. hours

with at least this cumulative
grade point average

2.000

Calendar: Academic Year

Program: Baccalaureate Degree

Academic years completed at ESF

A student must have successfully completed
this number of credit hours

100

130

160

with at least this cumulative
grade point average

2.000

Calendar: Academic Year

Program: All Master Level Programs

Academic year completed at ESF

A student must have successfully completed
this number of credit hours

with at least this cumulative
grade point average

3.000

Calendar: Academic Year

Program: All Ph.D. Level Programs

Academic year completed at ESF

4 5 6 7

A student must have successfully completed
this number of credit hours

54 66 75 90

with at least this cumulative
grade point average

3.000

3.000 3.000 3.000 3.000

FINANCIAL ASSISTANCE 23

Bachelor , Master, and Ph.D. students must complete
100 percent of full-time load each term. Full-time
is 12 credit hours. Therefore, students must register
for and complete at least a minimum of 12 credit
hours each term.

Waivers

Should a student fall below the requirement, he/she may
apply for a waiver. Students are allowed on/y one waiver
during undergraduate work and on/y one during graduate
work. The issuance of the waiver will be granted only after
the student and the institutional waiver designee have
mutually concurred that such issuance is in the best interest
of the student. Request for a waiver is made through the
Director of Financial Aid.

Retention of Awards— Title IV

In order for students to -be eligible for Title IV Federal
Student Assistance (Pell Grants, Supplemental Educational
Opportunity Grant, National Direct Student Loan, Guar-
anteed Student Loan, College Work-Study Program,
PLUS), both undergraduate and graduate students must
meet specified criteria.

The criteria that students must meet to be eligible for Title •
IV student aid is the same criteria all ESF students must
adhere to with regards to institutional academic policies,
and specifically academic progress towards their degree.
The evaluation criteria are:

(1) Appropriate grade point average for satisfactory
academic progress.

(2) Successfully accumulate credits towards their
degree.

(3) Obtain their degree within the prescribed degree
time limit. Time limits vary for individual programs
and are illustrated on the adjacent charts.

Appeal/Probation/Reinstatement

Students who fall beneath the minimum standards may
appeal through the College Academic Affairs Committee
to retain their eligibility for receipt of Title IV Federal Stu-
dent Assistance. (See Academic Dismissal p. 27.)

These appeals should be evaluated for mitigating cir-
cumstances such as injury, illness, etc., and the
reasonableness of the student’s ability to move back up to
the appropriate standard. If the College Academic Affairs
Committee places a student on “academic probation,” the
student is still eligible for Title IV aid as defined by the state-
ment of “Good Academic Standing” (p. 25).

Notification

Students will be notified via certified mail of their
individual circumstances if they fall below the standards,
aPpeal loss of eligibility, or reinstatement of eligibility.

SCHOLARSHIP AND GRANT PROGRAMS

Supplemental Educational Opportunity Grants
(SEOG)

The College is the recipient of funds authorized under
Title IV-A of the Higher Education Act of 1965, as
amended. These funds enable the College to award grants
to undergraduate students who have financial need. Grants
range from $200 to $2,000 per year.

ESF Educational Opportunity Grant Program
(EOP)

Students accepted into the College’s Educational Op-
portunity Program may receive, in addition to other finan-
cial assistance, a special award to pay for education-related
costs. Students must come from a socio-economically and
academically disadvantaged background to be eligible.

Prospective Educational Opportunity Program students
must apply for financial aid when submitting their admis-
sions applications.

Pell Grants (Formerly Basic Educational
Opportunity Grants)

The Pell (BEOG) Program was authorized in the Educa-
tional Amendments of 1972. Grants are available to eligi-
ble full-time and half-time undergraduate students. The
amount of the award can vary from $250 to $2,100.

Applications are available from high school guidance
offices or any college office of financial aid. Students should
submit the Student Aid Report (SAR) to the Office of
Financial Aid as soon as it is received from the processor.

Regents Programs

Additional information and applications for the follow-
ing programs are available from the College or:

New York Higher Education Services Corporation
Tower Building
Empire State Plaza
Albany, New York 12255

REGENTS COLLEGE SCHOLARSHIPS
High school students who are New York State residents
may qualify for a $250 annual scholarship by taking a com-
petitive exam during their senior year.

TUITION ASSISTANCE PROGRAM
These awards are available to New York State residents
who are enrolled in full-time degree programs. Based on
income, awards range from $300 to full tuition. Separate
application is necessary.

REGENTS GRANTS OR CHILDREN OF
DECEASED OR DISABLED VETERANS

These grants are awarded to children of parents who
served during specific periods of war or national emergency
and who died as a result of such service, or suffered a dis-

24 FINANCIAL ASSISTANCE

ability of at least 50 percent. The award entitles a New York
State resident to $450 per year.

Vocational Rehabilitation Grants

Financial assistance and program counseling are pro-
vided by New York State for students with disabling
handicaps. Information is available from any Office of
Vocational Rehabilitation.

Veterans’ Benefits

The Veterans’ Readjustment Benefits Act of 1966 as
amended enables veterans and children of deceased or
disabled veterans to obtain financial aid for their college
education.

Additional information and counseling are available from
the Veterans’ Affairs Counselor at the College Local vet-
erans’ administrations offices, or the State Regional Office,
111 West Huron Street, Buffalo, New York 14202, can pro-
vide information and application forms.

Social Security Benefits

The 1965 amendments to the Social Security Act ex-
tended the age limit for a child’s benefits from 18 to 22,
providing the child is a full-time student. Local Social Secu-
rity offices have additional information. These benefits are
slated to expire in 1985.

Assistance for Native American Students

Native American students with financial need may be
eligible for scholarship and grant assistance through pro-
grams sponsored by the federal Bureau of Indian Affairs
and the New York State Education Department. For more
information about the programs, students should contact
the Bureau of Indian Affairs, 1951 Constitution Avenue
NW, Washington, D.C., or the Native American Education
Unit, State Education Department, Education Building
Annex, Albany, New York 12234.

Private Fellowships, Scholarships, and Grants

The College administers a number of programs which
have been established by private individuals, companies,
organizations and foundations. These scholarships and
grant programs have varying eligibility requirements and
are awarded to students according to their respective
guidelines which are described in more detail in Financial
Assistance at ESF. The following is a list of the programs:
Alumni Memorial Awards; Alumni Educational Grants;
Nelson Courtlandt Brown Scholarship Fund; Henry H.
Buckley Student Aid Award; Simeon H. Bornt III Scholar-
ship Award; Eugene C. Reichard Scholarship Award;
Walter Tarbox Memorial Scholarship; Warren Bennett
Memorial Award; Wilford A. Dence Memorial Award;
Meyer Environmental Chemistry Scholarship Award;
Meyer Wood-Plastic Scholarship Award; Edward Aalbue
Memorial Scholarship; Lt. Gary Scott Memorial Scholar-
ship; Gerald H. Williams Scholarship; Mary E. Palmer

Memorial Scholarship; Portia Farrell Morgan Scholarship;
Phyllis Roskin Memorial Award; and Student Association
Grants.

Syracuse Pulp and Paper Foundation, Inc.
Scholarships

Scholarships from this foundation are awarded to United
States citizens who are students in paper science and
engineering and have a 2.500 grade point average (out
of a 4.000) . The scholarship may amount to the recipient’s
annual tuition charge. Incoming transfer students enter-
ing the program may ascertain the award amounts cur-
rently being offered and request a Pulp and Paper Scholar-
ship application from the Office of Financial Aid. It is
necessary to reapply each year for the scholarship.

State University Supplemental Tuition Assistance

A limited number of small grant awards are determined
annually by the College for students with financial need.

EMPLOYMENT OPPORTUNITIES
College Work-Study Program (CW-SP)

The College participates in the Federal College Work-
Study Program, which provides part-time jobs during the
academic year and full-time positions during the summer
to students who need financial assistance to attend the Col-
lege. Wages for these positions begin at minimum wage
and increase as duties and responsibilities increase.

Job Locator Service

The College coordinates and maintains an active pro-
gram of part-time and summer employment opportunities.
Interested students should contact the Student Employ-
ment Coordinator in the Office of Financial Aid for addi-
tional information. The program is open to all ESF students
seeking employment.

A part-time employment program is available to qualified
veterans. More information is available from the Veterans’
counselor at the College.

LOANS

National Direct Student Loans

These loans are available to students with financial need
who are enrolled at least half-time. Amounts which can
be borrowed are $3,000 for 2 years and $6,000 for 4 years
with a maximum of $12,000, including graduate study.
Repayment and 5 percent interest begin 6 months after
leaving college. Deferment and cancellation benefits are
available for certain situations.

Guaranteed Student Loans

ACADEMIC POLICIES 25

half-time. Undergraduates can borrow an aggregate of
$12,500 for their undergraduate studies, and a graduate
student can borrow an aggregate of $25,000. Repayment
and 8 percent interest begin 6 months after leaving col-
lege (an additional 1 percent interest is paid at the time
the loan is received). Applications are available at local
banks.

Parent’s Loan (PLUS)

Parents of students may borrow up to $3,000 annually
and $15,000 overall, at an interest rate of 12 percent. Loan
repayment begins 60 days after receipt of the loan. Total
loans to parents and students cannot exceed total cost of
education. Applications are available at local lending
institutions.

Emergency Loans

The College is able to provide registered students
interest-free, short-term loans (30 days). These loans are
available because of the interest and support of the follow-
ing donors: Alumni Association Short-term Loan Fund;
David B. Schorer Memorial Fund; and Edward Vail
Emergency Fund.

Students should contact the Office of Financial Aid when
need arises for a short-term loan.

INTERNATIONAL STUDENTS

Citizens of other countries with special educational ob-
jectives are accepted for graduate study in all programs.
They must show satisfactory evidence that they have com-
pleted studies in their major field equivalent to those at
a recognized American institution with a scholastic record
equivalent to a B average in their junior and senior years.
They must submit Graduate Record Examination scores
as explained in the section on Admission Requirements.
Also, applicants whose native language is other than
English must submit scores on the Test of English as a
Foreign Language (TOEFL). This requirement may be
waived if the student has received a degree from an
American institution. This examination is offered several
times each year in major cities of the world.

For information on registration and scheduling, write to
the Educational Testing Service, Princeton, New Jersey
08540, U.S.A. In submitting test scores, request that. they
be sent to the Office of Academic Programs.

graduate assistantships

Assistantships are awarded to students of demonstrated
scholarship and whose education and experience enable
them to assist in laboratory instruction and research. The
amounts of the assistantships range from $4,800 to $9,000
Per year. In addition, tuition may be waived. Students who
hold an assistantship must be enrolled for full-time study.

Beginning graduate students may apply for assistantships
°n their application for admission, and continuing graduate
students should consult with their major professors.

ACADEMIC POLICIES

EDUCATION LAW

Students unable, because of religious beliefs, to attend
classes on certain days are guided by Section 224a of the
New York State Education Law which is as follows:

“1. No person shall be expelled from or be refused
admission as a student to an institution of higher
education for the reason that he is unable, because
of his religious beliefs, to attend classes or to par-
ticipate in any examination, study or work require-
ments on a particular day or days.

“4. If classes, examinations, study or work re-
quirements are held on Friday after four o’clock post
meridian or on Saturday, similar or makeup classes,
examinations, study or work requirements shall be
made available on other days, where it is possible and
practicable to do so. No special fees shall be charged
to the student for these classes, examinations, study
or work requirements held on other days.

“5. In effectuating the provisions of this section,
it shall be the duty of the faculty and of the ad-
ministrative officials of each institution of higher
education to exercise the fullest measure of good
faith. No adverse or prejudicial effects shall result to
any student because of his availing himself of the pro-
visions of this section.

“6. Any student, who is aggrieved by the alleged
failure of any faculty or administrative officials to com-
ply in good faith with the provisions of this section,
shall be entitled to maintain an action or proceeding
in the supreme court of the county in which such in-
stitution of higher education is located for the enforce-
ment of his rights under this section.”

Statement of “Good Academic Standing”

The term “in good academic standing" means that a stu-
dent is eligible or has been allowed to register for and
undertake academic coursework at the College for the

26 ACADEMIC POLICIES

semester in question. In some instances the College may
define a student as being “on academic probation.” The
mechanism of academic probation, including any accom-
panying constraints upon a student’s activities, is intended
merely as an educational device designed to encourage
greater effort on the part of students who appear to be hav-
ing difficulty in meeting certain academic standards. Place-
ment on academic probation may precede denial of the
right to register for academic coursework if certain condi-
tions are not met, but a student on academic probation
is considered to be in good academic standing. Any ques-
tion concerning whether or not an individual student is in
good academic standing will be determined by the Col-
lege Academic Affairs Committee.

UNDERGRADUATE POLICIES
General Requirements

A student seeking a degree must be in matriculated
status. All degree requirements must be completed through
a combination of formally accepted transfer credits and
courses generally at the upper-division level taken at ESF
and Syracuse University. While a student is matriculated
at ESF, all courses taken at ESF and Syracuse University
to meet degree requirements must be graded on a scale
of “A - F,” and the grades will be computed in the grade
point average.

Credit Hour Load

To be classified as full-time, a student must register for
at least 12 credit hours during a semester. A student may
not register for more than 18 credits during a semester
unless permission from the student’s advisor is obtained.

Attendance

Students are expected to adhere to the attendance policy
stated by each course instructor. Instructors may make
attendance part of the course requirement.

Course Numbering System

100-499 — Undergraduate courses for which no grad-
uate credit may be given.

500-599 — Graduate courses designed expressly for
areas of specialization in post-baccalaureate programs or
in the professional program leading to the Bachelor of
Landscape Architecture. Undergraduate students with
superior academic records may register for these courses.

600-699— Graduate courses which permit undergrad-
uate students to enroll only by petition with a well-
documented justification approved by the student’s
advisor, Faculty chairperson, and course instructor.

700-999 — Graduate courses for which no undergrad-
uates may enroll.

Physical Education and R.O.T.C.

Physical Education and R.O.T.C. course credits may

be used to satisfy elective requirements with the permis-
sion of the student’s academic advisor.

Audits

Students may informally audit ESF courses with the per-
mission of the course instructor. No record will be
maintained of the informal audit nor will any grade be
assigned. No fee is required for informal audits.

Students may formally audit courses with the permis-
sion of their academic advisor and the course instructor.
They may not be used to satisfy any graduation re-
quirements. Formally audited courses will appear on the
students’ transcripts and will be graded either “SAU”
(satisfactory audit) or “UAU” (unsatisfactory audit) . The
grade will be assigned based on the criteria for audit
established by the course instructor. Registration guidelines
for audited courses are the same as for courses taken for
credit.

Dropping or Adding Courses

Students may add courses with the approval of both their
academic advisor and the course instructor and may drop
courses with their advisor’s approval and notification to the
course instructor via an appropriate drop/add form until
the last day for program adjustments as listed in the ESF
calendar. Courses dropped during this time will not ap-
pear on the student’s transcript. Courses that begin after
the published add date may be added prior to the start
of the course. Courses that last for less than one semester
may be dropped no later than half way through the course.
In either case, the student must submit a completed add-
drop form.

Repeating Courses

Students may repeat any course previously taken either
to earn a higher grade or because of a previous failure.
However, the credit hours for the course repeated may
be counted only once toward meeting graduation re-
quirements. Credit hours carried and grade points earned
will be included in the semester and cumulative grade point
averages each time the course is completed.

Withdrawal from ESF

Students who withdraw on or before the “drop date”
for a semester will have their records marked “Withdrew
on (date).” Courses will appear for that semester with the
grade of “W.”

Students who withdraw after the “drop date” for a
semester, but on or before the last class day before the
final examination period, will have either “WP” (withdraw
passing) or “WF” (withdraw failing) listed after each un-
completed course. Students who do not withdraw on or
before the last class day will have a grade of “A - F,” “I,”
or “I/F” assigned by the instructor for each registered
course.

ACADEMIC POLICIES 27

Students who withdraw from ESF and in the future wish
to return must apply for readmission. Prior to withdrawal
from ESF, students must schedule an interview in the Of-
fice of Student Affairs and Educational Services.

Curriculum Requirements

The development and administration of course offerings,
prerequisites, sequencing, and program requirements are
primarily the responsibility of each program Faculty with
the approval of the ESF Faculty.

Students must satisfy the requirements for graduation
presented in the catalog in effect as of the date they first
matriculate at ESF. Students may graduate under the re-
quirements stated in any catalog issued subsequent to the
one in effect the date they matriculate, but they may not
use a prior catalog.

Students who change majors are required to submit a
completed change of curriculum form approved by
representatives of both programs and must complete all
the requirements of their new major.

Evaluation

For each course completed, one of the following grades
will be awarded:

Grade

Definition

Grade Points

Excellent

4.000

A-

3.700

B +

3.300

Good

3.000

B-

2.700

C +

2.300

Passing

2.000

C-

1.700

Minimum Passing

1.000

Failure

0.000

I/F

Unresolved Incomplete

0.000

In order to receive a bachelor’s degree, a student must
complete all courses taken as a matriculated student at ESF
with a cumulative grade point average of at least 2.000.

Under conditions defined elsewhere, the following
grades may be assigned, none of which yield grade points:

Grade

Definition

Withdraw

Withdraw Passing

Withdraw Failing

Audit (Satisfactory)

UAU

Audit (Unsatisfactory)

Incomplete

Grade Point Averages

Semester and cumulative averages are computed by
dividing the total grade points earned by the total credit
hours completed, i.e. , all courses graded “A - F.”

Incomplete Courses

A temporary grade of “I” may be assigned by an instruc-
tor only when the student is passing and has nearly com-
pleted the course, but because of circumstances beyond
the student’s control, the work is not completed. The in-
complete grade must be resolved prior to the end of the
semester following that in which the incomplete was re-
ceived. At the request of the student and with a petition
approved by the course instructor only, the incomplete may
be extended one additional semester. If the incomplete is
not resolved by the appropriate deadline, it will be
changed to a grade of “I/F.”

Academic Honors

PRESIDENT’S HONOR LIST

Students who carried 12 or more credits of coursework
graded “A - F” and earned a minimum grade point
average of 3.000 with no grades of “I” or “F” will be
placed on the President’s Honor List for that semester.

GRADUATION HONORS

Students will be graduated with the appropriate honor
if the following criteria have been met:

A minimum of 30 credits of ESF and Syracuse Univer-
sity courses have been completed as a matriculated,
upper-division student.

A cumulative grade point average of: 3.000 - 3.333,
cum laude; 3.334 - 3.829, magna cum laude,
3.830 - 4.000, summa cum laude.

Academic Dismissal

Students who earn less than a 2.000 cumulative grade
point average shall have their records reviewed by the
Faculty Subcommittee on Academic Standards. Based on
this review, the Subcommittee shall recommend to the
President or his or her designee that each student with less
than this minimum cumulative grade point average be
either placed on academic probation or dismissed from
ESF. The recommendation on probation or dismissal will
be based upon an overview of the total academic record
and the mathematical possibility for attaining a 2.000
cumulative average by the projected graduation date. The
President or his or her designee will take final action and
so inform each student in writing.

Each student dismissed will be given the opportunity to
appeal that decision based on any extraordinary conditions
which may have contributed to the student’s unsatisfac-
tory performance. This appeal must be made in writing
and submitted to the Office of the Dean of Instruction and
Graduate Studies within the stated time limit. Each appeal
will be reviewed by the Faculty Subcommittee on
Academic Standards which will recommend to the Presi-
dent or his or her designee either to sustain the dismissal
or place the student on probation. The President or his
or her designee will take final action and so inform each
student in writing. There is no appeal beyond this process.

28 ACADEMIC POLICIES

Students who have been dismissed for academic per-
formance may not reapply until at least one semester has
elapsed. Courses taken during the dismissal period may
not be applied to the student's academic program.

Students dismissed a second time for academic perfor-
mance may not again be considered for readmission.

Graduation Requirements

Students are responsible for meeting the following re-
quirements for graduation:

1. Matriculated status as an undergraduate student.

2. All course requirements must be satisfied.

3. A minimum cumulative grade point average of 2.000
(4.000 = A) for all courses taken as a matriculated
student at ESF.

4. At least 24 of the last 30 credits must be registered
for through ESF.

5. Consistent with the State Education Department re-
quirements, a total of at least 120 credits from
courses accepted as transfer credit by ESF and
courses successfully completed while a matriculated
student at ESF.

Exceptions to Curriculum and Academic Policy
Requirements

Exceptions to academic policies stated in this document
and curriculum requirements may be made by the
Faculty Subcommittee on Academic Standards which may
delegate this authority. Exceptions may not violate stan-
dards established by the State University of New York or
the State Education Department.

Exceptions must be requested on a petition form which
must have a recommendation from the student’s advisor
and Faculty chairperson or his designee. In those cases
■where an action is requested involving a specific course,
the petition must also have a recommendation from the
course instructor.

Graduation Rate

Of the transfer students who began their studies in the
fall of 1983 at ESF, 78 percent received their degree, or
continued in a five-year program, after four semesters of
study. For those who began in the fall of 1984, approx-
imately 81 percent received their degree, or are continu-
ing in a five-year program, after four semesters of study.
Further information on student retention is available from
the Office of Instruction and Graduate Studies.

GRADUATE POLICIES
Master’s Credit Hours

A minimum of 30 credit hours of graduate level work
is required for the master’s degree. This degree shall repre-
sent completion of at least one academic year of graduate-
level study or an equivalent that can be shown to
accomplish the same goals.

Doctoral Credit Hours

For the doctorate, credit hour requirements vary depend-
ing on the student’s background and specific degree
program. Early in a student’s program the coursework
requirement will be established which is intended to pro-
vide the student with the required level of competency to
satisfactorily complete the doctoral candidacy examination.
The doctorate shall represent completion of at least three
full-time academic years of graduate study beyond the bac-
calaureate degree or an equivalent that can be shown to
accomplish the same goals.

Doctoral Research Tool Requirement

There is no Collegewide requirement for languages or
other tools of research for doctoral students. However, the
faculty of any program may establish such requirements.

Time Limit

Students must complete all requirements for the master’s
degree within three years of the first date of matriculation.
For the doctoral degree, students must complete all re-
quirements for their degree within three years of satisfac-
tory completion of the doctoral candidacy examination or
they will be required to retake the candidacy examination.

Credit Hour Load

A graduate student must be registered for at least one
credit each semester, excluding summers, from the first date
of matriculation until all degree requirements have been
completed. Failure to register will indicate the student no
longer wishes to pursue a graduate degree.

Although there is no full-time requirement for degree
purposes, there is such a requirement for those who qualify
for a tuition waiver and for some other forms of financial
support. For these students the following definition applies:

With a master’s degree, or the completion of 24 or more
credits after the bachelor’s degree, students holding an
assistantship are considered full-time if they are registered
for nine or more credits. All other students are considered
full-time if they carry 12 or more credits. All graduate
students in landscape architecture must carry 12 or more
credits to be considered full-time.

Evaluation

For each course completed, one of the following grades
will be awarded:

Grade

Definition

Grade Points

4.000

A-

Excellent

3.700

B +

3.300

Passing

3.000

B-

2.700

C +

2.300

Minimum Passing

2.000

1.700

Failure

I/F, I/U

Unresolved Incomplete

ACADEMIC POLICIES 29

Under conditions defined elsewhere, the following grades
may be assigned, none of which yield grade points:

Grade

Definition

Withdraw

Withdraw Passing

Withdraw Failing

Satisfactory

Unsatisfactory

Audit (Satisfactory)

UAU

Audit (Unsatisfactory)

Incomplete

Grade Point Averages

Semester and cumulative averages are based on
graduate level courses only and are computed by dividing
the grade points earned by the credit hours completed,
i.e., all courses graded “A - F.”

Master’s Study Integration

Students enrolled in a master’s degree program are re-
quired to demonstrate the ability:

A. to critically evaluate, organize, analyze, and syn-
thesize the coursework and other components of
their program of study;

B. to relate these components to current concepts
and issues in their chosen field and associated
disciplines;

C. to work logically and independently; and

D. to communicate effectively.

Master’s study integration requirements may be met by
successful completion of one of the following three options.
The faculty of any program may limit the number of per-
missible options for its students. As permitted by their pro-
gram, students will choose and follow one option with the
approval of their major professor and with the guidance
of their steering committee. Each option must be de-
signed to satisfy the above requirements.

OPTION 1. THESIS OR PROJECT AND
DEFENSE

Scope. Under this option, in addition to completion of
necessary coursework, students must prepare either:

1. a research-oriented thesis which investigates a problem
that expands or clarifies knowledge in the field, with
generalizable results, or

2. an application-oriented project which applies skills or
techniques from the field to a specific problem.

Whichever is chosen, students are required to define an
appropriate problem for investigation; review relevant in-
formation sources; develop a study design; collect,
organize, analyze, and interpret data; and draw conclusions.

Product. The thesis or project must be documented in
a thorough and appropriate format and style. It must be
in a permanent form, which may consist of print or non-
Print materials.

Credits. Students must satisfactorily complete 6 to 12
credits for the investigation leading up to completion of the
document. These credits will be graded on an “S/U” basis.
Students must register for the approved number of credits
for their investigation sometime during the three-year limit
for the master’s degree. They may register for more than
the approved number of credits for their investigation, but
the excess credits may not be used to fulfill the minimum
30 credits required for the master’s degree.

Defense Examination. The thesis or project must be suc-
cessfully defended.

OPTION 2. ACADEMIC OR PROFESSIONAL
EXPERIENCE AND MASTER’S
COMPREHENSIVE EXAMINATION

Scope. Under this option, in addition to completion of
necessary coursework, students must engage in an
academic or professional experience which applies,
enriches, and/or complements the more formal
coursework of their plan of study. This option might in-
clude, but not be limited to, an internship or an indepen-
dent study experience. Whatever the form of the option,
its objectives, organization, procedure, and manner of
documentation must be submitted in writing and be ap-
proved by the student’s major professor and steering com-
mittee before the experience is begun.

Product. This experience must be reported in a thorough
and appropriate format and style. It need not be in a per-
manent form.

Credits. Students must satisfactorily complete 6 to 12
credits for this experience. These credits will be graded on
an “S/U” basis. Students must register for the approved
number of credits for their experience sometime during the
three-year time limit for the master’s degree. They may
register for more than the approved number of credits for
their experience, but the excess credits may not be used
to fulfill the minimum 30 credits required for the master’s
degree.

Master’s Comprehensive Examination. At the com-
pletion of their plan, students must successfully pass a com-
prehensive examination covering the major field, allied
fields, and the content of their completed experience.

OPTION 3. COURSEWORK AND MASTER’S
COMPREHENSIVE EXAMINATION

Scope. Under this option, students must satisfactorily com-
plete a minimum of 42 hours of graduate level coursework
appropriate to their field of study. As in other options, the
design and sequencing of the coursework plan must be
conducted with the guidance and approval of the student’s
major professor and steering committee.

Product. No product is required beyond that required for
individual courses.

30 ACADEMIC POLICIES

Credits. Students must satisfactorily complete a minimum
of 42 credits of graduate level coursework. Students must
complete these required credits sometime during the three-
year time limit for the master’s degree.

Master’s Comprehensive Examination. At the com-
pletion of their plan, students must successfully pass a com-
prehensive examination covering the major field and allied
fields.

Doctoral Thesis

Nature and Purpose

A thesis must be completed and successfully defended
in order for the doctoral degree to be awarded. The doc-
toral thesis is the final and most important component of
the series of academic experiences which culminate in the
awarding of the Ph.D. degree. Three major functions are
fulfilled by the thesis experience: (1) It is a work of original
research or scholarship which makes a contribution to ex-
isting knowledge; (2) It is an educational experience which
demonstrates the candidate’s mastery of research methods
and tools of the specialized field; and (3) It demonstrates
the student’s ability to address a major intellectual problem
and arrive at a successful conclusion.

Examinations

Doctoral Preliminary Examination

An examination may be required of those admitted into
a doctoral program to ascertain their level of understand-
ing of the basic principles and techniques necessary to func-
tion effectively in that program. The results of the
preliminary examination will be used to guide the major
professor and the student in determining the appropriate
coursework necessary to complete that requirement for the
doctorate.

The format for the examination will be determined by
the faculty in the program involved. It is recommended that
the examination be primarily written with a supplemental
oral presentation. When a preliminary examination is
required, it should be conducted as early as possible in a
student’s program, at least before the completion of the
student’s second semester.

Doctoral Candidacy Examination

A student admitted into a doctoral program must satisfac-
torily complete a candidacy examination covering the major
field and, in a broader manner, allied fields in order to be
advanced into the status of doctoral candidate.

The purposes of the doctoral candidacy examination are
to determine the student’s knowledge of factual material
and ability to use this knowledge creatively and intelligently.

The doctoral candidacy examination must be taken when
the majority of coursework is completed but before the
student begins serious thesis investigation. The candidacy
examination must be passed at least one year before the
student may present a thesis for defense.

Defense Examination for Thesis or Project

All graduate students who are required to complete a
thesis or project must successfully defend it and have it ac-
cepted by the College.

The purposes of the defense examination are to deter-
mine the validity and significance of the data; and evaluate
the student’s understanding of investigative methods, ability
to critically analyze data, and ability to relate the study
results to the appropriate field and to more general scien-
tific principles and knowledge.

Academic Dismissal

Graduate students who earn less than a 3.000 cumu-
lative grade point average or who earn two grades of “U”
shall have their records reviewed by the College Academic
Affairs Committee, which may delegate this authority.
Based upon this review, students either will be placed on
academic probation or will be dismissed from ESF. The
decision on probation or dismissal will be based upon an
overview of the total academic record, the mathematical
possibility for attaining a 3.000 cumulative average by the |
projected graduation date, and the recommendation from j.
the major professor, program coordinator, and school dean j
or program director.

When extraordinary conditions contributed to the aca-
demic dismissal of students, such students may submit a j
written appeal to the dismissal decision to the Office of
Academic Programs These appeals will be reviewed by the
College Academic Affairs Committee, which will decide |
either to sustain the dismissal or place the students on pro-
bation. There is no appeal beyond this committee.

Students who have been dismissed for academic per-
formance may not reapply until at least one semester has [
elapsed.

Students dismissed a second time for academic perfor-
mance may not again be considered for readmission.

Graduation Requirements

Graduate students are responsible for meeting the follow-
ing requirements for graduation:

A. The student must be in a matriculated status as a
graduate student.

B. The approved academic plan for each student must
be completed within the applicable time limit.

C. For the doctoral degree, the student must be admit-
ted to candidacy and a thesis completed and suc-
cessfully defended.

D. A minimum cumulative grade point average of 3.000
(4.000= A) for all graduate level courses taken dur-
ing the program of study at ESF must be achieved.

E. Consistent with the State Education Department re-
quirements, a total of at least 30 graduate credits is
required for the master’s degree and, for the doc-
torate. at least three full-time academic years of
graduate study beyond the baccalaureate degree or
an equivalent that can be shown to accomplish the
same goals.

STUDENT LIFE 31

STUDENT LIFE

housing

The College of Environmental Science and Forestry does
not operate its own residence facilities or food service.
Students enter into a Room and Board Contract with
Syracuse University, which has housing facilities available
adjacent to the State-operated College. Contracts for room
and board made with Syracuse cover a full academic year
(both fall and spring semesters) and are not normally
renegotiable during that time period.

Students have a choice of living centers at Syracuse
University — large halls, apartment houses, cottages, frater-
nities and sorority houses, or cooperative units. Student
resident advisors live on each floor or in each unit and are
available for counseling, advisement, and referral services.

Syracuse University also has housing units available for
married students and their families.

Students who wish to live off campus may contact Alter-
native Action Services (ALTERACTS), a student-run hous-
ing organization at Syracuse University. An extensive listing
of available housing in the Syracuse area is provided free
of charge.

FOOD SERVICE

Syracuse University offers different meal plans to help
meet the varying nutrition needs and interest of individual
students. Students living in University apartments, co-ops,
fraternities and sororities or off-campus can take advan-
tage of the board plans available. Students living in dor-
mitories and area housing without full kitchen services are
required to subscribe to a board plan.

The College does not provide a food service program.
However, a snack bar, located in the basement of Marshall
Hall, is open 8 a.m. to 3:30 p.m. weekdays during the
academic year.

EXTRACURRICULAR ACTIVITIES

Students at the College of Environmental Science and
Forestry have many extracurricular activities to choose
from, both on campus and in the community.

At the College

The Undergraduate Student Association (USA) and the
Graduate Student Association (GSA) are the official repre-
sentative bodies on campus governing student activities.
Undergraduate and graduate students elect representatives
from each Faculty to manage the affairs of their respec-
tive organizations and the concerns of their constituents.

Campus organizations offer students an opportunity to
broaden their knowledge and meet other students with
similar personal and academic interests. These include such
groups as: the Bob Marshall Club , .an organization of
students concerned about the future of the Adirondack
Mountains; the Forestry Club, the traditional sponsor of

the intercollegiate Woodsmen’s Team; Botany Club ; Forest
Engineers Club: Mollet Club , an organization of landscape
architecture students; Papyrus Club ; and the Recyclinq
Club.

Other groups on campus include Saengerbund, the Col-
lege singing group; and Alpha Xi Sigma, senior honorary
society. There are also student chapters of the Wildlife
Society, the Society of American Foresters, the American
Chemical Society, the American Fisheries Society, the
American Water Resources Association, the Forest Prod-
ucts Research Society, the American Society of Landscape
Architects, the Associated General Contractors, Society
of Wood Science and Technology, and the Technical
Association of Pulp and Paper Industries (TAPPI).

The two major student publications at ESF are the
Knothole, a weekly newspaper, and the Empire Forester,
an annual yearbook which has won several awards in past
years.

Recent GSA-sponsored activities include a lecture series,
a traditional fall picnic, and various social functions de-
signed to encourage interaction between graduate students
and College faculty.

At Syracuse University

Students at the College of Environmental Science and
Forestry have all the privileges of Syracuse University stu-
dents: participation in student government, organizations,
sports, and other extracurricular activities.

Men and women at the College participate in all
Syracuse University intercollegiate sports, club sports, and
intramurals. Archbold Gymnasium on the Syracuse Univer-
sity campus is the center of athletics and physical educa-
tion. Additional indoor facilities are provided through
Manley Field House and the Carrier Dome which is the
site of Syracuse University home football and basketball
games. Facilities at Skytop recreation area include a lodge,
and 22 tennis courts. The Women’s Building offers instruc-
tional, social, and recreational facilities. All full-time
undergraduate women are eligible to participate in inter-
collegiate competition in tennis, field hockey, volleyball,
basketball, swimming, and diving.

Students are provided with many opportunities for ac-
quiring musical training and performing experience through
the Syracuse University Band, (Symphonic Band, Wind
Ensemble, Stage Band, Concert Band and Jazz Work-
shops), the Syracuse University Orchestra, and the Syra-
cuse University Chorus.

Membership is allowed in all Syracuse University student
groups, including a wide variety of clubs, the International
Student Association, religious and military organizations,
and professional and honor societies.

In the Syracuse Area

The City of Syracuse and its surrounding countryside
offer many cultural, educational, and recreational oppor-
tunities. The city has several fine museums, including the

32 STUDENT LIFE

Everson with its outstanding collection of works by local,
regional, and international artists; a local repertory theater;
several points of historical interest; a professional symphony
orchestra; and a Civic Center which attracts artists from
around the world.

Eight parks lie within the city limits, numerous county
and state parks, including Beaver Lake Nature Center and
Montezuma National Wildlife Refuge are within a short
drive.

COLLEGE SERVICES
Career and Counseling Services

The Office of Career and Counseling Services is available
throughout the students’ college career as a place where
at any time they may seek the advice of experienced
counselors. This office should be the first contact when
questions or personal problems arise. Most student prob-
lems can be dealt with in one or two brief contacts. Severe
problems requiring extensive assistance are referred to the
cooperative facilities at Syracuse University and/or special-
ized agencies in Syracuse.

The Office is designed to provide assistance to students
throughout the year to help them adjust to and success-
fully graduate from ESF. Through various presentations,
counseling sessions, group activities and workshops,
students are given the opportunity to develop such skills
as decisionmaking, studying, and test taking. Additional
programs deal with adjustments related to transferring col-
leges and exploring relationships between academic dif-
ficulties, learning disabilities, or adjustment problems. A key
component of this office is to provide a variety of oppor-
tunities through resource materials, presentations, job
development, and counseling to meet the individual needs
of each student at his/her various stages of career
readiness. Some career services offered through this Of-
fice are skills development workshops; list of full-time, part-
time, and summer jobs; on campus recruiting; company
literature; career newsletters; reference information; and an
alumni job list.

Each year this office conducts a Placement Survey to
monitor the success and progress of our college graduates.
The reports are shared with the college community and
made available to the public upon request.

Since 1983, placement statistics for ESF graduates, 6-9
months past graduation, have not varied significantly. On
the average 78 percent of the graduates are employed, 14
percent are continuing their education, and 8 percent are
available for employment.

More detailed information is available in the Office of
Counseling and Career Placement in Room 110, Bray Flail.

Services for the Handicapped

Students who experience short-term handicaps and/or
incapacitating injuries that need special transport or class-
room assistance should contact the Office of Student
Affairs.

The Office of Administration and Services, assisted by
Student Affairs, also provides specialized support services
-and adapts general resources to assist more permanently
handicapped students to obtain maximum academic,
social, and cultural benefits within the College commu-
nity. Some of the specific services provided or made
available include: pre-admissions guidance, orientation,
mobility training, reader recruitment, preferential housing
assignments, tutoring and other supportive services as re-
quired to meet individual living/leaming needs. The Col-
lege is also prepared to respond to handicapped students’
needs for personal and career counseling and job place-
ment assistance.

For further information, contact the ESF 504 Coordi-
nator, Mr. David G. Anderson, Office of Administration and
Services, Room 209, Bray Hall (315) 470-6622. The Col-
lege maintains liaison relationships with rehabilitation agen-
cies within the local community and the state, including
the Office of Vocational Rehabilitation and the Commis-
sion for the Visually Handicapped. For specific informa-
tion regarding their own eligibility, students should contact
the respective agency directly.

Health and Medical Facilities

Students may consult a physician for medical care or
health advice at the Syracuse University Student Health
Service. Full-time students are entitled to unlimited visits
to the out-patient clinic and also 10 days of confinement
per college year with ordinary medical care in the infirmary.
Infirmary usage over 10 days will be at prevailing infirmary
rates. Some laboratory examinations, if necessary for treat-
ment or diagnosis of common illness, are provided without
cost. Most common legal drugs are provided at a minimal
charge.

A student accident or sickness insurance plan, available
at fall registration, not only supplements the usual infirmary
privileges, but is also a health protection plan during the
summer months when students are not under the care of
the Health Service. Married students with dependents who
are not covered by Health Service privileges are strongly
urged to provide themselves and their families with special
insurance made available to University students. All inter-
national students are required to carry; health and accident
insurance.

SU Speech and Hearing Clinics

The Gebbie Speech and Hearing Clinics provide
remedial assistance to all regularly enrolled students who
may be handicapped by hearing, speech, and voice
disorders. This service is free to students.

SU Psychological Services and Research Center

Students desiring an analysis of their aptitudes, abilities
and interests may secure special testing programs at the
Testing and Evaluation Service Center on the Syracuse
University campus.

STUDENT LIFE 33

SU ROTC Opportunities

Students attending the College are eligible to participate
in the Army or Air Force ROTC Program at Syracuse
University.

The ROTC programs offer academic instruction, alter-
nate and supplementary career opportunities, leadership
experience and financial aid.

ESF Alumni Association

The Alumni Office serves as the liaison between the Col-
lege, the Alumni Association Board of Directors and more
than 9,000 alumni. The Association supports education
programs through scholarships, publishes a quarterly news-
letter and represents alumni concerns.

ESF Student Rules and Regulations

The complete listing of guidelines for all students attend-
ing ESF is found in a separate publication, the Student
Handbook , which is distributed at registration. “Rules and
Regulations of Conduct and Behavior” which pertains to
all students is included in the Handbook. It is the student’s
responsibility to be familiar with these regulations and abide
by them.

34 DEGREE PROGRAMS-EFB

Degree Programs and
Areas of Study

The College is authorized to award de-
grees in the following programs. Enroll-
ment in other than registered or otherwise
approved programs may jeopardize a stu-
dent’s eligibility for certain financial aid
programs.

Faculty of Chemistry

Chemistry; B.S., with areas of study in
biochemistry, natural products chem-
istry, environmental chemistry, or na-
tural and synthetic polymer chemistry.
(HEG1S Code 1905)

Forest Chemistry; M.S., Ph.D., with
areas of study in biochemistry, natural
products chemistry, environmental
chemistry, or natural and synthetic
polymer chemistry. (HEGIS Code
1905)

Faculty of Environmental and
Forest Biology

Environmental and Forest Biology; B.S.,
M.S., Ph.D., with areas of study in ecol-
ogy, entomology, environmental physi-
ology, fish and wildlife biology and
management, pathology and mycology,
pest management, plant science and
biotechnology, soil ecology, or zoology.
(HEGIS Code 0499)

Interdepartmental area of study in chem-
ical ecology; M S., Ph.D.

Faculty of Forestry

Forest Technology Program; A.A.S.
(HEGIS Code 5403)

Resource Management— General For-
estry; B.S. (HEGIS Code 0115)

Forest Resources Management; M.S.,
Ph.D., with areas of study in policy and
administration, forestry economics, for-
est management, recreation manage-
ment, silviculture, silvics, forest soil
science, tree improvement, forest in-
fluences, international forestry, urban
forestry, and quantitative methods.
(HEGIS Code 0115)

Faculty of Forest Engineering

Forest Engineering; B.S. (HEGIS Code
0999)

Faculty of Paper Science and
Engineering

Paper Science and Engineering; B.S.
(HEGIS Code 0999)

Faculty of Wood Products
Engineering

Wood Products Engineering; B.S., with
options in building construction, or for-
est products in which emphasis may be
chosen in marketing, production sys-
tems engineering, or wood science.
(HEGIS Code 0999)

Division of Engineering

Environmental and Resource Engineer-
ing; M.S., Ph.D., with areas of study in
forest engineering, paper science and
engineering, or wood products
engineering. (HEGIS Code 0999)

Division of Forest Resources

Dual Program in Environmental and
Forest Biology/Resource Management
(HEGIS Codes 0999 and 0115)

Faculty of Landscape Architecture

Landscape Architecture; B.L.A. (HEGIS
Code 0204)

Landscape Architecture; M.L.A., with
areas of study in social/behavioral
studies, natural/physical applied sci-
ences, or design process, methods and
management. (HEGIS Code 0204)

Faculty of Environmental Studies

Environmental Studies; B.S. (HEGIS
Code 0201)

Graduate Program in Environmental
Science; M.S., Ph.D., with areas of study
in energy, environmental communica-
tions, land use, urban ecosystems, waste
management, and water resources.
(HEGIS Code 0420)

THE FACULTY OF ENVIRONMENTAL AND FOREST BIOLOGY

Programs in Environmental and Forest
Biology provide students with a firm foun-
dation in basic biology, forest ecosystem
dynamics, and environmental science.
They encompass a variety of intercon-
nected disciplines concerned with living
systems, and treat not only the form, func-
tion, and evolution of organisms, but their
life requirements, tolerances, and interac-
tions that are central to the stewardship of
renewable natural resources and the
maintenance of environmental quality.

The critical importance modern society

ROBERT L. BURGESS, Chairman

places upon the utilization of natural re-
sources and the quality of our environment
adds new and increasingly diverse dimen-
sions to the services a well-trained biologist
can render. The faculty is committed to
meet this dynamically changing array of
opportunity through coursework enriched
by an active program of research that
focuses upon upper-level undergraduate
and graduate study. Through the addition
of selected electives to a required core,
undergraduates may focus their program
toward a special biological field (see p. 36)

or toward future graduate study. Graduate
students may develop a course of study
under the guidance of a major professor
and graduate committee within any of sev-
eral study concentrations (see p. 36).

The academic programs stimulate in-
terest in the recognition and understanding
of plants, animals, and protists, and deal
with an understanding of the dynamic
changes in biological systems in the con-
text of the broad fields of ecology, physi-
ology, genetics, and evolution. This is
accomplished by an integration of course

DECREE PROGRAMS -EFB 35

work with a strong research program,
much of which is concerned with natural
resource management and improvement
of the quality of our environment.

Undergraduate Program

The curriculum for the Bachelor of
Science degree is built around a core of
required courses which provide the student
with a general education, a basic back-
ground in the principles of the biological
and the physical sciences, and an orien-
tation to forest resources. Its design
develops breadth in biology as well as
depth in a selected biological field. Thus,

although individual course selections may
vary, all students major in environmental
and forest biology and each, with an
assigned advisor, develops a special plan
of study.

A dual-major program is available that
meets the undergraduate requirements of
both Environmental and Forest Biology
and of Forestry (see p. 56).

A total of 125 credit hours, 60 of them
prior to matriculation, is required for the
Bachelor of Science degree. In addition to
the core courses specified below, at least
21 hours in biology must be completed
and, of these, at least 15 must be from
courses in the College of Environmental

Science and Forestry. Six of the 21 credit
hours must involve subject matter in plant
science and six in animal science, both ex-
clusive of the five-hour summer field re-
quirements. The balance of the required
hours is chosen in consultation with the
advisor.

SUMMER FIELD EXPERIENCE

Between the junior and senior year,
each student completes a minimum of five
semester credit hours (or equivalent) dur-
ing residence in an approved academic
program in field biology. This requirement
is usually met by the appropriate selection
of courses at the Cranberry Lake Biological
Station (CLBS) where courses are offered
during each of two sessions. Earning five
credits at one session satisfies the require-
ment; any additional courses taken in the
other session count as elective credits.

Cranberry Lake Biological Station

Cranberry Lake and its environs are
ideally suited for an advanced biology
summer program. The surrounding topog-
raphy is rolling hill and lake country
dotted with numerous small ponds, closed
bogs, and stream drainages. The lake is
the third largest body of water in the
Adirondacks. Because 80 percent of the
shoreline is in State ownership, the lake
remains relatively unspoiled by recreational
developments and pollution problems.
Much of the original forest cover in the
region was harvested years ago; today a
rich variety of community types occupies
those sites as the vegetation reverts to
natural conditions. The remaining virgin
forests also provide students with many
examples of stable forests, each type re-
flecting the particular environmental con-
ditions controlling forest development. A
wealth of wildlife parallels the variety of
cover types over the region. The area pro-
vides easy access to a wide range of addi-
tional ecosystems ranging from bog to
alpine types.

Facilities include\four classroom-labora-
tories; dining facilities capable of serving
120; faculty quarters and cabins; an ad-
ministration building; 12 cabins housing
6-8 students each; a recreation hall; and
several smaller, supporting buildings.

The program extends through June and
July, divided into two sessions. Courses
are designed to emphasize and effectively
utilize the unique nature of this Adirondack
setting, and all involve field trips each day
into the surrounding forest and aquatic
ecosystems.

Lower Division Courses

The curriculum facilitates transfer of freshman and sophomore credits from other
institutions. To assume training in residence at the junior level, entering students must
have successfully completed a minimum of 60 credits which include:

Course Area Credit Hours

General Chemistry with Laboratory 8

Organic Chemistry with Laboratory 8

General Physics with Laboratory 8

Mathematics proficiency, through Integral Calculus 4-8

English ' 6

"Social Sciences— Humanities 9-12

General Botany and Zoology OR General Biology with Laboratory 8

Electives (recommended in Biology, if available) 3-6

TOTAL MINIMUM LOWER DIVISION CREDITS 60

"A course in technical writing and/or speech is recommended as part of the Social Science-
Humanities group.

Upper Division Courses

Junior Year Credit Hours

First EFB 336 Dendrology I 3

Semester EFB 320 General Ecology 3

EFB 352 Elements of Forest Entomology 3

Electives 6

Second APM 491 Introduction to Probability and Statistics 3

Semester FOR 345 Soils OR GOL 105 Earth Science 3

EFB 325 Cell Physiology 3

Electives 6

SUMMER FIELD EXPERIENCE— Must be met as described on page 35 5

Senior Year Credit Hours

First

Semester Electives 15

Second EFB 407 Principles of Genetics 3

Semester EFB 408 Genetics Laboratory 1

Electives 11

TOTAL MINIMUM UPPER DIVISION CREDITS 65

A total of 125 credit hours is required to complete the B.S. degree in Environmental
and Forest Biology.

36 DEGREE PROGRAMS — EFB

Students wishing more information
about the Summer Program, including
courses and fees, may write to the Direc-
tor, Cranberry Lake Biological Station,
State University of New York College of
Environmental Science and Forestry,
Syracuse, New York 13210.

Alternatively, other biological field sta-
tions may be attended to earn the
minimum five semester hours credit (or
equivalent) . Petitions requesting this alter-
native must include course descriptions
and the program contemplated and be
submitted at least one month prior to the
end of the spring semester preceding the
summer program. A current file of alter-
native stations and course descriptions is
maintained by the director of the
Cranberry Lake Biological Station.

Electives

The curriculum meets general require-
ments for graduate study and for a wide
range of federal, state, municipal, and
private biology positions. Those training for
biological positions in federal and state
service should review Civil Service publica-
tions and become familiar with specific
course requirements early enough to maxe
timely elective choices. Students are. urged
to use some elective time to enhance their
communications skills. Courses in technical
writing, applied communications or a
language (as approved by their faculty
advisor) are useful.

Special Biological Fields

Animal Physiology. Without further
specialization, job opportunities in this field
are limited, but those at the bachelor level
include technician work in laboratories,
medical schools, hospitals, museums, and
in liberal arts colleges; clerical work in
government information agencies such as
at the National Medical Library, and the
Smithsonian Institution; and sales oppor-
tunities with the pharmaceutical and
chemical industries.

Entomology. Insects play significant
roles, both beneficial and detrimental, in
their interactions with man, natural
resources, and environment. Courses are
available that enable a student to fulfill re
quirements of Civil Service and a variety
of other employers. Program strengths are
in forest entomology, medical entomology,
pest management, and environmental
toxicology.

Environmental Microbiology. Microbiol-
ogy is a dynamic and exciting science that
deals with bacteria, molds, algae, yeasts,
protozoa, rickettsiae, and viruses; their roles
in industry, disease, the environment, and
everyday life. Careers in microbiology are
available throughout the public and private
sectors, and related to many different pro-
fessions and industries.

Fish and Wildlife Biology and Manage-
ment. A basic and applied program in fish
and wildlife biology, including manage-
ment and behavior, is provided for students
whose objectives are to develop profes-
sional skills in the biology and manage-
ment of these natural resources.

Forest Pathology and Mycology. Protection
of vascular plants and wood products from
invading organisms, such as fungi, is basic
to forest productivity, effective wood prod-
uct use, and the maintenance of environ-
mental quality. Program strength is in the
ecological, physiological, genetic, and en-
vironmental aspects of disease. Students
may train for positions in forest pathology,
mycology, pest management, plant
quarantine, or diagnostic laboratories.
Opportunities for employment exist with
federal, state, and private agencies.

Pest Management. Modern control of
insects and disease dictates practices ap-
propriate to maintaining an acceptable en-
vironmental quality. Through proper
course selection, students are able to
achieve training in wise selections of
methods for an integrated approach to pest
management. Training is more than ade-
quate to prepare students for state exami-
nations required for pesticide applicator’s
certification.

Plant Physiology. Plant physiology, part of
the broader science of botany, concerns the
life processes that occur in plants. Career
opportunities are available in federal, state,
and local governments through their ex-
tensive testing and monitoring programs.
Additionally, positions are available in agri-
culture and forestry concerning pathogenic
micro-organisms and physiological mecha-
nisms of infection.

Plant Science. Students may prepare for
a wide variety of opportunities in the
botanical professions. Essential to
understanding plants are their biochemical
and physiological processes; their interac-
tions with the environment and with one
another; with animals and other organ-
isms; their genetic makeup, evolution and

classification. Requirements may be
satisfied for technical positions in areas
such as botany, plant ecology, tree
genetics, plant physiology, horticulture, tree
maintenance, or plant quarantine.

Zoology. A broad program is provided for
the student whose objectives are to go on
for graduate study or to further training in
physiology, soil invertebrate ecology,
animal behavior, or animal ecology. Some
opportunities with federal and state agen-
cies are available at the baccalaureate level.

Graduate Program

The graduate program in Environmen-
tal and Forest Biology is organized in eight
interdependent concentrations that provide
comprehensive coverage within specific in-
terest areas. Faculty in each concentration
define the scope of subject matter, recom-
mend acceptance of students and guide
them in a course of study. Some concen-
trations follow taxonomic lines while others
are broad unifying areas basic to all taxa.
Students choosing to emphasize a tax-
onomic category should explore the desir-
ability of engaging to some extent in
broader interdisciplinary areas. Similarly,
it is opportune for students enrolled in the
latter to develop a degree of specialization
in at least one taxon to assure a useful mix
of talents.

Most students seeking the M.S. degree
include a research thesis and its defense
(see p. 29). There also is an option to earn
the degree with 42 hours of coursework
specified by the student’s advising faculty
according to concentration core re-
quirements. All who seek the Ph.D. must
include original research and dissertation
or its equivalent in the form of refereed
publications.

The major center of activity is Illick Hall,
with laboratories, classrooms, controlled
spaces, and equipment in a modern
building in which 8,000 square meters of
working space is available for graduate
study and research. Laboratories, many of
them temperature and temperature-
humidity controlled, and one sound-
controlled, are provided for study and
research in plant development, physiology,
tissue culture, biochemistry and toxicology,
ecology, and animal behavior. An her-
barium, mycological collections, insect and
other arthropod collections, and the
Roosevelt Wildlife Collection of vertebrates
are maintained in archival condition as
useful resources for the academic program.
Eight rooftop glasshouse units, three of

DEGREE PROGRAMS -EFB 37

them air-conditioned and one incorporated
into a five-room indoor-outdoor insectary,
are important to the full array of interests
in plant science and plant-animal
interactions.

Also available to students and faculty is
a variety of sophisticated instrumentation:
convenient access to a computer center;
radioisotope counting equipment, in-
cluding liquid scintillation spectrometer and
Cobalt-60 source; diverse analytical equip-
ment and measuring devices; gas-liquid
chromatography; and, in collaboration
with Chemistry, a comprehensive
analytical expertise. The Nelson C. Brown
Center for Ultrastructure offers scanning
and transmission electron microscopy
capability.

Supportive to the program are the aca-
demic resources, including courses, of
Syracuse University, SUNY’s Health
Science Center and the several campus
facilities described elsewhere in this
catalog. Our students participate as well in
courses and utilize faculty and facilities at
Cornell University in cooperative
exchanges.

Excellent field sites and facilities are
available for research in all aspects of the
program in nearby or moderately distant
locations from the Syracuse campus. In
addition to the College’s several campuses
and field stations that offer a broad diver-
sity of forest types, sites, and conditions,
there are New York State Department of
Environmental Conservation lands, the
Montezuma National Wildlife Refuge, the
Adirondack Mountains, and the transition
zones near Lake Ontario, Oneida Lake,
and Cicero Swamp that collectively offer
a variety of habitat diversity from highlands
to aquatic-terrestrial zones. The ponds,
streams, and lakes in Central New York
and the St. Lawrence River are regularly
used by graduate students in wetlands and
aquatic ecology and fishery biology.

Further academic advantages stem from
the urban setting of the Syracuse campus.
The Greater Syracuse area provides a con-
venient laboratory for studies basic to ur-
ban ecology: the growth and protection of
woody vegetation, greenspace mainte-
nance, the utilization of waste beds for
plant growth, the detoxification of pollu-
tants, and the restoration of terrain stripped
of vegetation. Disposal of industrial and
human wastes requires deeper under-
standing of the role of plants, animals and
micro-organisms in the biodegradation of
organic matter. The conversion of organic
materials into useful fuel, into additives for

plant growth, or into protein feeds for
domestic animals are stimulating study-in-
depth of many elements of basic biology
offering substantial assistance toward the
solution of pressing human problems.

Eight study concentrations are available:
Ecology, Entomology, Environmental
Physiology, Fish and Wildlife Biology and
Management, Pathology and Mycology,
Plant Science and Biotechnology, and Soil
Ecology. One concentration, Chemical
Ecology, is shared with the faculty of
Chemistry.

Ecology

ALEXANDER (Vertebrates, Wetlands),
ALLEN (Forest Insects), BRANDT (Fisheries
Biology), BROCKE (Wildlife, Bioenergetics),
BURGESS (Forest Ecology), CHAMBERS
(Wildlife), D1NDAL (Invertebrates), KUR-
CZEWSKI (Insect Behavior), LEOPOLD
(Dendrology. Community Ecology), MITCH-
ELL (Invertebrates, Bioenergetics), MULLER-
SCHWARZE (Vertebrates, Behavior),
NAKAS (Microbiology). PORTER (Vertebrate
Ecology), RAYNAL (Physiological Ecology,
Demography), RINGLER (Aquatic Ecology),
SCHAEDLE (Plant Nutrition), SHIELDS
(Vertebrate Behavior), SIMEONE (Forest and
Wood-boring Insects), VANDRUFF (Wild-
life), WAL1 (Forest Ecology), WERNER
(Limnology).

Ecology is an integrative science which
depends on an understanding of ecological
theory, habitat characteristics, and the basic
biological attributes of organisms. This con-
centration incorporates this knowledge into
areas of practical concern. Specific re-
search may entail the study of distribution
and abundance of organisms, community
structure including trophic relationships,
diversity or succession, and ecosystem pro-
perties such as patterns of energy transfer
and biogeochemical cycling.

Entomology

ABRAHAMSON (Forest Insects, Pest Man-
agement), ALLEN (Forest Insects, Popula-
tion Ecology), BREZNER (Physiology),
CASTELLO (Virology, Insect Vectors), KUR-
CZEWSKI (Morphology, Taxonomy, Behav-
ior), LANIER (Forest Insects, Pheromones,
Cytotaxonomy), MILLER (Pest Manage-
ment), MITCHELL (Population Ecology),
NAKATSUGAWA (Toxicology), NORTON
(Spiders and Mites, Insect Larval Taxonomy),
RINGLER (Aquatic Entomology), SIMEONE
(Forest and Wood-inhabiting Insects).

Adjunct Faculty

CAMPBELL (Forest Entomology) HOWARD
(Medical Entomology).

Graduate study opportunities prepare
students in the basic aspects of insect life
and the role of insects in relation to man
and his environment. The wide range of
effects stemming from insect activity, from
the beneficial to the deleterious, allows for
a variety of research subjects in which in-
sects play a major role. Thesis topics may
concern insects that affect forests, shade
trees and wood products, those relating to
the health and well-being of man and those
playing key roles as parasites and predators
of pest species. Current research areas in-
clude population dynamics of forest defo-
liators, pheromone communications
among beetles and moths, speciation of in-
sects as understood through behavioral
and cytogenetic study, natural control of
insects in forest systems and basic
biochemistry of insect detoxification
mechanisms.

Environmental Physiology

BREZNER (Insect Physiology), CASTELLO
(Plant Virology), GRIFFIN (Fungus Physiol-
ogy), HARTENSTE1N (Invertebrate Physiol-
ogy), MITCHELL (Environmental Energetics),
NAKAS (Microbial Physiology), NAKAT-
SUGAWA (Insect and Vertebrate Toxicology) ,
SCHAEDLE (Plant Physiology), WALTON
(Plant Physiology), WILCOX (Plant
Physiology).

The Environmental Physiology Concen-
tration provides students with advanced
training in the nature and control of bio-
logical processes. Current interests include
mechanisms of action of plant growth hor-
mones; biochemical regulation of seed ger-
mination; plant and microbial enzymology;
virology; toxicity and disposition of insec-
ticides and environmental toxicants in ver-
tebrates; production and action of plant
phytoalexins and antibiotics; plant defenses
against phytophagous invertebrates; my-
corrhizae, ion transport; mineral nutrition,
cambial physiology and photosynthesis.

Fish and Wildlife ^Biology and
Management

ALEXANDER (Vertebrates, Herpetology),
BRANDT (Fisheries Management),
BROCKE (Vertebrates), CHAMBERS
(Vertebrates), MULLER-SCHWARZE (Ver-
tebrate Behavior), PAYNE (Ornithology),
PORTER (Vertebrate Ecology). RINGLER
(Fisheries, Aquatic Ecology), SHIELDS
(Vertebrate Behavior), VANDRUFF
(Vertebrates, Ornithology), WERNER (Lim-
nology, Fisheries).

Study in this area provides students with
advanced preparation in biological con-
cepts of fish and wildlife populations as

38 DECREE PROGRAMS — EFB

they relate to proper management. In-
creasing concern for these wild animal
resources has been matched by strong stu-
dent interest in educational programs
which prepare them for careers in the fish
and wildlife professions. Graduate educa-
tion is rapidly becoming a universal prere-
quisite to employment as a professional
fisheries or wildlife biologist.

Areas of research include population-
habitat relationships, predator ecology,
wildlife in Adirondack ecosystems, urban
wildlife relationships, endangered species
studies, feeding ecology of fishes, stream
ecology, ecology of larval fishes and hom-
ing behavior of fishes.

Forest Pathology and Mycology

ABRAHAMSON (Forest Pathology, Ento-
mology), CASTELLO (Forest Pathology),
GRIFFIN (Fungus Physiology), MANION
(Forest Pathology), NAKAS (Microbiology).
VALENTINE (Genetics). WANG (Mycology),
WILCOX (Mycorrhizae), WORRALL (Forest
Pathology) .

Forest Pathology and Mycology train
students to develop an expertise respon-
sive to the increasing pressures on forest
and shade tree systems for wood fiber,
public services, and amenities. This re-
quires new sophisticated levels of disease
understanding, disease control, a broad
knowledge of fungi, bacteria and viruses,
their environmental impacts and their roles
in biodeterioration. Areas of interest in-
clude: environmental, fungal and viral tree
diseases; mycorrhizae; wood decay and
biodegradation processes; monitoring and
impact assessment of disease in forest and
urban tree systems; chemical and
biological control of tree diseases;
epidemiology of tree diseases and the
genetics of resistance to tree diseases and
to pathogen variability; physiology of
fungus growth and development; tax-
onomy and biology of decay and imperfect
fungi; and fungus ultrastructure.

Plant Science and Biotechnology

BURGESS (Ecology). CASTELLO (Virol-
ogy), GRIFFIN (Mycology, Fungus
Physiology), LEOPOLD (Dendrology, Com-
munity Ecology), LOWE (Mycology),
MANION (Pathology), NAKAS (Micro-
biology), RAYNAL (Ecology, Taxonomy),
SCHAEDLE (Physiology), SILVERBORG
(Pathology), TEPPER (Anatomy, Morpho-
genesis), VALENTINE (Genetics), WALTON
(Physiology), WANG (Mycology), WILCOX
(Physiology, Mycorrhizae).

Adjunct Faculty

FAUST (Taxonomy), GOULD (Environ-
mental Microbiology), ZABLOTOWIC2
(Microbiology).

Plants, as the principal energy source for
ecological food chains, serve as the struc-
tural and functional foundation of natural
and managed systems. The Plant Science
and Biotechnology Concentration provides
opportunity for study in a broad range of
specialties fundamental to the understand-
ing of plants and their interaction with other
organisms and for specializing in plant
biotechnology. Emphasis is on forest and
related plant systems. Current research
interests include: dynamics of plant com-
munities as affected by man and the
environment; mechanisms of plant succes-
sion; epidemiology of forest and urban tree
diseases; decay, discoloration and
biomodification of wood; taxonomy,
physiology, growth and ultrastructure of
fungi; heritability of wood properties and
disease resistance of trees; biochemistry
and physiology of plant growth regulators;
photosynthesis; mineral nutrition; mycor-
rhizae: morphogenesis in shoot and root
systems: and plant tissue culture.

Soil Ecology

DINDAL (Invertebrates). HARTENSTEIN (In-
vertebrates, Physiology). MITCFIELL (Inverte-
brates, Energetics). NAKAS (Microbiology),
NORTON (Invertebrates, Taxonomy), WANG
(Mycology), WILCOX (Mycorrhizae).

Soil ecology includes the study of inter-
relationships of soil-inhabiting organisms
(as individuals, populations and communi-
ties) with their biotic, chemical, and physi-
cal environments. This field is a frontier of
science because of the myriad of unde-

scribed species of soil-dwelling arthropods,
nematodes and annelids, and the wealth
of incompletely understood symbiotic rela-
tionships. Soil ecology deals with funda-
mental aspects of biodegradation and
nutrient cycling, important for improve-
ments in crop culture and enlightened
waste disposal.

The soil ecology concentration is sup-
ported by courses in physical aspects of
soils, plant and animal taxonomy and gen-
eral ecology.

INTERDEPARTMENTAL AREA
OF STUDY

The concentration in chemical ecology
is offered by collaboration between
Environmental and Forest Biology and
Chemistry. Interested students should
apply to the department of major interest,
which will have prime responsibility for set-
ting requirements. Faculty from both
departments can aid in the development
of a plan of study enabling a student to ac-
quire sophisticated skills in either chemistry
or biology and an ample understanding of
the other to grapple with problems requir-
ing an understanding of both.

Chemical Ecology

LANIER (Insect Pheromones), MOLLER-
SCFIWARZE (Vertebrate Pheromones),
SILVERSTEIN (Pheromone Chemistry),
SIMEONE (Insect Pheromones), TANEN-
BAUM (Microbial Chemistry).

As a relatively new interdisciplinary
endeavor, workers in this field attempt to
understand organismal interactions, both
intra- and interspecific, mediated by chem-
ical substances such as hormones, phero-
mones, kairomones and phytoalexins.
These occur at all taxonomic levels: be-
tween uni- and multicellular organisms,
microbes and plants, plants and plants,
plants and animals, microbes and animals,
animals and animals. Study of such in-
teractions has been accelerated in recent
years through joint efforts of biologists and
chemists in meaningful research accom-
panied by a growing body of literature.

DEGREE PROGRAMS -CHEM 39

THE FACULTY OF CHEMISTRY

ANATOLE SARKO, Acting Chairman (Phys-
ical and Polymer Chemistry), BOYER (Bio-
chemistry), CABASSO (Polymer Chemistry),
CALUWE (Organic and Polymer Chemistry),
HASSETT (Environmental Chemistry),
JOHNSON (Environmental Chemistry),
LaLjONDE (Organic and Natural Products
Chemistry), SILVERSTEIN (Ecological
Chemistry), SMID (Physical and Polymer
Chemistry), SMITH (Physical and Polymer
Chemistry), TIMELL (Wood Chemistry).

The academic program in forest chem-
istry enables the student to develop not
only an understanding of chemical phe-
nomena, but also an appreciation for
chemistry that can link it to the biological
and applied sciences. Programs include
courses in traditional areas of chemistry,
with additional study in those fields per-
taining to environmental science and
forestry. This broad spectrum of academic
offerings is possible through close coopera-
tion with Syracuse University, where a
wealth of accessory courses at both the
undergraduate and graduate levels are
available emphasis on the investigative
function of chemical science is manifest in
the wide array of ongoing research projects
within the department.

The Faculty of Chemistry offers the
following areas of concentration leading to
the Bachelor of Science degree:
Biochemistry and Natural Products
Chemistry

Environmental Chemistry

Natural and Synthetic Polymer
Chemistry

Students in all options, by selecting
proper electives, may be certified on grad-
uation as having completed an American
Chemical Society approved curriculum. All
options are excellent grounding for profes-
sional work at the B.S. level or for ad-
vanced graduate study.

ANATOLE SARKO, Acting Chairman

Undergraduate Program

* Lower Division Courses

For students transferring into the College as juniors, recommended courses consist
of 68 credits or an associate degree and include:

Course Area

Credit Hours

Biology with Laboratory

General Chemistry with Laboratory

Organic Chemistry with Laboratory

Physics with Laboratory

Economics

English

Language, Literature or Communication

Electives

* Mathematics

12-15

6-9

TOTAL MINIMUM LOWER DIVISION CREDITS 68

Mathematics through integral calculus. An additional mathematics course beyond integral calculus
is required for the B.S. degree.

Upper Division Courses

Junior Year Credit Hours

First FCH 325 Organic Chemistry 111 > 4

Semester 3CHE 332 Quantitative Analysis 2

CHE 333 Quantitative Analysis Laboratory 1

FCH 360 Physical Chemistry 3

'Professional Elective 2-4

Elective 3

FCH 496 Safety and Orientation 1

16-18

Second 2Math or Elective 3

Semester FCH 380 Instrumental Methods 3

FCH 361 Physical Chemistry 3

CHE 357 Physical Chemistry Laboratory 2

FCH 384 Spectrometric Identification of Organic Compounds 2

'Professional Elective 2-3

Elective 3

18-19

'A sequence of professional electives should be chosen in the junior year. In addition to the
freshman biology courses, a student whose emphasis is in biochemistry must take 3 semester
hours of genetics and at least one other 3-semester-hour biology course. A student whose
emphasis is in natural products must take 3 semester hours of biology in addition to the freshman
biology courses and an additional hour or organic chemistry laboratory. Courses leading to a
minor in management may be substituted for the professional electives.

2One course of mathematics or applied mathematics beyond MAT 397, or equivalent, is required.
3CHE designations refer to courses offered at Syracuse University.

40 DECREE PROGRAMS -CHEM

Biochemistry and Natural Products
Chemistry Option

This option is designed for students who
wish to approach problems in the life sci-
ences with the tools and point of view of
the chemist. In addition to a major con-
centration in the several branches of
chemistry, the student obtains a solid
grounding in the fundamentals of physics,
mathematics, and biology. Professional
electives can provide a minor concentra-
tion in botany, ecology, entomology,
zoology, or physiology. Collaborative
efforts of chemists and biologists are pro-
viding new solutions to problems of en-
vironment, natural resources, and health.

Senior Year Credit Hours

First LIB 300 Library Research 1

Semester FCH 495 Introduction to Professional Chemistry 1

FCH 571 Wood Chemistry I 2

FCH 574 Wood Chemistry Laboratory 1

FCH 530 Biochemistry I 3

FCH 531 Biochemistry Laboratory 2

'Elective 3

Elective 3

Second 2FCH 498 Introduction to Research 5

Semester FCH 497 Undergraduate Seminar 1

FCH 532 Biochemistry II 3

FCH 573 Wood Chemistry III 2

Elective 3

’Elective 3

TOTAL MINIMUM UPPER DIVISION CREDITS 65

'Introduction to Polymer Science, FCH 550 (3 credit hours) is suggested.

’Petition by student to Department for replacement of this requirement will be considered to allow
time for special interest.

'Topics in Natural Products Chemistry. FCH 524 (3 credit hours) is suggested.

A total of 134 credit hours is required to complete the B.S. degree in Chemistry with
the Biochemistry and Natural Products option.

Environmental Chemistry Option

The environmental chemistry option is
designed for those students who wish to
obtain a solid fundamental background in
chemistry which will enable them to make
a strong contribution towards the identifica-
tion and solution of problems in the areas
of pollution, air and water quality, analysis
and basic research in environmental chem-
istry. A large number of professional elec-
tives, available through course offerings of
other departments such as biology and en-
gineering, provide the important interface
with other disciplines necessary for a work-
ing understanding of the complex problems
inherent in environmental studies.

Senior Year Credit Hours

First LIB 300 Library Research 1

Semester FCH 495 Introduction to Professional Chemistry 1

FCH 510 Environmental Chemistry I 3

FCH 515 Methods of Environmental Chemical Analysis 3

Chemistry Elective 3

'Elective 3

Elective 3

Second ’FCH 498 Introduction to Research 5

Semester FCH 511 Environmental Chemistry II 3

FCH 497 Undergraduate Seminar 1

FCH 519 Environmental Chemistry Seminar 1

Electives 6

TOTAL MINIMUM UPPER DIVISION CREDITS 65

'Biochemistry I. FCH 530. (3 credit hours) is suggested.

’Petition by student to Department for replacement of this requirement will be considered to allow
time for special interest.

A total of 134 credit hours is required to complete the B.S. degree in Chemistry with
the Environmental Chemistry option.

DEGREE PROGRAMS-CHEM 41

Natural and Synthetic Polymer
Chemistry Option

This option is designed for students in-
terested in the structure and physical prop-
erties of man-made and natural materials,
the giant molecules of wood, plastics, poly-
saccharides, proteins, rubbers, and fibers.
The recently discovered chemistry of these
materials constitutes one-half the concern
of the chemical industry and is the origin
of a major revolution in our way of life and
our understanding of nature. This special
subject area is an advanced core of studies
beyond the basic courses of the classical
undergraduate chemistry curriculum.

Graduate Program

Recent years have seen profound ad-
vances in the fundamental knowledge of
chemical areas which have special signifi-
cance for forestry and the environment.
The following research areas have received
active attention by both faculty and grad-
uate students in the programs: polymer
chemistry and physics; wood chemistry;
environmental chemistry; biochemistry;
chemistry of natural products, including
ecological chemistry; and materials
sciences.

Requirements for a master of science or
doctor of philosophy degree in chemistry
include a research project and thesis, along
with an appropriate program of courses at
the College and at Syracuse University.

Specific projects may vary from year to
year, since they reflect the current interests
of the faculty. Current research projects
with physiochemical emphasis are: the
chemistry, physics, solid-state and solution
properties of natural and synthetic poly-

Senior Year Credit Hours

First LIB 300 Library Research 1

Semester FCH 495 Introduction to Professional Chemistry 1

FCH 550 Introduction to Polymer Science I 3

FCH 551 Polymer Techniques 2

FCH 571 Wood Chemistry I 2

FCH 574 Wood Chemistry Laboratory 1

'Elective 3

Elective 3

Second 2FCH 498 Introduction to Research 5

Semester FCH 552 Introduction to Polymer Science II 3

FCH 497 Undergraduate Seminar 1

FCH 573 Wood Chemistry III 2

Electives 6

TOTAL MINIMUM UPPER DIVISION CREDITS 65

'Biochemistry 1, FCH 530 (3 credit hours) is suggested.

Petition by the student to Department for replacement of this requirement will be considered
to allow time for special interest.

A total of 134 credit hours is required to complete the B.S. degree in Chemistry with
the Natural and Synthetic Polymer option.

mers, including studies in ther-
modynamics, statistical mechanics,
crystallization, morphology, elasticity, con-
formation of macromolecules, optical pro-
perties, polymer catalysis, mechanism of
polymerizations, polyelectrolytes, ion bind-
ing to macromolecules and ion pairing;
chemistry of free radicals, radical ions and
charge transfer processes; structure and
properties of ionic solutions in nonaqueous
media; crystal structure and morphology
of cell wall constituents; membrane proper-
ties and technology; and heavy metal
speciation. Current organic chemistry pro-
grams deal with synthesis of special
polymers such as high temperature
aromatic block, stereoregular vinyl
polymers, and polysaccharides, various
aspects of natural products isolation and
synthesis including the characterization of
insect and mammalian attractants. In
biochemistry, department members are
studying mechanisms of action of plant
growth hormones and other biologically
active natural products, biochemical
regulation of growth and development,

and plant enzymology.

Graduate research laboratories in the
Hugh P. Baker Laboratory are well
equipped for polymer studies, chemical,
and biochemical research. Instrumentation
includes analytical and preparative
ultracentrifuges, Warburg respirometer,
recording infrared and ultraviolet spectro-
photometers, mass spectrometer, differen-
tial refractometer, electron spin resonance
spectrometer, nuclear magnetic resonance
spectrometers, automatic membrane os-
mometers, solid- and solution-state light
scattering photometers, recording polari-
meter an optical dispersion spectrometer,
analytical and preparative high perfor-
mance liquid chromatographs, combined
gas chromatography— mass spectrometry
center, spectrofluorimeter, several ultra-
microtomes, electron microscopes. X-ray
diffraction, instrumentation chromatog-
raphy and cold laboratories, and radio-
chemical laboratories with counters for
solids, liquids, and gases.

42 DEGREE PROGRAMS -ES

THE FACULTY OF ENVIRONMENTAL STUDIES

Lower Division Coursework

Course Area Credit Hours

Required Suggested

A. Written Communications 3 3

Required credit hours should be taken in courses dealing

with English comprehension and basis skills of grammar and
composition.

B. Humanities 9 12

Required credit hours should be taken in philosophy, literature,

art, music, drama, or language.

C. Social Sciences 9 15

Required credit hours should be taken in history (preferably U.S.),

human geography, sociology, psychology, political science
(preferably U.S. institutions), social or cultural anthropology, or
economics.

D. Natural Sciences 6 21

Required credit hours specifically includes a course in general

biology. Additional hours should be taken in ecology, physical
geography, earth science, geology, biology, chemistry, physics,
or other laboratory science.

E. Mathematics 3 9

Required credit hours should be taken in statistics, computer pro-
gramming, or mathematics at the level of college algebra or

calculus. At least one statistics course is preferred.

F. Electives 32 2

TOTAL MINIMUM LOWER DIVISION CREDITS 62 62

The Faculty of Environmental Studies
hosts two interdisciplinary instructional pro-
grams, the Bachelor of Science in En-
vironmental Studies (BSES) and the
Graduate Program in Environmental
Science (GPES), which awards both M.S.
and Ph.D. degrees. Together, these pro-
grams constitute the formal interdisciplinary
offerings of the College.

GPES and the BSES program address
environmental issues of high public con-
cern and rest upon the scientific and pro-
fessional expertise of the College faculty.
These programs provide for the study of
environmental systems and the interrela-
tionships of human and natural systems.
Both are guided by a concern for finding
and promoting wise public policies for
natural resource and environmental issues.
Each program provides a set of core
courses dealing with understanding and
analyzing complex environmental systems
in their human context, and a wide range
of student choice in choosing inter-
disciplinary subjects for concentration.
Faculty offering instruction and advisement
for these programs are drawn from the
academic units of the College, and work
intensively with students to shape their pro-
grams of study to blend student interests
with program goals.

BACHELOR OF SCIENCE IN
ENVIRONMENTAL STUDIES

The Bachelor of Science in En-
vironmental Studies (BSES) program is
concerned primarily with interrelationships
among the natural environment, people,
and the human environment, including
society’s institutions. Its focus is on the rela-
tionship of people to the condition and
form of the natural and manmade environ-
ment. The goal of the program is to
educate students to be sensitive, articulate,
and knowledgeable about complex en-
vironmental issues facing contemporary
society.

The B.S.E.S. degree is granted at the
end of four years and requires the suc-
cessful completion of 125 credit hours.
Students enter the program with up to 62
lower division credits. During their junior
and senior years, students are required to
complete a group of core courses in the
humanities, natural, and social sciences.
These include five courses required of all
BSES majors to provide a common
understanding of human-environment in-

RALPH A. SANDERS, Chairman

teractions from social, institutional,
historical, natural science, and systems
analytic perspectives. The particular em-
phasis of an individual student’s program
is determined by the development of two
concentration areas investigating specific
environmental concerns directly related to
the student’s career goals. Students are
recommended to engage some integrative
academic experience during their senior
year that provides an opportunity to syn-
thesize their environmental studies
education.

The scope and complexity of course-
work within the BSES program demands
both discipline and commitment from
students seeking this degree. A clear sense
of purpose and objectives is necessary to
engage the curriculum beneficially. To meet
each student's objectives fully, a close
working relationship between faculty and
student is also necessary. The program’s
flexibility makes it especially suited for ad-
vanced undergraduates desiring a general
environmental background in preparation
for either graduate studies or environmen-
tal careers that may be entered with a bac-
calaureate degree.

Students receiving the B.S.E.S. degree
have pursued graduate study in the
disciplines of planning, landscape architec-

ture, natural resource management, and
other environmentally related areas such
as business, education, and law. Students
with academic standing in the top one-third
of their class may apply at the end of their
junior year for advanced standing admis-
sion to the College’s graduate programs.

Prerequisites for Entry into the
BSES Program

Because of the wide range of oppor-
tunities available to students who enter the
BSES program, it is important that they
prepare themselves with a broad range of
lower division coursework. Understanding
the issues involved in the condition and
form of the environment requires a
background in the humanities, natural, and
social sciences. The accompanying table
of required and recommended lower divi-
sion coursework summarizes preparation
for entering the BSES program.

Each applicant is required to submit a
statement of program interest. This state-
ment should describe how study in the
BSES program will contribute to the stu-
dent’s educational and career goals. It
should reflect an understanding of the cur-
riculum and represent the student’s
preparedness to take advantage of the pro-
gram’s broad and flexible nature.

DEGREE PROGRAMS -ES 43

Bachelor of Science in Environmental Studies Curriculum

I. CORE REQUIREMENTS

Credit Hours

A. WRITTEN COMMUNICATIONS 4

Coursework intended to develop a professional-level skill in written
communication. Required are three credit hours in report writing or
equivalent and LIB 300, a one-credit-hour course in library research.

B. METHODS AND TECHNIQUES 6

Coursework intended to develop methods and techniques useful for analyz-
ing environmental information. Required are six credit hours, with courses

in quantitative methods, statistics or computer applications preferred.

C. ENVIRONMENTAL CONCEPTS AND SYSTEMS THINKING 6

Coursework intended to develop critical facilities and systems thinking useful

for an appreciation of the holistic nature of environmental issues. Required
are six credit hours, including EIN 300 Introduction to Environmental
Studies.

D. NATURAL SCIENCES 9

Coursework intended to provide a natural science foundation useful for
understanding natural phenomena and processes. Required are nine credit
hours, including EIN 311 Natural Processes in Planning and Design.lt is
recommended that the remaining courses have a laboratory or fieldwork
component.

E. HUMAN-ENVIRONMENT INTERACTIONS 9

Cultural Influences and Environmental Form, EIN 451 Introduction to City
and Regional Planning, and either EIN 371 History of American Land-
scape Attitudes, or EIN 471 History of Landscape Architecture.

II. CONCENTRATION REQUIREMENTS 18

This coursework provides an opportunity to develop proficiency in two
particular aspects of the interrelationship of the natural environment, people,
society’s institutions, and their influence on the condition and form of the
physical environment. Two concentration areas of nine credit hours each
are required. A maximum of three credit hours of independent study may
be counted toward each concentration. Internship-type experience may
not be counted toward a concentration. Concentrations are proposed by
students after consultation with faculty and must be approved by the faculty
advisor. Accepted coursework must be of grade C or better.

III. DIRECTED ELECTIVES 11

Eleven credit hours of coursework selected with the approval of the fac-
ulty advisor to complement core requirements or concentration areas. It
may include a senior-year integrative academic experience.

It is recommended that some integrative academic experience providing
an opportunity to synthesize their environmental studies education be
engaged by each student during their senior year. Possible alternatives in-
clude independent readings, a research project, an internship, a senior
seminar, or an off-campus study. Each option has its own prerequisites
and some have limited enrollments.

TOTAL MINIMUM UPPER DIVISION CREDITS 63

A total of 125 credit hours is required to complete the B.S. degree in Environmental

Studies.

GRADUATE PROGRAM IN
ENVIRONMENTAL SCIENCE

The collegewide Graduate Program in
Environmental Science (GPES) offers M.S.
and Ph.D. degrees in environmental
science through a transdisciplinary pro-
gram which draws upon faculty from across
the College as well as selected faculty par-
ticipants from Syracuse University.

The central mission of GPES is trans-
disciplinary education and research for
effective resource use, resource conserva-
tion, and environmental enhancement and

protection. Future environmental scientists
and professionals will require sound
knowledge of the traditional disciplines, as
well as the understanding of a number of
ancillary subject areas. Their effectiveness
will be demonstrated through technology
transfer that brings the science from the ex-
perimental to real world situations. The
challenge lies in the translation of en-
vironmental awareness and concerns into
well informed, scientifically-based action.
It is here that the central role of a program
like GPES resides: Transdisciplinary educa-

tion and research to foster the effective use
of natural resources while protecting the
environmental base from which all
resources flow.

Therefore, the Graduate Program in En-
vironmental Science offers the following
approaches to prepare the student to scien-
tifically deal with environmental problems,
and to perform as an effective environmen-
tal professional:

(a) multidisciplinary approach —recog-
nition of the necessity to approach
environmental problems with input
from several disciplines and
professions:

(b) holistic philosophy — awareness of
and deference to the interdepen-
dence of elements (including phys-
ical, biological, and social systems,
human behavior, and cultural
values) within ecosystems;

(c) sound grounding in at least one
concentration — competency to
understand and apply the principles
of an environmental area of study,
and with that strength interact with
other disciplines;

(d) realistic experience— through intern-
ships or other focused projects
which provide direct interaction in
social, economic, political, and
social institutions which underlie
decisionmaking; and

(e) nontraditional problem solving tools
to permit a student to go beyond
traditional disciplinary paths.

PROGRAM OF STUDY

Within the framework of POLICY,
PLANNING, and REGULATION, there
are six areas of concentration: ENERGY,
LAND USE, WATER RESOURCES, UR-
BAN ECOSYSTEMS, WASTE MANAGE-
MENT and ENVIRONMENTAL COM-
MUNICATION. These concentrations are
designed to be broad-based; are not
mutually exclusive and intergrade into each
other to form a continuum; and some
areas of pursuit belong to several concen-
trations, e.g., environmental assessment
and impact analysis. Similarly, faculty in-
terests are diverse and encompass more
than one area of concentration.

Policy, Planning, and Regulation

Policy study, defined as the study of the
nature, causes, and effects of alternative
public policies, is the integrating force
bringing all concentration study areas

44 DEGREE PROGRAMS-ES

together in pursuit of the common goal of
meaningful and effective research and
education in environmental science.

Hence, the examination of policy by de-
composition into its components and the
design and synthesis of new alternatives,
or policy analysis, forms a central core of
the program. Policies formulated on the
basis of contemporary scientific knowledge
together with the societal, economic, and
cultural values, pave the way for planning
and regulation for environmental issues.

Through the study of public policy, stu-
dents gain an understanding of the causes
and consequences of policy decisions
which will help integrate environmental
knowledge with the scholarship of public
administration and political science. This
integration is necessary because the careers
of graduates will either be directly in the
public sector, or closely linked with govern-
ment agencies. Second, an understanding
of the causes and consequences of public
policy assists students to solve practical
problems. Such understanding is valuable
in developing strategies and tactics to
accomplish desired objectives. Third, the
knowledge of public policy causes and
consequences creates political awareness,
a virtual necessity for any professional ir-
respective of the sector of employment.

An excellent example wherein policy
and scientific knowledge are intended 'to
be brought together for decisionmaking is
the National Endowment Policy Act of
1969. By this Act, environmental impact
statements which consider alternative
courses for every stipulated development
that has the potential for adverse en-
vironmental impact have become institu-
tionalized. The Act provided for active
citizen participation; any decisions that in-
voked the spirit of the Act could be
challenged.

Students can opt to specialize in en-
vironmental assessment analyses through
studies in any one of the GPES concen-
trations. In practice, such analyses are team
efforts, and the program is intended to en-
sure that potential team members are con-
versant with, and operationally adapted to,
the language and procedures of the disci-
plines involved. Starting with students who
have an undergraduate background in an
established discipline or profession (e.g.,
chemistry, biology, engineering, ecology,
forestry), the program seeks to build upon
existing strengths while broadening the stu-
dent’s ability to deal effectively with the
complex, interdisciplinary problems which
arise in studies of environmental impact.

Areas of Concentration

LAND USE

The Land Use Concentration develops
an understanding of present and future
trends and issues patterns of land use and
studies future availability of land for multi-
ple uses. It provides opportunity for
economic, sociological, political, policy,
planning, and ecological foci. It brings
together an interdisciplinary mix of
coursework, internship experience or re-
search to address land use value conflict
situations, ecologically-based land use con-
siderations of carrying capacity, and ap-
propriate means to anticipate and plan for
existing and new land development tech-
nologies and processes. The following
objectives are important: (a) to foster ap-
propriate use of policy, planning, economic
and legal devices for encouraging socially
responsible use of the land; (b) to clarify
the behavioral and perceptual sources of
environmental problems and land use
decisions; and (c) to develop, test, and
refine methods for evaluating land use
proposals with important environmental
consequences.

Recommended areas of study include,
from (1) physical sciences; energy ex-
change, soils, remote sensing, visual land-
scape analysis, meteorology, and soil and
water conservation; (2) biological sciences:
terrestrial community ecology, wildlife
management, and silviculture; (3) social
sciences: land use economics, en-
vironmental impact, transportation
systems, environmental law, and en-
vironmental communications.

WATER RESOURCES

The Water Resources Concentration
develops an understanding of both the
technical information and transdisciplinary
relationships of various water-related is-
sues. Individual programs may emphasize
scientific or social subject areas but all
students acquire preparation in both areas.
Scientific aspects include the basic physical,
chemical, and biological interactions occur-
ring in aquatic ecosystems under natural
conditions, as well as under modified con-
ditions that result from changes in water
quality or quantity. The social aspects are
concerned with planning, regulation, law
and institutions, and management of water
resources. Both as a resource for many
human benefits and uses, and as a critical
environmental element, water serves as a
focus for graduate study in pollution and
water quality control, and water and
related land resources management.

Recommended areas of study include,
from (1) physical sciences: civil engineer-
ing, geology, geomorphology, hydrology,
meteorology, sanitary engineering, soils,
and water chemistry; (2) biological sci-
ences: ecology, entomology, fishery
biology, forestry, microbiology, water quali-
ty, wildlife management, and zoology; (3)
social sciences: administration, economics,
government, history, law, and policy.

URBAN ECOSYSTEMS

The Urban Ecosystems Concentration
focuses on urban system structure and
function using both analytic and synthetic
techniques. Faculty expertise in soils,
meteorology and hydrology, wildlife,
energy and reclamation, forestry, design,
and human attitudes and behavior com-
bine to facilitate the systemic approach to
the study of Urban Ecosystems. Three
types of systems are available to the
students for field work: (a) the

nonmetropolitan community typical of
Upstate New York rural areas, (b) the
metropolitan central city surrounded by
suburbs and agricultural lands, and (c) the
megalopolitan seaboard extending from
Boston to Washington, D.C.

Recommended areas of study include
from (1) physical and engineering sciences:
microclimate, water management, soils, re-
mote sensing; (2) biological sciences: ur-
ban forestry, wildlife, greenspace
silviculture, and botany; (3) social sciences:
land economics, geography, human and
cultural geography, and ecology.

WASTE MANAGEMENT

The Waste Management Concentration
encompasses three subject areas: (1) Toxic
Waste Disposal — Research into natural de-
toxification is an active and valuable com-
ponent of waste management studies, and
the nature, amounts and disposal/destruc-
tion in land fills, or by incineration,
chemical neutralization, deep well injec-
tion, and ocean dumping are considered.
(2) Biomass Utilization — Includes the use
of forest and agricultural wastes and other
forms of biomass that have a vast poten-
tial for energy production and as bio-
chemical feedstock. (3) Biogeochemical
Management of Wastes — Waste materials
may have unique features due to their spe-
cific chemical and physical composition,
their temporal and spatial location, and
their possible contamination by toxic sub-
stances. These waste materials may have

DEGREE PROGRAMS-ES 45

useful nutrient and energy attributes which
make them amenable for use through
biogeochemical processes associated both
with natural and manmade systems. They
include wood product residuals, waste-
paper, wastewater effluents, and sewage
sludge.

Depending on subject areas chosen, stu-
dents obtain an understanding of processes
that generate waste; of community, chem-
ical and microbial ecology; environmen-
tal chemistry including toxicology; wood
chemistry; and implementation considera-
tions including engineering and manage-
ment components.

ENERGY

The Energy Concentration provides for
study of fuel energy-environment-
economy relationships with a focus in three
areas: (1) Conventional and Alternate
Energy Sources — the distribution, politics,
and development of conventionally known
sources (gas, oil, hydropower, coal, etc.)
together with a search for strategies of ex-
ploring alternate sources; (2) Conserva-
tion— efficient use in industry, public and
private sectors; and (3) Reclamation of
Disturbed Lands — the rehabilitation of land
mined for coal, tar sands, oil shales, and
other materials and minerals. As an exam-
ple, surface mining for coal is directly re-
lated to the overall energy scenario, and
the use of coal will be intensified
worldwide. This aspect of study is directly
related to land use, water resources, air
pollution, and waste management.

Recommended areas of study include,
from (1) physical and engineering sciences:
geology, chemistry, hydrology, engineer-
ing systems; (2) biological sciences:
ecology, range management, forestry,
agriculture; (3) social sciences: en-
vironmental law, sociology, and
economics.

ENVIRONMENTAL

COMMUNICATION

The Environmental Communication
Concentration recognizes three general
paths; (1) Environmental Education and
Interpretation— Effective communication is
a necessary element for fulfilling the social
contact in democratic societies. A growing
concern in the U.S. public for environmen-
tal quality reveals a new interest in the his-
toric, cultural, and natural values associated
with our environment. Education and in-
terpretation provides a continuum of en-
vironmental knowledge from awareness
and appreciation to scientific concept un-

derstanding. (2) Environmental Journalism
and Media— Students who choose this
path share the same general objective as
in (1) above; however, they specialize in
presentation through mass media. (3) Pub-
lic Participation — More interactive roles in
decisionmaking must emphasize the skills
and techniques of public participation.
Tasks usually start with soliciting public
comprehensions and opinions concerning
specific environmental issues, and then
employing information dissemination and
public interaction. Skills and knowledge in
social psychology, public relations,
message design and presentation, law and
government must be applied.

Recommended areas of study include,
from (1) physical sciences: environmental
and organic chemistry, environmental
geology, mineral resources, energy
systems, and soil and water management
and conservation; (2) biological sciences:
ecology, entomology, and taxonomy; and
(3) social sciences: planning, policy, infor-
mation systems, and instructional
technology, journalism, and law.

REQUIREMENTS

The academic requirements of the Grad-
uate Program in Environmental Science
are designed to provide graduates with a
sound preparation to meet the challenges
of the field as leading scientists and pro-
fessionals. General programmatic require-
ments constitute a framework to ensure
that the individual study program will meet
the need for depth of knowledge in one
chosen area of concentration, breadth
across at least two areas, and training in
the analysis and synthesis of attributes of
environmental issues.

Each student must be adequately pre-
pared for advanced work in the program.
To demonstrate this, each student is re-
quired to have satisfactory coverage of
basic sciences, professional training, and
experience. Student must also have basic
training in quantitative methods and dem-
onstrate competence in them. Where prep-
aration in these areas is found deficient at
the time of entranc admission may be
made on a provisional basis pending the
successful completion of deficiencies.

Master of Science

1. Core: A minimum of 9 credit hours
is required in general courses de-
signed interactively with the chosen
areas of concentration. The distribu-
tion of these credits is as follows:

(i) Three credit hours in environmen-

tal policy to prepare the student’s
background in environmental science
institutions and public decision-
making as they pertain to natural re-
sources of air, land and water, to
resource economics, to waste man-
agement, and related topics.

(ii) Three credit hours each in two
areas of concentration supporting the
chosen area of concentration in order
to gain appreciation and knowledge
of the interdependence of the proc-
esses and components of
ecosystems.

2. Area of concentration: A minimum
of 15 credit hours (excluding 898,
899, and 999 numbered courses) to
ensure the depth of study in one
chosen area supplemented by:

(a) Thesis: Six credit hours of re-
search resulting in a document which
clearly demonstrates the graduate
level accomplishments of the stu-
dent, and is of a quality and scope
suitable for publication in a schol-
arly journal; or

(b) Internship: Six credit hours with
a public, private or industrial organi-
zation, a graduating essay on the
internship; and the successful com-
pletion of a comprehensive examina-
tion (credit hours determined by
major professor and the student’s ad-
visory committee) . Study projects in
the past have included paid intern-
ships with such organizations as the
National Wildlife Federation, New
York State (NYS) Legislature, NYS
Department of Environmental Con-
servation, NYS Energy Research and
Development Authority, Agway, Inc.,
and Cablesystems of Syracuse.

(c) Additional coursework: Eighteen
credit hours followed by the suc-
cessful completion of a comprehen-
sive examination may be substituted
for the thesis and internship options.

Doctor of Philosophy

Requirements for the doctorate are as

follows:

1. Core requirements — coverage as
stipulated for the Master of Science
degree.

2. Credits— completion of at least three
full-time academic years of graduate
study beyond the baccalaureate de-
gree or an equivalent that can be
shown to accomplish the same goals.

46 DEGREE PROGRAMS-FE

3. Language and tools— as required by
advisory committee.

4. Preliminary exam — an examination
may be required of those admitted
into a doctoral program to ascertain
their level of understanding of the
basic principles and techniques nec-
essary to function effectively in that
program. The results of the prelimi-
nary examination will be used to
guide the major professor and stu-
dent in determining the appropriate
coursework necessary to complete
that requirement for the doctorate.

5. Candidacy exam — must satisfactor-
ily complete a candidacy examina-
tion covering the major field and, in
a broader manner, allied fields in
order to be advanced into the status
of doctoral candidate.

6. Doctoral dissertation — a thesis must
be completed and successfully de-
fended in order for the doctoral de-
gree to be awarded.

CONCURRENT DEGREES:

Concurrent degree programs are also of-
fered between GPES and Syracuse

University’s Maxwell School of Citizenship
and Public Affairs, S.I. Newhouse School
of Public Communications, School of
Management, and College of Law.
Students seeking concurrent degrees with
Syracuse University are advised to state
that desire clearly in their applications; in
such cases, students must also meet the
entrance and degree requirements of the
appropriate Syracuse University Colleges
and Schools. However, students may not
apply for the concurrent degree option
until they have completed at least one
semester of graduate level coursework and
earned grades at a superior level.

THE FACULTY OF FOREST ENGINEERING

ROBERT H. BROCK, Chairman (Photo-
grammetric and Geodetic Engineering. Map-
ping Systems)

DUGGIN (Agricultural Assessment. Remote
Sensing, Physics). HASSETT (Environmental
Engineering. Water Resources). HENN1GAN
(Water Resources. Environmental and Water
Quality Management and Policy), HOPKINS
(Surveying, Site Assessment. Remote Sens-
ing). LEE (Computers and Systems Engineer-
ing, Transportation and Equipment. Soil
Mechanics). MCCLIMANS (Soils. Hydrol-
ogy. Site Engineering). PALMER (Engineer-
ing Economics. Energy. Production and
Harvesting Systems). TULLY (Structures.
Engineering Hydrology. Water Resources).

A large portion of our nation’s resources
exists on forested and rural lands. These
include: the increasingly valued renewable
resources of timber, biomass and wildlife;
the sustaining resources of water, soil and
nutrients; and the derivative resources of
paper, wood, and fibrous products and
recreation and amenity values. Forest en-
gineering is a unique field of engineering
which is concerned with the design of
systems and facilities to improve the sus-
tained high quality yield of resources and
multiple use benefits of goods and services
from forested and rural lands.

The undergraduate curriculum in Forest
Engineering provides a broad base of study
and specialized education in engineering
with an emphasis on site development for
improved resource use and conservation.
Instruction focuses on: locating and quan-
tifying resources; designing harvesting,
conveyance and transportation systems
and networks for water and timber; design-
ing structures, facilities and pollution abate-
ment systems; and engineering planning
fc-r the development of sites and regions

ROBERT H. BROCK, Chairman
for multiple use.

Programs of advanced studies toward an
M.S. or Ph.D. degree in environmental and
resource engineering are offered. Individu-
ally designed programs provide graduates
with sufficient understanding of the meth-
odologies of scientific research and of the
principles of engineering analysis or design
to work with competence in resource
related research, engineering design and
management. There are opportunities for
individuals who seek advanced education
in such areas as water resources engineer-
ing, photogrammetry and remote sensing,
transportation and soils, energy, environ-
mental quality and environmental manage-
ment, as well as forest engineering.

Because of the special importance of
continual measurement and evaluation of
the broad scaled parameters which affect
the resource base, unique opportunities for
study are available for students aiming
toward professional careers involving the
conceptualization, design, and mainte-
nance of geographically referenced
resource information systems. This in-
cludes elements of surveying, photogram-
metry, remote sensing, and resource infor-
mation systems design.

Undergraduate Program

The primary objective of this curriculum
is to prepare qualified engineering
graduates to operate with professional
competence within the context of forest
and natural resources development. The
curriculum includes basic, forest, and
engineering sciences. It utilizes elements of
traditional engineering disciplines and
develops its unique aspects from in-

terweaving engineering design with an
understanding of the natural environment
and its renewable resource base including
water, soil, timber, wildlife, and amenity
values. Studies in the humanities and
social and economic sciences are in-
tegrated throughout the curriculum to help
achieve a broad and balanced perspective
of professional practice in forest
engineering.

Qualified graduates in search of ad-
vanced degree education enjoy ready ac-
ceptance to engineering graduate schools
throughout the country. Graduates of the
Forest Engineering curriculum may enter
an established five-year program in either
civil, industrial, or mechanical engineering
at Syracuse University. A bachelor of
science degree in engineering will be
awarded by Syracuse University upon
completion of the requirements of the fifth
year.

To enter the Forest Engineering cur-
riculum at the junior level, a transferring
student must have acceptable college credit
in the following coursework areas or be
able to have suitable coursework substitu-
tions for courses listed in the junior and
senior years.

The curriculum in Forest Engineering is
accredited by the Accreditation Board for
Engineering and Technology (ABET).

TOTAL UPPER AND
LOWER DIVISION
ELECTIVE REQUIREMENTS

Humanities or Social Sciences: At least 9
credit hours must be elected in social
sciences or humanities, at least 6 of which
are recommended to be upper division. (If

DEGREE PROGRAMS-FE 47

Lower Division Courses

Course Area Credit Hours

Biology (Botany preferred) 3

General Chemistry with Laboratory 8

Engineering Physics with Laboratory 8

Calculus through Differential Equations 15

English 6

Economics (Macro- and Microeconomics) 6

Engineering Drawing (Graphics) 1

Computer Programming 3

Engineering Mechanics (Statics and Dynamics) 4

Electrical Science 3

Humanities or Social Science Electives 3

TOTAL MINIMUM LOWER DIVISION CREDITS 60

Upper Division Courses

Junior Year Credit Hours

First ERE 362 Mechanics of Materials 3

Semester ERE 371 Surveying for Engineers 3

FOR 321 General Silviculture 3

CIE 327 Principles of Fluid Mechanics 4

EFB 335 Dendrology 2

Elective 3

Second FEG 340 Engineering Hydrology and Flow Controls 4

Semester FEG 350 Introduction to Remote Sensing 2

FEG 363 Photogrammetry I 3

MEE 285 Design of Mechanical Equipment 3

APM 391 Engineering Statistics 3

ERE 351 Basic Engineering Thermodynamics 2

Senior Year Credit Hours

First FEG 410 Structure I 4

Semester FEG 420 Harvest Systems Analysis 1

FEG 430 Engineering Decision Analysis 3

CIE 437 Soil Mechanics and Foundations I 4

FOR 477 Resource Policy and Management 3

Elective 3

Second FEG 454 Tractive Power Systems 2

Semester FEG 437 Transportation Systems 3

ERE 440 Water Pollution Engineering 3

FEG 489 Forest Engineering Planning and Design 3

Elective in Engineering Design Sequence 3

Elective 3

TOTAL MINIMUM UPPER DIVISION CREDITS 70

lower division English coursework does not
include at least 3 credit hours of humanities
coverage, then an additional 3 credit hours
of humanities are required.) Humanities
coursework deals with branches of knowl-
edge concerned with man and his culture,
while social sciences coursework concerns
individual relationships in and to society.
Traditional subjects in these areas are
philosophy, religion, history, literature, fine
arts, sociology, psychology, anthropology,
economics, and modern languages
beyond the introductory skills courses,
while modern nontraditional subjects are
exemplified by courses such as accounting,
industrial management, finance, person-
nel administration. ROTC studies, and

skills courses, such as public speaking and
technical report writing, do not fulfill the
humanities and social science content.
Engineering Sciences: Electrical Science
and coverage of Dynamics (separately or
in combination with Statics) are required.
Engineering Design: At least 3 credit hours
are required in upper division engineering
coursework as part of an advisor approved
sequence which complements other forest
engineering coursework and provides the
equivalent of at least 1 credit hour of depth
in the design and synthesis component of
the program, such as:

Design of Wood Structural Elements
Structures II
Soil Mechanics II

Air Pollution Engineering
Introduction to Design
Synthesis of Mechanical Systems

A total of 130 credit hours is required
to complete the B.S. degree in Forest
Engineering.

Graduate Program

Through the program in environmental
and resource engineering, the Faculty par-
ticipates in graduate education leading to
the Master of Science and Doctor of
Philosophy degrees.

Graduate studies and research are pri-
marily concerned with environmental and
resource related programs. Individual
study programs leading to the master of
science and doctor of philosophy degrees
are available to meet the students’ needs
and interests in graduate study. Successful
programs of graduate study may be effi-
ciently designed by students with bachelor
of science degrees or in engineering or in
forestry, natural sciences, physics, or
mathematics.

Study programs with emphasis on en-
vironmental and resource engineering
measurements may be designed in remote
sensing, photo interpretation, geodetic en-
gineering, analytical photogrammetry and
photogrammetric systems. Programs em-
phasizing engineering analysis and design
are available in water resources, environ-
mental engineering, water quality manage-
ment engineering, energy, transportation,
harvesting and site engineering systems.
Included are the monitoring, measurement
and evaluation of physical parameters
affecting water, soil, timber, vegetation,
and wildlife.

Support for graduate study and research
in these areas is both internal and exter-
nal. The internal support includes modern
laboratory and instrumentation facilities in
the Engineering Faculties at both ESF and
in the Engineering School at Syracuse
University. Exceptional support exists for
programs in environmental engineering
measurements in the form of remote sens-
ing and photogrammetric laboratories and
the extensive forest properties owned by
the College at which research may be
conducted.

External support comes from several ac-
tive sources, including industrial, commer-
cial and governmental. Over the past two
decades, close cooperation has developed
special study and research opportunities
with these sources.

48 DEGREE PROGRAMS -FOR

THE FACULTY OF FORESTRY

JOHN V. BERGLUND, Chairman

JOHN V. BERGLUND, Chairman
(Silvics, Silviculture)

Syracuse Campus

ABRAHAMSON (Entomology, Pathology,
Pesticides), BENNETT (Economic Theory,
Economic Thought in Forestry), BICKEL-
HAUPT (Nursery Soils, Forest Soils), BLACK
(Water and Related Land Resources),
BRIGGS (Forest Soils), BURRY (Forestry Ex-
tension, Wood Utilization), CANHAM
(Forestry Economics, Regional Economics,
Natural Resource Economics; COUFAL
(Silviculture, Forest Education), CRAUL
(Forest and Urban Soils), CUN1A (Operations
Research, Biometry), DALL (Environmental
Law and Policy), DREW (Tree Physiology,
Forest Autecology), ESCHNER (Forest In-
fluences, Forest Hydrology), GRATZER
(Forest Recreation, Forest Management),
GRAVES (Forest Resource Policy, Planning
and Management), HALL1GAN (Silviculture),
HERRINGTON (Forest Management- Com-
puters, Micrometeorology), HORN (Forest
Management, Law), HOWARD (Silvics,
Forest Management), KOTEN (Forest
Management, Management Science and
Planning), MAYNARD (Tree Improvement),
MONTEITH (Forestry Economics. Land Use),
MORRISON (Forestry Extension and Contin-
uing Education, Forest Recreation), NYLAND
(Silviculture, Forestry Practice), PETRICEKS
(Resource Economics, International Forestry
Economics), RICHARDS (Silviculture, Urban
Forestry) , STITELER (Statistics), WHITE
(Forest Soils, Silviculture).

Forest Technology Program —

Wanakena Campus

MARTIN (Mensuration, Tree Physiology and
Morphology, Wildlife Ecology), MILLER
(Forest Roads, Installations, Aerial Photogram-
metry, Graphics, Recreation), REMELE
(Ecology, Silviculture, Surveying). SUHR
(Dendrology, Soil and Water Measurements,
Forest Protection).

Adjunct Faculty

CZAPOWSKYJ (Forest Soil Science),
HEISLER (Meterology), HORSLEY (Silvics),
MARQUIS (Silviculture), ROWNTREE (Ur-
ban Forestry), SLOAN (Policy), TABER (Re-
newable Resources. Extension Program),
YAWNEY (Silviculture).

Undergraduate Program in
Resources Management (Forestry)

Forestry is a field-oriented profession, but
increasingly, the forester must learn to
manipulate the forest to produce goods
and services in the context of societal needs
and constraints. Further, the forester must

be able to articulate his or her position or
viewpoint to the public. It is these attributes
that the curriculum in forestry attempts to
instill in its students.

The successful management of forests
and related resources involves many dif-
ferent people working together as teams
to bring their special expertise to bear on
problems created by society’s demands
upon forest resources, including timber,
forage, water, wildlife, and recreation
values. The Faculty of Forestry presently
offers three undergraduate degree pro-
grams designed to allow students choice
to fit into different parts of the inter-
disciplinary multi-level teams mentioned:

1. A professional forestry and resource
management degree program, at the
bachelor’s level, offered at the
Syracuse Campus.

2 . A dual major program that meets the
bachelor’s degree requirements of

both the forestry and the en-
vironmental and forest biology cur-
ricula. For details of this program see
p. 56.

3. A forest technology degree program
at the associate’s level, offered at the
Wanakena Campus, with transfer to
the B.S. program possible. For details
of this program see p. 53.

Since the dual biology/forestry program
and the forest technology program are cov-
ered in separate sections, the following
discussion pertains to the professional
forestry and resource management
program.

The forestry program prepares students
to manage forests and related resources
and their environments for human benefit,
with the goal of sustained production in-
tegrated with protection and enhancement
of the environment. Through a carefully
designed sequence of required and elec-

Lower Division Courses

Course Area Credit Hours

Biology (Botany and Zoology preferred) with Laboratory 8

General Chemistry with Laboratory 8

Physics I with Laboratory 4

Calculus I 3

Economics (Microeconomics required) 3

Political Science (U.S. Institutions) 3

Introductory Sociology OR Introductory Psychology 3

Computer Programming (Language) 3

' English 6

’’Social Science/Business Electives 9

Mathematics/Physical Science Electives 6

’’’’Free Electives 8

TOTAL MINIMUM LOWER DIVISION CREDITS 64

’Standard freshman English sequences are acceptable, but where possible the student is
strongly urged to take technical report writing.

’’Courses in sociology, psychology. U.S. history, macroeconomics, political science,
anthropology, U.S. geography, business, finance, or accounting.

• Note: Students may be admitted with only 9 credit hours of the required or elective courses
in economics, political science, psychology/sociology and social science/business areas.
The remaining 9 credit hours of deficiencies must be made up as early as possible in the
student's ESF program, including the use of summer sessions.

’ ’Courses in mathematics, physics, chemistry, ecology, computer science, meteorology, logic.
Math courses must be of a level equivalent to Calculus II or be in some way comple-
mentary to Calculus I.

* ’Free electives and electives in the specified categories should be chosen with the clear idea

that they are in preparation for an upper-division, professional program. Courses in the free
elective category that have been found to be helpful include personnel management, group
dynamics, technical report writing, speech, foreign language, logic, pre-calculus math,
first aid and CPR, graphics/drafting, surveying, real estate, marketing, conservation law,
ecology, dendrology, plant pathology, philosophy, religion, fine arts or other arts, sciences,
or business courses. Free electives can also include further courses from the directed elec-
tive categories. All electives should be chosen with the particular career goals of a student
in mind.

DEGREE PROGRAMS-FOR 49

tive courses, students gain knowledge of
the principles of forest ecology, quantitative
measurements, economic and managerial
policy and administration. The elective
program allows students to develop areas
of concentration in forestry that meet his
or her particular interests.

Field exercises and “hand-on” ex-
perience are features of the program. The
sequence begins in a summer field pro-
gram of seven weeks at ESF’s Warrensburg
Campus, required prior to registration for
the junior year. This session emphasizes
field skills and techniques, and briefly in-
troduces ecological concepts. It serves as
the major avenue of entrance into the pro-
fessional forestry curriculum.

The field orientation is continued in the
junior year by a highly integrated,
blocked, team-taught program comprised
of an introduction to the physical environ-
ment (soil, meteorology, hydrology) and
a study of its influence on tree growth and
development, and how the forest may be
manipulated to take advantage of these
responses (silvics-silviculture). The sum-
mer program and fall semester total 24
credit hours of field-oriented core courses,
and as part of the conditions for admission
to this curriculum, applicants must be will-
ing and able to work effectively in the field
under a wide range of terrain and weather
conditions. Any questions or concerns
about this requirement should be dis-

Upper Division Courses

Course Area Credit Hours

Summer: ‘Summer Program in Field Forestry

FOR 301 Field Dendrology 1

FOR 302 Forest Surveying and Cartography 2V2

FOR 303 Introduction to Forest Mensuration 3'/2

FOR 304 Introduction to Forestry 1

‘SUMMER PROGRAM IN FIELD FORESTRY — 7 weeks, 8 credit hours: Required of all
students (except Forest Technology Program and Paul Smiths Forest Technician Program graduates)
prior to registration for junior year.

Junior Year

First FOR 305 Forestry Concepts and Applications 1

Semester FOR 322 Forest Mensuration 1

FOR 331 Introduction to the Physical Environment 6

FOR 332 Silvics -Silviculture 8

Second FOR 360 Principles of Management 3

Semester FOR 370 Management of the Forest Enterprise 3

APM 391 Introduction to Probability and Statistics 3

2Electives 6

Senior Year

First APM 492 Forest Biometrics 3

Semester FOR 400 The Social Environment of Resource Management 3

FOR 461 Management Models 3

2Electives 6

Second 2Electives 17

Semester

TOTAL MINIMUM UPPER DIVISION CREDITS 71

2ln the undergraduate curriculum in Forestry, one-half of the elective credits must be taken in
programs of ESF on the Syracuse Campus. More specifically, this means that at least one 3-credit-
hour elective course must be taken in each of the following 6 categories: (1) Division of
Engineering: (2) Chemistry; (3) Landscape Architecture: (4) Environmental Studies; (5) En-
vironmental and Forest Biology; and (6) Forestry.

A total of 135 credit hours is required to complete the B.S. degree in the Profes-
sional Forestry and Resource Management Curriculum.

cussed with the Director of Admissions.

The remaining core curriculum develops
management principles and models of
decisionmaking processes applied to forest
resources, together with further study of
quantitative measurements. These courses,
along with the field-oriented ones, form a
core of required upper division work, total-
ing 42 semester hours, which present basic
principles and practices underlying the pur-
poseful management of forest and related
resources for optimum production and use
of any one, or combination, of their poten-
tial products and services.

Extensive elective opportunities, totaling
about one-fourth of the curriculum, allow
students to shape their programs to meet
individual needs and interests. In a broad
sense, electives may be chosen to provide
extensive coverage of either forest resource
science or management, and they may be
oriented toward immediate employment or
as a base for graduate study. For example,
one student might distribute electives to
cover all areas of forestry’s multiple-use,
while another might concentrate electives
in areas such as timber, watersheds, forest
wildlife, recreation, entomology, pathology,
soils, international forestry, or urban
forestry.

Electives may also be taken at Syracuse
University, usually to add to a student’s
general education or to gain knowledge of
an area of business management, com-
munications, geography or other similar
topics not offered at ESF. Judicious use of
electives, and in some instances meeting
certain standards, allows students to (1)
develop capabilities for service in a vari-
ety of fields pertinent to renewable natural
resources and the environment, but not
specifically forestry oriented, such as work-
ing to obtain provisional certification for
teaching secondary science with some ad-
ditional coursework, or (2) to prepare for
selected career options within the resource
and forestry area, as by obtaining a minor
in management through Syracuse Univer-
sity’s School of Management. Elective
course selections must be approved by a
student’s faculty advisor, and it is very im-
portant that they be planned early in the
student’s program.

A significant feature of the elective com-
ponent of the professional forestry and
resource management curriculum is that
the spring semester of the senior year con-
sists wholly of electives and thus is available
for a variety of independent or group study
activities. These may be conducted in
whole or in part of any one of the College’s
several campuses, or off campus at another

50 DEGREE PROGRAMS-FOR

institution, in cooperation with some
resource management agency or firm, or
in conjunction with an overseas academic
program operated by the College. Pro-
posals for off-campus study must be well
planned. They are subject to faculty review
and approval and are carried out with vary-
ing degrees of faculty guidance to ensure
adherence to academic standards. Utiliza-
tion of the spring senior semester in such
a fashion may result in the need for a fifth
semester to meet graduation requirements.

A total of 135 credit hours is required
to complete the B.S. degree curriculum.
For students contemplating entrance to the
program, it is required that they have com-
pleted at least 64 semester credit hours or
have earned an associate degree, and fur-
ther, that a minimum of 56 of these credits
be distributed among specific course areas
as outlined below. The maximum number
of freshman -sophomore semester credit
hours which may be transferred is 64.
Students who have completed more than
64 lower division credits may transfer up
to 12 additional hours of junior-senior level
courses and should seek advice on upper
division credits at the time of matriculation.
The professional forester must understand
both the biological and social influences
that affect the use of forest resources. Pro-
spective students should choose lower divi-
sion elective courses that will serve to
broaden and enhance their understanding
in the social and political sciences, human-
ities, and communication skills.

Graduate Education
FOREST RESOURCES
MANAGEMENT

Graduate education in forestry builds
upon the basic foundations of knowledge
and skill acquired by students in profes-
sional undergraduate curricula, or in other
fields important to Forest Resources
Management. Graduate study programs
are created to suit the needs of each in-
dividual student and are designed to
prepare the student for careers in resource
administration, management, scientific
research, professional education, and a
variety of other specialized positions in
public and private employment related to
forest resources management. Students
with nonforestry bachelor's or master's
degrees with strong interest in Forest
Resources Management are encouraged to
apply.

The practice of forestry is based on a
number of fields of science ranging from

applied physics to sociology. Graduate
study in forestry focuses on one or more
of these fields in the context of resources
management. Understanding the ecosys-
tem as a provider of goods and services
and as a modifier of the physical environ-
ment is the thrust of silviculture -culture of
the forest. The fields of meteorology, soils,
hydrology, and silvics (forest ecology) sup-
port study and research in silviculture. Tree
improvement is the science and practice
of improving the forest through genetics.
The societal environment in which forests
are managed is founded in the study of
public and private policy and forestry
economics. Forest management provides
the bridge between the biological and
societal components of forestry and
focuses on timber and multiple use
management. Recreation management
and watershed management are additional
areas of focus within the general area of
forest management. Quantitative methods,
urban forestry, and international forestry
encompass the wide range of forestry ac-
tivity but focus on specific aspects of Forest
Resources Management.

AREAS OF SPECIAL INTEREST

Twelve areas of Special Interest in the
Forest Resources Management program
are listed below with examples of current
faculty and student interest and activity.
These examples are meant only as high-
lights. Highlighting these areas of special
interest should not imply compartmen-
talization of study; most students have pro-
grams of study which encompass two or
more areas, and students are encouraged
to develop integrative programs.

(The subheadings indicate the current
activities and interests of the faculty and
their graduate students and do not indicate
the full range of faculty interests.)

POLICY AND ADMINISTRATION

• Administrative organization and
management

• Policy issues and analysis

• Program implementation

FORESTRY ECONOMICS

• Regional economic impacts

• Economics of nonmarket goods

• Timber and wood using industry
economics

FOREST MANAGEMENT

• Resource information systems

• Resource planning and scheduling

• Forest operations

• Timber and multiple-use
management

RECREATION MANAGEMENT

• Regional development and tourism

• Recreation resource planning

• Wilderness and river recreation
SILVICULTURE

• Hardwood silviculture
(N. Hardwoods, Oaks)

• Conifer plantations

• Biomass production

• Greenspace silviculture
SILVICS

• Tree physiology

• Forest ecology

• Stand dynamics
FOREST SOIL SCIENCE

• Acidic deposition

• Soil physical properties

• Morphology and classification

• Soil chemistry/fertility
TREE IMPROVEMENT

• Clonal propagation /Tissue
culture

• Genetic selection and testing

• Seed orchard management
WATERSHED MANAGEMENT

• Hydrology

• Snow hydrology

• Soil and water conservation

• Meteorology/ micrometeorology
QUANTITATIVE METHODS

• Statistics

• Forest inventory/mensuration

• Computer applications/modeling

• Operations research/systems analysis
URBAN FORESTRY

• Urban soils

• Urban climate

• Urban forest management/planning

• Urban tree management
INTERNATIONAL FORESTRY

• All phases of forest resources
management

The areas of special interest and
associated faculty are more fully de-
scribed below.

STUDY PROGRAM FORMULATION

Each graduate student has selected or
is assigned a Faculty Advisor to act as the
director of his or her program of study. The
student and Faculty Advisor are assisted in
planning the student’s program and in
determining successful completion of the
program by at least two other faculty
members. These faculty members serve as
the student’s Steering Committee.

Master’s Degree Program

All three of the College’s master of
science options (thesis, professional ex-
perience, or coursework) are available to
students in the Forest Resources Manage-
ment Program. The appropriate option is
selected by the student in consultation with

DEGREE PROGRAMS -FOR 51

the student’s Committee. The master's
degree usually takes 2 years of study to
achieve.

Doctoral Degree Program

Although doctoral study is usually built
upon a master’s degree, it can be under-
taken directly after a baccalaureate degree.
There is no minimum credit requirement
for the doctoral program, but usually 30
hours of formal coursework beyond that re-
quired for the master’s degree is taken.
Written and oral candidacy examinations,
intended to test the student’s mastery of
subject matter essential to the student’s
dissertation topic, and an oral defense of
dissertation examination are required. A
preliminary examination may be required
prior to the candidacy examination. The
student’s Committee may require
languages or other tools be included in the
student’s program.

Joint Study with Other Faculties of
the College

In a number of areas, particularly forest
biology, joint programs of study can be
established which formally include faculty
from other Faculties of the College.

Joint Degree Programs with
Syracuse University

Joint degree programs which provide
the student with two master’s degrees, one
from the College and another from
Syracuse University, are available with the
following Syracuse University Schools:

School of Management

Maxwell School of Public Administration

College of Law

Newhouse School of Communication

School of Education

The joint degree programs usually add
an additional year to a normal master’s
program of study. To be eligible a student
must have been matriculated at the Col-
lege at least one semester and have a grade
point average of 3.500 or above.

AREAS OF SPECIAL
INTEREST DESCRIPTIONS

POLICY AND ADMINISTRATION

Participating Faculty: DALL, GRAVES,
HORN

Graduate study in the area of resources
Policy and administration is designed to
Prepare students for leadership positions
in the broad range of responsibilities at the
Planning, budgeting, programming, and

operating levels of public agencies and
businesses. The expanded role of federal
and state government oversight over
resource use and land management has
brought substantially increased need for
thorough understanding of policy matters,
legal requirements, and governmental and
political interactions with resource owners
and users. Programs of study include ad-
vanced courses, seminars and special prob-
lems structured around these needs and
the complex interrelationships of society
and resources. Students are encouraged
to round out their academic programs
through courses offered by other units of
the College as well as Syracuse Univer-
sity’s Graduate School of Citizenship and
Public Affairs, School of Management, or
other graduate units. Students with under-
graduate preparation in forestry, liberal arts,
engineering, or other areas who have
strong interest in resource administration
and policy can be served through the crea-
tion of a study program that complements
work already taken. The broad array of
courses and the diverse points of view
available allow the student to build a pro-
gram to meet specific career objectives.

FORESTRY ECONOMICS

Participating Faculty: BENNETT,
CANHAM, MONTEITH, PETRICEKS

Graduate study in forestry economics
can be undertaken by the student with an
undergraduate degree in forestry or forest
products. By adding courses in forestry, the
program can also serve the graduate in
liberal arts, engineering, or business. The
goals of study in this area are depth of
understanding and familiarity with
economic tools contributing to making
competent decisions in resource
economics, management, and policy. The
core of the student’s program consists of
courses in forestry and resource
economics. In addition, the student must
be aware of the social and biological en-
vironment in which forestry economics is
applied. Thus the core program is sup-
plemented by courses in general
economics, statistics and operations
research, resource policy, business ad-
ministration, and related managerial and
biological fields. The course offerings and
facilities of the College, and Syracuse
University are actively drawn upon.

Individual programs are tailored to fit the
student’s particular interest. Some ex-
amples are: the economics of timber
management, land use economics,
economics of natural environments,

economic development, and forestry.
Graduates with the master’s degree find
employment typically as forest economists
or resource analysts with federal and state
agencies, and with private industry.
Graduates with the Ph.D. usually find
careers in teaching or research.

FOREST MANAGEMENT

Participating Faculty: BURRY, GRAT-
ZER, GRAVES, HERRINGTON,
HORN, KCTEN

Forest management focuses on the plan-
ning and implementation processes nec-
essary to achieve integrated use of forests
and associated natural resources. The ed-
ucational objective is to develop expertise
sufficient for capable, professional resource
management under a variety of natural
and societal environments.

The study of forest management re-
quires a broad knowledge of both the
natural and social environments as the
basis for an understanding of the way in
which these environments affect or are af-
fected by the development and utilization
of forests and associated wildlands. Im-
plementation of plans also requires an
understanding of the social environment
as well as the managerial process to
facilitate working with people both inside
and outside of the organization.

Study programs are flexible, and a stu-
dent may pursue a special interest in a
single product, several products or services,
tools and processes of planning for in-
tegrated forest use, or in developing
managerial skills. The emphasis of the pro-
gram, however, is in the application of the
skills and knowledge to the management
of forest lands. Where appropriate, courses
may be taken at Syracuse University’s
School of Management and the Maxwell
School of Public Administration to comple-
ment the course offerings of the College.
Recent graduates have found employment
with private and^public organizations that
own, manage, use, or relate in more in-
direct ways to forest resources. Students
with the doctorate have pursued employ-
ment in research and teaching.

RECREATION MANAGEMENT

Participating Faculty: GRATZER,
GRAVES, MORRISON

Graduate study in this area equips stu-
dents with a broad understanding of the
nature and purposes of outdoor recreation
and how they relate to natural resources,

52 DEGREE PROGRAMS -FOR

and builds the skills necessary for capable
recreation management.

Individual programs combine study in
resources management with relevant stud-
ies in the social and political sciences and
the development of analytical capabilities
needed to implement plans and programs.
Other schools of the College and of Syra-
cuse University, treating such areas as plan-
ning, engineering, design, and education,
provide a wide range of supporting courses
and facilities.

WATERSHED MANAGEMENT/
HYDROLOGY

Participating Faculty: BLACK, ESCH-

NER, HERRINGTON

Forest influences include all the effects
resulting from the presence of forest trees
and associated vegetation on climate, the
hydrologic cycle, erosion, floods, and soil
productivity. Health considerations and
human comfort have often been included
in older definitions of forest influences, and
are assuming greater importance today
with our growing concern for the
environment.

Included among the principal studies in
this area are energy exchange between
forest and atmospheres; moderation of
urban environments by vegetation; soil and
slope stability: and watershed hydrology,
including snow.

Graduates fill a variety of positions in
research, teaching, and public and private
management as watershed management
specialists, hydrologists, environmental of-
ficers, meteorologists, and ecologists.

SILVICULTURE

Participating Faculty: ABRAHAM-
SON, BERGLUND, COUFAL, HAL-
LIGAN, HOWARD, RICHARDS.
WHITE

Classical silviculture is the theory and
practice of the manipulation of forest
ecosystems, including the control of
vegetation establishment, composition,
growth, and quality. The nature of cultural
treatments, the theories upon which they
are based, and the biological, physical, and
social constraints to their implementation
are stressed in this area of specialization.
Forest vegetation is considered from the
dual standpoints of fulfilling goals for the
production of goods and services and
maintaining or enhancing productivity for
the future.

The student specializing in silviculture
progresses through formal coursework and

research toward an understanding of the
effect of various cultural treatments on the
balanced, sustained supply of wood, water,
wildlife, recreation opportunities, and
amenity values. One major area of em-
phasis within this specialization relates to
treatment of tree stands for their continued
production of wood products and other
commodities. Another emphasis centers
on the treatment of stands that are man-
aged for several values simultaneously,
where the harmonious integration of uses
is of concern. A third emphasis focuses on
evaluation and manipulation of vegetation
systems primarily for their on-site values,
such as in wilderness and recreation areas,
highway and utility rights-of-way, mining
and other wasteland reclamation, and ur-
ban greenspace. This involves a broad
interpretation of forest ecosystems that in-
cludes herbaceous and shrub systems as
well as silvics.

SILVICS

Participating Faculty: BERGLUND,
DREW, HOWARD

Silvics is the branch of forestry which
provides the scientific basis for the cultural
treatment of forest vegetation by (1) study-
ing and defining interrelationships within
forest ecosystems and (2) cataloging in-
traspecific characteristics of tree species. In
a sense, silvics is the ecology of managed
forest ecosystems, although unmanaged
and natural forests are often studied inten-
sively to provide the benchmark conditions
from which the silviculturist begins.

The specialist in silvics must maintain
channels of communication with col-
leagues in the basic disciplines, including
those in soil physics, soil chemistry, micro-
meteorology and climatology, genetics and
tree breeding, plant ecology and
physiology, wildlife biology, entomology,
and pathology. In addition, certain tools,
including a comprehensive knowledge of
probability and statistics, the ability to use
modern computers effectively, and a
familiarity with measurement and sampl-
ing theory, are required by specialists in
silvics.

The specialist in silvics is essentially at
one focal point of much of what has been
called fundamental forest research. The
most useful function and worthwhile con-
tribution to the field of forestry may very
well depend on the ability to synthesize
relevant material and, through experimen-
tation, provide the silviculturist with infor-
mation and possible techniques for use in
the cultural treatment of forest vegetation.

FOREST SOIL SCIENCE

Participating Faculty: CRAUL, WHITE

Graduate studies in this area of special-
ization may be directed toward aspects of
soil science related to the quantity and/or
quality of goods and services produced in
the management of resources of non-
agricultural lands, and the impact of
management practices on environmental
quality. These include soil moisture, soil
temperature, and nutrient element status
interrelationships in the evaluation of soil
productivity; evaluation of ecosystems to
quantify nutrient element balances and
cycling; amelioration of soils for increased
productivity; and impact of various land-
use practices on soil productivity.

Modern well-equipped laboratories are
available for graduate student use in plant,
soil, and water chemical analyses; soil
water-holding capacity and compaction;
infiltration and runoff; and other chemical
and physical property investigations. The
extensive College properties noted pre-
viously permit forest soil research to be
conducted under a wide variety of envi-
ronments and ecological conditions.

TREE IMPROVEMENT

Participating Faculty: MAYNARD

The objective of a tree improvement
program is to develop populations of trees
that are well-adapted, rapid growing, and
disease-free. Other possible objectives may
be to increase the aesthetic or recreational
value of forest trees through selection for
other traits.

Modern, well-equipped laboratories and
greenhouses are available for graduate stu-
dent use. Many established test plantations
are available for collection of materials and
field evaluations. Graduate students will
take formal coursework in plant biochem-
istry and physiology, statistical genetics,
and plant breeding. This specialization
prepares graduates for positions in seed or-
chard management, tree improvement,
and forest genetics with private, state, and
federal organizations.

INTERNATIONAL FORESTRY

Participating Faculty: DREW,
FETRICEKS

Graduate education in international for-
estry is designed for individuals who want
to pursue internationally-oriented careers
in forestry and related fields.

Instruction is aimed at supplementing
and enriching the student’s technical for-

DEGREE PROGRAMS-FT 53

estry knowledge and providing the broad
background deemed necessary for effec-
tive service in a variety of professional cir-
cumstances. These include forestry ad-
visor, teacher, or research specialist with
national and international agencies, private
business and industrial firms, philanthropic
foundations, and voluntary service
organizations whose activities include the
development and use of forest resources
in other lands.

At the master’s level, program emphasis
is on the attainment of general competence
in research methods, foreign languages,
cultural anthropology, world geography,
and international affairs, plus a solid
understanding of the world forestry situa-
tion. At the doctoral level, the program
focuses on a specialized discipline area
such as forestry economics, forest policy
and administration, forest management, or
silviculture, and others. Orientation to the
world forestry field is achieved in part
through the selection of formal
coursework, and in part through providing
an opportunity for the student to conduct
thesis research in residence abroad.

A wide variety of course offerings are
available to support the nonforestry ele-
ments of this area of study through
Syracuse University. Opportunity for field
training and research in tropical forestry
and related fields is available to qualified
candidates.

URBAN FORESTRY

Participating Faculty: CRAUL, HER-
RINGTON, RICHARDS, ROWNTREE

Graduate study in urban forestry allows
the student to pursue either of two broad
objectives. Professional Urban Forestry
skills may be broadened in the many areas
of information important to the practice of
forestry in urban and urbanizing areas
through advanced coursework and applied
research. More specialized study may be
pursued in research and study in soils,
greenspace ecology, atmospheric science,
forest science, tree improvement, forest
resource inventory and evaluation,
resource economics, and planning. There
is strong interaction with other urban-
related areas of study within the College,
including remote sensing, botany,
pathology, entomology, wildlife ecology,
and landscape architecture. Academic
departments in the Maxwell School of
Public Affairs at Syracuse University such
as Geography, Economics, Political
Science, and Sociology, cooperate with
teaching and research programs in urban

forestry. The U.S. Forest Service North-
eastern Forest Experiment Station main-
tains a permanent staff of scientists in their
Urban Forest Research Project on campus
who are engaged in studies dealing with
the planning and management of urban
forest ecosystems.

QUANTITATIVE METHODS

Participating Faculty: CANHAM,

CUNIA, HERRINGTON, HORN,
KCTEN, STITELER

Study in the area of quantitative
methods is designed to develop profes-
sionals skilled in the application of
mathematical, statistical, and computer-
based problem analysis and solution.
Study in this area is designed primarily for
students with undergraduate degrees in
areas such as biological sciences, forestry,
wildlife, or agriculture who wish to
strengthen their quantitative skills or with
degrees in mathematics, statistics, and
computer science who wish to focus on
resources management. Students may
concentrate in statistics, operations
research, biometry, or forest mensuration,
econometrics, and computer applications
development. Syracuse University’s com-
puter facilities, the Center for Advanced
Technology in Computer Application and
Software Engineering, and a wide range
of courses in mathematics, statistics, and
quantitative methods provide strong sup-
port for activities in this area.

RANGER SCHOOL-

FOREST TECHNOLOGY PROGRAM

History and Description

In 1912, some 1,800 acres of land in the
Adirondack Mountains were donated to
the College as a site for the development
of a Ranger School. Since that time, the
Forest Technology Program has trained
over 3,000 graduates, most of whom are
now working in a variety of forest activities,
and it has earned the Wanakena Campus
a national reputation for excellence. The
Program is administered by and is an in-
tegral part of the Faculty of Forestry. This
relatively unique model of a single profes-
sional Faculty offering all levels of work
from the technician through post-doctoral
emphasizes the teamwork approach to
forest resource science and management
espoused by the Faculty.

The two-year curriculum trains students
in forest technology. The degree of Asso-
ciate in Applied Science in Forest Technol-
ogy (A.A.S.) is awarded. The objectives of

the curriculum are to provide students with
a knowledge of the field practice of forestry
as related to forestry managerial needs; the
ability to work and communicate effectively
with professional and paraprofessional for-
estry personnel; and an understanding of
the sciences and practices of forestry with
some emphasis on ecological applications.

Graduates are generally classified as for-
est technicians, forestry aides (or survey-
ing technicians) in initial employment
positions. Forestry agencies and wood-
using industries employ forest technicians
as an important part of their forest manage-
ment teams, usually as the “people on the
ground” who plan and execute the field
practice of forestry, normally under the
supervision of a professional forester.
(Surveying firms employ 25 percent or
more of the graduates each year to work
with crews on road, boundary, right-of-
way, mapping, construction, and explora-
tion applications of plane surveying.)

The curriculum is designed to allow
graduates immediate job entry at the
technician level. Students interested in a
baccalaureate degree in forestry and
resource management should investigate
the Faculty of Forestry’s bachelor’s degree
curriculum described on page 48. It should
be understood that transfer into the Facul-
ty of Forestry’s professional forestry cur-
riculum, and other ESF bachelor’s degree
programs, is possible upon completion of
the A.A.S. degree at Wanakena.

If a student feels transfer to a bacca-
laureate program is a possibility after
graduation from the Forest Technology
Program, he or she should pay close
attention to the footnotes under “Freshman
Year” on page 54.

The freshman year forest technology
curriculum consists of general studies’
courses which may be taken at any ac-
credited four-year college, or agricultural
and technical institute except Farmingdale
or Alfred (although traAsfer credits from
these schools are acceptable otherwise).

The second year of the curriculum is of-
fered at the Faculty of Forestry’s Forest
Technology Program on the Wanakena
Campus. Presented in a varied forest
environment, the curriculum’s emphasis is
on fundamental forestry knowledge and
applied field training as well as the relation-
ships between forest technology and man-
agerial needs. About fifty percent of the
studies are devoted to field exercises, most
of which are held on the School’s forest.
This managed forest, containing both hard-
wood and coniferous species, covers an

54 DEGREE PROGRAMS -FT

area some 3V2 miles long with widths vary-
ing up to 2V4 miles. On two sides, the
forest is bounded by State Forest Preserve
lands. The forest is also adjacent to several
square miles of virgin timber within the
Adirondack Forest Preserve. This excellent
forest backdrop for the technology program
provides a diverse laboratory for instruc-
tional purposes.

Since the Program is situated within a
forest environment, some applicants may
mistakenly believe that the forest technol-
ogy program is one of forest lore and wil-
derness survival. It is, therefore, strongly
emphasized that the forest technology cur-
riculum demands high quality academic
achievement. Students cannot complete
the program without concentrated and
consistent study. Classes are scheduled
from 8 a.m. to 5 p.m., Monday through
Friday, with classroom and laboratory or
field time equally divided. The intensity of
the program normally requires a minimum
of 70 hours a week of evening and
weekend study, daily classes, and
laboratory/field exercises. Several short
trips, at no additional expense to the stu-
dent, are made during the year in connec-
tion with courses in dendrology,
silviculture, forest management, forest
recreation, wildlife ecology, and surveying.

LIFE AT WANAKENA

The Wanakena Campus of the College
of Environmental Science and Forestry is
located on the banks of the Oswegatchie
River near the hamlet of Wanakena, ap-
proximately 65 miles northeast of Water-
town, and 35 miles west of Tupper Lake.
The Program's buildings and its surround-
ing forest border on the river which flows
directly into Cranberry Lake.

The main building consists of a central
service unit with dormitory wings on either
side. The central unit contains classrooms,
laboratories, a student lounge, faculty of-
fices, the library, a kitchen, dining room
and 47 student rooms, each housing two
students.

Faculty houses are nearby on the cam-
pus. Other buildings include a mainten-
ance shop, garages, a sugar house, and
storage buildings.

The close proximity of faculty offices and
student quarters and the intensive field-
work pattern enables students to consult
easily and frequently with the faculty. The
Program considers this traditional close
student-faculty association to be of major
benefit in its educational program.

A small library of approximately 1,500

FOREST TECHNOLOGY CURRICULUM
(Associate of Applied Science Degree)

Freshman Year

Credit Hours

(Completed at a college of the student's choice)

'General Biology 6-8

English (a technical report writing course is highly recommended) 6

2Math 4-6

Economics 3

3Electives 7

'Courses selected may be in general biology, but at least one course in introductory botany is
preferred.

Competency in plane trigonometry and college algebra is required. If demonstrated, credits become
electives. If students feel transfer to a baccalaureate program is a possibility, they would be well
advised to take calculus.

"If a student feels transfer to a baccalaureate program is a possibility, general chemistry and physics
should be taken as electives. Otherwise, courses in sociology, psychology, political science, geology,
soils, accounting, business, computer science, etc. are desirable electives.

Senior Year Credit Hours

(Wanakena Campus)

First FTC 200 Dendrology 1 2

Semester FTC 202 Plane Surveying I 4

FTC 204 Forest Mensuration and Statistics I 3V2

FTC 206 Forest Ecology 3

FTC 207 Aerial Photogram metry 2

FTC 208 Forest Installations 3

FTC 213 Forest Protection I 2

• FTC 223 Graphics 1

20V2

Second FTC 203 Plane Surveying II 1

Semester FTC 205 Forest Mensuration and Statistics II 2

FTC 209 Forest Roads , 2

FTC 211 Silviculture 2*/2

FTC 214 Personnel Management IV2

FTC 215 Timber Harvesting 2

FTC 217 Forest Management 3*/2

FTC 218 Forest Recreation IV2

FTC 219 Elements of Wildlife Ecology IV2

FTC 221 Soil and Water Measurements IV2

FTC 227 Forest Protection II 2

FTC 228 Structure and Growth of Trees IV2

FTC 229 Silviculture II

or 2

FTC 230 Plane Surveying III

241/2

A total of 75 credit hours is required. Upon satisfactory completion, an Associate of
Applied Science ( A.A.S .) degree of Forest Technology will be awarded.

volumes consists of highly specialized ma-
terials required for the teaching and study
programs of the curriculum.

Students taking the second year of the
forest technology curriculum at the Wana-
kena Campus are required to live in the
campus’s dormitories. An exception may
be made for married students who bring
their families and rent their own private ac-
commodations in the vicinity. Such accom-
modations are not plentiful. Each married
student should make rental arrangements
well in advance of the registration date.

The Wanakena Campus does not main-
tain an infirmary, nor does it employ a phy-
sician or nurse. There are two physicians

and a dentist as well as an excellent Com-
munity Hospital in nearby Star Lake, New
York. In emergency, situations, the Pro-
gram transports sick or injured students to
the local physician of their choice or to the
hospital. Health and accident policies for
students are available through Syracuse
University, and it is strongly suggested that
the student consider such coverage before
reporting to the Campus. Application
forms are available through ESF’s Office of
Student Affairs and Educational Services.

Because of the comparatively isolated
location of the Wanakena Campus, a stock
of books and supplies used in connection
with the second year of the program is

DECREE PROGRAMS -FT 55

maintained on campus for sale to students.

During the first year of the program,
College-enrolled students will be guided by
the rules and regulations that govern at-
tendance at their local campus. During the
second year of the program, students will
be guided by the general rules and regula-
tions for College of Environmental Science
and Forestry students and an additional set
of Wanakena Campus “house rules.”

admission

Admission Requirements

Requirements for entrance into the forest
technology curriculum require a minimum
of high school units consisting of: English;
history (social science); science (including
biology); mathematics (including trigonom-
etry or Math 11); and electives. Mechanical
drawing, technical report writing, and com-
puter science are suggested electives.

In addition to the academic require-
ments, the following must also be met by
all applicants;

1. The applicant must be strongly moti-
vated toward a career in field forestry.

2. The applicant must be willing and
able to meet the physical require-
ments of the program which include
pole and tree climbing, walking 2 to
6 miles through forest areas, often
carrying 15-20 pounds of equip-
ment, and using a wide array of hand
tools and power equipment.

3. The applicant’s parents (if the appli-
cant is under 18 years of age) must
be fully aware of the field nature of
the study program, its rigorous study-
work regime and supporting aca-
demic facilities.

4. A full medical examination report
must be submitted.

Questions concerning any of these re-
quirements should be referred to the Direc-
tor of Admissions who may, under special
circumstances, waive some of them.

Admission Procedures

The decision to admit any student to the
Forest Technology Program rests solely
with the College of Environmental Science
and Forestry. Most openings in the pro-
gram are filled by students who received
conditional acceptances while still seniors
in high school, contingent on successful
completion of the first year of college. Re-
maining openings are filled by transfer

students who have already attended col-
lege. Therefore, it is suggested that the
potential forest technology student apply
while still a high school senior.

Here is the procedure:

1. Seniors in high school must submit
a regular SUNY freshman applica-
tion for the College of Environmen-
tal Science and Forestry, using a
Curriculum Code 620 (Forest
Technology). These applicants
should indicate entry date to be one
year in advance of the current year.

2. Submit a regular application to that
school selected for the first year of
study, using Curriculum Code 620.
It is important that students gain en-
try on their own for the first year of
studies. The College will request in-
formation at a later date concerning
what institution the student will be
attending.

Transfer Students

Students with previous college experi-
ence, or students who are currently en-
rolled at another college, may apply for
transfer. However, courses transferred for
credit can be applied only to the freshman
year course of studies, and they must be
appropriate to those courses and com-
parable in subject matter, content, and
level. All second year courses must be
taken at the Wanakena Campus and,
therefore, a student cannot transfer any
previously earned credit toward the second
year. Transfer applicants must submit a re-
cent official copy of their college transcript
and a list of courses they anticipate com-
pleting prior to enrollment.

EXPENSES

Cost of the first year will vary with the
specific institution attended.

Estimated costs of the second year pro-
gram on the Wanakena Campus are as
follow^:

N.Y. Resident

Tuition Board. Room Books. Supplies
$1,350 Approx. $3,100 Approx. $800

Nonresident

Tuition Board. Room Books. Supplies
$3,200 Approx. $3,100 Approx. $800

An additional estimated expense of $200
will likely be incurred to cover the cost of
laundry and clothing. There is also a $20
graduation fee and a $13 student activity
fee, plus a $25 resident deposit and a $25
equipment deposit. The latter two fees are

fully or partially refundable, depending on
breakage charged to a student during the
year.

FINANCIAL ASSISTANCE

Financial aid is available upon accep-
tance to the College of Environmental Sci-
ence and Forestry. There are three basic
loans, scholarships or grants, and part-time
employment.

More detailed information on these
financial aid opportunities can be found on
pages 20-25 of this catalog and the publi-
cation Financial Assistance at ESF.

The student must file an application with
the Office of Financial Aid at the Syracuse
Campus and submit a Family Financial
Statement to ACT, Iowa City, Iowa 52243.

PLACEMENT

The School assists in placement of grad-
uates. The excellent reputation which the
graduates of the Ranger School at
Wanakena have developed in all types of
forestry and surveying jobs greatly assists
today’s graduates to find employment.
Employment is common with local, state
and federal forestry, and land resource
agencies, private forestry enterprises, and
surveying firms. Positions most frequently
filled by recent graduates include: state
forest ranger, state forest technician, forest
aide, industrial forest district supervisor,
timber inventory specialist, timber sales
supervisor, forest surveyor, forest engineer-
ing aide, forest protection technician, forest
research technician, forest equipment
salesman, tree service technician, and ur-
ban park ranger.

56 DECREE PROGRAMS -DUAL

DUAL UNDERGRADUATE PROGRAM IN ENVIRONMENTAL AND
FOREST BIOLOGY AND RESOURCES MANAGEMENT

This dual curriculum is designed to pro-
vide students with a strong background in
basic biology and forestry. In doing so it

meets the core course requirements in two
undergraduate curricula: Environmental
and Forest Biology, and Resources Man-

agement (Forestry). The Dual Program is
one level in a continuum of Biology and
Forestry study opportunities at the College:

Environmental and Forest Biology

Environmental and Forest Biology
with Forestry Electives

Resources Management

Resources Management
with Biology Electives

DUAL PROGRAM

Upon completion of the Dual Program,
graduates will be highly qualified to work
professionally in forested ecosystems. The
breadth of training received by students
who elect this option will prepare them for
a career in forestry and other aspects of en-
vironmental science in the federal, state,
and private sectors. Exposure to diverse
courses and extensive field experience en-
hances their employment opportunities in
multidisciplinary programs that are char-
acteristic of contemporary approaches to
forestry management and other environ-
mental problems.

The Dual Program requires a minimum
of five semesters at the upper division level.
Six semesters may be necessary for those
students who lack appropriate lower divi-
sion courses, or who wish to develop spe-
cific professional interests in forest biology
or forestry. Students need to be aware of
the financial aid implications of taking one
or two additional semesters, especially in
regards to the New York State Tuition
Assistance Program (TAP), and plan ac-
cordingly, starting with the Pre-ESF (lower
division) semesters.

A total of 147 credit hours, 62 of them
prior to matriculation, is required for this
Bachelor of Science degree. In addition to
the 58 credit hours of upper division core
courses listed below, six of the elective
credit hours must be in Plant Science, six
in Animal Science, six in FOR (Forestry)
and three in WPE (Wood Products Engi-
neering) or FEG (Forest Engineering), ex-
clusive of the eight-hour summer camp
experience.

There is less opportunity to take free
electives in the Dual Program than in the
two curricula which it combines. It is rec-
ommended that elective requirements in
plant science and animal science address
critical support areas such as forest path-
ology, plant ecology, fish and wildlife
management, and forest entomology.
Similarly, forestry electives in silviculture,
hydrology, or tree improvement are ex-

amples of elective opportunities in impor-
tant forestry support areas. In all cases,
choice of electives depends on the stu-
dent’s professional goals. Students with
specific career and professional goals
should make them known to their advisor
as early as possible so that proper course
selections can be made. Course selection
is made after consultation with each of two
advisors; one from the Faculty of En-
vironmental and Forest Biology and one
from the Faculty of Forestry.

There is flexibility in the structure of the
curriculum that students might wish to
investigate and take advantage of. For ex-
ample, it is possible to take the required
Summer Program in Field Forestry, at War-
rensburg, prior to the junior year instead

of after it. This will make it possible, and
it may be highly advantageous, to take
courses at the Cranberry Lake Biological
Station (see p. 35) in other summers. If
you wish to investigate such opportunities,
talk with Admissions Office staff during
your admissions processing, and they will
direct you to the proper Academic
Advisors.

To facilitate transfer at the junior level,
it is important that students satisfy the lower
division course requirements prior to
matriculation at the College of En-
vironmental Science and' Forestry.

Students entering at the junior level
should have successfully completed a
minimum of 62 credits which include:

Lower Division Courses

Course Area Credit Hours

General Chemistry with Laboratory 8

Organic Chemistry with Laboratory 8

General Physics with Laboratory 8

Mathematics, through Integral Calculus 6-8

English 6

General Botany and Zoology OR General Biology with Laboratory 8

‘Social Sciences/Humanities (Sociology or Psychology preferred) 6

‘Political Science (U S. Institutions) 3

‘ Microeconomics 3

Computer Science 3

Biology Elective 3

Upper Division Courses

Junior Level Credit Hours

Fall EFB 320 Genera! Ecology 3

Semester EFB 336 Dendrology I 3

‘‘EFB 352 Elements of Forest Entomology 3

‘ ‘ ‘ ‘Elective 6

Spring APM 391 Statistics 3

Semester EFB 325 Cell Physiology 3

FOR 360 Principles of Management 3

' ‘ ‘ * Elective 3

‘‘‘Social Science/Humanities 3

DEGREE PROGRAMS -LA 57

Summer: FOR 301, 302, 303. 304 Field Forestry Program at Warrensburg 8

Fall FOR 305 Forestry Concepts and Applications 1

Semester FOR 331 Introduction to Physical Environment 6

FOR 332 Silvics/Silviculture 8

FOR 322 Mensuration 1

Senior Level Credit Hours

Spring FOR 370 Management of Forest Enterprise 3

Semester EFB 407 Genetics 3

EFB 408 Genetics Laboratory 1

■' * 'Electives 9

Fall APM 492 Biometrics 3

Semester FOR 400 Social Environment of Resource Management 3

FOR 461 Management Models 3

'""Electives 6

'Students may be admitted with 3 credit hours in each of these subject areas. Deficiencies
must be removed as early as possible in the student’s program.

’ 'A spring course, EFB 351, may be substituted if scheduling problems conflict with EFB 352.
This will open up 3 hours of electives during the fall semester rather than in the spring.

' ” If this requirement is satisfied in the freshman and sophomore years, biology or forestry electives
may be substituted.

'These electives should include at least 3 credits in WPE or FEB, 6 credits in FOR, 6 credits
in plant sciences, and 6 credits in animal science.

THE FACULTY OF LANDSCAPE ARCHITECTURE

GEORGE W. CURRY, Interim Chairman

FACULTY

EMANUEL CARTER. Professional Ex-
perience: Project Planner, Ithaca, New York
Department of Planning and Development;
Recreation and Park Advisor, Pennsylvania
Bureau of Recreation and Conservation;
Associate Director-Planning, Chase Architec-
tural Associates, Syracuse, New York; Prin-
cipal Planner, Syracuse Department of Com-
munity Development; Adjunct Professor,
Landscape Architecture Program, Cornell
University; Adjunct Professor, Department of
Geography, Syracuse University. Fields of
Specialization: Urban Design, City and
Regional Planning, Development Process,
Planning and Design Theory.

GEORGE W. CURRY. Professional Exper-
ience: The Reimann-Buechner Partnership,
Landscape Architects, Syracuse; The Curry-
Paulo Partnership; Member, Syracuse Con-
servation Advisory Council, Syracuse Urban
Cultural Parks Advisory Committee, and
Syracuse Landmark Preservation Board.
Licensed Landscape Architect, New York
State. Fields of Specialization: Site Planning,
Urban Analysis and Design, Historic
Preservation.

JOHN P. FELLEMAN. Professional Exper-
ience: Planning Engineer, Monroe County,
N.Y.; Urban Planner, NYS Hudson River
Valley Commission; Chief Planner, Bruce
Howlett, Inc.; Partner, Impact Consultants;

Licensed Professional Engineer, New York
State; Designated Planner-in-Charge, New
York State. Field of Specialization: Site
Systems Engineering; Route Location; En-
vironmental Simulation.

CLAUDE C. FREEMAN. Professional Ex-
perience: Russell Bailey and Associates,
Landscape Architects and Planners; Alfred
Obrist, Landscape Architect and Civil
Engineer. Fields of Specialization: Site
Design, Plant Materials, Graphics.

DAVID L. HANSELMAN. Professional Ex-
perience: Ohio Department of Education,
Ohio Department of Natural Resources, Ohio
State University. Fields of Specialization:
Communications Strategies and Message De-
sign, Non-Print Communications.

RICHARD S. HAWKS. Professional Exper-
ience: EDAW, Inc., Cambridge Research In-
stitute. Fields of Specialization: Regional Plan-
ning and Design, Facility Siting and Routing,
Geographic Information Systems, University
Campus Design and Planning.

ALLEN R. LEWIS. Professional Experi-
ence: Chief Community Planner, Bucks
County Planning Commission, Doylestown,
Pennsylvania. Member, American Institute of
Certified Planners. Fields of Specialization:
Community Land Use Planning; Planning
Theory; System Dynamics; Modeling and
Simulation.

FRANK L. MARAVIGLIA. Professional Ex-
perience: Senior High School Teacher; Busi-
ness and Management Consultant; President,
Centre of Applied Creativity, Baltimore, Mary-
land; Faculty, Annual Creative Problem Solv-
ing Institute, SUNY Buffalo, Organizational
and Interpersonal Communication. Fields of
Specialization: Technical Graphics, Creative
Problem Solving, Education, Communica-
tion, Video, Management.

ROBERT R. MARSHALL. Professional Ex-
perience: Professional Consultant, Licensed
Landscape Architect and Architect, New York
State; Department of Architecture, Idaho State
University; Project Architect/Landscape Ar-
chitect for Vern G. Hancock and Associates,
and for Paul W. Jensen and Associates,
Pocatello, Idaho; R. Fr^d von Niederhausem
and Associates, Logan, Utah. Field Specializa-
tion: Site Planning and Design, Planning and
Design for Low-Income Housing, Third World
Housing Issues.

ANTHONY J. MILLER. Professional Ex-
perience: Clarke and Rapuano Inc., Con-
sulting Landscape Architects and Engineers;
Land Use Consultants, United Kingdom,
Landscape Architects, Maurice Pickering
Associates, United Kingdom, Jacques Miller
Partnership, United Kingdom; Thames Land-
scape Group, United Kingdom; Brian
Clouston and Partners, United Kingdom, Ar-
chitects and Landscape Architects; Sir Denys

58 DEGREE PROGRAMS-LA

Bachelor of Landscape Architecture
Required Lower Division Courses

Course Area Credit Hours

Written and Oral Communication 6

Required credit hours in this area must be taken in courses dealing with English
comprehension, the basic skills of grammar and composition, and public speaking

Graphics 3

A minimum of one course in engineering drawing, mechanical drawing, or architec-
tural drafting is required.

Natural Sciences 6

Required credit hours in this area must include a course in botany or plant biology.

Additional hours should be taken from coursework in ecology’ , physical geography,
earth science, geology, or environmental geology.

Social Sciences 3

Required credit hours in this area are to be taken from coursework in U.S. history,
sociology, social psychology, social or cultural anthropology, political science, or

economics.

Mathematics 3

Required coverage of college trigonometry. Students with prior coverage in math who
can demonstrate proficiency at time of admission may substitute elective hours for this
prerequisite. More advanced math is desirable.

Computer Science 3

Introduction to computers with basic application programs including word processing,
spread sheets, and data base. Familiarity with micro computers and programming
preferred.

Electives 38

TOTAL MINIMUM LOWER DIVISION CREDITS 62

■

’Can be waived at ESF if completed prior to transfer.

Lasdun, Redhouse and Softley, United
Kingdom, Architects; Thames Polytechnic,
Dartford Kent, United Kingdom; Member
Landscape Institute, United Kingdom; Ex-
aminer, Landscape Institute. Fields of
Specialization: Site Design, Graphics, Plant
Materials, Provision for Play, Video
Simulation.

JAMES F. PALMER. Professional Experi-
ence: Research Associate, The Environmen-
tal Institute, University of Massachusetts;
Associate Social Scientist and Resource Plan-
ner, Carlozzi, Sinto & Vilkilis, Inc.; College
Planner, Kresge College, University of Califor-
nia at Santa Cruz. Fields of Specialization:
Landscape Perception, Design Evaluation,
Social Impact Assessment, Environment and
Behavior Research Methods.

MATTHEW R, POTTEIGER. Professional
Experience: Department of Landscape Ar-
chitecture, Ball State University. Fields of
Specialization: Cultural Landscape History,
History of Landscape Architecture, Design
Theory and Methodology.

ROBERT G. REIMANN. Professional Ex-
perience: City of Montreal, Department of
Public Works, Parks and Playgrounds;
Sargent, Webster, Crenshaw and Folly, Ar-
chitects; James E. Glavin and Associates;
Principal, Reimann-Buechner Partnership;
Director, Professional Practice Institute
(ASLA); President, Landscape Architecture
Foundation; Fellow, American Society of
Landscape Architects; Member, ASLA Coun-
cil on Education. Fields of Specialization: En-
vironmental Design, Passive Energy Conser-
vation, Site Planning and Design.

RICHARD C. SMARDON. Professional
Experience: Wallace, Floyd, Ellenzweig. Inc.,
Cambridge, Mass.; Executive Office of Envi-
ronmental Affairs, Commonwealth of Massa-
chusetts; Oregon State University Extension
Service; Institute for Urban and Regional
Development, University of California; USDA
Forest Service. Fields of Specialization: Land-
scape and Environmental Planning, Visual
Resource Analysis, Environmental Assess-
ment/Administration, Wetland Assessment.

KATHLEEN A. STRIBLEY. Professional
Experience: Department of Landscape
Architecture, . The Ohio State University;
Anderson-Lesniak and Associates, Inc.;
Johnson, Johnson and Roy, Inc.; Dalton-
Dalton-Little-Newport, Inc.; Member, Onon-
daga County Environmental Management
Commission; Licensed Landscape Architect,
Michigan and New York. Fields of Specializa-
tion: Design and Behavior; Public Participa-
tion; Urban Design, Parks and Recreation; Site
Planning and Design.

Landscape Architecture

The alteration of the physical environ-
ment has been a product of human

activity since the earliest times of human
settlement. While environments of endur-
ing beauty and vitality occasionally re-
sulted, the history of environmental
manipulation more often demonstrated
degradation and abuse of the landscape.
As the knowledge of natural and human
processes has expanded, environmental
change has been transformed over the
centuries from the casual efforts of many
to that requiring skilled individual effort
and often demanding multidisciplinary
attention.

The Faculty of Landscape Architecture
offers two programs designed to educate
students to contribute in varied ways to
the wise use of land and landscape. Each
decjree program provides a basis for
students to establish career directions in the
profession landscape architecture. Both the
Bachelor and Master of Landscape Ar-
chitecture are offered.

The B.L.A. degree is designed for those
students desiring to enter the profession of
landscape architecture either directly after
completing the degree or after completing
a graduate degree. The degree is a profes-
sional degree with an emphasis on the

skills and knowledge required to qualify as
a landscape architect. The degree is
accredited by the American Society of
Landscape Architects (ASLA) as a first pro-
fessional degree. The B.L.A. degree is
granted at the end of five years of study
and requires the successful completion of
160 credit hours. Students enter into the
third year of the program with a minimum
of 62 lower division credit hours and follow
the prescribed curriculum.

The B.L.A. degree program consists of
a core of courses involving the basic prin-
ciples and skills of landscape architecture
design, land manipulation and engineer-
ing, applied ecology, and communications.
Additionally, students are required to par-
ticipate in an intependent study semester
of the Off-Campus Program during the fall
semester of the fifth year. The major
objective of the B.L.A. program is the
development of basic proficiency in design,
engineering, and communication skills
necessary for formal admission into the
profession of landscape architecture.

When the prerequisite period of work
experience has been completed, a person
holding a B.L.A. degree may obtain a
license to practice landscape architecture.
At present, the State of New York requires
those holding a 5th-year B.L.A. degree to
complete a three-year period of internship

BACHELOR OF
LANDSCAPE ARCHITECTURE

DECREE PROGRAMS -LA 59

Bachelor of Landscape Architecture Curriculum

Third Year

First LSA 320
Semester LSA 326
CMN 382
EIN 311
EFB 320

Second LSA 327
Semester LSA 330
EIN 371
EIN 390
ERE 306
ERE 308
ENG 404

Fourth Year

First LSA 422
Semester LSA 433
LSA 434
LSA 442
LSA 443
EIN 471
Elective .

Second LSA 423
Semester LSA 425
LSA 444
LSA 445
EIN 451
EIN 470
LIB 300
Elective .

Fifth Year

Summer LSA 533

First LSA 524
Semester

Second LSA 522
Semester or

LSA 525
or

LSA 527
LSA 545
LSA 455
Architecture
Elective ....

Credit Hours

Introduction to Landscape Architecture and Planning 3

Landscape Architectural Design Studio I 3

Graphic Communication 3

Natural Processes in Planning and Design 3

General Ecology or Elective" 3

Landscape Architecture Design Studio II 3

Site Research and Analysis 2

History of American Landscape Attitudes 3

Social/Cultural Influences and Environmental Form 3

Elements of Map and Air Photo Interpretation or Elective’ 1

Elements of Plane Surveying or Elective’ 1

Technical Writing 3

Credit Hours

Landscape Design Studio III 4

Plant Materials 2

Design Materials 1

Site Grading 2

Site Drainage Systems 1

History of Landscape Architecture 3

Landscape Design Studio IV 4

Orientation for Experiential Studio 2

Vehicular Circulation Design 1

Introduction to Structures 1

Fundamentals of City and Regional Planning 3

Art History or Elective’ 3

Library Research 1

Credit Hours

Plant Materials 2

Experiential Landscape Design Studio V

(Off-Campus Program) 16

Landscape Design Studio VI— Urban Design 4

Landscape Design Studio VI— Site Design 4

Landscape Design Studio VI— Regional Design 4

Professional Practice Studio 3

Professional Practice in Landscape Architecture 2

Elective 3

'Elective only with prior coverage in required area.

A total of 160 credit hours is required to complete the B.L.A. degree.

NOTE: A number of the courses listed in the B.L.A. curriculum are in the process
of being reuised. Upon reuision. new course descriptions will be auailable after
approval by the College of Environmental Science and Forestry Faculty.

in the field prior to applying for the licens-
ing examination. Other states have vary-
ing requirements for obtaining a license.

As in any area of professional study,
students, seeking the B.L.A. degree are ex-

pected to demonstrate a high level of com-
mitment and scholarship in their studies.
This professional commitment is demon-
strated by a desire to serve society in an
objective, rational, and ethical manner in

designing the form of the environment.

Students receiving a B.L.A. degree have
entered the profession as employees in
public agencies or in private offices offer-
ing landscape architectural services. Also,
B.L.A. graduates have entered graduate
schools in landscape architecture, plan-
ning, urban design, regional design, and
specific specialties including historic preser-
vation, environmental policy, manage-
ment, and research.

Prerequisites for Entry into the B.L.A.
Degree Program

Because of the breadth of concern of the
B.L.A. degree, it is imperative that enter-
ing students prepare themselves with a
broad range of lower division coursework.
The environmental efforts with which the
students will be involved require a strong
background in both the natural and social
sciences. In addition, prior skill develop-
ment in graphics, mathematics, and com-
puter science is required. The following
required prerequisite coursework must be
met to prepare the entering student to
engage the B.L.A. curriculum.

ELECTIVE GUIDELINES

Students planning to transfer to the
Bachelor of Landscape Architecture Pro-
gram should consider the following as
guidelines in selecting their 35 credit hours
of electives. The subject areas are con-
sidered highly desirable. Course areas
marked (*) are required following transfer
to the Program, but can be waived if com-
pleted prior to transferring. This will allow
a student to take additional electives at
ESF.

1. In addition to the required prereq-
uisite credit hours listed, further sub-
ject coverage in Written and Oral
Communications, Natural Sciences,
and Social Sciences as listed is
recommended.

2. Art and Design

Courses in this category should in-
clude Art History’ and Studio Art.
Studio courses in Drawing or Three-
Dimensional Design, Sculpture,
Ceramics, and Photography, are
recommended.

3. Analytical Tools

Courses in this category should in-
clude Elementary Plane Surveying*,
Air Photo Interpretation’, or Elemen-
tary Physics. Additional work in com-
puting technology is highly rec-
ommended, particularly in the realm

60 DEGREE PROGRAMS-LA

of computer graphics and computer-
assisted design (CAD).

Demonstration of academic excellence
in environmental design and design
graphics through submission of a portfolio
is highly recommended as part of the ad-
mission’s process to the B.L.A. program.

MASTER OF

LANDSCAPE ARCHITECTURE

The master’s degree is open to those
students who hold an undergraduate de-
gree and meet the prerequisites for admis-
sion. The program is accredited by the
American Society of Landscape Architects
and focuses on community design and
planning. The three-year course of study
provides a strong foundation of design
theory and process while emphasizing
mastery of the skills associated with the
practice of landscape architecture. The core
curricula focus on processes of commu-
nity design and planning. Students are re-
quired to integrate the core coursework
with an elected area of concentration. The
program requires cross-disciplinary study
to prepare students to enter a variety of
emerging positions in the public and
private sectors. Illustration of these posi-
tions may be found in design Yesearch,
community development, impact analysis,
urban design, and environmental manage-
ment. Although these positions require
working knowledge of design, they trans-
cend the traditional skills normally
associated with project design. Processes
related to management, analysis tech-
niques, technological application, and the
social and natural sciences are considered
necessary to undertake these and other
similar positions. Graduates of the program
are currently employed by government,
educational institutions and private offices
practicing environmental design and
analysis. The M.L.A. degree is granted
upon the completion of 72 credit hours (42
graduate) in a prescribed curriculum.

A variety of joint degree program oppor-
tunities exists for applicants wishing to
develop a unique career track. Concurrent
professional degrees in Public Administra-
tion. Public Communication, or Business
Management may simultaneously be pur-
sued at Syracuse University. Ph.D. pro-
grams for careers in teaching and research
are available within the College’s Graduate
Program in Environmental Science, and
with a variety of programs at Syracuse
University, such as geography. Applicants
interested in concurrent degree programs

M.L.A. Program Sequence

The M.L.A. program is established as a three-year sequence of courses. The follow-
ing sequence illustrates a typical three-year program.

First Year Credit Hours

LSA 553 Design Studio 1 4

CMN 552 Graphic Communication 3

LSA 671 History of Landscape Architecture 3

'LSA 697 Topics and Issues of CDP 2

LSA 554 Design Analysis Studio II 4

LSA 550 Site Research and Analysis 2

LSA 551 Design Implementation 3

directed Electives 3

Second Year Credit Hours

LSA 620 Community Design and Planning Studio I 3

LSA 652 Community Development Process 3

LSA 656 Environmental Factors, Community Response, and Form 3

’LSA 433 Plant Materials 2

’LSA 434 Design Materials 1

LSA 621 Community Design and Planning Studio II 3

LSA 650 Behavioral Factors of Community Design 3

Directed Electives 6

Third Year

4 Typical Options for Integrative Experience:

Academic/

Thesis/ Project Professional Experience Coursework

Fall

Spring

Fall

Spring

Fall

Spring

LSA 898 Academic/Professional

LSA 899 Thesis/Project

LSA 643 Ethical Issues in Community

Design and Planning

Directed Electives

'Also required for students who enter with advanced standing.

directed electives are selected in consultation with the student's advisor. They are designed to
augment the student's undergraduate preparation.

’Usually not required for students who enter with advanced standing.

“The precise number of credit hours taken by a student during a given semester in LSA 899,
LSA 898, or in directed electives is determined in consultation with the student's major
professor.

NOTE: A number of the courses listed in the M.L.A. curriculum are in the process
of being revised. Upon revision, new course descriptions will be available after
approval by the College of Environmental Science and Forestry Faculty.

are encouraged to contact the College’s
Graduate Admissions Office at an early
date.

M.L.A. DEGREE PROGRAM

The M.L.A. curriculum has four com-
ponents: a foundation year, a sequence of
required core courses, a series of directed
electives, and a terminal experience. The
foundation coursework provides the skill
and knowledge basis for engaging land-
scape architecture. The required core
courses have as their focus the develop-
ment, enhancement, and refinement of
understanding of landscape architectural

philosophy, theory, skills, and techniques,
as focused on community design and plan-
ning. Emphasis is placed on the refinement
of proficiency in design analysis skills, con-
cepts, and objectives.

Three terminal experience options are
available: thesis or project, coursework,
academic or professional experience. A
project consists of the critical application
of professional knowledge and skills to a
landscape architectural problem. A thesis
consists of research which expands or
clarifies basic knowledge related to com-
munity environmental design. The course-
work option involves selected electives.

DECREE PROGRAMS- LA 61

The academic/professional experience is
typically a semester-long internship with a
public agency, private firm, or non-profit
institution.

The following describes the broad
sequential linkages of the six-semester
program:

First Year: Foundation courses in design
analysis, physical factors, graphics, history,
and theory, and start of graduate elective
sequence. The scale focus is human, site,
and neighborhood.

Second Year, Fall Semester: The third
semester of study is intended to provide
an introduction to decision-making pro-
cesses, including computer applications in
community design and planning. An ex-
amination of the impact of physical factors
on the environment is provided. Scale
focus includes municipal and site in
rural/suburban scenarios.

Second Year, Spring Semester: The
fourth semester of study is intended to in-
vestigate community design and planning
through a variety of projects focusing on
the form and condition of environments
supporting human behavior. Methods of
research and analysis relevant to social
determinants at the scale of a urban district
are introduced.

The Third Year: This year is individu-
ally designed, with the assistance of a
major professor, to meet the student’s
career objectives while satisfying the degree
requirements. Study and research
opportunities exist both at the Syracuse
Campus and throughout the world. Often,
all or a portion of the fall semester involves
off-campus pursuits, while the spring
semester entails final coursework and proj-
ect documentation.

Research and community service play
a significant role in the graduate program,
primarily through funded projects and proj-
ects/thesis. Not only does research provide

new knowledge and applications for the
profession, but it enriches the curriculum,
enhances faculty expertise and develops
student skills in rigorous observation, clear
thinking, and lucid writing.

By the nature of a profession which ex-
ists on evolving frontiers of human interac-
tion with natural and built environments,
much of the research in landscape architec-
ture deals with issues in an exploratory
way. Faculty members and graduate stu-
dents usually work together on research
projects in an atmosphere of mutual learn-
ing. Approaches may vary from rigorous-
ly quantitative analysis of data, to highly
qualitative evaluation of broad problems,
to application of design and planning
methods to specific cases.

The College library and the several li-
braries on the Syracuse University campus
offer reference material to support study
programs. Landscape architecture facilities
include adequate studio and office space
as well as three research laboratories. In
addition, there is reproduction, model
making, photographic, audio-visual, micro-
computer, computer-aided design, video,
noise, solar, and visual simulation equip-
ment available. The College’s Computer
Center is fully interfaced with Syracuse
University to provide a complete range of
academic and research capabilities. The
College also has a fully-equipped video
tape recording (VTR) studio, photogram-
metric labs and micro-computer based
image processing capability for LANDSAT
tape interpretation.

Landscape Architecture is unique in its
location within the College of Environmen-
tal Science and Forestry. This situation pro-
vides the M.L.A. candidate with the
opportunity to draw upon information and
knowledge in ecology, natural sciences,
resource management, forestry and many
other related environmental disciplines.
The U.S. Forest Service Urban Forestry unit

located at the College provides a unique
opportunity to promote interdisciplinary
environmental design research. In addition,
the relationship with Syracuse University
provides an extensive intellectual as well
as physical resource basis.

The Syracuse area has the largest con-
centration of landscape architectural firms
in the state, outside New York City. With
a metropolitan population of nearly
500,000, the city has many opportunities
for urban-oriented study. Also, the city’s
central location in Upstate New York pro-
vides easy access to a rich variety of com-
munity design and planning contexts
throughout the northeastern U.S. and the
major metropolises of Canada.

Students seeking admission to the
M.L.A. program may apply to enter in
either the first or second year based on
education and experience. Admission
requires:

1. An undergraduate degree.

2. Graduate Record Examination
scores.

3. Undergraduate transcript.

4. Three letters of recommendation.

5. A completed course in each of four
areas:

a. botany, biology, or ecology;

b. geology, geomorphology, or
earth science;

c. anthropology, psychology, or
sociology;

d. computer application or pro-
gramming course.

Students seeking admission to the
second year must additionally have:

6. Accredited design degree or
equivalent;

7. Design and engineering portfolio;

TOEFL scores required for all applicants

whose native language is not English.

Applications should be made prior to
March 1 for the following fall.

62 DECREE PROGRAMS-PSE

THE FACULTY OF PAPER SCIENCE AND ENGINEERING

LELAND R. SCHROEDER, Chairman

LELAND R. SCHROEDER, Chairman
{Organic and Carbohydrate Chemistry)
BAMBACHT (Pulping, Papermaking, Paper
Machine Operation), BRITT (Chemistry of
Paper Formation), DENCE (Organic Chem-
istry, Pulping, Bleaching), HOLM (Water and
Air Pollution Abatement, Computer Simula-
tion), JELINEK (Computer Applications, Pro-
cess Engineering, Thermodynamics), LAI
(Organic Chemistry, Pulping), LUNER (Sur-
face and Colloid Chemistry of Papermaking
Systems), MARK (Mechanical Properties of
Fibers and Paper), MARTON (Mechanical and
High-Yield Pulping), STENUF (Chemical
Engineering, Instrumentation, Ther-
modynamics, Flow Phenomena, Process
Control, Corrosion), THORPE (Fiber Physics,
Paper Physics and Mechanics). UNBEHEND
(Wet End Chemistry).

Outstanding for its vigorous growth and
diversity of products, the pulp and paper
industry is the fifth largest in the nation and
exceptionally strong worldwide. Its need for
professional men and women with train-

ing in science, engineering and technology
is increasing even more rapidly than the
industry itself. The College pioneered in-
struction in this area in 1920 with the
organization of the paper science and en-
gineering department, which has main-
tained a singularly high position in profes-
sional education for the continuing
development of the pulp, paper and allied
industries. Its graduates, who are in con-
stant demand, occupy positions of leader-
ship throughout the world.

The curriculum in Paper Science and
Engineering is designed to provide a broad
base of study and to prepare students for
a variety of careers in the paper and related
industries. Excellent opportunities are pro-
vided for men and women qualified to fill
positions as research chemists, process
engineers, technical service represen-
tatives, line management personnel, and
many others.

The program provides education in the
physical sciences and chemical engineer-
ing, with specific emphasis on those as-
pects of these disciplines which relate to the
manufacture of pulp and paper. This in-
cludes the chemistry and anatomy of
wood, the conversion of wood to pulp and
paper, and the chemistry and physics of
paper and paper formation. Instruction in
chemical engineering includes a founda-
tion of unit operations basic to the pulp and
paper industry, as well as specialized
courses, such as water and air pollution
engineering.

Paper Science and Engineering is
located in Walters Hall, opened in 1969.
This facility is devoted to education and
research in the field of pulp and paper. In
addition to a large number of special pur-
pose laboratories and highly sophisticated
scientific equipment, there is an ex-
perimental pulp and paper mill equipped

Lower Division Courses

Course Area Credit Hours

Botany or Biology with Laboratory 4

General Chemistry with Laboratory 8

Organic Chemistry with Laboratory 8

Quantitative Analysis 3

Physics with Laboratory 8

Mathematics — Analytic Geometry and Calculus, Differential Equations 12

Computer Science 3

Economics 3

English 6

Engineering Drawing 1

Humanities or Social Science Electives 8

TOTAL MINIMUM LOWER DIVISION CREDITS 64

Upper Division Courses

Junior Year Credit Hours

First FCH 572 Wood Chemistry II 3

Semester FCH 360 Physical Chemistry 3

PSE 300 Introduction to Papermaking 3

WPE 387 Wood Structure and Properties 3

» PSE 370 Principles of Mass and Energy Balance 3

PSE 371 Fluid Mechanics 3

Second PSE 372 Heat Transfer 2

Semester FCH 361 Physical Chemistry 3

WPE 390 Wood and Fiber Identification Laboratory 1

PSE 301 Pulp and Paper Processes 3

PSE 302 Pulp and Paper Processes Laboratory 1

ERE 377 Process Control 3

LIB 300 Library Research Methods 1

' Elective 3

SUMMER MILL EXPERIENCE: PSE 304 Mill Experience 2

(Twelve weeks of full-time pulp and/or paper mill employment approved by the
faculty between the junior and senior years.)

DEGREE PROGRAMS-PSE 63

with machinery and instrumentation for
studies of pulping, pulp purification, reuse
of secondary fibers, refining, paper addi-
tives, and papermaking. This facility in-
cludes one 12-inch and one 48-inch four-
drinier paper machine, one pressurized
grinder for mechanical pulping, and aux-
iliary equipment. An environmental
engineering laboratory is able to demon-
strate various methods used for the recycl-
ing of waste paper and the treatment of
waste water. Also included is a modern
chemical engineering laboratory, used for
studies in all phases of unit operations and
processes, process control, and simulation.

Undergraduate Program

The curriculum is entered at the junior
level. Students with an associate degree in
engineering science, science and mathe-
matics, or chemical technology usually
qualify for admission if their studies have
included 8 credit hours of organic
chemistry with laboratory. Other applicants
with two years of college study may also
gain admission if their curriculum includes
the appropriate courses. Minor deficiencies
can usually be made up during the junior
year.

The Paper Science and Engineering cur-
riculum consists primarily of chemistry and
chemical engineering courses and

specialized courses relating to the manufac-
ture of pulp and paper products.

Graduate Program

Through the program in environmental
and resource engineering, the Faculty par-
ticipates in graduate education leading to
the Master of Science and Doctor of
Philosophy degrees.

Graduate studies reflect the strong trend
toward diversification in the industry and
offer opportunities for obtaining master of
science and doctor of philosophy degrees
in a variety of subjects related to the man-
ufacture of pulp and paper. Individual
study programs are designed to meet
specific personal needs. Typical areas of
study range from new pulping processes,
chemical interactions on the paper
machine and the disposal of pulping and
papermaking effluents, to the fluid dynam-
ics of fiber suspensions, the colloid chem-
istry of papermaking constituents, and the
physical properties of fiber networks.

An important component of the
graduate program is thesis research under
direction of a graduate advisor. Much of
this research is carried out under the
auspices of one of the outstanding research
facilities of the world, the Empire State
Paper Research Institute (ESPRI), an in-
tegral part of the department. Its research

Senior Year

First

PSE 461

Semester

PSE 465
PSE 473
PSE 491
‘ Electives .

Second

PSE 466

Semester

PSE 468
ERE 440
’ Electives .

Credit Hours

Pulping Technology 3

Paper Properties 4

Mass Transfer 3

Paper Science and Engineering Project 1

Paper Coating and Converting 2

Papermaking Processes 3

Water Pollution Engineering 3

TOTAL MINIMUM UPPER DIVISION CREDITS 68

‘At least 9 hours of electives must be selected from an advisor-approved sequence of technical
courses. Examples of suggested areas are shown below.

TECHNICAL ELECTIVES

Colloid and Surface Chemistry
Instrumental Analysis
Polymer Chemistry
Pollution Abatement
Independent Research Project
Thermodynamics

Applied Mathematics
Computer Modeling
Principles of Management
Mechanics
Engineering Design
Materials Science

activities aim to generate new information
regarding the fundamentals, the science,
the engineering and the technology of the
papermaking process, utilizing advanced
techniques such as computer simulation,
electron microscopy, specialized spectro-
photometry, nuclear magnetic and electron
spin resonance and nuclear tracer
methods. Recent work has been directed
to fundamental investigations of pulping,
bleaching, additives, paper recycling, ef-
fluent disposal, the papermaking process,
the properties of paper, reactions of wood
components during mechanical and
chemical treatments, the structure of wood
and wood fibers, evaporation, fluid
dynamics, heat transfer, and chemical
recovery.

Many research projects are carried out
in cooperation with other College faculties.
Examples of such projects include a wide-
ranging study of toxicity of paper industry
effluents in cooperation with the Faculty of
Environmental and Forest Biology, and a
cooperative project on the theoretical and
experimental analysis of the mechanical
properties of fiber and paper with the
Faculty of Wood Products Engineering, as
well as the Department of Aerospace and
Mechanical Engineering at Syracuse
University.

The faculty enjoys excellent external
support in the form of graduate fellowships
and grants from ESPRI, the Syracuse Pulp
and Paper Foundation, and other industry
sources, as well as a number of govern-
ment granting agencies.

A total of 132 credit hours is required to complete the B.S. degree in Paper Science
and Engineering.

64 DEGREE PROGRAMS-WPE

THE FACULTY OF WOOD PRODUCTS ENGINEERING

LEONARD A. SMITH, Chairman (Ad-
hesives, Coatings, Wood-based Composites)
COTE (Cellular Ultrastructure, Light and Elec-
tron Microscopy), DAVIDSON (Physical Prop-
erties of Wood). HANNA (Ultrastructure and
Microscopy), KYANKA (Construction, Ap-
plied Mechanics, Engineering Design), R.
MEYER (Wood Properties and Anatomy),
SACZYNSKI (Construction), W. SMITH
(Wood Preservation and Seasoning).

Undergraduate Program

The Wood Products Engineering Pro-,
gram prepares students for a wide variety
of professional occupations in heavy con-
struction or in the use of wood as a
material. These interests are presented in
two curriculum options: Construction and
Wood Science and Technology. Both op-
tions have elective courses taken at
Syracuse University and ESF which per-
mit tailoring the program to complement
the education from a wide variety of two-
year preparatory programs. A description
of each option follows:

To enter either option at the junior level,
a transferring student must have acceptable
college credit in the following coursework
areas. Individuals not meeting the basic
outline shown are encouraged to contact
the Admissions Office to work out special
arrangements and/or additional study
requirements.

Construction Option

The construction industry represents a
very large segment of this nation’s GNP.
A consequence of this enormous
economic consideration is that the industry
is very competitive. With more construc-
tion firms bidding on fewer jobs, it is the
contracting organization that knows and
uses the latest developments that becomes
the successful bidder. The economic con-
siderations apply not only to contractors,
but to other entities that are involved in
construction operations; e.g., owners,
engineers, the work force, and material and
equipment suppliers. People engaged in
the industry must possess current
knowledge in the state-of-the-art to be
effective.

The basic objective of the construction
option is twofold: First, to provide a fun-
damental understanding of the engineer-
ing considerations that comprise the design
concept; secondly, to demonstrate the
various methods used to take the design

LEONARD A. SMITH, Chairman

into the field and produce a quality prod-
uct in the most economic manner. The
state-of-the-art is followed in striving to
reach these objectives.

Particular attention is first given to the
study of engineering practices. Students
learn the behavior of such construction
materials as timber, steel, concrete, soil and
rock. Analysis and design of various struc-
tural functions are studied that include
buildings, excavations, foundations, and
waterfront structures. Investigation of con-
struction equipment and operations
methods are combined with project con-
trol practices to achieve a well-grounded
understanding of field construction, plan-
ning, and management of the execution.
Quality, economy, and behavior of the
materials is stressed throughout. Legal and
social aspects are integrated into the pro-
gram in the later stages.

Graduates of the Construction Option
are well prepared for careers in a very
challenging and dynamic field. Positions
held by alumni include:

Construction Manager
Project Manager
Project Engineer
Cost Engineer
Construction Engineer
Field Engineer

Planning/scheduling Engineer

Required Courses

General Chemistry with Laboratory ...

General Physics with Laboratory

Mathematics through Integral Calculus

English

Computer Programming

Electives

Timber Engineer
Truss Design Engineer
Technical Sales Representative

Wood Science and Technology Option

Students electing this option have a
choice of emphasizing business administra-
tion or emphasizing science. Both build
upon a core set of courses designed to
develop a comprehensive knowledge and
understanding of wood and wood prod-
ducts. Each semester the student uses
“emphasis courses” to specialize in business
administration or to specialize in science.
Students meet individually with their fac-
ulty advisors to discuss their career goals
and choose the appropriate emphasis
courses. Regardless of their choice, stu-
dents have the privilege of taking courses
at Syracuse University as a registered ESF
student.

Students choosing business administra-
tion will select courses from Syracuse
University’s School of Management and
from ESF. Some emphasis courses are:

Accounting

Economics

Finance

Management

Law and Public Policy

Marketing

Real Estate

Credit Hours

8’

8-9

33-32

TOTAL MINIMUM LOWER DIVISION CREDITS 62

Some Recommend Additional Courses for Wood Science and Technology Option:
Accounting, biology or botany, economics (Micro and Macro), engineering drawing, organic
chemistry, statistics, and electives in the humanities and social sciences.

Some Recommended Additional Courses for Construction Option:

Accounting, economics (Micro and Macro), engineering drawing, soil mechanics, statistics, su;vey-
ing, and electives in the humanities and social sciences.

Four credits of physics are required, although 8 hours are recommended. However, students
who emphasize science in the Wood Science and Technology Option must have: general chemistry
with laboratory (8); general physics with laboratory (8); and general botany with laboratory (4);
organic chemistry (3).

Students are encouraged to consult the Admissions Office (315/470-6600) and Wood
Products Engineering (315/470-6880) for answers to questions regarding program
requirements.

Lower Division Courses

DEGREE PROGRAMS— WPE 65

CONSTRUCTION
Upper Division Courses

Junior Year Credit Hours

First WPE 387 Wood Structure & Properties 3

Semester WPE 361 Engineering Mechanics-Statics 3

ERE 371 Surveying for Engineers 3

ACC 204 Financial Accounting Systems 3

Elective 3

Second ERE 362 Mechanics of Materials 3

Semester ERE 364 Engineering Materials 3

ACC 252 Introduction to Managerial Accounting 3

WPE 450 Construction Equipment 3

Statistical Analysis 3

Elective 3

INDUSTRIAL FIELD TRIP (a two-week field trip immediately following final

exam period): WPE 399 Field Trip 2

Senior Year Credit Hours

First WPE 420 Adhesives, Sealants, and Coatings 3

Semester WPE 454 Construction Management 3

FEG 410 Structures 4

CIE 437 Soil Mechanics & Foundations I 4

WPE 497 Senior Seminar 2

Second WPE 326 Fluid Treatments 2

Semester WPE 327 Fluid Treatments Laboratory 1

Management Elective 3

WPE 422 Composite Materials 3

WPE 404 Design of Wood Structural Elements or technical elective ... 3

Elective 3

TOTAL MINIMUM UPPER DIVISION CREDITS 66

A total of 128 credit hours is required to complete the B.S. degree in Wood Products
Engineering with the Construction option.

Personnel Relations
Operations Management
Transportation

Students may elect to gain a broad
knowledge or focus on one or two areas.
For students who qualify, minors in
Management are available. Each minor in
Management has a specific required set of
business courses. Students will use em-
phasis courses and electives shown in the
program to obtain these business courses.

Those students who choose science will
select courses in the biological, chemical,
and/or physical science courses offered at
ESF and Syracuse University. Advanced
courses in wood science and wood
technology are also available. Some em-
phasis courses are:

Tropical Timbers
Wood Chemistry
Physiology and Pathology
Computer Applications
Independent Research

Graduates have used their educational
background in business, science, and
technology to obtain positions in the wood
industry, industries serving the wood in-
dustry (adhesvie, coating manufacturers),
or industries not associated with the wood
industry. Knowing the principles of
business and technology, graduates are
effective communicators with people hav-
ing financial responsibilities of the corpora-
tion and with people having design and
production responsibilities.

Some areas of employment are:
marketing, manufacturing, technical serv-
ice, and product development. A special
knowledge of the materia! properties of
wood and the suitability of specific wood
species for use in various products enable
a graduate with marketing emphasis to
assist a Customer in selection of the right
wood product for the intended end use or
makes possible the procurement of the best
wood raw material for some manufactur-
ing operation. These situations include

considering the correct species of wood,
treatments to prolong the useful life of a
wood product, or selection of the most
suitable manufactured product, such as
medium density fiberboard or plywood, for
a specific application. Complete under-
standing of the employer’s products, the
material properties of wood, and the
customer’s special needs and problems are
necessary for the marketing specialist to
function efficiently.

Numerous manufacturing methods are
used to produce the over 5,000 products
that use wood in one form or another. By
studying various production systems and
ways to modify wood properties, a pro-
duction-oriented wood technologist is
prepared for a career in the manufacture
of forest products (veneer, plywood,
particleboard, etc.). These careers deal with
product and process development, quality
control, production control, design engi-
neering, personnel relations, and
management.

Wood science deals with materials
science and engineering. Graduates that
have stressed science and technology of
wood are prepared to utilize their
knowledge of wood in numerous ways: to
increase the efficiency of wood use, apply
existing or new knowledge to wood prod-
uct manufacture or utilization, or to do the
research and development required for
the new products, processes, and
treatments.

Job titles of recent graduates include.

Wholesale Sales

Technical Sales Representative

Applications Engineer

Sales Manager

Export Trade Analyst

Product Development Engineer

Marketing Research Analyst

Quality Control Engineer

Plant Engineer

Production Supervisor

Forest Products Specialist

Materials Research Associate

Wood Products Technologist

Research Associate in Wood Science

Some students desire to continue their
formal education by pursuing Master’s
degrees. Students who have achieved a
good grade point average are well
prepared to pursue Master of Business Ad-
ministration or Master of Science degree
programs.

66 DEGREE PROGRAMS-WPE

WOOD SCIENCE AND TECHNOLOGY
Upper Division Courses

Junior Year Credit Hours

First FBO 305 Dendrology 2

Semester WPE 361 Engineering Mechanics-Statics 3

WPE 387 Wood Structure & Properties 3

WPE 388 Wood & Fiber Identification Laboratory 2

Electives 6

Second WPE 326 Fluid Treatments 2

Semester WPE 327 Fluid Treatments Laboratory 1

ERE 362 Mechanics of Materials 3

Emphasis Courses 6

Statistical Analysis 3

INDUSTRIAL FIELD TRIP (a two-week field trip immediately following final

exam period): WPE 399 Field Trip 2

Senior Year Credit Hours

First WPE 420 Adhesives. Sealants, and Coatings 3

Semester WPE 497 Senior Seminar 2

Emphasis Courses 6

Electives 3

Second WPE 422 Composite Materials 3

Semester FOR 404 Economics of Wood-Using Industries 3

WPE 404 Design of Wood Structural Elements 3

Emphasis Courses 6

Electives • 3

TOTAL MINIMUM UPPER DIVISION CREDITS 65

A total of 127 credit hours is required to complete the B.S. degree in Wood Products
Engineering with the Wood Science and Technology option.

Graduate Program

Through the program in environmental
and resource engineering, the Faculty par-
ticipates in graduate education leading to
the Master of Science and Doctor of
Philosophy degrees.

The philosophy of the graduate program
is to instill in the students an understanding
of the behavior of wood and composite
materials made from wood. Areas of
research include processing and properties
of wood plus design and construction. Per-
sons with varied backgrounds such as
wood technology, engineering, or biology
can pursue a course of study either for
breadth or for depth, as the professional
goals of the student dictate.

Recent research projects in wood
ultrastructure have dealt with the interac-
tion of coatings and adhesives with the
wood substrate, with cell wall develop-
ment, with the effectiveness of wood
preservatives. Projects in tropical wood
identification and structure-property rela-

tions in foreign and domestic timbers are
examples of work in the field of systematic
wood anatomy. The field of wood physics
has had active projects in the permea-
bility of wood and the mechanics of fluid
transport. Current projects in the field of
mechanics are focused on the elastic
behavior of wood and wood-base com-
posites, fracture mechanics of wood, in-
cluding examination of the behavior using
scanning electron microscopy, the behavior
of new structural designs such as truss
systems, and the mechanical properties of
laminated-veneer-lumber. Other active
research areas include biodegradation,
properties of juvenile wood, and the
growth-wood quality relationships.

In the construction area, current projects
involve an examination of the alternatives
in choosing a bridge superstructure system
for use in remote areas; estimating the
engineering properties of subgrades and
the risks when a complete soil investiga-
tion is impractical; low-cost and medium
technology methods for construction and

maintenance of limited-use roads in remote
areas.

Laboratory facilities include a mechani-
cal testing laboratory with a wide range of
testing machines, a physics laboratory with
electronic instrumentation, and complete
wood processing facilities including a
sawmill, plywood mill, dry kilns, and wood
preservation equipment. One of the United
States’ largest foreign wood collections is
used for graduate research and to support
the program of the Tropical Timber Infor-
mation Center (TTIC).

A complete microscopy laboratory, con-
taining transmission electron microscopes,
scanning electron microscope with energy
dispersive x-ray analysis and particulate
analysis accessories, a wide variety of light
microscopes, and related equipment give
the student the ability to relate macroscopic
behavior to anatomical characteristics of
the products being investigated. Extensive
equipment for chemical analysis and
nuclear chemical techniques also serve the
research program.

Course Offerings

Students at the College of Environmental Science and
Forestry have not only the academic and research resources
of their own institution, but also the resources of nearby
Syracuse University and SUNY Health Science Center at
Syracuse.

LIB— Library (College of Environmental Science

and Forestry Course) 86

LSA — Landscape Architecture 86

PSE— Paper Science and Engineering 89

WPE— Wood Products Engineering 90

APM -APPLIED MATHEMATICS

COLLEGE OF ENVIRONMENTAL SCIENCE
AND FORESTRY COURSE DESCRIPTIONS

The courses offered by the College are grouped by
general subject areas, and the number of credit hours ap-
pears after the course title. A credit hour means one recita-
tion (or lecture) hour per week. Three laboratory hours are
equivalent to one lecture hour.

The semester (s) after each course indicates when it is
normally offered. The College reserves the right to alter
the scheduled offering of a course when its enrollment is
too small, or when there is no qualified faculty member
available to teach it.

Courses . listed in this catalog are subject to change
through normal academic channels. New courses, course
deletions, and changes in courses are initiated by the cogni-
zant Faculties or programs, approved by the appropriate
academic dean, faculty committee, and the college faculty.

Course Numbering System

Code Levels:

Undergraduate courses for which no graduate credit may
be given.

Graduate courses designed expressly for areas of specializa-
tion in post-baccalaureate programs or in the professional pro-
gram leading to the Bachelor of Landscape Architecture.
Undergraduate students with superior academic records may
register for these courses.

Graduate courses which permit undergraduate students to
enroll only by petition with a well-documented justification ap-
proved by the undergraduate advisor, curriculum director, and
course instructor.

Graduate courses for which no undergraduate may enroll.

General Subject Areas

APM— Applied Mathematics 67

CMN— Communications (Landscape Architecture) 68

EFB— Environmental and Forest Biology 68

E1N— Environmental Influences (Landscape Architecture) 73

ENS— Environmental Science 74

RRE— Engineering (Environmental and Resource Engineering) . . 75

ESF— Nondepartmental 77

RCH— Chemistry 77

REG— Forest Engineering 80

ROR— Forestry (Resources Management) 81

-Forest Technology 85

100-499

500-599

iff

600-699

'S: .

700-999

m r

205. Topics in Integral Calculus (3)

Three hours of lecture and recitation covering the fundamentals of in-
tegral calculus and associated topics of analytic geometry. Fall.
Prerequisite: Calculus 1.

360. Introduction to Computer Programming (3)

The basic course in computer use offered by the College. It is intended
to provide the student with the skill and understanding needed to utilize
digital computer languages for problem solving. The course will cover
instruction in APL, FORTRAN IV, use of operating systems, and some
background material in general hardware/software designs. Fall and Spring.

391. Introduction to Probability and Statistics (3)

Two hours of lecture, three hours of laboratory. Elementary probabil-
ity, theoretical and sampling distributions, hypothesis testing, statistical
estimation, analysis of variance, regression and correlation, nonparametrics
and sampling concepts. Spring.

Prerequisite: Two semesters of calculus.

492. Forest Biometrics (3)

Two hours of lecture, three hours of laboratory. Analysis of variance
including nested and cross-classification. Matrix approach to multiple linear
regression and weighted least squares. Nonlinear regression. Sampling
methods and design. Applications to forestry problems. Fall.
Prerequisite: APM 391 or equivalent.

500. Introduction to Computer Programming for

Graduate Students (3)

A basic course in computer usage. Provides the skill needed to utilize
digital computer languages for problem solving. Includes a study of FOR-
TRAN IV and APL with a discussion of an Assembly Language. Other
topics include representation of information, management of files, error
control, operational systems and job control. Fall and Spring.

510. Statistical Analysis (3)

Two hours of lecture and three hours of laboratory. A treatment of
statistical inference, including paired design, group design, linear regres-
sion and correlation, one way analysis of variance and some applications
of chi-square. Calculation of statistics, test of hypotheses and proper in-
terpretation of calculated statistics. Fall.

620. Analysis of Variance (3)

Three hours of lecture and recitation and three hours of laboratory.
Multiway classifications in the analysis of variance, with emphasis on the
development of models, including randomized blocks, latin squares, split
plots, and factorial designs with fixed effects, random effects, and mixed
effects; multiple and partial regression and correlation (including cur-
vilinear), using matrix methods; analysis of covariance. Fall.

Prerequisites: Graduate standing and an introductory course in statistics
covering material through the one-way analysis of variance.

625. Introduction to Sampling Techniques (3)

Two hours of lecture and three hours of laboratory. Introduction to the
scientific basis of sampling: selecting an appropriate sampling unit; choosing
an efficient design; calculating sampling error; determining a sample size
to meet stated objectives. Fall.

Prerequisite: APM 391 or equivalent.

68 COMMUNICATIONS

630. Regression Techniques with Applications

to Forestry (3)

Two one and one-half hours of lecture Review of matrix algebra, prob-
ability theory and statistical methods. Basic concepts in regression analysis.
Classical linear regression model. Least and weighted least squares
method. Dummy variables and their uses in regression and covariance
analysis. Applications to problems of statistical prediction and estimation
from the field of forestry in general and forest mensuration and inven-
tory in particular. Fall.

Prerequisite: APM 391 or equivalent.

635. Multivariate Statistical Methods (3)

Estimation and inference for the multivariate normal distribution. Multi-
variate analysis of variances, factor analysis, principal components analysis,
canonical correlation, discriminate analysis, cluster analysis. Spring.
Prerequisite: One semester of statistics.

650. Operations Research (3)

Two one and one-half hours of lectures. Deterministic and Stochastic ■
Operations Research models applicable to managerial problems. Linear
programming, transportation and allocation models, goal programming,
dynamic programming, network analysis, and simulation techniques.
Spring.

Prerequisites: APM 391 and MAT 227 or equivalent, or permission
of the instructor.

CMN — COMMUNICATIONS
(LANDSCAPE ARCHITECTURE)

(See also courses listed below under EIN and LSA.)

380. Technical Drawing I (1)

One three-hour drafting room period. Elements of perspective, isometric,
oblique, and orthographic projection. Practice in freehand and instrument
drawing. Fall.

381. Technical Drawing II (2)

Two three-hour drafting room periods. Elements of perspective,
isometric, oblique, and orthographic projection. Practical applications of
these principles in machine and architectural drawing, including piping
and electrical drawings. Spring.

382. Graphic Communication (3)

Two three-hour studios and one one-hour lecture per week. Studio
time devoted to demonstrations, exercises, and projects. Focusing on
sketching, drafting, drawing construction and rendering techniques used
in the landscape architecture field. Emphasis on skill development, and
use of graphics in the design process. Drawings, examinations, and
actual project constitute basis for grades. Fall.

530. Environmental Communications Studio (2)

Three-hour studio and one-hour discussion. For seniors and graduate
students, this course offers the opportunity for students to apply com-
munications theory and strategies through the planning, production, and
display of media projects developed around the student’s area of profes-
sional interest. Enrollment limited to 20 students. Fall.

Prerequisite: CMN 531 or permission of the instructor.

531. Environmental Communications (3)

Three hours of lecture/discussion. An introductory course for seniors
and graduate students which presents techniques and processes in educa-
tion and communications applicable in environmental science, manage-
ment. planning, and design. Topics incude basic teaching, learning and
communications theory and strategy, working with the press, electronic
media, gaming and simulation, public address techniques, slide/tape pro-
duction and use, film production and use. Spring.

552. Graphic Communication (3)

Two three-hour studios and one one-hour lecture per week. Studio
time devoted to demonstrations, exercises and projects focusing on sketch-
ing, drafting, drawing construction and rendering techniques used in the
landscape architecture field. Introduction to drawing reproduction and
technologies. Emphasis on skill development, use of graphics in the design
process. Drawings, examinations, and a final project constitute basis for
grades. Fall.

Prerequisites: M.L.A. status or permission of the instructor.

637. Environmental Communications Project (1-3)

This course is designed to give graduate students an opportunity to
work as a team in identifying, developing, administering, and evaluating
a communications project related to an environmental issue. Typically,
a workshop or shortcourse will be developed and offered for some targeted
public through the School of Continuing Education. The nature of the
topic and format of the project will be determined according to experience
background of students enrolled. Task responsibilities and time commit-
ments are correlated with number of hours for which student has registered.
Spring.

682. Video Communications (3)

Three hours of studio plus lecture. This course will provide students
with instruction and experience in the skills necessary to provide video
tape programs. Each student will prepare and develop a video script for
production of a program on an assigned topic. Completed programs will
be tested and evaluated. Class size is limited. Fall and Spring.
Prerequisite: Permission of the instructor.

738. Environmental Education Programs of Agencies

and Institutions (1-3)

One three-hour seminar session. An analysis of contemporary envi-
ronmental education objectives, methodologies, and philosophies
employed by various public and private institutions. Attendance, readings,
and short paper required for one-hour credit. For two or three hours credit,
an individual investigation of the environmental education and com-
munications activity of an agency or organization is also required. Fall.

EFB- ENVIRONMENTAL AND FOREST BIOLOGY

The Faculty of Environmental and Forest Biology offers a diverse
array of courses at both undergraduate and graduate levels. Based on
student interest, curricula can be designed to accommodate a degree of
specialization in one or more subdisciplines of biology. In the following
list, courses numbered from ( )00 - ( )25 (at each level) are General
Biology offerings; those from ( )26 - ( )50 are Plant Sciences, those from
( )51 - ( )75 are Entomology; and those from ( ) 76 - ( )95 are Animal
Science courses.

NOTE: All EFB courses require a minimum prerequisite of one year of
college biology or equivalent. A course at an appropriate level may be
taken with permission of the instructor.

226. General Botany (3)

An introduction to plant biology with special emphasis on the classifica-
tion, structure, and function of the green plant.

285. Principles of Zoology (4)

An introduction to the study of vertebrate and invertebrate animals,
including reproduction, development, heredity, physiology, form and func-
tion, diversity, evolution, and behavior. An integrated laboratory and lecture
course that introduces processes of scientific inquiry and provides a basis
for understanding the natural world. The course provides the fundamental
background for advanced or specialized courses, e.g., in animal physiology,
anatomy, taxonomy, ecology, behavior, and fisheries/wildlife sciences.

303. Introductory Environmental Microbiology (4)

Three hours of lecture and three hours of laboratory. An introduction
to the biology of microorganisms and viruses and a study of their inter-
actions with other microbes and macroorganisms. Fall.

310. Evolutionary and Systematic Biology (3)

Three hours of lecture. Exploration of the core concepts of evolutionary
and systematic biology to better understand organic diversity. Includes
study of evolution's causal factors (mutation, migration, drift, and natural
selection) and results (microevolution, differentiation, speciation and
macroevolution) as well as the principles that allow classification of living
organisms and reconstruction of evolutionary histories. Examples are
drawn from plants, animals, and microorganisms. Spring.

Prerequisities: Courses in general biology, zoology, botany, ecology.

320. General Ecology (3)

Two hours of lecture, three hours of field trips during the first half of
the semester Introduction to ecosystem ecology stressing the dynamic
interrelationships of plant and animal communities with their environments.

ENVIRONMENTAL AND FOREST BIOLOGY 69

ecological factors, energy flow and trophic levels in natural communities,
plant responses and animal behavior, population dynamics, biogeography,
and representative ecosystems. The ecological impact of man is reviewed.
Fall.

325. Cell Physiology (3)

Three hours of lecture. Introduction to the dynamics of living systems
with emphasis on the universality of the biological world. Spring.
Prerequisite: One semester of organic chemistry.

326. Plant Structure, Function and Morphology (4)

330. Plant Nutrition (3)

Three hours of lecture. Descriptive aspects of the fundamental activities
of plants. Subjects covered include cell structure, water and mineral
metabolism, organic nutrition, and a brief introduction to biological con-
trol mechanisms. Spring.

Prerequisite: EFB 326 or equivalent.

335. Dendrology (2)

One hour of lecture and one three-hour iaboratory/field trip. Field study,
identification, and major characteristics of important forest trees of North
America. Open only to students in the Forest Engineering curriculum. Fall.

336. Dendrology I (3)

Two hours of lecture and one three-hour laboratory /fie Id trip. Field study,
identification, natural history, and elementary silvics of important forest
trees of North America. Fall.

340. Forest and Shade Tree Pathology (3)

Two hours of lecture and three hours of autotutorial laboratory. Major
diseases of forest, shade, and ornamental trees and deterioration of forest
products, with emphasis on disease identification, principles of disease
development, effects of disease on the host, and practical control measures.
Spring.

351. Principles of Forest Entomology (3)

Two hours of lecture, three hours of laboratory. Elements of insect
classification, morphology and physiology; introduction to the role of in-
sects in forested ecosystems; insect surveys, hazard rating, impact, con-
trol and other aspects of applied forest pest management. Designed for
students in Resources Management. Spring.

352. Elements of Entomology (3)

Two hours of lecture, three hours of laboratory/field work. General
classification of insects, morphology, physiology, ecology, behavior, and
basic principles of population control. Emphasis through illustration is on
the role of insects in the forest environment. Fall.

382. Wildlife Conservation (3)

Two hours of lecture, one hour of recitation. Introduction to the biological
principles of conservation including the relationship of natural resources
to modern society. The wildlife resource and its conservation will be em-
phasized. It is not designed for students concentrating in the area of Forest
Wildlife Management. Fall. ,

385. Comparative Vertebrate Anatomy (4)

Three hours of lecture and three hours of laboratory per week. Analysis
of vertebrate structure, with emphasis on comparative study of organ
systems. Includes evolution of form and function, major adaptive pat-
terns, and phylogenetic relationships in vertebrates. Spring.

386. Vertebrate Histology (3)

Two hours of lecture and three hours of laboratory. A study of tissues

from protochordates, fishes, amphibians, reptiles, birds, and mammals,
with emphasis on evolution, environment, and function, and with introduc-
tion to histopathologies. Spring.

387. Vertebrate Physiology (3)

Three hours of lecture. A study of functional responses of vertebrates
to internal and external environmental conditions. Fall.

405. History of Natural Science (1)

One hour of lecture. A review of the history of western science from
pre-Ionian times to Darwin, with evaluation of the impact of culture and
religion on scientific progress. Spring

407. Principles of Genetics (3)

Three hours of lecture and discussion. A general course covering con-
cepts of genetics and evolution base to upper division biology and bio-
chemistry courses. Includes the inheritance and analysis of Mendelian
and quantitative traits, the chemical nature of the gene and its action,
the genetic structure of populations and their evolution. Numerical
methods for characterizing and analyzing genetic data are introduced.
Spring

408. Principles of Genetics Laboratory (1)

Three hours of autotutorial laboratory. Experiments with plants and
animals and computer simulation exercises demonstrate the basic prin-
ciples of inheritance of Mendelian and quantitative traits and changes in
populations caused by major forces in evolution or by breeding procedures.
Numerical methods for characterizing quantitative traits and for testing
hypotheses are introduced. Spring.

Corequisite: EFB 407.

409. Introduction to Quantitative and

Population Genetics (1)

Ten lecture-discussions and four autotutorial laboratories the second
half of the semester (incl. Lecture-Lab Modules 5 and 6 of EFB 407 and
408). Basic genetic concepts of quantitative inheritance, the structure of
populations and evolution. Laboratory experiments and computer simula-
tions are used to demonstrate these concepts. Numerical methods for
characterizing and analyzing genetic data are introduced. Spring.

Prerequisite: An introductory genetic lecture-laboratory course deficient
in these areas of genetics and permission of the instructor.

Note: Not open to students taking EFB 407 and 408.

420. Field Experience — Internship (5)

Full-time for at least five weeks, or equivalent, of employment with
an agency or professional involved in field activity. A resident faculty
member is required to serve as course evaluator. Approval of curriculum
director is necessary. See advisor for detailed procedural information.
Summer.

421. Ecology of Freshwaters (2)

Half-time for four weeks. Cranberry Lake Biological Station. Experimen-
tal and observational studies of environmental and biotic interactions in-
fluencing productivity of freshwaters. Basic concepts at the organismic,
population, and community level. Summer.

426. Plant Propagation (1)

One combined lecture-demonstration laboratory plus supervised green-
house assignments. Instruction in principles and practices of plant prop-
agation and in related greenhouse operations. Fall and Spring.

Prerequisite: Senior status in Environmental and Forest Biology
curriculum.

Note: Cannot be used to satisfy the 6-hour biology curriculum require-
ment in the plant sciences.

430. Fungal Physiology (3)

Three hours of lecture and discussion. Principles of growth, morpho-
genesis, and reproduction of the fungi emphasizing the role of the en-
vironment in controlling fungal processes. Spring.

Prerequisite: EFB 325' or equivalent.

431. Fungal Physiology Laboratory (1)

Three hours of laboratory. Selected experiments in the quantitative study
of fungal growth, nutrition, sporulation, and spore germination. Spring.
Corequisite: EFB 430.

435. Adirondack Flora (2)

Half-time for four weeks. Cranberry Lake Biological Station. Field study
of the summer flora of the Adirondack Mountains. Summer.

436. Dendrology II (1)

One three-hour field trip/laboratory. A continuation of Dendrology I

emphasizing trees and shrubs ecologically important in the Central New
York region and economically important in North America. Fall.

70 ENVIRONMENTAL AND FOREST BIOLOGY

440. Principles of Forest Pathology (3)

Three hours of lecture, discussion or laboratory. Concepts and prin-
ciples of tree diseases in relation to forest practices and practical experience
in disease diagnosis and impact evaluation. Fall.

Prerequisite: EFB 340.

441. Field Problems in Forest Pathology (1)

Full-time for one week. Cranberry Lake Biological Station. Field study
of important tree diseases in the Adirondacks, including heartrots, root-
rots. cankers, rusts, foliage diseases, mistletoe, and physiological diseases.
Also field study of mycorrhizae and other tree-root mutualisms. Summer.

442. Field Mycology (2)

Half-time for four weeks. Cranberry Lake Biological Station. An in-
troduction to the collection and identification of the Adirondack fungal
flora. Field techniques and laboratory identification of the major fungi
found in selected ecosystems. Summer.

445. Plant Ecology (3)

Two hours of lecture and discussion and one laboratory session. A first
course in plant community ecology dealing with the dynamics of com-
munity development and change and the process of community analysis
and description. Spring.

Prerequisite: EFB 320.

446. Bryoecology (3)

Two hours of lecture and one three-hour laboratory or field trip. A study
of the taxonomic diversity and ecological adaptations of Bryophytes in
regional ecosystems. Spring.

448. Physiological Ecology of Plants (3)

Three hours of lecture. Examination of the interactions between plants
and their environment. Emphasis will be given to the physiology of plants
as it is modified by fluctuating external conditions and the mechanisms
of plant adaptation. Students completing EFB 448 should not enroll in
EFB 330. Fall.

Prerequisites: An introductory course in physics, EFB 320 and EFB 326.

451. Pest Management— Theory and Practice (2)

Two hours of lecture for nine weeks; then one lecture hour and one
three-hour laboratory for four weeks. A review of history and govern-
mental policy for four weeks. A review of history and governmental policy
of pest management, as well as basic instruction in theory and practicum.
Spring.

Prerequisite: EFB 352 or equivalent.

452. Principles of Chemical Control (3)

Prerequisite: EFB 451

453. Forest and Aquatic Insects (2)

Half-time for four weeks. Cranberry Lake Biological Station. The forest
and aquatic insects of Cranberry Lake Region and their role in these en-
vironments and habitats. Insect collection required. Summer.

454. Wood Deterioration by Insects , (3)

Three hours of lecture, discussion, and demonstration. Biology, iden-
tification, ecology of insect and wood interrelations; prevention of injury
and control of insects injurious to forest products and wood in use. Spring.
Prerequisite: EFB 352 or equivalent

476. Vertebrate Ecology (2)

Half-time for four week. Cranberry Lake Biological Station. Utilization
of unique Adirondack forms and communities to study population
dynamics behavior, systematics. and ecological role of vertebrates: stand-
ard field and laboratory techniques. Summer.

478. Microcommunity Ecology (2)

Half-time for four weeks Cranberry Lake Biological Station. Study of
•zrrestrial invertebrate microcommunities; descriptive and comparative
assay of microhabitats incorporating experimental and field techniques.
Summer.

479. Field Ornithology (2)

Half-time for four weeks. Cranberry Lake Biological Station. Field study
of the ecology, distribution and behavior of birds of the Adirondack region.
Techniques used in conducting field studies in avian biology will be em-
phasized. Summer.

480. Principles of Animal Behavior (4)

Three hours of lecture, one hour of recitation per week. A study of
the basic principles of animal behavior, stressing exogenous and en-
dogenous mechanisms of control, with emphasis on the evolution of
behavior. Spring.

481. Behavioral Ecology (2)

Half-time for four weeks. Cranberry Lake Biological Station. Study of
the behavioral adaptations of animals to their environment. Emphasis will
be placed on animal orientation and social behavior. Habitat selection
and interspecific interactions will also be considered. Summer
Prerequisite: EFB 480.

482. Invertebrate Zoology (4)

Three hours of lecture, three hours of laboratory. Structure, function,
classification, and evolution of invertebrates. Emphasis on ecological role
of invertebrates in specific habitats. Fall.

483. Biology of Birds and Mammals (4)

A course surveying the taxonomy, anatomical-behavioral-physiological
adaptations and natural history of birds and mammals. Techniques for
the field study of a vertebrate species will be discussed. Fall.

485. Herpetology (3)

Two hours of lecture and three hours of laboratory. An introduction
to the structure, function, ecology, behavior, development, and distribu- i

tion of amphibians and reptiles as they relate to the systematics of the
various groups. Spring.

486. Ichthyology (3)

Two hours of lecture, three hours of laboratory. An introduction to the
anatomy, physiology, ecology, behavior, and taxonomy of fishes. Spring.

487. Fishery Biology (4)

Three hours of lecture and three hours of laboratory. Introduction to
models of growth, mortality, production, and exploitation; aspects of fish
ecology and behavior related to the dynamics and management of fish
populations. Fall.

Prerequisite: EFB 486 or equivalent.

488. Ecology of Adirondack Fishes (2)

Half-time for four weeks. Cranberry Lake Biological Station. Study of
the ecology of fishes, with detailed individual investigation of the ecology
of Adirondack fishes. Summer.

490. Wildlife Ecology and Management (3)

Prerequisites: EFB 320 or equivalent.

491. Wildlife Ecology and Management Practicum (2)

One hour discussion, three hours laboratory. Practical contact and ex-
perience with wildlife management techniques and programs; relates prac-
tices to principles of management. Designed for biology students wishing
to pursue careers as wildlife biologists. Spring.

Corequisite: EFB 490; Pre- or corequisite: LIB 300.

496. Topics in Environmental and Forest Biology (1-3)

Experimental, interdisciplinary, or special coursework in biology for
undergraduate students. Subject matter and method of presentation varies
from semester to semester. May be repeated for additional credit. Fall or
Spring.

498. Research Problems in Environmental and

Forest Biology (1-3)

Independent research in topics in Forest Biology for the superior un-
dergraduate student. Selection of subject area determined by the student
in conference with appropriate faculty member. Tutorial conferences.

ENVIRONMENTAL AND FOREST BIOLOGY 71

discussions and critiques scheduled as necessary. Final written report re-
quired for departmental record. Fall. Spring, and/or Summer.

500. Forest Biology Field Trip (1-3)

A five- to ten-day trip to (1) agencies engaged in biological research,
management, and administration, or (2) regions or areas of unusual bio-
logical interest. A final report is required. Estimated student expense. $75.
Fall or Spring.

501. Introduction to Genetic Engineering (3)

Three hours of lectures. The concepts and processes of recombinant
DNA technology for the manipulation of genomes of plants, animals, fungi,
and bacteria to produce new organisms of practical value. Spring.

505. Microbial Ecology (3)

Two hours of lecture and three hours of laboratory. Applied and en-

vironmental aspects of microbiology with emphasis on biochemical in-
teractions. Examining microbial processes and interrelationships in aquatic
and terrestrial ecosystems. Spring.

512. Chemical Ecology (3)

Two hours of lecture and one hour of discussion. A treatment of bio-
logical phenomena incorporating elements of ecology, physiology, and
chemistry as a basis for development, behavior, and survival. Emphasis
is on the intra- and inter-specific relationships involving chemical
messengers at the organismal, population, and community levels. Spring.
Prerequisites: Organic chemistry, EFB 320, EFB 325.

Note: Also listed as FCH 540.

515. Population Ecology (3)

Two hours of lecture and three hours of laboratory. Description, analysis,
evolution, interactions and stability of natural and experimental popula-
tions. Spring.

Prerequisite: EFB 320 or equivalent.

524. Limnology (3)

Three hours of lecture. An introduction to the physics, chemistry, and
biology of inland waters, with particular emphasis on lakes. Trie course
focuses on lakes as integrated ecosystems, and analyzes perturbations
in this environment on the structure and function of the biological com-
munities contained therein. Fall.

Prerequisites: Introductory courses in physics and chemistry, and EFB
320.

525. Limnology Laboratory (1)

One laboratory or field trip. An introduction to limnological techniques
and the procedures for empirically analyzing ecological relations in aquatic
ecosystems. Field trips to local aquatic habitats. Fall.

Co- or Prerequisite: EFB 524.

526. Introduction to Plant Tissue Culture (3)

One hour of lecture and six hours of laboratory designed to introduce
students to the scientific and commercial uses of plant tissue culture.
Prerequisite: A semester of General Botany or equivalent.

530. Plant Physiology (3)

Three hours of lecture. Internal processes and conditions in higher plants
with emphasis on physiological and biochemical concepts. For students
majoring in the biological sciences. Spring.

Prerequisites: EFB 325, EFB 326.

Note: EFB 531 also required for Plant Sciences Concentration students.

531. Plant Physiology Laboratory (1)

One laboratory session. Introduction to methods and procedures of
physiological research. Spring.

Corequisite: EFB 530.

532. Plant Anatomy (3)

Two hours of lecture and three hours of laboratory. An introductory
course in plant anatomy designed to familiarize the student with the or-
ganization and development of the primary and secondary plant body
of higher plants. Spring.

Prerequisite: EFB 326.

533. Chemical Defenses of Plants (3)

Three hours of lecture/discussion about the ways in which plants de-
fend themselves chemically against microorganisms, insects, herbivores,
and other plants. Fall.

Prerequisite: A course in physiology or biochemistry.

535. Systematic Botany (3)

Two hours of lecture and three hours of laboratory. Identification, no-
menclature. and classification of flowering plants with special emphasis
on local flora and on developing the ability to classify the plants of any
region. Fall.

Prerequisites: EFB 326, EFB 327.

540. Mycology (3)

Two hours of lecture and three hours of laboratory. Fundamentals of
the morphology, taxonomy, cytology, life histories, and ecology of fungi.
Fall.

541. Wood Microbiology (3)

Two hours of lecture and three hours of laboratory/field trip. Major types
of fungus defects of wood and its products and principles of control. Special
emphasis on chemistry of wood decay, wood durability, toxicants, lumber
discolorations, heart-rots and decay in forest products. Fall.
Prerequisites: Organic chemistry, EFB 340.

551. Forest and Shade Tree Entomology (2)

552. Forest and Shade Tree Entomology Laboratory (1)

Three hours of laboratory/field trip. Identification of important forest
and shade tree insects and their damage. Spring.

Pre- or Corequisite: EFB 551.

553. Biological Control (2)

Two hours of lecture. Theory and practice of biological control of in-

sect pests and weeds. Emphasis on the ecology and utilization of major
groups of predators, parasitoids, and pathogens used in pest manage-
ment and interpretation of mortality. Fall.

Prerequisite: EFB 352 or equivalent.

554. Aquatic Entomology (2)

An introduction to the identification, life histories, and ecology of aquatic
insects, with emphasis on genera found in the northeastern U.S. Includes
a consideration of the functional role of insects in aquatic systems, and
current avenues of research. Intended for seniors and graduate students
pursuing interests in entomology, fisheries and wildlife, forestry, limnology,
and general ecology.

Prerequisite: One course in entomology or permission of the instructor.

560. Environmental Toxicology of Insecticides (3)

Two hours of lecture. Basis of action of insecticides in living systems,
behavior of insecticides and microtoxicants in environment, interaction
of insecticides and biological systems. Fall.

Prerequisite: EFB 325 or equivalent course in physiology or
biochemistry.

561. Medical Entomology (3)

Three hours of lecture and recitation. Study of arthropods affecting man,
domestic animals, and wildlife with emphasis on their biology, control,
and relationships to vertebrate disease. Spring (even years).
Prerequisite: EFB 352 or equivalent.

565. Insect Morphology (3)

Two hours of lecture and three hours of laboratory. A comparative study

of the external morphology of insects emphasizing evolutionary trends,

especially modifications of homologous structures. Topics of special im-
portance include intersegmental relationships, feeding, sensory mecha-
nisms, locomotion, and reproduction. Spring.

Prerequisite: EFB 352.

72 ENVIRONMENTAL AND FOREST BIOLOGY

570. Insect Physiology (3)

Two hours of lecture and three hours of laboratory. Study of the life
processes in insects; introduction to modern physiological instrumenta-
tion and laboratory methods. Spring.

Prerequisite: EFB 325.

578. Terrestrial Community Ecology (3)

Three hours of lecture. Relation of terrestrial vertebrates and invertebrates
to their physical, chemical, and biological environment. Emphasis on com-
munity principles, structural quantification, and evolutionary processes
of terrestrial animals. Fall.

Prerequisite: EFB 320 or equivalent.

590. Wilderness Wildlife Management (2)

Two hours of lecture followed by one hour of group discussion. Students
will participate in a two-day field trip at Huntington Forest. Completion
of a term paper will be required for graduate credit. Fall.

607. Breeding Plants for Resistance to

Disease and Pests (2)

Two hours of lecture and discussion. Principles, methods, and strategies
in breeding for resistance to diseases and pests. The effectiveness, durabil-
ity, and limitations of resistance breeding in pest management and con-
trol are considered.

Prerequisites: Introductory courses in genetics or forest tree improve-
ment and in forest pathology or entomology, or permission of the
instructor.

610. Ecological Energetics and Nutrient Cycling (3)

Prerequisite: A course in general ecology.

625. Membranes and Biological Transport (3)

Two hours of lecture and one hour of discussion. Composition, struc-

ture, and physical properties of membranes. Membrane functions including
transport, bioelectricity, and cell compartmentalization. Specific transport
processes in biological systems. Fall (even years).

Prerequisites: One semester of biochemistry and an advanced
physiology course.

630. Fungus Physiology (3)

Two hours of lecture and one hour of discussion. Principles of growth,

reproduction, and differentiation of the fungi emphasizing the role of the
environment in controlling fungal processes. Spring (even years).
Prerequisite: Two semesters of physiology or biochemistry.

632. Plant Growth Regulation (3)

Three hours of lecture/discussion on topics concerned with the bio-
chemistry and physiology of plant hormones and synthetic growth regu-
lators. Fall.

Prerequisite: A course in plant physology or biochemistry.

635. Topics in Plant Nutrition (2)

Two hours of lecture, discussion, and seminars. Advanced course dealing
with selected topics of mineral and organic nutrition of plants. Fall (odd
years). '

Prerequisites: Completion of one or more physiologically-oriented plant
science courses.

640. Principles of Forest Pathology (3)

Four hours of lecture, discussion, and laboratory. Concepts and prin-
ciples of tree diseases in relation to forest practices and practical experience
in disease diagnosis and impact evaluation. Fall.

Prerequisites: EFB 340, EFB 641.

641. Phytopathology (3)

Two hours of lecture and discussion and three hours of autotutorial
laboratory. Principles and concepts of plant pathology. Major diseases
of ornamental plants, vegetable crops, fruit crops, field crops, and trees.
This is an introductory plant pathology course for graduate students in
all departments. Spring.

642. Principles and Practices of Tree Disease Control (3)

Two hours of lecture and three hours of laboratory or discussion. An
advanced course considering the major chemical, cultural, and biological
practices and integrated disease management strategies for tree disease
control. Spring.

Prerequisites: EFB 440. EFB 540.

643. Plant Virology (3)

Three hours of lecture. The structure function, and replication of virus
particles. Transmission mechanisms, vector relationships, symptomatology,
and disease control strategies are covered in detail. Spring.
Prerequisite: Organic chemistry.

644. Plant Virology Laboratory (2)

Four hours of laboratory. Methodologies necessary to manipulate viruses
and to identify and fully characterize virus unknowns will be presented.
Spring (even years).

Prerequisite: EFB 643.

645. Plant Ecology (3)

Two hours of lecture and discussion and one laboratory /discussion. A
first course in plant community ecology for beginning graduate students
focusing on dynamics of community development and change and the
processes of community analysis and description. Spring.

Prerequisite: EFB 320 or equivalent.

651. General Insect Taxonomy (3)

Two hours of lecture and three hours of laboratory. Identification and
classification of the important orders and families of insects; acquaintance
with pertinent taxonomic literature and use of keys; and understanding
of evolutionary principles and concepts and a knowledge of systematic
theory and practice. Insect collection required. Fall.

Prerequisite: EFB 565.

660. Insecticide Toxicology Laboratory (2)

One hour of discussion and three hours of laboratory. Laboratory ex-
periments in mode of action and behavior of insecticides, biological and
instrumental analysis of insecticides including tracer analyses. Spring (odd
years).

Prerequisites: EFB 560 or equivalent and permission of the instructor.

678. Practicum in Terrestrial Community Ecology (3)

One hour of lecture, one hour TBS, and three hours of laboratory. In-
tensive practical application of ecological principles to the study of ter-
restrial animal communities. Includes experimental and field collection
of data, quantifications, synthesis, and final reporting. Fall.

Pre- or Corequisite: EFB 578 or equivalent.

680. Behavioral and Physiological Ecology (3)

Two hours of lecture and one hour of discussion. An examination of
the concepts of animal adaptations to ecological change from a behavioral
point of view. Particular emphasis will be placed on the role the environ-
ment plays in shaping the behavior of a given species. Behavioral and
physiological responses to environmental conditions will be treated as a
continuum. Spring (odd years).

Prerequisites: One course in ecology, behavior, and physiology.

682. Invertebrate Symbiosis (3)

Two hours of lecture and one three-hour laboratory. An introduction
to the ecology and evolution of interspecific relationships of invertebrates.
Spring (even years).

Prerequisites: EFB 320, EFB 482.

690. Management of Wildlife Habitats and Populations (4)

Three hours of lecture and three hours of laboratory; some weekend
field trips. For graduate students intending to enter professions in natural
resource management, especially fish and wildlife and forestry. Focus is
on the application of ecological principles and management techniques
in the planning of habitat and harvest management programs for wildlife.
Extensive independent work required. Fall.

Prerequisite: EFB 491.

691. Habitat Inventory and Evaluation (3)

Four hours of lecture and discussion. For students intent on careers
in natural resource management, environmental planning or environmental

ENVIRONMENTAL INFLUENCES 73

impact analysis. Focus is on methods for investigation of species-habitat
relationships, and construction of models for the inventory and evalua-
tion of habitat. State-of-the-art habitat evaluation procedures are explored.
Spring.

Pre- or Corequisite: Multivariate Statistics.

830. Physiology of Growth and Development (2)

Lecture. A study of the growth and development of plants and the phy-
siological and biochemical processes that influence the development of
form and structure in higher plants. Fall (even years).

Prerequisites: EFB 530, EFB 532, and organic chemistry.

692. Biology and Management of Waterfowl (2)

A consideration of the identification, life history, ecology, and economic
importance of waterfowl of the Atlantic Flyway. The management of local,
flyway, and continental waterfowl populations, including the establish-
ment of hunting seasons, will be discussed. One Saturday field trip. Fall
(odd years).

695. Urban Wildlife (2)

720. Topics in Soil Invertebrate Ecology (3)

Two one-hour lecture and discussion periods and a three-hour
laboratory. Study of literature relating to soil invertebrate microcommunities;
taxonomy, culturing, and collection methods of soil fauna; student will
conduct an individual research problem. Spring (odd years).

724. Seminar in Aquatic Ecology (1)

Two hours of lecture and discussion. A seminar to explore in some depth

areas of current research in aquatic ecology. Fall (even years).
Prerequisite: Six credits in aquatic ecology.

733. Techniques in Plant Physiology (2-4)

Comprehensive study of techniques essential for research in plant
physiology. Students may choose the instructors they wish to work with,
and should consult the instructors for further details. May be repeated
for credit in different specialties. Fall and Spring.

Prerequisites: EFB 531 or equivalent, biochemistry with laboratory.

740. Myconhizae (3)

Two hours of lecture and three hours of laboratory/discussion. A basic
background course covering structural, functional, and ecological aspects
of mycorrhizae; their methods of field and laboratory study; and applica-
tions in forestry practice. Fall (odd years).

741. Topics in Phytopathology (3)

Two two-hour lectures and discussions. Discussions of specific subjects
in phytopathology and wood microbiology. Topic selection is based on
availability of expertise and will be announced in advance. This course
may be repeated for credit in different specialties. Fall or Spring.

745. Topics in Plant Ecology (2)

Two hours of seminar and discussion. An advanced course dealing with
current research in plant community dynamics. May be repeated for ad-
ditional credit. Fall.

Prerequisite: EFB 445 or EFB 645.

790. Topics in Wildlife Biology (1-3)

Hours to be arranged. Group study of a wildlife management topic.
Fall or Spring.

Prerequisite: Six credits of wildlife management courses.

796. Topics in Environmental and Forest Biology (1-3)

Special instruction, conference, advanced study, and research in selected
subject areas. Typewritten report required. Check Schedule of Courses
for details. Fall and Spring.

797. Seminar in Environmental and Forest Biology (1)

Seminar discussions of subjects of interest and importance in environ-
mental and forest biology. Seminar offerings are available in most sub-
disciplinary areas. Check Schedule of Courses for details. Fall and Spring.

798. Research Problems in Environmental and
Forest Biology

(Credit hours to be arranged)

Individual advanced study of selected special problems in environmental
and forest biology. Offered by arrangement with individual faculty.
Typewritten report required. Fall and Spring.

840. Advanced Mycology, Homobasidiomycetes (3)

Review of selected literature as well as laboratory training in identifica-
tion and research techniques. Fall.

Prerequisite EFB 540.

841. Advanced Mycology, Heterobasidiomycetes (3)

Review of selected literature as well as laboratory training in identifica-
tion and research techniques. Spring (even years).

Prerequisite: EFB 540.

842. Advanced Mycology, Ascomycetes (3)

Review of selected literature as well as laboratory training in identifica-
tion and research techniques. Spring (odd years).

Prerequisite: EFB 540.

843. Advanced Mycology, Deuteromycetes (3)

Review of selected literature as well as laboratory training in identifica-
tion and research techniques. Fall (even years).

Prerequisite: EFB 540.

851. Advanced Insect Taxonomy (3)

Two hours of lecture and three hours of laboratory. Methods, pro-
cedures, and concepts of systematics. Examples and material will be drawn
from among important groups of forest insects. Fall.

Prerequisite: EFB 651.

898. Professional Experience (1-12)

Professional experience which applies, enriches, and/or complements
formal coursework. Graded on an “S/U” basis. Fall, Spring, and Summer.

899. Master’s Thesis or Project Research (1-12)

Investigation leading to the completion of a research-oriented thesis
or to an application-oriented project. Graded on an “S/U” basis. Fall,
Spring, and Summer.

980. Topics in Animal Behavior (2)

Two hours of lecture and discussion. A seminar-type course designed
to explore in depth selected and controversial subject areas in animal
behavior. Fall or Spring.

999. Doctoral Thesis Research (1-12)

Investigation leading to the completion of the doctoral thesis. Graded
on an “S/U” basis. Fall, Spring, and Summer.

EIN- ENVIRONMENTAL INFLUENCES
(LANDSCAPE ARCHITECTURE)

(See also courses listed under CMN and LSA.)

300. Introduction to Environmental Studies (3)

Three hours of lecture and discussion per week on the interrelation-
ships among the natural environment, people, and the human environ-
ment. Emphasis is placed on developing critical facilities and systems
thinking useful for assessing environmental issues. Fall.

Prerequisite: Permission of the instructor.

311. Natural Processes in Planning and Design (3)

Section 1: Landform and Soils
Section 2: Hydrology, Climate and Energy
Section 3: Plant, Animal, and Human Ecology
Three hours of lecture. This course presents an overview of the basic
principles governing the dynamics of natural resources and processes which
should be understood in planning and designing the human landscape.
In each section, sources of reference data application to planning and
project scale design will be discussed. Occasional local field trips will be
utilized. Fall.

Prerequisite: Permission of the instructor.

74 ENVIRONMENTAL SCIENCE

371. History of American Landscape Attitudes (3)

Three hours of lecture-discussion. This course presents, through lec-
tures, readings, and slides, uniquely American historical attitudes toward
land and nature as shown through vanous cultural activities and disciplines,
such as painting, architecture, landscape architecture, religion, philosophy,
utopianism, exploration and recreation, land development and economics,
and certain technological developments. Cultural expressions of the 19th
century will be of primary interest, but formative attitudes from the Colo-
nial period and certain 20th century results will be included. One-third
to one-half of lecture periods are given over to student reports, criticism,
and discussion. Spring.

Prerequisite: Permission of the instructor.

390. Social/Cultural Influences and Environmental Form (3)

Three hours of lecture. This course provides an introduction to an in-
terdisciplinary social science analysis of human settlements. The course
introduces the basic concepts, vocabulary, theories, and units of analysis
for an interdisciplinary social perspective of the environmental form of
human settlements. As such, it focuses upon developing an understand-
ing of the context for the planning and design of human settlements.
Course requirements include readings, examinations, and reports. Field
trips may be scheduled. Spring.

451. Fundamentals of City and Regional Planning (3)

Three hours of lecture per week. Lectures, assigned readings, written
reports. Discussion of the meaning and purposes of city and regional plan-
ning. Examination of the historical development of urban places. Explana-
tion of the principal elements of the comprehensive planning process,
including goal formulation and decisionmaking, social and advocacy plan-
ning, planning for community facilities, and planning administration.
Discussion of the methods and objectives of city and regional planning.
Spring.

Prerequisite: Permission of the instructor.

452. Simulated Planning in Metropolitan Systems:

Theory and Practice (3)

Three hours of laboratory, two hours of lecture /discussion. A computer-
ized simulation designed to provide an understanding of the decision-
making environment of metropolitan planning. Each participant is assigned
a role consistent with his/her background. Lectures provide a theoretical
framework for the activities in the simulation; a discussion section pro-
vides for evaluation. Computer experience is not necessary. Spring.

470. Art History (3)

Three hours of lecture. Informal lectures will emphasize and review
assigned text and other readings and handout notes. Slides will be shown
regularly; reports, quizzes and examinations. Evolutionary nature of the
main cultural periods of Western man and fine art as man's selected en-
vironment will be the course emphasis. Spring.

Prerequisite: Permission of the instructor.

471. History of Landscape Architecture (3)

Three hours of lecture. Informal lectures and class participation, reports,
assigned text and assigned reserve shelf reading, optional text and hand-
out notes, quizzes and exams. Slides. Historical study and style analysis
of Western man's efforts to design his environment and his changing at-
titudes and relationships to environment. Also. non-Western coverage
where significant or influential on Western Man. Study of historical per-
sonalities as well as periods that are of environmental concern up into
the modern period. Fall.

Prerequisite: Permission of the instructor.

495. Selected Readings in Environmental Studies (1-3)

An in-depth and independent exploration of selected readings from
the environmentally related literature. Emphasis is placed on gaining in-
sights and understanding from the readings, rather than producing an
extensive bibliography. Fall, Spring, and Summer.

Prerequisite Approval of study plan by the instructor.

496. Special Topics in Environmental Studies (1-3)

Special topics of current interest to undergraduate students in Envi-
ronmental Studies and related fields. A detailed course subject descrip-
tion will be presented as the topic area is identified and developed. Fall,
Spring, and Summer.

Prerequisite. Permission of the instructor.

498. Introductory Research Problems (1-3)

Guided individual study of an environmental topic. Emphasis is on the
study procedure and the methods employed. Enrollment is possible at
various times during the semester. Fall, Spring, and Summer.
Prerequisite: Approval of study plan by the instructor.

499. Environmental Studies Internship (1-12)

Internships provide students with a supervised field experience to
apply and extend their academic abilities in a professional working en-
vironment. Enrollment is possible at various times during the semester.
Fall, Spring, and Summer.

Prerequisite: Environmental Studies senior standing and written ap-
proval of an internship contract by faculty sponsor, curriculum director,
and field supervisor.

510. Creative Problem Solving Seminar (3)

Three hours of lecture and discussion. A course designed to extend
the student's understanding and application of creative problem solving
processes. One requirement will be to select and carry out an applica-
tion of the techniques to a particular problem, with consultation and
guidance from the instructor. Critique and survey of the literature on
creativity, in-depth analysis of the synectics process, and various pro-
cedures which have been developed for nurturing creative behavior com-
prise the essence of the program. Spring.

Prerequisite: Undergraduate degree or permission of the instructor.

ENS- ENVIRONMENTAL SCIENCE

505. Waste Management (3)

A multidisciplinary course. Course begins with foundation materials and
progresses through a series of field trips and guest lectures aimed at prepar-
ing students to develop and communicate details of feasible alternative
designs for waste management facilities/programs for specific case studies.
Enrollment limited. Fall.

Prerequisite: Permission of the instructor.

600. Environmental Policy (3)

Three hours of lecture and discussion. This course develops the com-
ponents of the interdisciplinary framework necessary for the study of En-
vironmental Policy through systematic survey of theoretical approaches,
analytical methods, and the literature of related disciplines. It emphasizes
policymaking, analysis, implementation, and evaluation. This course is
required for all GPES students. Fall.

601. Water Resources Management (3)

Three hours of lecture and discussion. This course provides an introduc-
tion to interdisciplinary water management. It draws upon subject mat-
ters from many areas, including water policy, planning, economics, hy-
drology, law, engineering, and water quality. Fall.

602. Land Use (3)

Three hours of lecture and discussion. Introduction to the basic con-
cepts and methods of land use planning and policy analysis, and com-
prehensive examination of land use dimensions: ecological, economic,
social, political, and institutional dimensions. Spring.

603. Urban Ecosystems: Science and Policy (3)

Three hours of lecture and discussion per week. An introduction to
the ecosystem approach of describing and assessing urban areas. The
study of the integration of natural, cultural, policy, and management
systems.

796. Special Topics in Environmental Science

and Policy (1-3)

Lectures and discussion, seminars, conferences and group research on
topics of special or current interest, in fields related to environmental science
and policy. See schedule of classes for current offerings. Fall and Spring.

797. Environmental Science Seminar (1-2)

Discussion of current topics and research related to environmental sci-
ence. Fall and Spring.

798. Problems in Environmental Science and Policy

(Credit hours to be arranged)

Individualized, special study of environmental science and policy sub-
jects and issues. Comprehensive oral or written report required for some
problems. Fall, Spring, and Summer.

ENGINEERING 75

898. Professional Experience (1-12)

Professional experience which applies, enriches, and/or complements
formal coursework. Graded on an “S/U" basis. Fall, Spring, and Summer.

899. Master’s Thesis Research
(Credit hours to be arranged)

Research and independent study for the master's degree and thesis.
Fall, Spring, and Summer.

999. Doctoral Thesis Research

(Credit hours to be arranged)

Research and independent study for the doctoral degree and disserta-
tion. Fall, Spring, and Summer.

When choosing courses, students must consult their advisors/major
professors.

ERE-ENGINEERING (ENVIRONMENTAL AND
RESOURCE ENGINEERING)

306. Elements of Map and Air Photo Interpretation (1)

Two hours of lecture and three hours of laboratory per week for five
weeks of a semester. Introduction to map and photograph interpretation
to extract information useful to site inventory, analysis, planning, and design
activities. The physical and geometric properties of maps and photographs,
the characteristics of information contained in them, and the principles
and procedures of interpretation are discussed. Spring.

Prerequisite: Junior standing in Landscape Architecture.

308. Elements of Plane Surveying (1)

Two hours of lecture and three hours of laboratory per week for the
last five weeks of the semester. Introduction to the principles and pro-
cedures of plane surveying for mapping and construction layout purposes.
Topics briefly discussed include the basic mathematical principles of survey-
ing, the types and uses of surveying, horizontal and vertical distance
measurement, angle measurement, traversing and computations, con-
struction layout, tacheometry, and surveying errors (and their treatment).
Spring.

Prerequisites: Junior standing in Landscape Architecture and college
level plane trigonometry.

320. APL for Engineers and Scientists (2 or 3)

Programming and operation of time-sharing digital computer systems
via the APL language. Analysis, modeling, and solution of basic problems
in environmental science and engineering. Students desiring three credits
will complete an original, substantial term project. Spring.

Prerequisites: Calculus and physics or permission of the instructor.

350. Wood Preservation (2)

Two hours of lecture with some demonstrations. A survey of basic wood-
water relationships, shrinking and swelling, elementary wood structure,
wood permeability, capillary forces, heat transmission, agencies of wood
deterioration, wood preservation processes, wood fire performance, fire
tests, and fire retardant treatments. Not open to WPE students. Fall.

351. Basic Engineering Thermodynamics (2)

Principles of energy conservation and conversion: first and second laws.
Relation to PVT behavior, property functions, equilibria, and heat and
mass transfer. Introduction to engineering problem analysis and computer
methods. Spring.

Prerequisites: Physics, general chemistry, and calculus. Not open for
credit to students who have completed successfully FCH 360 or equivalent.

352. Applied Engineering Thermodynamics (2)

Classical principles applied to devices and systems. Emphasis on effi-
cient design of manufacturing equipment and processes. Power and re-
frigeration cycles; energy conservation; materials recovery. Environmental
case studies and design project. Computer-aided data correlation and
system simulation. Spring.

Prerequisites: ERE 351, FCH 360, or equivalent.

362. Mechanics of Materials (3)

Three hours of lecture. Theories of stress, deformation, and stability
of common structural materials subjected to various force systems. Fall.
Prerequisites: Integral calculus and statics.

364. Engineering Materials (3)

Two hours of lecture and one three-hour laboratory per week. An in-
troduction to the study of materials used in the construction industry in
general. Lab work includes fabrication, testing, and evaluation of actual
systems. Spring.

Prerequisites: Junior standing, physics, chemistry, and engineering
mechanics.

371. Surveying for Engineers (3)

Two hours of lecture and recitation and three hours of laboratory. The
principles of plane surveying for engineers. Subject matter areas include
introduction to the theory of measurement and errors. Linear and angular
measurements in both the horizontal and vertical planes, traversing and
computations, horizontal and vertical control and associated computa-
tions, areal and volumetric computation, circular and parabolic curves,
state plane coordinates, public land surveys, and the analysis and treat-
ment of systematic and random errors. Laboratory field work and com-
putations culminate in a topographic map. Fall.

Prerequisites: Differential and integral calculus.

375. Elementary Corrosion (1)

One hour of lecture. Basic electro-chemistry, film formation and passiva-
tion, galvanic corrosion and pitting, cathodic and anodic protection, pro-
tective coatings and inhibitors. Application of the above in the home, car,
field, at sea, and in industrial plants. Spring.

377. Process Control (3)

Three hours of lecture. The study of the principles of process control
both with and without electronic computers. The emphasis is on sensing
and control elements, signal transmission, non-computerized controllers,
conversion of signals to digital input for computer programs, control prob-
lems such as lag and errors, and applications with emphasis on the paper
industry. Spring.

Prerequisites: College level physics.

420. Computer Applications in Science and Engineering (3)

Principles and methods of mathematical modeling for analog and digital
computer solution. Applications to data reduction and correlation, statistical
analysis, process and equipment simulation, optimization and control,
and computer-assisted instruction. Typical examples, class problems and
student projects. Current status and future projection of computational
equipment, software and operating techniques. Fall.

Prerequisites: Calculus and computer programming, or permission of
the instructor.

422. Process Design and Simulation (3)

Two hours of lecture/discussion and three hours of design laboratory
per week. Mathematical modeling of process units and systems. Con-
sideration of energy requirements, operating costs, and optimization tech-
niques. Steady-state and dynamic simulation via computer programs. Use
of data sources and software, applied to design exercises and case studies.
Spring.

Prerequisites: Unit operations and computer programming, or permis-
sion of the instructor.

440. Water Pollution Engineering (3)

Two hours of lecture and three hours of laboratory. Introduction to the
physical, chemical, and biological parameters of waste water treatment
processes and to the principles of the unit operations involved. Study
of the design parameters and design procedures of waste water treatment
systems. Spring.

Prerequisites: Physics and CHE 356 or equivalent.

441. Air Pollution Engineering (3)

Three hours of lecture and discussions. Study of the chemical, physical
and meteorological principles of air pollution and its control. Local and
global effects of air pollution. The atmospheric survey. Examination of
the operating principles and design parameters of the various air pollu-
tion control systems. Air quality and emission standards. Fall.

Prerequisites: Physics and CHE 356 or equivalent.

496. Special Topics (1-3)

Lectures, readings, problems, and discussions. Topics as announced
in the areas of environmental or resource engineering. Fall and/or Spring.

76 ENGINEERING

500. Engineering Fundamentals (3)

This course provides a foundation and frame-of-reference for non-
engineers entering graduate study. Completion enables nonengineering
students to solve simple, applied problems in engineering science fun-
damentals. The course also helps the student recognize good and poor
approaches to problem formulation and analysis, and to be better prepared
to deal with technical, social, and economic constraints on environmen-
tal problem solving. Enrollment limited. Fall.

Prerequisite: Permission of the instructor.

505. Waste Management (3)

Prerequisite: Permission of the instructor.

510. Energy; Alternate Systems (3)

Three hours of lecture. An introduction to alternate energy resources
and conversion processes. Focus is on relatively small-capacity, decen-
tralized systems and means for judging appropriateness, costs, and im-
pacts of application under varying conditions and needs. Instruction
modules on passive and active solar heating, wind energy system, biomass
resources and conversion, including ethanol production, methane recovery
and wood gasification, and internal combustion cogeneration.

563. Photogrammetry I (3)

Two hours of lecture and discussion, three hours of laboratory and
discussion. Basic photogram metric and photo interpretation concepts as
a means of acquiring reliable data for engineering and management plan-
ning. Potentials, limitations, instrumentation and unique requirements are
considered. Fall and Spring.

Prerequisite: ERE 371 or equivalent.

585. Microscopy and Photomicrography (3)

Two hours of lecture, one hour of demonstration, and three to five hours
of laboratory. Principles of light microscopy and photomicrography with
extensive laboratory practice. Introduction to scanning and transmission
electron microscopy. Fall.

Prerequisite: Permission of the instructor.

596. Special Topics (1-3)

Lectures, conferences, discussions, and laboratory. Topics in en-
vironmental and resource engineering not covered in established courses.
Designed for the beginning graduate student or selected upper division
undergraduate. Fall and/or Spring

611. Energy: Production and Conservation (3)

Three hours of lecture. An introduction to the technology, impacts,
hazards, and costs of large-scale, centralized power generation, with em-
phasis on opportunities for resource conservation. Spring.

642. Water Quality Modeling (3)

Two hours of lecture and three hours of laboratory per week. An analysis

of the biological, chemical, and physical factors of receiving waters gov-
erning the action of wastes and their reactions in receiving waters.
Introduction to modeling techniques applicable to water quality manage-
ment issues. Fall.

Prerequisite: ERE 440 or equivalent as evaluated b£ the instructor.

643. Water Pollution Engineering (3)

Prerequisites: Physics and CHE 356 or permission of the instructor.
Note: A student may not enroll in or receive credit for both ERE 440
and ERL 643.

655. Remote Sensing Measurements (3)

Two hours of lecture comprising an in-depth coverage of the theory,
design, and application of remote sensing systems and techniques em-
ployed to obtain precise spectroradiometric measurements to map and

monitor natural resources. Photographic and non-photographic systems
are considered. Laboratory experiments in the form of an assignment using
remote sensing data. Fall or Spring.

Prerequisites: ERE 572 and FEG 363 or ERE 563 or consent of the
instructor.

664. Photogrammetry II (3)

Two hours of lecture and three hours of laboratory. General analytic
photogrammetry including interior and exterior orientation systems, in-
tersection space resection and orientation. Correction of photo coordinates
for film deformation, lens distortions, atmospheric refraction and earth
curvature. Introduction to photogrammetric plotters. Planning photogram-
metric projects, and designing optimum procedures for selected
photogrammetric tasks. Fall.

Prerequisite: ERE 563 or equivalent.

670. Principles of Pulping and Bleaching (3)

Two hours of lecture and three hours of laboratory plus literature study
of assigned topics, independent project planning and/or laboratory study.
Discussion of pulping and bleaching processes. Effects of chemical and
physical variables on the wood components and pulp properties; chemistry
involved. Experiments in pulping and bleaching and pulp evaluation. Fall.
Prerequisites: Organic, physical, and analytic chemistry.

Note: A student may not enroll in or receive credit for both PSE 461
and ERE 670.

671. Chemistry of Pulping and Bleaching (3)

Three hours of lecture. Discussion of the chemistry underlying the com-
mercial pulping and bleaching processes, designed to assist in interpreting
the phenomena observed in these operations. Emphasis is placed on those
reactions which contribute to delignification and the removal of chromo-
phormic groups in lignin and extractives. Spring.

Prerequisite: FCH 572 or permission of the instructor.

675. Principles of Unit Operations (4)

Three hours of lecture and discussion and one two-hour computation
period. Fundamentals of fluid dynamics, heat and mass transfer, appro-
priate analogies and process applications. Stage operations and computa-
tion methods. Application to distillation, extraction, gas absorption,
evaporation, crystallization and drying. Design, operation, and computer
simulation of equipment. Fall.

Prerequisites: Calculus and physical chemistry or permission of the
instructor.

677. Paper Properties (4)

Three hours of lecture, three hours of laboratory, and discussion plus
evaluation of literature, independent project planning and/or laboratory
study. Evaluation and study of the physical, optical, and chemical prop-
erties of paper and the interrelationships existing between paper manufac-
turing methods, papermaking additives, test results and the ultimate
properties desired in the finished paper. Fall.

Prerequisite: Permission of the instructor.

Note: A student may enroll in or receive credit for both PSE 465 and
ERE 677.

678. Paper Coating and Converting (2)

Two hours of lecture plus evaluation of literature, independent project
planning, and/or laboratory study. Evaluation and study of the various
coating materials and processes used by the paper industry. Introduction
to polymers and their use in converting operations, fundamentals and
parameters which control their use, effects on final properties of papers.
Spring.

Prerequisite: PSE 465 or permission of the instructor.

Note: A student mav enroll in or receive credit for both PSE 466 and
ERE 678.

680. The Anatomy and Ultrastructure of Wood (2)

Two hours of lecture and/or demonstration and discussion. The gross,
microscopic and submicroscopic structure of wood including organiza-
tion of the cell wall, distribution of chemical constituents and abnormalities
in wood. Fall.

682. Transport Processes (3)

Two hours of lecture and three hours of laboratory. The relationship
between wood structure and wood permeability, moisture movement, and

FOREST CHEMISTRY 77

heat transfer. Fire retardant and wood preservation treatments. Wood dry-
ing. Unsteady-state transport processes. An advanced laboratory problem
with report in wood-moisture relationships, wood drying, the relation-
ship between wood permeability and treatability, or wood preservative
treatments. Spring.

Prerequisite: Permission of the instructor.

Rote: A student may enroll in or receive credit for WPE 326 or WPE
327 and ERE 682.

684. Mechanical Properties of Wood (3)

Prerequisite: Permission of the instructor.

685. Transmission Electron Microscopy (5)

Two hours of lecture, two hours of laboratory/demonstration, minimum
of ten hours of individual laboratory. The theory and operation of the
transmission electron microscope including specimen preparation, photo-
graphic technique and interpretation of micrographs. Fall.

Prerequisite: Consultation with the instructor.

686. Wood-Water Relationships (3)

Two hours of lecture and three hours of laboratory. Relationship be-
tween wood moisture content and the environment, electrical and ther-
mal properties, theories of moisture sorption, hygroscopic swelling and
shrinking, thermodynamics of moisture sorption, mechanism of moisture
movement as it relates to activation theory. Laboratory exercises will com-
plement the theoretical topics discussed in the lecture. Fall.
Prerequisite: Permission of the instructor.

688. Tropical Timbers in Commerce (2)

Prerequisite: Permission of the instructor.

689. Tropical Wood Anatomy (1)

Anatomical characters, identification and taxonomy of tropical woods
important in commerce. Spring.

Prerequisite: WPE 387 or ERE 360. Recommended that ERE 688 be
taken concurrently or previously.

691. Air Pollution Engineering (3)

Three hours of lecture and discussion. Study of the chemical, physical,
and meteorological principles of air pollution and its control. Local and
global effects of air pollution. The atmospheric survey. Examination of
the operating principles and design parameters of the various air pollu-
tion control systems. Air quality and emission standards. Fall.

Prerequisites: Physics and CHE 356 or permission of the instructor.
Note: A student may enroll in or receive credit for both ERE 441 and
ERE 691.

760. Analytical Photogrammetry I (3)

Two hours of lecture and three hours of laboratory. Mathematical theory
of photogrammetry including space resection, orientation, intersection and
aerial triangulation. Spring. •

Prerequisites: FEG 363, APM 360 and FEG 464 or equivalent.

762. Instrumental Photogrammetry I (3)

Two hours of lecture and three hours of laboratory. The theory and
practice of extracting information from photographs with the aid of
photogrammetric plotters. Fall or Spring.

Prerequisite: FEG 363 or equivalent.

775. Applied Thermodynamics (3)

The study and application of thermodynamics, including the first and
second law, phase relationships, thermochemistry, the production of work
and equilibrium relationships. Spring.

Prerequisites: FCH 360, FCH 361 or equivalent.

785. Scanning Electron Microscopy (5)

Two hours of lecture, demonstration and laboratory. Six hours of in-
dependent laboratory experience. The theory and operation of the scan-

ning electron microscope including specimen preparation, photographic
technique, and interpretation of micrographs. Spring.

Prerequisite: Permission of the instructor.

796. Advanced Topics (1-3)

Lectures, conferences, discussions, and laboratory. Advanced topics
in Forest Engineering, Paper Science and Engineering, and Wood Prod-
ucts Engineering. Fall and/or Spring.

Prerequisite: Permission of the instructor.

797. Seminar (1-3)

I. Forest Engineering topics. II. Paper Science and Engineering topics.
HI. Wood Products Engineering topics. Fall and Spring.

798. Research in Environmental and Resource Engineering
(Credit hours to be arranged)

I. Independent research topics in Forest Engineering. II. Independent
research topics in Paper Science and Engineering. III. Independent
research topics in Wood Products Engineering. Fall, Spring, and Summer.

880. Interpretation of Cellular Ultrastructure (2)

One hour of lecture and two hours of demonstration and discussion.
The organization and sculpturing of the walls and plant cells; the cellulose
microfibril, matrix and incrusting substances, and the warty layer. The
ultrastructure and function of cytoplastic organelles in cells. The nucleus,
the mitochondrion, the chloroplast, the endoplasmic reticulum, micro-
tubules, the gap junction and the tight junction. The tools and techniques
used for light end electron microscopic study of cells, and the interpreta-
tion of structural evidence. Directed study and discussion of the latest (cur-
rent) literature on pertinent topics. Spring.

Prerequisite: Permission of the instructor.

899. Master's Thesis Research

(Credit hours to be arranged)

Research and independent study for the master’s degree and thesis.
Fall, Spring, and Summer.

999. Doctoral Thesis Research

(Credit hours to be arranged)

Research and independent study for the doctoral degree and disserta-
tion. Fall, Spring, and Summer.

ESF— NONDEPARTMENTAL

332. Seminar for New Transfer Students (No Credit)

One hour of weekly lectures and discussions designed to introduce the
transfer student to the College and its academic and social environs. Fall
and Spring.

FCH -FOREST CHEMISTRY

221. Organic Chemistry I (3)

Two hours of lecture, one hour of recitation. A survey of representative
classes of carbon compounds with emphasis on structure, fundamental
reactivity, and other important properties and characteristics relevant to
biological systems. Fall.

222. Organic Chemistry Laboratory I (2)

One hour of pre-laboratory instruction. Three hours of laboratory.
Laboratory safety. Melting and boiling points, distillation, recrystallization,
thin-layer and column chromatography, and isolation of natural products.
Qualitative functional group analysis. Fall.

223. Organic Chemistry II (3)

Three hours of lecture and discussion. The structure and reactivity of

organic compounds, utilizing natural products as examples, will be studied
in order to develop an organic chemical background for further study
of biological chemistry. Spring.

Prerequisite: FCH 225 or equivalent.

224. Organic Chemistry Laboratory II (2)

Four hours of laboratory including pre-laboratory instruction. Continua-
tion of FCH 222. Simple physical and instrumental techniques applied

78 FOREST CHEMISTRY

to organic chemistry Gas chromatography, polarimetry, kinetics. Introduc-
tion to classical literature syntheses. Spring.

Prerequisite: FCH 222 or equivalent.

Corequisite: FCH 223 or equivalent.

325. Organic Chemistry III (4)

Two hours of lecture, one six-hour laboratory. Classical and recent
literature synthesis or organic compounds, employing advanced tech-
niques. Fall.

Prerequisite: Two semesters of elementary organic chemistry.

360. Physical Chemistry I (3)

Three hours of lecture. Includes discussion on the properties of gases
and liquids, laws of thermodynamics, solutions and colligative proper-
ties, and electrochemical cells. Fall.

Prerequisites: One year of college physics, differential and integral
calculus.

361. Physical Chemistry II (3)

Three hours of lecture. Includes discussion on the structure of matter,
principles of quantum mechanics, spectroscopy, and chemical kinetics.
Spring.

Prerequisite: Physical Chemistry FCH 360 or the equivalent.

380. Instrumental Methods of Analysis (3)

Two hours of lecture and one three-hour laboratory. Lecture includes
theory, applicability, and limitations of a number of current methods of
instrumental analysis. Laboratory sessions provide practice with several
of these techniques. Spring.

Prerequisites: General chemistry and quantitative analysis.

384. Spectrometric Identification of

Organic Compounds (1-2)

Two hours of lecture and discussion. The first half semester (1 credit)
will deal with common classes of organic compounds; the second half
semester (1 credit) will deal with more complex structures. The use of
complementary information from mass, infrared, nuclear magnetic res-
onance, and ultraviolet spectrometry will be applied to identification of
organic natural products. Spring.

Prerequisites: Organic chemistry; one semester of advanced organic
chemistry for second credit.

390. Drugs from the Wild (3)

Three hours of lecture and discussion each week. This course is designed
to give students a comprehensive understanding of the variety of medicinal
agents available from natural sources. Economic and societal aspects will
be explored as well as scientific ones. In addition to curative agents, discus-
sion will include toxic substances, folk medicine (including herbal) prepara-
tions, and the so-called “recreational drugs.” Fall.

495. Introduction to Professional Chemistry (1)

The professional chemist and his relationship with industry, govern-

ment, and universities. Employment opportunities for the chemist, pro-
fessional organizations, and unions will be discussed. The selection of
a senior research topic and a literature survey will be required. Fall.
Prerequisite: Senior status.

496. Special Problems in Chemistry (1-3)

An opportunity for a special problem, technique development,

independent or unstructured study in an area related to>the chemical pro-
fession. The work may be technical, professional, or interdisciplinary. Ad-
visors outside this department may be solicited. A brief proposal must
be presented for approval with specific arrangements outlined including
faculty advsior and objectives of the study. Evidence of competence and
appropriate effort is required for credit. A written report will be expected.
Fall and Spring.

Prerequisite: Upper division status.

497. Undergraduate Seminar (1)

One hour per week. Literature surveys and seminars on topics of cur-
rent research interest and recent advances in chemistry. Spring.

498. Introduction to Research (5)

Eighteen hours of laboratory, library search and report writing Solu-
tion of a selected research problem using special laboratory techniques.
Typewritten report on data, procedures, results, and conclusions. Spring.

510. Environmental Chemistry I (3^

Three hours of lecture. Introduction to the processes that control
chemical behavior in aquatic environments, including precipitation, gas
exchange, acid-base, redox, complexation, and adsorption reactions. Em-
phasis will be on explanation and prediction of chemical behavior, using
computer models where appropriate. Examples will be from the areas
of water and wastewater treatment, pollutant fates and geochemistry. Fall.

Prerequisites: An introductory course in physical chemistry is required
and a shortcourse in computer programming is recommended.

511. Environmental Chemistry II (3)

Three hours of lecture. Includes a detailed chemical explanation of cur-
rent topics of concern in environmental chemistry and the chemistry of
pollution. Lectures will cover topics relating to air, soil and biota pollu-
tional impact. Spring.

Prerequisite: Chemistry through physical chemistry, or consent of the
instructor.

515. Methods of Environmental Chemical Analysis (3)

Prerequisite: A course in quantitative chemical analysis.

519. Environmental Chemistry Seminar (1)

One hour of lecture. Seminars on current research and issues in en-
vironmental chemistry and related areas. Spring.

520. Nuclear and Radiation Chemistry (2)

The two one-hour lectures will cover the information required for the
basic understanding of nuclear reactions, the types of radiation emitted,
the instrumentation necessary to detect and measure this radiation, the
principles of radioisotope tracer techniques, and radiation chemistry which
is the effect of radiation on organic systems. Visits to the Cornell Reactor
and the Nuclear Medicine Department of the Upstate Medical Center will
be arranged. Spring.

Prerequisites: Physical, organic and inorganic chemistry or by permis-
sion of the instructor.

Note: This course can be taken independently of FCH 521.

521. Nuclear Chemical Techniques (1)

The laboratory will consist of one four-hour laboratory class every two
weeks, with one hour to be made up at the student's discretion to ac-
commodate counting periods which extend over several weeks. A short
movie by the AEC each week will be required for the sixth hour. The
laboratory will give each student the opportunity to use the individual
counting instruments, gain experience in the handling and preparation
of radioactive samples and the use of the 1000-curie-cobalt source in radia-
tion chemistry. Spring.

Prerequisite: Physical, organic, and inorganic chemistry or permission
of the instructor. Advanced tentative registration is required.

Corequisite: FCH 520.

524. Topics in Natural Product Chemistry (3)

Three hours of lecture and discussion each week. A course intended
to introduce the student to various types of secondary metabolites including
several of past and current interest because of their pronounced biological
activities. Modes of chemical reactivity and means of structure determina-
tion and syntheses are covered. Spring.

530. Biochemistry I (3)

Three hours of lecture. General biochemistry with emphasis on cellular
constituents and metabolic reactions. The chemical, physical, and biological
properties of amino acids, proteins, carbohydrates and their intermediary
metabolism will be discussed. The chemistry of enzymes, energy transfers,
and biological oxidations will also be covered. Fall.

Prerequisites : One year of organic chemistry and one year of physical
chemistry.

531. Biochemistry Laboratory (2)

Six hours of laboratory. This course will stress techniques used in
biochemical research. Techniques used include various types of chro-
matography, electrophoresis, and spectrophotometry and methods

FOREST CHEMISTRY 79

involved in the isolation, purification, and assay of enzymes. Fall.
Prerequisite: One semester of quantitative analysis with laboratory.

532. Biochemistry II (3)

Three hours of lecture. Topics discussed are: application of tracer tech-
niques to biochemistry, the chemical and biochemical properties of lipids,
theories on the origin of life, photosynthesis and the biosynthesis of steroids
and terpenes. plant aromatics, amino acids, porphyrins and other aspects
of nitrogen metabolism. Spring.

Prerequisites: FCH 530 and its prerequisites.

539. Principles of Biological Chemistry (3)

Three hours of lecture. Principles of biochemistry with emphasis on
their relationship to biology. Topics include basic metabolic pathways, struc-
ture, and function of proteins, enzymes, and nucleic acids, energy rela-
tionships and biochemical control mechanisms. Nonchemistry majors. Fall.

Prerequisite: A two-semester course in organic chemistry is desirable,
but a one-semester course is acceptable.

540. Chemical Ecology

This course is the same as EFB 512. Refer to description on page 71.
Note: Credit cannot be received for both FCH 540 and EFB 512.

550. Introduction to Polymer Science I:

Polymer Synthesis and Mechanisms (3)

Three hours of lecture. Introduction to the synthesis of polymers and
the mechanism of polymerization processes. Addition homopolymeriza-
tion and copolymerization by radical, ionic and coordination type catalysts.
Synthesis of block and graft copolymers. Stepwise polymerization, net-
work formation and gelation. Structure of polymers and stereoregular
polymerization. Degradation of polymers, reaction on polymers, polyelec-
trolytes. Fall.

Prerequisites: One year of organic chemistry and one year of physical
chemistry.

551. Polymer Techniques (2)

One hour of lecture and discussion and three hours of laboratory: lab
reports. Techniques of polymer preparation: free radical solution and emul-
sion polymerization, gel permeation. Molecular weight determination by
light scattering, osmometry, viscosity, gel chromatography. Structure char-
acterization by X-ray diffraction, electron microscopy, nuclear magnetic
polarized microscopy, stress-strain and swelling equilibrium and thermal
analysis. Fall.

Prerequisites: One year of organic and one year of physical chemistry.

552. Introduction to Polymer Science II:

Polymer Properties and Technology (3)

Three hours of lecture. Introduction to the physical chemistry, physics,
processing and technology of synthetic polymers. Polymer solutions, in-
cluding molecular weight determinations and chain statistics. Polymer solid
states, including rubber elasticity, viscoelasticity, the glassy state and the
crystalline state. Properties, processing and technology of films, fibers,
elastomers and foams. Spring.

Prerequisites: One year of organic chemistry and one year of physical
chemistry.

555. Natural and Synthetic Polymers: An Overview (2)

Two hours of lecture. A series of 24 introductory lectures pn all aspects
of polymer science. The material covered will include: types of natural
and synthetic polymers: molecular size and shape; molecular weight deter-
minations; chemical synthesis and reactions; polymer type vs. proper-
ties; properties in the liquid state; properties in the solid state; rubber and
elastomers; crystallinity and morphology; mechanical and thermal
characteristics; manufacturing and polymer technology. Fall.

Prerequisites: Organic chemistry. Some knowledge of physical chemistry
is helpful, although not required.

560. Chromatography and Related Separation Sciences (3)

Three hours of lecture and discussion each week. A course designed
to give the student a thorough understanding of analytical and isolation
chemistry by modern chromatographic, distributive and molecular siev-
ing techniques. The chemistry of the systems discussed will be stressed
as well as the important physical aspects. Spring.

Prerequisite: Two semesters each of organic and general chemistry.

571. Wood Chemistry I: General Wood Chemistry (2)

Two hours of lectures. Introduction to carbohydrate chemistry. Chemistry
of cellulose, hemicelluloses, and lignin. Cellulose derivatives Distribu-
tion of polysaccharides and lignin in wood. Wood extractives. Chemistry
of bark. Formation of heartwood. Wood as a chemical raw material. Fall.

Prerequisite: One or two semesters of a three-credit undergraduate
course in organic chemistry.

572. Wood Chemistry II: Wood and Pulping Chemistry (3)

Three hours of lectures. Introduction to carbohydrate chemistry. Chem-
istry of cellulose, hemicelluloses, and lignin. Cellulose derivatives. Distribu-
tion of polysaccharides and lignin in wood. Wood extractives. Chemistry
of bark. Formation of heartwood. Wood as a chemical raw material.
Chemistry of the industrial pulping processes with emphasis on sulfite
and kraft pulping of wood. Chemistry of the major bleaching agents.
Chemical byproducts in the pulping industry. Complete tree utilization
in the manufacture of pulp and paper. Fall.

Prerequisite: One or two semesters of a three-credit undergraduate
course in organic chemistry.

573. Wood Chemistry III: Biosynthesis of Wood (2)

Two hours of lecture. Chemistry of pectin and starch. Photosynthesis
with emphasis on the chemical phase. Chemistry of the primary cell wall
in plants. Biosynthesis of cellulose, hemicelluloses, pectin, and starch.
Biosynthesis of aromatics, including lignin. Biodegradation of wood. Fall.

Prerequisite: FCH 571 or an equivalent course in general wood
chemistry.

574. Wood Chemistry IV: Wood Chemistry Laboratory (1)

Three hours of laboratory. Reports. Gravimetric and spectrophotometric
determinations of lignin. Determination of the number-average molecular
weight of ethylcellulose by osmometry. Estimation of the weight-average
molecular weight of ethylcellulose by viscometry. Calibration of a gel per-
meation chromatography (GPC) column. Separation and characteriza-
tion of larch arabinogalactans A and B by GPC. Fall.

Prerequisite: FCH 571 Wood Chemistry I or an equivalent course in
general wood chemistry.

630. Plant Biochemistry (3)

Three hours of lecture and discussion. Includes the biochemistry of
photosynthetic electron transport and phosphorylation, photosynthetic
carbon fixation, photorespiration, nitrogen fixation, nitrate reduction,
photochrome, and plant hormones. The economic, ecological, and en-
vironmental aspects of plant biochemistry will also be discussed. Spring.
Prerequisites: FCH 530-532 or FCH 539 or equivalent.

650. Physical Chemistry of Polymers I (3)

Three hours of lecture. Includes: thermodynamics of polymer solutions,
phase equilibria, fractionation, structure-property relationships, elemen-
tary chain statistics, molecular geometry, network elasticity, polyelectrolyte
theory, and viscosity. Fall.

Prerequisites: One year of organic chemistry and one year of physical
chemistry.

651. Physical Chemistry of Polymers II (3)

Three hours of lecture. Viscoelasticity. The glassy state and glass tran-
sition temperature. The crystalline state and crystallization kinetics.
Characterization of structure and morphology of polymer solid states.
Survey of structure and properties of native polymers. Spring.

Prerequisites: One year of organic and one year of physical chemistry.

652. Organic Chemistry of Polymers I (3)

Three hours of lecture. A broad survey of the chemistry of polyfunc-
tional molecules and methods for their conversion to high molecular weight
materials. Synthesis of a variety of specialty polymers and chemical reac-
tions on natural and synthetic polymers. Some relations between molecular
structure and useful properties. Spring.

Prerequisite: One year of organic chemistry.

653. Organic Chemistry of Polymers II (3)

Three hours of lecture. Kinetics and mechanism of polymerization proc-
esses, with emphasis on addition polymerization reactions initiated by
radical, cationic and anionic initiators. Mechanism of stereospecific poly-
merization. Structure of polymers. Reactions on polymers and their

80 FOREST ENGINEERING

modification for specific end uses. Block and graft polymers. Spring.

Prerequisites: One year of organic chemistry and one year of physical
chemistry.

796. Special Topics in Chemistry (1-3)

(Credit hours arranged according to nature of topic)

Lectures, conferences, and discussion. Advanced topics in physical
chemistry, organic chemistry, or biochemistry. Fall and Spring.

798. Research in Chemistry

(Credit hours arranged according to nature of problem)

Independent research in physical and organic chemistry of synthetic
polymers, physical and organic chemistry of natural polymers, organic
chemistry of natural products, ecological chemistry and biochemistry. One
typewritten report required. Fall. Spring, and Summer

899. Master’s Thesis Research

(Credit hours to be arranged)

Research and independent study for the master’s degree and thesis.
Fall. Spring, and Summer.

997. Seminar (1)

Seminars scheduled weekly; an average of twenty to thirty seminars
are given annually. Discussion of recent advances in chemistry. Credit
is given only once to a student. Fall and Spring.

999. Doctoral Thesis Research

(Credit hours to be arranged)

Research and independent study for the doctoral degree and disserta-
tion. Fall, Spring, and Summer.

FEG- FOREST ENGINEERING

340. Engineering Hydrology, and Flow Controls (4)

Three hours of lecture and three hours of laboratory and discussion.
Analysis of the waters of the earth, their occurrence, circulation, and
distribution; physical properties and their interaction with their environ-
ment. Pnnciples of hydrologic budgeting and routing; and basic hydraulics
of open channel, conduit, groundwater and overland flow. Applications
of probability as a basis for the design of solutions to groundwater, sur-
face runoff, flooding and water supply problems. Spring.

Prerequisites: C1E 327, IOR 326, and APM 360.

350. Introduction to Remote Sensing for Engineers (2)

Two hours of lecture. The fundamentals of acquiring, analyzing, and
utilizing remote sensing data in the performance of natural resource in-
ventories, environmental quality surveys and site development analyses.
Oriented for multidisciplinary participation. Spring.

Prerequisite: Junior standing and FEG 363 (which may be taken con-
currently with FEG 350).

352. Introduction to Remote Sensing (3)

Prerequisites: Physics and calculus or permission of the instructor.

363. Photogrammetry (3)

Two hours of lecture and discussion, three hours of laboratory. Basic
photogrammetric and photo interpretation concepts as a means of ac-
quiring reliable data for engineering and management planning. Poten-
tials. limitations, instrumentation, and unique requirements are considered.
Fall or Spring.

Prerequisite ERE 371 or equivalent.

410. Structures (4)

Three hours of lecture, three hours of computation laboratory and
discussion. Engineering principles in the analysis, planning design and
construction of components and framed structures under various types
of loadings. The proportioning of wood, steel and concrete members and
the design of statically determinate structural systems Emphasis is
placed on the relationship between theoretical stress analysis and codes
and specifications for appropriate materials and structural design prac-
tices. Fall.

Prerequisites: ERE 362. APL Computing.

420. Harvest Systems Analysis (1)

Three hours of discussion, demonstration and/or field exercises. An
introduction to mensuration, harvesting operations, methods analysis,
mechanization, and interrelationships between the production and
silvicultural aspects of harvesting, is presented. A context is developed
for the application of other Forest Engineering courses.

Prerequisites: EFB 315, FOR 321.

430. Engineering Decision Analysis (3)

An introduction to the design process as a decision model, with em-
phasis on techniques for determining economic attractiveness of engineer-
ing alternatives, and analyzing construction and production operations.
Includes a survey of mathematical models useful for operations planning
and analysis. Fall.

Prerequisite: IOR 326.

437. Transportation Systems (3)

Three hours of lecture and three hours of laboratory. Interrelationships
among natural features, transportation types, design, and management
objectives to provide the most effective system within the given framework.
Basic engineering principles in the planning location, design, construc-
tion, and maintenance of suitable transportation systems to serve various
aspects of forest resource management. Spring.

Prerequisite: CIE 437, FEB 422.

448. Advanced Topics in Hydraulics (3)

Three hours of lecture per week. Classroom instruction and exercises
introduce advanced concepts in hydraulics. Topics include the energy and
momentum principles, critical flow, uniform flow, flow profiles, and
unsteady flow, as appropriate. Suitable as an engineering design elective
in the forest engineering curriculum. Fall.

Prerequisite: FEG 340 or equivalent as determined by the instructor.

454. Tractive Power Systems (2)

Two hours of lecture per week. An introduction to analysis and design
of tractive power systems used in timber extraction and other forestry,
agriculture, and construction applications. Spring.

Prerequisites: MEE 285, ERE 351, FEG 420.

464. Photogrammetry II (3)

Two hours of lecture and three hours of laboratory. General analytic
photogrammetry including interior and exterior orientation systems, in-
tersection, space resection, and orientation. Correction of photo coor-
dinates for film deformation, lens distortions, atmospheric refraction, and
earth curvature. Introduction to photogrammetric plotters. Planning for
photogrammetric projects and designing optimum procedures for selected
photogrammetric tasks. Fall.

Prerequisite: FEG 363.

477. Survey Systems Design (3)

Three hours of lecture and discussion. Land survey systems including
the U.S. Public Land System, plane coordinate systems, and land use
and resource systems— Specifications for Surveying and Mapping Proj-
ects. The design of future systems. Spring.

Prerequisites: FEG 371 and FEG 363.

489. Forest Engineering Planning and Design (3)

Two hours of lecture and three hours of laboratory. A curriculum

capstone course designed to integrate other coursework with a systematic
approach to real life engineering problems. Semester-long laboratory proj-
ects are selected to provide experience in dealing not only with technical
and economic constraints, but also with environmental, social, legal, and
political aspects of the planning process. Spring.

Prerequisite: Senior standing in forest engineering.

498. Research Problem in Forest Engineering (1-3)

Independent research in topics in Forest Engineering for the highly
motivated undergraduate student. Selection of subject area determined
by the student in conference with appropriate faculty member. Tutorial
conferences, discussions and critiques scheduled as necessary. Final written
report required for departmental record. Fall. Spring, and Summer.
Prerequisite: Permission of the instructor.

FORESTRY 81

FOR-FORESTRY (RESOURCES MANAGEMENT)

205. Introduction to Macroeconomics (3)

Three hours of lecture per week. The role of macroeconomic theory
in public policy will be emphasized. Basic macroeconomic models of the
banking system and of the interplay of consumer, business firms and
government purchases of goods and services will be used in the analysis
of public policy with respect to stability of consumer prices and the level
of employment in the economy, the role of foreign trade in the perfor-
mance of the national economy.

206. Introduction to Microeconomics (3)

Three hours of lecture per week. Consumer behavior, pricing and
resource allocation, and the theory of the firm and industry will be em-
phasized. The role of microeconomic theory in public policy analysis.

301. Field Dendrology (1)

Approximately one half-day lecture, five eight-hour field study, presented
as the first portion of the Summer Program in Field Forestry held at Pack
Demonstration Forest, Warrensburg, N.Y. Field identification and ecology
of common woody species of the southeastern Adirondack area. Natural
and cultural history of the area as it affects the growth and development
of these species. Summer.

302. Forest Surveying and Cartography (21/*)

Course consists of approximately thirteen, eight-hour class days,
combining lectures and practical field applications. The course stresses
development of functional ability in the areas of cartography, overland
navigation, and land measurement. It is part of the Summer Program
in Field Forestry held at Pack Demonstration Forest, Warrensburg, N.Y.
Summer prerequisite for FOR 303, 322, 332.

Prerequisite: FOR 301.

303. Introduction to Forest Mensuration (3 ‘A)

Lecture and field practice on methods and procedures for measuring
trees, forest stands, and forest products. Descriptive statistics and sampl-
ing are introduced as they relate to the measuring process. Emphasis is
placed upon field procedures and performance. The course is part of the
Summer Program in Field Forestry held at Pack Demonstration Forest,
Warrensburg, N.Y. Summer.

Prerequisites: FOR 301 and FOR 302.

304. Introduction to Forestry (1)

Approximately one day of lecture and at least four all day field trips,
presented as an integral part of the Summer Program in Field Forestry.
Students will be introduced to the diversity of forestry and the activities
of a professional forester, and will visit forestry field operations and wood-
using industries. Summer.

305. Forestry Concepts and Applications (1)

Lectures and some labs will help students explore basic concepts of
forestry, the breadth of and scope of forestry-related activity, and the diver-
sity of forest values and uses. Topics include an introduction to many
disciplines related to forest management and use, and study of how basic
concepts from physical, biological, and social sciences are applied in
forestry. Required of all forestry juniors.

321. General Silviculture (3)

Two hours of lecture and one three-hour laboratory first half of semester,
three hours of lecture last half of semester. Survey of silvical principles
and concepts and practice of silviculture for the production of goods and
services from the forest. Designed for students in curricula other than
resources management. Not available for resources management majors.
Fall.

322. Forest Mensuration (1)

Lecture, field, and laboratory work blocked in time and subject matter
with FOR 331 and 332. Principles and methods used in the measure-
ment of the trees and forest stands, the use of aerial photos for mapping
and inventory, and the theory and application of compound interest to
forestry decisions. Fall.

331. Introduction to the Physical Environment (6)

Lectures, discussions, field, and laboratory work blocked in time and
subject matter with FOR 332 and 322. Study of the environmental media:

air, soil, and water, through examination of the flow of energy and mat-
ter within and between these components of the environment. Drawing
together information from geology, physical geology, soil science, water
science, and meteorology, this course provides understanding of these
areas, their interactions, and the interface with the biological system. Fall.

Prerequisite: Junior year standing in FOR curriculum or equivalent.
Course should be taken concurrently with FOR 332 Silvics-Silviculture,
because of the blocking of these two courses.

332. Silvics-Silviculture (8)

Lectures, field and indoor laboratory work, and field trips blocked in
time and subject matter with FOR 331, 322, and 305. Emphasis is
placed on the biological interrelationships within the forest community,
including site factors and forest stand dynamics, and the consideration
of these in silvicultural operations. Fall.

Prerequisites: Summer Program in Field Forestry, and FOR 331 (taken
concurrently) or permission of the instructor.

335. Regional Silviculture (3)

Three hours of classroom study. Topics cover regional factors that in-
fluence silvicultural methods commonly used in different forest types.
Provides study of various silvicultural systems used in operating forest prop-
erties in various regions, with attention to geographical differences in land
use, market opportunities, species characteristics, and economic condi-
tions. Spring.

Prerequisite: FOR 332 or FOR 321.

345. Soils (3)

Two hours of lecture and three hours of laboratory. Introduction to the
fundamentals of soil science with particular reference to forestry, but in-
cluding other land uses. Spring.

360. Principles of Management (3)

Three hours of lecture and recitation. Basic principles and concepts
of management which are universally applicable to any organization,
business enterprise, or public agency. The various approaches to manage-
ment including the classical, behavioral and quantitative concepts with
emphasis upon the integrative approach, now required to meet modem
society’s changing life styles and values and the new awareness of the
public regarding environmental matters and natural resources manage-
ment. Spring.

361. Computing in Forestry (3)

Introduction to the use of the computer in forestry and to the BASIC
programming language. Commonly used forestry techniques are im-
plemented by the student on the computer and the student has the op-
portunity to use other professionally prepared programs. The student also
uses the computer as a communication device. The course is designed
for students in the forestry curriculum. Open to other students by per-
mission of the instructor.

Prerequisite: An introductory course in computers.

364. Soil and Water Conservation Policy (3)

Three hours of lecture. An integrated, historical survey of water and
related land resource conservation in the United States. Interrelationships
of governments and private organizations in their functions of policy-setting
and planning, administration of programs, and evaluation of projects.
Three lectures per week. Spring.

370. Management of the Forest Enterprise (3)

Two hours of lecture and one hour of discussion and laboratory. This
course is concerned with the management alternatives, both of a technical
and social nature, that are available in the planning for and the produc-
tion of timber, recreation, wildlife, forage, and water from the forest and
with the criteria for choice to meet management objectives. Spring.

371. Range Management (3)

Three hours of lecture and discussion covering range ecology, inven-
tory and evaluation; animal husbandry and grazing management; multiple-
use of rangelands; range improvement practices; and range policy and
administration. Spring.

Prerequisite: Upper division status in Resource Management or Biology,
or by permission of the instructor.

82 FORESTRY

373. Timber Harvesting (3)

Two hours of lecture and one three-hour laboratory and discussion.
Harvesting as a production system including equipment, equipment mixes,
costs and manpower in serving and logmaking and primary and secon-
dary transportation. Evaluation of various systems as to environmental
impacts Wood as a raw material to the primary processing system and
trees as inputs to the harvesting system. Spring.

378. New York Forestry (3)

Lecture, discussion, and field trip. Historical development of forests and
forest uses in New York, analysis of current issues in New York forestry,
and consideration of possible future developments for New York forests.
Provides information useful to geographers, foresters, planners, and others
interested in the social environment of New York's natural resources. Meets
one evening a week plus one all day Saturday field trip.

400. The Social Environment of Resource Management (3)

Three hours of lecture and discussion. This course describes the in-
stitutional framework within which the resource manager practices his pro-
fession. It intends to show how economics, law, public policy, pressure
groups and financial considerations constrain the professional judgment
of the resource manager and the goals and objectives of the institution
employing him. Fall.

Prerequisites: Senior standing in forest resources management or per-
mission of the instructor.

404. Economics of Wood-Using Industries (3)

Three hours of lecture and discussion. Structure and organization of
selected wood-using industries. Analysis of decisionmaking by the firm.
Principles of production and marketing including demand and cost analysis
and pricing. Special issues and current problems of the industries, and
introduction to the newer mathematical and statistical tools for meeting
them. Spring.

Prerequisite: Microeconomics.

405. World Forestry Resources:

Problems and Prospects (3)

Three hours of lecture and discussion plus guided readings, pertain-
ing to world forest resources and the problems and opportunities associated
with their use and development. Major topics include: world forest re-
sources; production and trade; principal wood-producing countries;
forestry and the problems of underdevelopment; and special areas and
topics of interest to world forestry. Spring.

Prerequisite: Senior status preferred. '

433. Commodity Production Silviculture (3)

Six hours of lecture and study, or field work classroom instruction and
exercises will introduce topics, followed by field exercises stressing ap-
plication of silvicultural methods for growing wood products, mostly in
hardwood stands. Topics will cover concepts, techniques, diagnostic
methods, and field application of silvicultural prescriptions in both even-
and uneven-aged management. Offered one day per week as a block
of instruction and exercise. Spring.

Prerequisites: FOR 331-332, and one mensuration course beyond Sum-
mer Program in Field Forestry: Senior standing.

434. Greenspace Silviculture (3)

Two hours of lecture, one to three hours seminar or field trip. Con-

cepts, techniques, and field practice of evaluating and manipulating vegeta-
tion systems, including site conditions, woody and herbaceous vegeta-
tion, and use impacts, primarily for on-site values in park, recreation,
wildlife and multiple-use lands, roadsides, utility rights-of-way, protection
areas, etc. Fall.

Prerequisites: At least one silviculture course and senior status or per-
mission of the instructor.

446. Forest Soil Classification, Survey,

and Interpretation (3)

Three hours of lecture and discussion, one three-hour laboratory. De-
tailed examination of soil genesis and classification, and the survey and
description of the soilscape. Interpretations are made for various land uses,
especially forestry. Fall.

Prerequisites: FOR 331 or 345 or an introductory soils course.

455. Forest Tree Improvement (3)

Two hours of lecture, three hours of laboratory or field work. General
principles and methods of tree improvement as practiced in this country
and abroad. Tree selection techniques of vegetative propagation, hybridiza-
tion, polyploidy, establishment and management of seed orchards, clonal
and progency testing and other problems. Spring.

Prerequisites: FBL 470. or Introduction to Mendelian Genetics or
Population Genetics.

461. Management Models (3)

Three hours of lecture. Introduction to the various models used in
managerial decisionmaking. Emphasis is on the characteristics of the
various models: their formulation, assumptions, uses, and limitations. The
major topics covered will include: the role of models in management;
simple optimization; constrained optimization; multi-valued choices; time
adjustment of value; simulation; and models in nondeliberated decisions.
Integration of the deliberative and intuitive models is stressed. Fall.

472. Fundamentals of Outdoor Recreation (3)

Three hours of lecture. Introduction to the programs and practices of
federal, state, and local agencies and private organizations involved in
planning, administration, and management of outdoor recreation areas.
Emphasis is on major recreational issues and conflicts faced by area
managers, and how they integrate solutions into their plans. Spring.

473. Planning and Development of Forest

Recreation Areas (3)

Three hours of lectures or equivalent laboratory and assignments. Plan-
ning and designing forest recreation areas, structures, and facilities.
Development of construction plans for camp and picnic sites, for water-
front areas and for trails. Emphasis is on the functional relationship be-
tween planning and design, management, and maintenance. Field trips
required. Fall.

Prerequisite : FOR 472.

475. Sociology and Psychology of Leisure Behavior (3)

Three hours of lecture and discussion. Introduction to theory and re-
search findings dealing with the sociological and psychological aspects
of leisure behavior; field work and lectures demonstrate applications, par-
ticularly with regard to leisure behavior. Spring.

Prerequisites: FOR 472, and an introductory course in sociology or
psychology, or permission of the instructor.

477. Resource Policy and Management (3)

Three hours of lecture supplemented by one hour of discussion and/or
lecture. Public and private forest policy formation; principles of modern
management; overall management and operation of a productive forest
property. Primarily for forest engineers. Not available to Resource Manage-
ment undergraduates. Fall.

Prerequisites: Mensuration and silviculture, senior standing in Forest
Engineering, or by permission of the instructor.

480. Urban Forestry (3)

Two hours lecture and three hours of laboratory or field trip. Introduc-
tion to urban forestry: its professional status and potentials. Elements of
urban physical geography. Nature and functions of various kinds of ur-
ban greenspace; their physical and social interactions as an integrated
system, and management within the broader context of urban processes.
Field practice in evaluating urban greenspace resources. Spring.

Prerequisites: Senior status. FOR core courses or permission of the in-
structor. For students in other schools FOR 434 is desirable.

496. Special Topics in Environmental and

Resource Management (1*3)

Guided readings, lectures, discussions, tutorial conferences, or special
coursework designed to help the undergraduate student apply scientific
analysis of a social, biological, or physical nature to questions within his
area of interest. Questions and analyses would include those dealing with
forest resources management and administration; forest cultural practices;
land use and land use planning; hydrology and watershed management;
outdoor recreation; resource economics; world forestry; and others. Fall
and Spring.

Prerequisite: Permission of the instructor.

FORESTRY 83

498. Special Studies in Environmental and

Resource Management (1-6)

Independent research in environmental and resource management for
selected undergraduate students. Selection of subject areas determined
by the student in conference with appropriate faculty member. Final written
report is required for departmental record. Fall, Spring, and Summer.

Prerequisite: Cumulative G.P.A. of at least 2.50 and approval of the
instructor and advisor.

562. International Timber Trade (3)

Three hours of lecture. Basic principles of international trade. Struc-
ture and procedures of international timber trade. Major trade regions
and their relationships. Economic context of timber trade. Emphasis is
placed upon methods of analyses for understanding both opportunities
and limitations of timber products exports and imports. Fall.

Prerequisites: Two semesters of undergraduate economics, and senior
standing in forestry or wood products engineering.

499. Independent Study in Resources Management (7-12)

Independent study of some significant aspect of environmental and
resources management. The selection of the topics will be determined
by the student in consultation with his advisor. Guidance will be provided
by a faculty committee. Limited to seniors in Resources Management.
Fall or Spring.

Prerequisite: Must have cumulative G.P.A. of at least 3.00.

520. Application of Ecology (3)

Two hours of lecture and discussion and one to three hours seminar,
workshop, or field trip. Exploration of use and implications of ecological
concepts for practices modifying terrestrial ecosystems for human benefit.
Discussion of ecological writings in relation to applied problems;
workshops, field trips, and student presentations exploring ecological
implications of specific situations. Course designed for interdisciplinary
participation. Spring (even years).

535. Advanced Forest Soils (3)

Three hours of lecture-discussions concerning the current state-of-the-art
in forest soils. Effect of intensive forest management on soil, soil-site-species
relationships, forest fertilization tree nutrition. Application of forest soils
information to silviculture. Spring.

ji Prerequisite: FOR 331, 332 or beginning courses in soils and silviculture.

540. Forest Hydrology (3)

Two hours of lecture and three hours of laboratory. The relation of forest
and range vegetation to its environment, and its effect upon soil and water.
Measurement of precipitation, runoff, erosion, and other variables. Spring.

542. Practice of Watershed Management (3)

Two hours of lecture and three hours of laboratory. The impact of the
T; multiple use of forest and range lands on water yield and soil stability.
L Regional problems and potential solutions. Fall.

Prerequisite: FOR 540.

543. Energy Exchange at the Earth’s Surface (3)

~ Two hours of lecture and three hours of laboratory. A comprehensive
study of the physical processes taking place in the lowest layer of the at-
> mosphere. Primary emphasis on the turbulent transfer of heat, momen-
tum, and water vapor and the expression of these fluxes in the
microclimate. Spring.

Prerequisites: FOR 452, physics, and calculus.

550. Environmental Impact: Principles and Strategies (3)

Three hours of lecture and discussion. Principles and theory of en-
vironmental impact and statements of impact as required by federal law.
Administrative procedures for review and evaluation. Procedural strategy
and effective constitution of statements for various governmental levels.
Means of obtaining sources of authoritative information. Fall.
Prerequisite: Senior standing. ’

565. Environmental and Forestry Issues (3)

Three hours per week of lecture, study, and field work. Classroom in-
struction and exercises introduce environmental and forestry concepts,
history, and current environmental issues/problems. Excellent material
to incorporate into all disciplines of middle school or high school cur-
ricula. Students explore content in depth through assigned readings, prac-
tical exercises, and field studies. One or two Saturday field trips. Evening
course. Not available for Graduate credit for Forestry majors. Fall.

572. Outdoor Recreation Management (3)

Three hours of lectures per week. Description of specific methods and
techniques used in outdoor recreation management. Discussion of prac-
tices applicable to resource, visitor, and service management. Spring.

Prerequisite: FOR 472, or equivalent, and FOR 360, or equivalent.

587. Environmental Law (3)

Three hours of lecture and discussion. Studies in Environmental Law
designed for resource managers. Review of structure and processes of
American legal system, constitutional framework of environmental law,
The National Environmental Policy Act, legal framework for management
of federal lands, focus on legal aspects of common property resource
management, land, water, and air. Fall.

588. The Law of Natural Resource Administration (3)

Three hours of lecture and discussion. An introduction to the law con-
cerning the procedures, powers, and judicial review of public agencies
responsible for the management of natural resources. Topics will include
the extent of an agency’s rule-making power and the rights of aggrieved
parties to appeal from agency decisions. Spring.

Prerequisite: FOR 360 or equivalent course in public administration.

600. Field Applications in Forest

Management and Operations (3)

Equivalent of three weeks of lectures, seminars, and field trips related
to the management and utilization of the high value forest resources of
the Allegheny Basin region. This course is the required entry point to
the M.F. program and is taught during summer at the Allegany State Park
near Salamanca, NY.

Prerequisite: Matriculation in the M.F. program— open to others by per-
mission of the instructor.

601. Resource Information for Forest Management (3)

Three hours of lecture, discussion, or laboratory work per week. In-
troduces the student to the characterization of biophysical and
socioeconomic resources, their inventory and compilation into a
geographic information system as an application of database manage-
ment, and their evaluation and analysis for incorporation into the forest
management decisionmaking process.

Prerequisite: Matriculation in the M.F. program— open to others by per-
mission of the instructor.

560. Nonindustrial Private Forest Management (3)

Three hours of lecture and discussion. Resource conditions and manage-
ment issues associated with private nonindustrial private forest lands.
Special attention is given to owner characteristics and objectives, public
and private programs which directly or indirectly influence management
decisions and the role of foresters in relation to the above. Spring.

Prerequisite: Senior or graduate student standing in forestry.

561. Land Use Economics (3)

Three hours of lecture-discussion. Study of the theory and methods
°f land use economics and the application of economic analysis to open
sPace and regional planning. Emphasis is on understanding basic con-
CePts; development of operational methods and data sources. Case
s'udies, outside readings, and guest speakers are utilized. Spring.

Prerequisites: One course in microeconomics and permission of the
instructor.

602. Forest Resource Economics (3)

Three hours of lecture, discussion, or laboratory work per week. Pro-
vides students with analytical tools in forestry economics for analyzing
and evaluating forest management operations. Provides an understand-
ing of the operation of the economic system within which forest resources
are found.

Prerequisite: Matriculation in the M.F. program— open to others by per-
mission of the instructor.

603. Advanced Silviculture (3)

Applications of basic principles and practices of silviculture within forest
stands in accordance with and dictated by varying forest resource values
and ownership objectives. Four hours of lecture and discussion per week
for the first portion of semester, followed by six weekly hours of
laboratory/field practicum thereafter. Field trips and lectures by guest ex-
perts. Several written and oral presentations required. Fall.

Prerequisite: Matriculation in the M.F. program— open to others by per-

miccinn nf thp inctrurtnr

84 FORESTRY

604. Forest Policy (3)

Three hours per week of lecture, discussion, and recitation. Course
content brings students to an advanced level of understanding of policies,
the nature of issues, the institutional framework for policy evaluation. Em-
phasizes policy roles and functions in management, interrelationships,
information resources, public input, and policy analysis for effective pro-
fessional contributions in forest policy matters.

Prerequisite: Matriculation in the M.F. program — open to others by per-
mission of the instructor.

605. Advanced Forest Management (3)

Equivalent of three credit hours per week of lecture and recitation. Pro-
vides students with the foundation necessary for the management and
administration of a complex enterprise involving the use of forestland.
Emphasizes the inherent multiresource nature of forest management; the
diverse activities involved in producing outputs and services from
forestland; and the managerial and technical skills required in planning,
directing, and controlling those activities.

Prerequisite: Matriculation in the M.F. program — open to others by per-
mission of the instructor.

606. Human and Organizational Behavior (3)

Three hours per week of lecture and recitation. Provides advanced
students with knowledge of the interactions of individuals within organiza-
tional settings. Emphasizes the interdependency of people and organiza-
tional structures and requirements, and the role of management in
facilitating harmonious mutual goal achievement. Deals with the nature
and meaning of work, motivation, individual performance, job satisfac-
tion, informal organizations, work environment, reward systems, controls,
work stress.

Prerequisite: Matriculation in the M.F. program— open to others by per-
mission of the instructor. Prior basic course in management principles
highly desired.

610. Field Applications in

Integrated Forest Management (3)

Two weeks of field trips, discussions, and problem analyses of operating
forest systems in the Northeastern United States. Provides an intregation
and field application of material in the courses in the M.F. program.

Prerequisite: Matriculation in the M.F. program — open to others by per-
mission of the instructor.

620. Silvicultural Concepts and Applications (3)

Six hours of lecture, study, or field work. Classroom instruction and
exercises introduce topics important to silvicultural practice. Students ex-
plore these in depth through independent study and the solving of
assigned problems. Field exercises will serve as a means to apply con-
cepts, primarily in hardwood stands. Topics include concepts, techniques,
diagnostic methods, and formulation and application of silvicultural
prescriptions. Offered one day per week as a block of instruction. Spring.

Prerequisite: Previous undergraduate study of silviculture.

625. Productivity of Forest Stands (3)

In two hours of lecture and three hours of laboratory, whole tree, stand,
and forest community productivity are studied from an ecophysiological
viewpoint. Quantitative techniques and methods used to evaluate biological
as well as economic forest production are learned and utilized. From the
perspective established, new trends and developments in silvicultural prac-
tice are critically examined. Spring. ,

Prerequisite: Permission of the instructor.

635. Forest Soils and Their Analyses (3)

One hour of lecture, one hour of recitation, four hours of field and
laboratory study of forest soils, emphasizing plant-soil relationships. Stress
on quantification of plant-soil diagnostic techniques and their interpreta-
tion. Spring (odd years).

Prerequisites: FOR 446; background in physical and biological
recommended.

640. Advanced Wildland Hydrology (3)

Lecture, discussion, and laboratory sessions in advanced problems of
forest and range hydrology, watershed management methods, and tech-
niques and evaluation of new methods of hydrologic data collection and
analysis. Fall

Prerequisite: SIL 540 or FEG 340.

642. Snow Hydrology (3)

Three one-hour lectures and two three-day field trips. Physical char-
acteristics of snow and the energy relations important in its accumula-
tion and dissipation. Problems of measurement and prediction of runoff
and melt. Potentials for management. Spring.

Prerequisite: SIL 540 or FEG 340.

655. Advanced Forest Tree Improvement (3)

Two hours of lecture and discussion and three hours of laboratory. A
study of advanced principles and techniques for genetic improvement
of forest trees. Special emphasis is placed on selection and breeding for
growth rates, wood quality, and insect and disease resistance. Problems
of tree hybridization, racial variations, sexual reproduction, and quantitative
genetics in forest trees. Laboratory training in pollen germination, vegetative
propagation and other problems. Independent research problems will be
undertaken by the student. Fall.

Prerequisites: FBL 470 and 471, FOR 455.

664. Soil and Water Conservation Policy (3)

One three-hour meeting per week. An integrated, historical survey of
water and related land resource conservation in the United States, inter-
relationships of governments and private organizations in their functions
of policy-setting and planning, administration of programs, and evalua-
tion of projects. Fall

671. Economics of Nonmarket Goods (3)

Group discussion, lectures, guided readings, case studies, and student
projects on the economic aspects of watershed management, fish and
wildlife management, and outdoor recreation. Major topics include theories
of valuation and application to nonmarket goods, cost analysis for non-
market goods, and techniques for valuing nonmarket goods and services.

Prerequisites: Microeconomics, knowledge of basic statistical analysis,
and six hours or more of resource management coursework.

672. Open Space Planning (3)

Three hours of lecture and discussion; one overnight field trip required.
Study of methods and techniques applicable to open space planning in
nonurban areas. Survey of literature and current research. Open space
standards, classification systems, and inventory methods. Development
of plans for large scale recreational areas, and inclusion of recreation
into regional plans. The interrelationship and conflicts between resource
utilization/development and recreation/aesthetics reviewed through case
studies. Fall (odd years).

675. Psychology of Leisure Behavior (3)

Three hours of lecture and discussion. Introduction to theory and
research findings dealing with the sociological and psychological of leisure
behavior: field work and lectures demonstrate applications, particularly
in outdoor recreation. Fall.

676. Regional Development and Tourism (3)

Three hours of lecture/discussion per week. Study of the basic con-
cepts of tourism as an important economic and social activity, and its place
in regional resource development plans. Overnight field trip required.
Spring (odd years).

Prerequisite: Permission of the instructor.

697. Seminar (1)

Group discussion and individual conference concerning current topics,
trends, and research in management. Fall and Spring.

735. Forest Soil Fertility (Applied Studies) (2-4)

Two hours of lecture and one hour of discussion. Up to six hours of

laboratory depending on number of credit hours. Influence of soil fer-
tility on development and growth of seedlings and trees, and techniques
involved to determine this influence. Chemical and biological analysis to
determine levels of soil fertility. Nutrient element deficiencies and their
correction by soil amendments and fertilizers. Term projects by the stu-
dent will be undertaken Spring (even years).

Prerequisites: CHE 332 and 333. FBO 530, FOR 446 and FOR 635,
or equivalent.

737. Forest Soil Physics (4)

Three hours of lecture and discussion and three hours of laboratory.
Presentation of principles of soil physics including water flow, strorage

FOREST TECHNOLOGY 85

and availability, soil permeability, heat transfer, and their consideration
as root environmental factors. Analytical procedures are introduced and
evaluated. Applications of soil physics to silvics. soil fertility, watershed
management and hydrology, soil biology, and land-use. Spring (odd
years).

Prerequisites: FOR 345, 446, or their equivalents. Physical chemistry
and integral calculus strongly recommended.

751. World Forestry (3)

Three hours of lecture and discussion. World forest distribution and
types; regional production and consumption of forest products; interna-
tional trade in timber and related products; the role of forest resources
in development; and special topics; tropical forestry, comparative forest
policies and programs, forestry education, the problems of developing
countries, international cooperation in forestry development, the role of
the United States in world forestry, etc. Spring.

753. Resources Policy (3)

754. Advanced Forest Administration (3)

Critical appraisal of existing public, semipublic and private forest agencies
in the United States, and the comparative study of major administrative
organizations and practices. Occasional inspection trips to forestry head-
quarters and field units and discussion of internal administrative problems
with forest officers. Fall or Spring.

Prerequisite: FOR 360 or equivalent.

796. Special Topics in Forest Resources Management (1-3)

Lectures, seminars, and discussion. Advanced topics in resource man-
agement and policy. Check schedule of classes for details of subject mat-
ter. Fall and/or Spring.

797. Seminar (1)

Group discussion and individual conference concerning current topics,
trends, and research in management. Fall and Spring.

798. Research Problems in Resources Management

and Policy (1-12)

(Credit hours arranged according to nature of problem)

Special investigation and analysis of resources management problems
where integrative relationships of several subject aspects of forestry are
a major consideration. Fall, Spring, and Summer

898. Professional Experience (1-12)

Professional experience which applies, enriches, and/or complements
formal coursework. Graded on an “S/U” basis. Fall, Spring, and Summer.

899. Master’s Thesis or Project (1-12)

Investigation leading to the completion of a research-oriented thesis
or to an application-oriented project. Graded on an “S/U” basis. Fall,
Spring, and Summer.

999. Doctoral Thesis Research (1-12)

Investigation leading to the completion of the doctoral the9is. Graded
on an “S/U” basis. Fall, Spring, and Summer.

FTC -FOREST TECHNOLOGY

200. Dendrology I (2)

Twenty-five hours of lecture and 34 hours of field time. A study of the
distinguishing characteristics, growth features, distribution, associates and
importance of the major tree species of North America. Seasonal field
identification and on-the-spot discussion of habitats, associates, and the
place in succession of the predominant forest trees and shrubs as found
in the Adirondack area of the Northeast, plus a limited number of intro-
duced species. Fall.

202. Plane Surveying I (4)

Fifty-four hours of lecture and 100 hours of field and laboratory time.
An introduction to the theory and practice of plane surveying. Emphasis

is on individual skill development through small crew projects, handling
typical surveying equipment in typical field situations. Lecture topics in-
clude the theory of measurements and errors, mathematics for plane
surveying, introduction to field problems and introduction to map use
and preparation. Field projects include traversing, methods, and profi-
ciency projects in handling typical surveying instruments. Fall.

203. Plane Surveying II (1)

Twelve hours of lecture and 32 hours of field time A continuation of
FTC 202 with emphasis on small crew field projects introducing the use
of the engineer's level and the theodolite. Classroom work is directed at
explaining the United States Public Land Survey system and introducing
the concepts of modern deed descriptions and recordkeeping procedures.
A trip to the County Court House is scheduled for a first hand look at
a modern deed and recordkeeping operation. Spring.

Prerequisite: FTC 202.

204. Forest Mensuration and Statistics I ( 3 1/2 )

Sixty-seven hours of lecture and 36 hours of field time. A classroom
and field study of the basic principles and skills required for timber
measurements. Volume tables, their use and construction are studied.
Cruise reports are required in which the student presents cruise results.
Various methods of forest sampling are studied including methods of
calculating necessary sampling intensities and sampling errors. Fall.

205. Forest Mensuration and Statistics II (2)

Four hours of lecture and 44 hours of field and laboratory time. A field
problem of practical nature utilizing methods for collecting, analyzing, and
presenting data dealing with timber volumes. Spring.

Prerequisite: FTC 204.

206. Forest Ecology (3)

Forty-one hours of lecture and 52 hours of field time. Study of weather
and weather data collection; students manning a forest weather station.
Study of climate and soil factors, how they affect trees and forests and
the interactions both within the forest community and within the forest
ecosystem. Introduction to cover type mapping. Final field problem and
written and oral report on the detailed analysis of a forest transect. Fall.

207. Aerial Photogrammetry (2)

Fourteen hours of lecture and 48 hours of laboratory. Development
of the ability to interpret important ground features by viewing aerial photos
singly and in pairs, using stereoscopic techniques and equipment. Work
scale problems and make reliable horizontal and vertical measurements.
Use radial line plotter and zoom transfer scope for transfer of detail to
base map. Forest type mapping and forest inventory using photos. Fall.

208. Forest Installations (3)

Thirty-six hours of lecture and 60 hours of field time. This course pro-
vides the student with the technical competence necessary to use, plan,
construct, and maintain such typical forest improvements as telephone
lines, radio systems, trails, and light frame structures. Fall.

209. Forest Roads (2)

Twenty-two hours of lecture and 32 hours of laboratory time. This course
provides the student with the technical competence necessary to ad-
minister, locate, and design the construction and maintenance of a typical
forest gravel road. Spring.

Prerequisite: FTC 202.

211. Silviculture (2V2)

Thirty hours of lecture and 40 hours of laboratory and field work blocked
with forest management. Lectures based on text study cover orientation,
terminology and present a framework of the various treatments used in
many common stand conditions to bring the forest into a more produc-
tive state in accord with the objectives of management. Emphasis on thin-
ning in computer simulation and field practice. Exercises in planting and
pruning. Demonstrations in chemical silviculture. Spring.

Prerequisite: FTC 206.

213. Forest Protection I (2)

86 LIBRARY. LANDSCAPE ARCHITECTURE

groups of other forest regions, and control measures including the effects
of pesticides on the environment. Field trips cover local pests and the
damage caused, while laboratory work covers major groups of pests likely
to be encounted elsewhere. Fall.

214. Personnel Management (l'/2)

Fourteen hours of lecture and 12 hours of laboratory. A study of com-
pany and agency organization functions, including selection of and place-
ment of personnel, training of personnel and performance evaluations,
planning for and administering crew responsibilities, human relations in
the working situation and special personnel problems of the forest are
covered. Techniques of foremanship are applied in various field exercises
in other courses, along with the duty of safety hazards, accident preven-
tion, accident classification and accident reporting. Spring.

215. Timber Harvesting (2)

Sixteen hours of lecture and 36 hours of field time. This course ac-
quaints the student with the basic harvesting methods and techniques,
with emphasis on the Northeast, along with the knowledge of how and
where harvesting fits in with other forest uses. Students gain technical
competence in timber sale contract administration and basic timber
appraising. Spring.

217. Forest Management (3 V2)

Thirty-seven hours of lecture and 68 hours of lab and field work blocked
with silviculture. Coverage of the common problems met in organizing
a forest property to approach the goals of ownership. Study and practice
in techniques of growth measurement and the gathering and use of forest
records in general. Review actual examples and case studies of forest
management and production activities. Summary application of perti-
nent information from many other courses in a work plan involving
management decisions for an assigned forest property. Spring.

Prerequisite: FTC 206.

218. Forest Recreation (I1/?)

Fifteen hours of lecture and 32 hours of laboratory or field time. This
course acquaints the student with the forest recreational resources— its
present and future needs. Principles of recreation development and
management are discussed with special emphasis placed on the technical
aspects. Spring.

219. Elements of Wildlife Ecology (IV2)

Twenty-four hours of lecture and four hours of field time. A study of
the principles of wildlife ecology with fundamentals related to the actions
of the preservationist, conservationist, and particularly those of the forest
manager. Spring.

221. Soil/Water Measurements and Control (I1/*)

Sixteen hours of lecture and 32 hours of laboratory and field time. A
basic introduction to precipitation and streamflow measurements taken
at weather stations, snow courses, streamgaging stations, and other sample
points. Includes introduction to physical properties of soils related to land
management. Discusses forest management practices commonly used
to control erosion and water quality. Spring.

Prerequisite: FTC 206.

223. Graphics (1)

Sixteen hours of lecture. An introduction to lettering and drafting with
emphasis on the skills needed by the forest or surveying technician. In-
dividual skill development is achieved through several projects. The con-
cept behind each project is explained in handout material and lecture,
and each student is then expected to complete the project on his/her
own time. Freehand and mechanical lettering plates are produced in
addition to precision and map drawings. Fall.

227. Forest Protection II (2)

Twenty-three hours of lecture and 24 hours of field and laboratory time.
The basic principles of fire ecology, forest fire behavior, fire danger and
fire danger rating, forest fire prevention and control, and prescribed
burning are covered. Handtool fire suppression techniques are demon-
strated and practiced. Spring.

Prerequisite: FTC 213.

228. Structure and Growth of Trees (IV2)

Nineteen hours of lecture and twelve hours of laboratory. A study of
the various tissues of forest trees and how their growth and development
are affected by internal and external factors Differences in stem struc-

tures of some of the more important commercial tree species of the United
States are studied in the laboratory, and these differences are related to
the commercial uses of these species. Spring.

Prerequisite: An introductory course in general botany or biology.

229. Silviculture II (2)

Twenty-six hours of lecture and 28 hours of field and laboratory. Con-
tinuation of ETC 211 dealing mainly with the handling of the more com-
plex hardwood and mixed stands common to the Northeast. Special
coverages will be offered on current practices of regional importance
beyond the Northeast where graduates are likely to be employed. Spring.

230. Plane Surveying III (2)

Twenty-six hours of lecture and 28 hours of field time. A continuation
of FTC 202 and FTC 203 with emphasis on small crew projects using
the theodolite. Advanced field techniques are discussed and practiced,
such as the determination of the true-meridian by the method of direct
solar observation, layout of highway curves and simple triangulation pro-
cedures. Each topic is developed in detail in the classroom before each
field project is completed. Spring.

Prerequisites: FTC 202 and FTC 203.

298. Independent Study in Forest Technology (1-6)

Independent study in forest technology to apply, enhance, or supple-
ment forest technology or related natural resource education. Objectives
and scope of the project are negotiated in a learning contract between
the student and instructor(s), with course admission based on permis-
sion of the instructor(s). Limited to those who have attended the com-
plete regular SFT program, or those who have graduated from another
forest technology program or a related natural resource program, or to
students enrolled in any ESF program other than than of the SFT. A max-
imum of 6 credit hours may be taken by any student in total. Semesters
as arranged. Fall, Spring, or Summer.

LIB -LIBRARY (COLLEGE OF ENVIRONMENTAL
SCIENCE AND FORESTRY COURSE)

300. Library Research (1)

LSA- LANDSCAPE ARCHITECTURE

(See also courses listed under EIN and CMN.)

320. Introduction to Landscape Architecture

and Planning (3)

Three hours of lecture. The course presents an overview of the profes-
sions of landscape architecture and planning. It surveys the historic and
contemporary situations of environmental design and planning. The course
introduces the socio-cultural and natural factors which influence the form
and condition of the physical environment. It will introduce issues, per-
sonality, and projects. Fall.

326. Landscape Architecture Design Studio I (3)

Six hours of studio and one hour of lecture. The first in a sequence
of studios focusing on the concepts, skills, and methods of design. This
course introduces students to the basic vocabulary, concepts, and prin-
ciples of design; the application and operation of these in the physical
environment, development of three-dimensional spatial concepts. The
requirements for this course include readings, examinations, field trips,
design exercises, and projects. (Student field trip expense $125-$150.) Fall.
Prerequisite: Permission of the instructor.

327. Landscape Design Studio II (3)

One hour of lecture and six hours of studio. The second in a sequence

of studios focusing on the concepts, skills, and methods of design. This
course continues the development of design abilities through study of the
interrelationship between the requirements of a design established in a
program, the visual character of the site and the development of a designed
result. The development of spatial concepts which meet principles of com-
position organization and a given set of requirements. The requirements
for this course include readings, examinations, field trips, design exer-
cises, and projects. (Student field trip expense $125-$150.) Spring.
Prerequisites: LSA 326, with a minimum grade of C. and CMN 382.

LANDSCAPE ARCHITECTURE 87

330. Site Research and Analysis (2)

One hour of lecture and three hours of studio. This course will require
those enrolled to apply principles of natural resources and processes to
assess the land use and development potentials and limitation of a site.
The principles will include landforms, soils, hydrology, climate, energy,
and plant, animal, and human ecology. A variety of manual and com-
puter techniques for data collection, analysis and synthesis of natural
systems information will be explored. The course will concentrate on the
comparison of synthesis techniques and their implications for land use
and design decisionmaking. Occasional local field trips will be utilized.
Spring.

Prerequisite: E1N 311 or permission of the instructor.

422. Landscape Design Studio III (4)

Twelve hours of studio. This course is a continuation of skill develop-
ment, theory, and strategies as they relate to design issues and process.
Emphasis is placed on in-depth investigation on projects of a direct scale
illustrating form derivation and the man-made and natural form. Occa-
sional field trips to illustrate various design solution. Fall.

Prerequisites: LSA 327, with a minimum grade of C, and LSA 330.

423. Landscape Design Studio IV (4)

Twelve hours of studio. This course emphasizes skill development,
theory, and strategy as they relate to large-scale site design situations.
Continues prior courses’ emphasis on design process and form manipula-
tion. Occasional field trips to illustrate and inspect design form. Spring.
Prerequisite: LSA 422, with a minimum grade of C.

425. Orientation for Experiential Studio (2)

Three hours of lecture and recitation. Investigation and documenta-
tion of an area of specialty, discussion, readings, and research. Fall and
Spring.

Prerequisite: Permission of the instructor.

433. Plant Materials (2)

Three hours of lecture and field work for first one-third of semester.
Two hours of lecture for second one-third of semester. -This course con-
centrates on woody plant materials used in landscape architecture, the
ecological relationships of plants, ornamental plant materials use and iden-
tification, plant culture propagation, transplanting, planting plans and
specifications. Fall.

Prerequisite: Permission of the instructor.

434. Design Materials (1)

Three hours of lecture for last one-third of a semester. An introduction
to wood, concrete, masonry, asphalt, stone, and synthetic materials in-
tended to provide students with an understanding of the basic visual, struc-
tural, and maintenance principles of each, in order to both use the materials
in design and prepare written specifications. Fall.

442. Site Grading (2)

Two hours of lecture and three hours of studio during first two-thirds
of semester. Lectures, projects, and assigned readings. The study of grading
as the primary means of landform modification in landscape architec-
tural design. Primary emphasis will be given to principles of grading,
including contour manipulation, sections, profiles, and computations. Con-
cepts of establishing acceptable slopes and positive surface drainage will
be introduced. Enrollment limited to BLA or MLA students. Fall.
Prerequisite: LSA 330, Site Research and Analysis.

443. Site Drainage Systems (1)

Three hours of lecture for last one-third of semester. Lectures, projects,
and assigned readings. Provides a basis for the design of drainage systems
Coverage includes concepts relevant to understanding precipitation,
methods of run-off quantification, open channel flow, systematic pipe net-
work analysis. Enrollment limited to BLA or MLA students. Fall.
Prerequisite: LSA 330, Site Research and Analysis.

444. Vehicular Circulation Design (1)

Three hours of lecture for first one-third of semester. Lectures, projects,
and assigned readings. Must be taken concurrently with LSA 423. In-
troduces the circular geometry of horizontal curves and the parabolic
geometry of vertical curves, curve coordination based on safety and
aesthetic relationships, road grading. Enrollment limited to BLA or MLA
students. Spring.

Prerequisites: Computer Programming and Surveying.

445. Elements of Structures (1)

Three hours of lecture during the second one-third of the semester.
Lectures, projects, and examinations. An introduction to the concepts
of assembling engineering materials into structure. All common building
systems will be surveyed and emphasis will be placed on fundamentals
rather than on detailed mathematical design procedures.

Prerequisite: Non-Faculty of Landscape Architecture students by per-
mission of the instructor. Not open to engineering majors. Spring

455. Professional Practice in Landscape Architecture (2)

Two hours of lecture. This course examines the historic and contem-
porary modes of landscape architectural practice including practice types,
ethics, operations, and client systems. Particular emphasis is given to the
projected trends of professional practice and with impact on future roles
for the landscape architect. Professional development is reviewed as it
relates to internship, licensing, and continuing education. Occasional field
trips will be utilized. Spring.

Prerequisites: Senior status in landscape architecture or permission of
the instructor.

495. Selected Readings in Environmental Studies (1-3)

Exploration of selected readings in depth with individual independent
study upon a plan submitted by the student and related to credit hours
assigned. Upon approval of the instructor, the student may systemati-
cally investigate some subject area encountered in regularly scheduled
courses or may initiate research on a variety of subject areas of deter-
mined relevance. Fall and Spring.

Prerequisite: Permission of the instructor.

496. Special Topics in Landscape Architecture (1-3)

One to three hours of class meetings. Special topics of current interest
to undergraduate students in landscape architecture and related fields.
A detailed course subject description will be presented as a topic areas
is identified and developed. Fall and Spring.

Prerequisite: Permission of the instructor.

498. Introductory Research Problem (1-3)

Guided study of a selection of problems relating to landscape architecture
and environmental design. Emphasis on study procedure and methods
employed. Enrollment at periodic intervals throughout the semester. Fall,
Spring, and Summer.

Prerequisite: Permission of the instructor.

522. Landscape Design Studio VI (4)

Twelve hours of studio. Studio problems, research, drafting and field
trips. Concentration on complex urban problems. Concern for social and
psychological considerations of the individual and large groups of peo-
ple, their interaction and resultant forms of the environment. Spring.
Prerequisite: Permission of the instructor.

524. Experiential Landscape Studio Design (16)

Forty-eight hours per week. The articulation of the study proposal
established in LSA 425, as approved by faculty, through research, readings,
field study with graphic and written documentation, and group discus-
sion. Academic study in an off-campus location in an area of landscape
architectural significance, as described and delineated in a student-prepared
proposal approved by the faculty. Fall or Spring.

Prerequisites: LSA 425 and LSA 423, with a minimum grade of C.

525. Landscape Design Studio VI (4)

Twelve hours of studio. Investigation of a problem in landscape architec-
ture as proposed by the student and conducted in conjunction with
faculty advisor. Spring

Prerequisite: Permission of the instructor.

527. Landscape Design Studio VI (4)

Twelve hours of studio. Studio problems, research, reports, and field
trips. Concentration on regional landscape problems, the techniques of
their analysis and derivation of their significance to the practice of land-
scape design. Spring.

Prerequisite: Permission of the instructor.

533. Plant Materials (2)

Field trips and discussion Ornamental woody plant identification. Obser-
vation and sketches of outstanding examples of planting design. Two

weeks. Summer

Prerequisite: Permission of the instructor.

88 LANDSCAPE ARCHITECTURE

545. Professional Practice Studio (3)

Six hours of studio, one hour of recitation per week. Studio problems,
research, discussion and recitation sessions on the processes and methods
of office practice. Emphasis on all aspects of site development. Spring.

Prerequisite: Permission of the instructor.

550. Land Research and Analysis (2)

One hour of lecture and three hours of studio per week. This course
requires the application of natural resources principles and processes to
assess the land use and development potentials and limitation of a site.
The principles will include landforms, soils, hydrology, climate, energy,
and plant, animal, and human ecology. A variety of manual and com-
puter techniques for data collection, analysis and synthesis of natural
systems information will be explored. The course will concentrate on the
comparison of synthesis techniques and their implications for land use
and design decisionmaking. Occasional local field trips will be utilized.
Spring.

Prerequisite: MLA status or permission of the instructor.

551. Design Implementation (3)

One hour of lecture and six hours of studio per week. Introduction
to the production of construction documents, including: scheduling, draw-
ing, grading, layout, planting, details, structures, specifications and
estimating. Spring.

Prerequisite: MLA status and concurrent enrollment in LSA 554 and
permission of the instructor.

553. Design Studio I (4)

Nine hours of studio and one hour of lecture/discussion per week. The
first in a sequence of studios focusing on the concepts, skills, and methods
of design. This course introduces students to the basic vocabulary of
theoretical design principles, to the application and operation of these
in the physical environment, and to the development of three-dimensional
spatial concepts in community scale patterns. The requirements for the
course include readings, examinations, field trips, design exercises, and
projects. Fall.

Prerequisites: MLA status or permission of the instructor.

554. Design Studio II (4)

Nine hours of studio and one hour of lecture per week. The second
in a sequence of studios applying the concepts, skills, and methods of
design in a critical analysis of various natural and human systems in com-
munity scale environments. Concentration is on the evaluation of op-
tions in the ordering of a variety of land use activities, with special
emphasis on the functional and spatial quality of built environments. The
requirements for this course include readings, examinations, field trips,
design exercises, and projects. Spring.

Prerequisites: MLA status and LSA 553, CMN 552, or permission of
the instructor.

595. Selected Readings in Landscape Architecture (1-3)

Prerequisite: Fifth-year status or permission of the instructor.

620. Community Design Studio I (3)

Six hours of studio and one lecture-seminar hour. An examination and
evaluation of the landscape architectural design process with an emphasis
on the methodological variations which occur in its definition and ap-
plication. A variety of projects, scales, and programs are employed as
a vehicle for study of the design process. Fall or Spring.

Prerequisite: Permission of the instructor.

621. Community Design Studio II (3)

Six hours of studio and one lecture-seminar hour. An examination and
evaluation of the landscape architectural design process with an emphasis
on the methodological variations which occur in its definition and ap-
plication. A variety of projects, scales, and programs are employed as
a vehicle for study of the design process. Fall or Spring.

Prerequisite: Permission of the instructor

643. Ethical Issues in Community Design and Planning (1)

Prerequisites: MLA status or permission of the instructor.

650. Behavioral Factors of Community Design (3)

Three hours of lecture and discussion. An introduction to the contribu-
tion of the behavioral sciences to community design and planning is
provided. Readings and discussions concern both theoretical and
methodological aspects. Case studies are used to illustrate a variety of
current behavioral science applications. Course assignments to familiarize
the student with basic behavioral science methods including question-
naires, observations, and interviews. A final project provides an oppor-
tunity to synthesize course materials. Fall or Spring.

Prerequisites: MLA status or permission of the instructor.

651. Process of City/Regional Planning (3)

Three hours of seminar. The purpose of this course is the introduction
of planning as a process of decisionmaking and to familiarize graduate
students with its scope and content. The course relies upon lectures and
readings to develop introductory knowledge as well as seminars and discus-
sions to cover the constitutional basis, tools, and techniques and the cur-
rent directions of planning. Fall or Spring.

Prerequisite: Permission of the instructor.

652. Community Development Process (3)

Discussion and analysis of the elements of community development
process: private sector development, public sector initiatives and programs
aimed at community development; and role of planning design in coor-
dinating public and private sector initiatives.

653. Visual Landscape Analysis (2-3)

Three hours of lecture and discussion weekly during the first three
quarters of the semester will cover aspects of landscape perception;
introduction to methods of visual landscape inventory and evaluation,
visibility determination, psychometric assessment, and visual impact assess-
ment; and visual resource management strategies. Problems and exams
will be required. Optional third credit entails four hours weekly of laboratory
or field projects applying analysis methods and techniques during last
quarter of semester.

596. Special Topics in Landscape Architecture (1-3)

Experimental or special coursework in landscape architecture for
graduate and undergraduate students. Subject matter and method of
presentation vary from semester to semester. Fall and Spring.

Prerequisite: Permission of the instructor.

598. Research Problem (1-3)

Independent study of selected areas of environmental interest. Emphasis
on a self-disciplined study, development of procedures and techniques
to be employed in environmental design and planning. Engagement with
specific sites and problems as proposed for study by individual com-
munities. Enrollment at periodic intervals throughout the semester. Fall,
Spring, and Summer.

Prerequisite: Permission of the instructor.

656. Environmental Factors, Community Response,

and Form (3)

Two and one-half hours of lecture and six studios per semester. The
course presents an introduction to a comprehensive process for the in-
tegration of environmental phenomena, such as solar access, visual ac-
cess. noise, and wind into community design. The process includes data
gathering and analysis, prediction methods, objective criteria, and im-
plementation. Fall.

Prerequisites: Second year MLA status, or permission of the instructor.

671. History of Landscape Architecture (3)

Three hours of lecture-seminar. Regular use of slides and other pro-
jected lecture material; assigned texts as a basis for lecture; supplemental
readings, assigned and individually researched; class discussion from

PAPER SCIENCE AND ENGINEERING 89

readings and lecture; and student presentations and term paper. Historical
study and style analysis of Western man’s efforts to design his environ-
ment and his changing attitudes and relationships to environment. Also,
non-Western coverage where significant or influential on Western man.
Study of historical personalities as well as periods that are of environmental
concern up into the modern periods. Fall.

Prerequisites: MLA standing or permission of the instructor.

PSE-PAPER SCIENCE AND ENGINEERING

300. Introduction to Papermaking (3)

Three hours of lecture. Historical and commercial consideration of the
paper industry. Technology of papermaking with emphasis on stock fur-
nish, stock preparation and paper machine operation. Introductory discus-
sions of papermaking materials and formation and reactions of a fibrous
web. Fall.

696. Special Topics in Landscape Architecture (1-3)

Experimental or special coursework in landscape architecture for grad-
uate and undergraduate students. Subject matter and method of presen-
tation vary from semester to semester. Fall and Spring.

Prerequisite: Permission of the instructor.

697. Topics and Issues of Community Design

and Planning (2)

Two hours of lecture and discussion. Topics for discussion are selected
to acquaint the entering graduate student with a generalized view of cur-
rent issues facing landscape architects in community design and plan-
ning. Readings and papers are regularly assigned. Fall.

Prerequisites: MLA students or permission of the instructor.

699. Landscape Architecture Internship (1-12)

Internships provide students with a supervised field experience to apply
and extend their academic abilities in a professional working environment.
Enrollment is possible at various times during the semester. Fall, Spring,
and Summer.

Prerequisite: Fast Track BLA/MLA status and written approval of an
internship contract by major professor, curriculum director, and field
supervisor.

752. Urban and Regional System Dynamics (3)

Lectures and workshop. The major concerns of this course are applica-
tion of system dynamics; basic principles of system dynamics; and system
dynamics modeling. This method is investigated as a useful tool in model-
ing many landscape architectural and planning problems. No prior com-
puter experience is necessary. Spring.

Prerequisite: Permission of the instructor.

796. Special Topics in Landscape Architecture (1-3)

One to three hours of class meetings. Special topics of current interest
to graduate students in landscape architecture and related fields. A detailed
course subject description will be presented as a topic area is identified
and developed. Fall and Spring.

Prerequisite: Permission of the instructor.

798. Research Problem

(Credit hours to be arranged according to nature
of problem)

Special study of assigned problems relating to landscape architecture
or planning, with emphasis on critical thinking. Fall, Spring, and Summer.
Prerequisite: Permission of the instructor.

799. Thesis Project Proposal Development (1)

One hour of lecture and workshop. During this course, a student will
prepare a proposal for a thesis/project in the MLA program. Fall.
Prerequisites: LSA 699 and permission of the instructor.

898. Professional Experience ' (1-12)

A supervised external professional work experience which satisfies Op-
tion 2 of the master's study integration requirement. Graded on an “P/F”
basis. Fall, Spring, and Summer.

Prerequisite: Formation of committee, approval of proposed experience
by committee, and the sponsor of the professional experience.

899. Master’s Thesis Research
(Credit hours to be arranged)

Research and independent study for the master’s degree and thesis.
Fall. Spring, and Summer.

301. Pulp and Paper Processes (3)

Three hours of lecture. Technological consideration of pulping and
bleaching of woody raw material. Includes consideration of wood pro-
curement and preparation, pulping and bleaching processes, recovery
of secondary fibers, pollution abatement and other ancillary operations.
Spring.

Prerequisites: FCH 572, PSE 300 (or concurrent).

302. Pulp and Paper Processes Laboratory (1)

One three-hour laboratory. Study and practice in the techniques of
laboratory procedures normally encountered in the pulp and paper in-
dustry. Laboratory exercises selecting and using standard testing methods.
Field trips to observe commercial equipment of the pulp and paper in-
dustry, Spring.

Prerequisite: PSE 301 (or concurrent).

304. Mill Experience (2)

Twelve weeks full-time pulp or paper mill employment approved by
the faculty between the junior and senior years. The student must sub-
mit a comprehensive report to fulfill this requirement. Summer.

370. Principles of Mass and Energy Balance (3)

Three hours of lecture. Conservation of mass and energy applied to
steady-state and dynamic process units and systems. Problem analysis
and solution; computational techniques. Thermodynamic data and their
use; real vs. perfect gases; steam properties; psychrometry. Fall.
Prerequisites: Calculus, physics, and FCH 360 (or concurrent).

371. Fluid Mechanics (3)

Three hours of lecture and/or demonstrations. The study of momen-
tum transfer. Steady and unsteady flow of liquids and gases in pipelines,
ducts, open channels, and porous media. Movement of particles in fluid
media. Newtonian and non-Newtonian flow and flow of suspensions.
Filtration, sedimentation, centrifugation, agitation and mixing.
Characteristics and selection of pumps, blowers, agitators and other equip-
ment. Flow measurement and flow system design with economic con-
siderations. Fall.

Prerequisites: College level physics and chemistry, calculus.

372. Heat Transfer (2)

Two hours of lecture and/or demonstration. The study of heat transfer
including conduction, convection, radiation and their applications in in-
dustry. Heater and heat exchanger design and selection, and industrial
evaporation. Spring.

Prerequisites: PSE 370 and 371 or equivalent.

461. Pulping Technology (3)

One hour of lecture and six hours of laboratory. Discussion of pulping
and bleaching processes: effect of chemical and physical variables on the
wood components and pulp properties; chemistry involved. Experiments
in pulping and bleaching, and pulp evaluation. Fall.

Prerequisites: PSE 301, CHE 346 and CHE 356.

Note: A student may not- enroll in or receive credit for both PSE 461
and ERE 671.

465. Paper Properties (4)

Three hours of lecture, three hours of laboratory and discussion. Evalua-
tion and study of the physical, optical, and chemical properties of paper
and the interrelationships existing between paper manufacturing methods,
papermaking additives, test results and the ultimate properties desired
in the finished paper. Fall.

Prerequisites: PSE 301 and PSE 302.

Note: A student may not enroll in or receive credit for both PSE 465
and ERE 677

90 WOOD PRODUCTS ENGINEERING

466. Paper Coating and Converting (2)

Two hours of lecture. Evaluation and study of various coating materials
and processes used by the paper industry. Introduction to polymers and
their use in converting operations. Study of materials and equipment used
in converting operations, fundamentals and parameters which control their
use, effects on final properties of papers. Spring.

Prerequisite: PSE 465.

Note: A student may not enroll in or receive credit for both PSE 466
and ERE 678.

468. Papermaking Processes (3)

Two hours of lecture and three hours of laboratory. Study of the paper-
making process, featuring operation of the pilot paper machine. Emphasis
is on the fundamentals of stock preparation, paper machine operation,
evaluation of the finished product and the collection and analysis of data
to develop material and energy balance. Results of each paper machine
run are evaluated in seminar-type discussions. Spring.

Prerequisites: PSE 461 and PSE 465.

473. Mass Transfer (3)

Three hours of lecture. The study of mass transfer, humidification, air
conditioning, drying, gas absorption, distillation, leaching, washing, and
extraction. Fall.

Prerequisites: PSE 370, 371, and 372 or equivalent.

491. Paper Science and Engineering Project I (1)

Student makes a systematic survey of all available literature on the prob-
lem assigned him and incorporates it in a formal, typewritten report. An
essential part of this report is a detailed outline of a research project which
the student may undertake during the next semester (PSE 492). Fall.
Prerequisites: PSE 300 and PSE 301.

492. Paper Science and Engineering Project II (3)

The analysis of a problem, the synthesis of a solution and the basic
design of the facilities needed to solve a problem. Laboratory research,
field work, and consulting as needed in addition to the literature survey
completed in PSE 491. Progress reports and a final report and seminar-
style presentation. Spring.

Prerequisite: PSE 491.

496. Special Topics (1-3)

Lectures, conferences, and discussions. Specialized topics in chemistry,
chemical engineering, and physics as well as topics pertaining to manage-
ment as related to the pulp, paper, paperboard, and allied industries. Fall
and Spring.

498. Research Problem (1-4)

The student is assigned a research problem in pulping, bleaching, refin-
ing, additives, quality control of paper or paper products, or chemical
engineering. The student must make a systematic survey of available
literature on the assigned problem. Emphasis is on application of correct
research technique rather than on the results of commercial importance.
The information obtained from the literature survey, along with the data
developed as a result of the investigation, is to be presented as a technical
report. Fall, Spring, and Summer.

Prerequisite: PSE 461 and PSE 465.

WPE— WOOD PRODUCTS ENGINEERING

300. Properties of Wood for Designers (2)

Two hours of lecture. An introduction to the basic structure and prop-
erties of wood for the designer. Discussion of the effects of wood struc-
ture and properties on practical woodworking techniques. Fall.

322. Mechanical Processing (3)

Two hours of lecture and three hours of laboratory. Primary log reduc-
tion methods and industry practices. Lumber grading. Wood cutting prin-
ciples. Machining practice in secondary wood-using industries. Experience
in the operation of certain primary and secondary machining equipment.
Spring.

326 Fluid Treatments (2)

Two hours of lecture. An introduction to wood-moisture relationships,
wood permeability and pressure treatments, thermal conductivity, water-

vapor movement, and drying and fire retardancy. The flow of fluids, heat
and water vapor are treated as analogous phenomena and are related
to the cellular structure of wood. Unsteady-state flow of gases, heat and
water vapor are introduced. Spring.

327. Fluid Treatments Laboratory (1)

Prerequisite: WPE 326 (or concurrent).

361. Engineering Mechanics — Statics (3)

Three hours of lecture. Forces and vectors, moments, equivalent force
systems, free bodies, structures, section properties. Fall.

Prerequisites: Integral calculus and general physics.

386. Structure and Properties of Wood (3)

Two hours of lecture and three hours of laboratory. Structure of wood
in relation to defects, properties and uses. The variability of wood. Iden-
tification of major U.S. timber by gross features. Spring.

387. Wood Structure and Properties (3)

Prerequisite: FBO 300 or equivalent is recommended.

388. Wood and Fiber Identification Laboratory (2)

Six hours of laboratory. Wood and papermaking fiber identification using
both gross and microscopic features. Fall.

Prerequisite: WPE 387 to be taken concurrently or previously.

389. Wood Identification Laboratory (1)

Three hours of laboratory. Identification of principal commercial timbers
of United States on gross characteristics. Spring.

Prerequisite: WPE 387.

390. Fiber Identification Laboratory (1)

Three hours of laboratory. Identification of woody and nonwoody paper-
making fibers. Spring.

Prerequisite: WPE 387.

399. Field Trip (2)

Two weeks supervised study and reporting of representative wood prod-
ucts industries. Required of all students in WPE. Estimated individual ex-
penses are $200-$250 while on the trip. Spring.

400. Introduction to Forest Products (2)

Two hours of lecture. Characteristics of the products of the forest tree
and manufacture of wood products. Spring.

401. Creative Approaches to Management (3)

Three hours of lecture and recitation with a workshop/seminar em-
phasis. Provides practical guidelines for dealing effectively with modem
managerial problems that require new thinking. This course uses rele-
vant, real-life examples, practical applications, and develops creative
approaches. It is designed for individuals who intend to or are engaged
in managing people and activities in achieving both organizational and
personal goals.

404. Design of Wood Structural Elements (3)

Lectures. A development of the principles involved in designing struc-
tural elements in wood and practice in their application. Fall or Spring.

420. Adhesives, Sealants, and Coatings (3)

Two hours of lecture and three hours of laboratory. An introduction
to adhesives, sealants, and coatings used in the wood products and
building construction industries. All three types of materials, based upon
polymers, will be evaluated in terms of their properties and respective
technologies when used with wood systems. Emphasis will be placed on
knowing how to apply this knowledge to understand current practice and
to solve problems that may occur. Laboratory demonstrations to identify
materials, methods of application, and methods of evaluating these
materials. Fall.

Prerequisite . Junior standing.

WOOD PRODUCTS ENGINEERING 91

422. Composite Materials (3)

Two hours of lecture and three hours of laboratory. Manufacturing
methods, physical and mechanical properties, and major uses of each
of the following products will be examined — decorative plywood, con-
struction and industrial plywood, particleboards, waferboards. fiberboards.
laminated beams, laminated-vener lumber, wood polymer composites,
and paper overlays. Laboratory exercises will be patterned after ASTM
standard tests to evaluate the physical and mechanical properties of these
materials with written reports to be submitted by each student. Spring.
Prerequisites: WPE 320. Concurrent or prior registration in ERE 362.

442. Light Construction (3)

Two hours of lecture and two hours of discussion. Elements of light
frame construction, blueprint reading, and estimating. Fall.

450. Construction Equipment (3)

Three hours of lecture. Principles of selection, operation, and mainte-
nance of construction equipment. Primary types of site preparation,
handling and assembly devices and their efficient utilization will be ex-
amined. Spring.

Prerequisite: Senior standing.

454. Construction Management (3)

Three hours of lecture. Fundamental concepts of construction manage-
ment activities. Topics include construction contracts, sheduling, project
planning, estimating and bidding. Fall.

Prerequisite: OPM 365 or permission of the instructor

497. Senior Seminar for Wood Products

Engineering Majors (2)

Discussion and assigned reports in current problems and new devel-
opments in Wood Products Engineering. Spring.

498. Research or Design Problem (1-3)

Conferences, library, laboratory and/or field research on a specific prob-
lem in Wood Products Engineering. Typewritten report (original and one
copy) required. Fall, Spring, and Summer.

Prerequisite: Permission of the instructor and advisor.

State University of New York

STATE UNIVERSITY OF NEW YORK

Chancellor of the University . . . CLIFTON R. WHARTON, JR.,

B.A., M.A., Ph.D.

Secretary of the University MARTHA J. DOWNEY,

B.S., M.A.

BOARD OF TRUSTEES

DONALD M. BLINKEN, B.A., Chairman New York City

JUDITH DAVIDSON MOYERS, B.S.,

Vice-Chairman Garden City

GEORGE L. COLLINS, JR., B.S., M.D Eden

D. CLINTON DOMINICK, A.B., LL.B Newburgh

MRS. JUDITH LASHER DUKEN, B.S., M.S.,

•C.A.S Plattsburgh

ARNOLD B. GARDNER, A.B., L.L.B Buffalo

GURSTON D. GOLDIN, A.B., M.S., M.D New York City

JOHN L. S. HOLLOMAN, JR., B.S., M.D. East Elmhurst

MRS. NAN JOHNSON, B.A., M.A Rochester

VICTOR MARRERO, B.A., LL.B. New York City

JANE McALEVEY Albany

EDWARD V. MELE. B A Barneveld

ROSEMARY C. SALOMONE. B.A.. M.A., Ed.M.. Ph.D.,

J.D., LL.M Brooklyn Heights

EDGAR A. SANDMAN. A.B., J.D Albany

THOMAS VAN ARSDALE, B.E.E New York City

State University’s 64 geographically dispersed campuses bring
educational opportunity within commuting distance of virtually
all New York citizens and comprise the nation's largest, centrally
managed system of public higher education.

When founded in 1948, the University consolidated 29 State-
operated, but unaffiliated, institutions. In response to need, the
University has grown to a point where its impact is felt educa-
tionally, culturally, and economically the length and breadth of
the state.

Nearly 370,000 students are pursuing traditional study in
classrooms or are working at home, at their own pace, through
such innovative institutions as Empire State College, whose
students follow individualized and often nontraditional paths to
a degree. Of the total enrollment, more than 100,000 students
are 24 years or older, reflecting State University’s services to
specific constituencies, such as refresher courses for the profes-
sional community, continuing education opportunities for return-
ing service personnel, and personal enrichment for more mature
persons.

State University’s research contributions are helping to solve
some of modern society’s most urgent problems. It was a State
University scientist who first warned the world of potentially harm-
ful mercury deposits in canned fish, and another who made the
connection between automobile and industrial exhaust combin-
ing to cause changes in weather patterns. Other University re-
searchers continue important studies in such wide-ranging areas

as immunology, marine biology, sickle-cell anemia, and organ
transplantation.

More than 1,000 Public Service activities are currently being
pursued on State University campuses. Examples of these efforts
include special training courses for local government personnel,
State civil service personnel, and the unemployed; participation
by campus personnel in joint community planning or project work,
and campus-community arrangements for community use of cam-
pus facilities.

A distinguished faculty includes nationally and internationally
recognized figures in all the major disciplines. Their efforts are
recognized each year in the form of such prestigious awards as
Fulbright-Hays, Guggenheim, and Danforth Fellowships.

The University offers a wide diversity of what are considered
the more conventional career fields, such as business, engineer-
ing, medicine, teaching, literature, dairy, farming, medical tech-
nology, accounting, social work, forestry, and automotive
technology. Additionally, its responsiveness to progress in all areas
of learning and to tomorrow’s developing societal needs has
resulted in concentrations which include pollution, urban studies,
computer science, immunology, preservation of national
resources, and microbiology.

SUNY programs for the educationally and economically disad-
vantaged have become models for delivering better learning op-
portunities to a once-forgotten segment of society. Educational
Opportunity Centers offer high school equivalency and college
preparatory courses to provide young people and adults with the
opportunity to being college or to learn marketable skills. In
addition, campus based Educational Opportunity Programs pro-
vide counseling, developmental education and financial aid to
disadvantage students in traditional degree programs.

Overall, at its EOC’s, two-year college, four-year campuses and
university and medical centers, the University offers 3,600 aca-
demic programs. Degree opportunities range from two-year
associate programs to doctoral studies offered at 12 senior
campuses.

The 30 two-year community colleges operating under the pro-
gram of State University play a unique role in the expansion of
educational opportunity. They provide local industry with
trained technicians in a wide variety of occupational curriculums.
and offer transfer options to students who wish to go on and earn
advanced degrees.

The University passed a major milestone in 1985 when it
graduated its one-millionth alumnus. The majority of SUNY
graduates pursue careers in communities across the State.

State University is governed by a Board of Trustees, appointed
by the Governor, which directly determines the policies to be
followed by the 34 State -supported campuses. Community col-
leges have their own local boards of trustees whose relationship
to the SUNY board is defined by law. The State contributes one-
third to 40 percent of their operating cost and one-half of their
capital costs.

The State University motto is: “To Learn— To Search— To Serve.”

STATE UNIVERSITY

STATE UNIVERSITY OF NEW YORK

UNIVERSITY CENTERS
State University of New York at Albany
State University of New York at Binghamton
State University of New York at Buffalo
State University of New York at Stony Brook

COLLEGES OF ARTS AND SCIENCE

Empire State College
State University College at Brockport
State University College at Buffalo
State University College at Cortland
State University College at Fredonia
State University College at Geneseo
State University College at New Paltz
State University College at Old Westbury
State University College at Oneonta
State University College at Oswego
State University College at Plattsburgh
State University College at Potsdam
State University College at Purchase

COLLEGES AND CENTERS FOR THE HEALTH SCIENCES

Health Science Center at Brooklyn

Health Science Center at Syracuse

College of Optometry at New York City

Health Sciences Center at Buffalo University Center'

Health Sciences Center at Stony Brook University Center’

SPECIALIZED COLLEGES

College of Environmental Science and Forestry at Syracuse

Maritime College at Fort Schuyler

College of Technology at Utica/Rome

Fashion Institute of Technology at New York City”

STATUTORY COLLEGES'”

College of Agriculture and Life Sciences at Cornell University
College of Ceramics at Alfred University

College of Human Ecology at Cornell University

School of Industrial and Labor Relations at Cornell University

College of Veterinary Medicine at Cornell University

COMMUNITY COLLEGES

(Locally-sponsored, two-year colleges under the program of State
University)

Adirondack Community College at Glens Falls
Broome Community College at Binghamton
Cayuga County Community College at Auburn
Clinton Community College at Plattsburgh
Columbia-Greene Community College at Hudson
Community College of the Finger Lakes at Canandaigua
Coming Community College at Corning
Dutchess Community College at Poughkeepsie
Erie Community College at Williamsville. Buffalo and Orchard Park
Fashion Institute of Technology at New York City”
Fulton-Montgomery Community College at Johnstown
Genesee Community College at Batavia
Herkimer County Community College at Herkimer
Hudson Valley Community College at Troy
Jamestown Community College at Jamestown
Jefferson Community College at Watertown
Mohawk Valley Community College at Utica
Monroe Community College at Rochester
Nassau Community College at Garden City
Niagara County Community College at Sanborn
North Country Community College at Saranac Lake
Onondaga Community College at Syracuse
Orange County Community College at Middletown
Rockland Community College at Suffern
Schenectady County Community College at Schenectady
Suffolk County Community College at Selden, Riverhead and
Brentwood

Sullivan County Community College at Loch Sheldrake
Tompkins Cortland Community College at Dryden
Ulster County Community College at Stone Ridge
Westchester Community College at Valhalla

'The Health Sciences Centers at Buffalo and Stony Brook are oper-
ated under the administration of their respective University Centers.

* 'While authorized to offer such baccalaureate and master’s degree pro-
grams as may be approved pursuant to the provisions of the Master
Plan, in addition to the associate degree, the Fashion Institute of
Technology is financed and administered in the manner provided for
community colleges.

' "These operate as “contract colleges” on the campuses of independ-
ent universities.

College of
Environmental
Science
and Forestry

ESF BOARD OF TRUSTEES

Appointed by Governor

ARTHUR V. SAVAGE, Chairman Pelham

CURTIS H. BAUER Jamestown

HOWARD GARTNER Syracuse

PATRICIA W. GONZALEZ Syracuse

JAMES M. HANLEY Washington, DC.

M. PETER LANAHAN, JR Albany

JOSEPH N. WALSH New York

WILLIAM H. WENDEL Niagara Falls

MARGARET S. J. WILLIAMSON Central Square

Ex Officio

CLIFTON R. WHARTON, JR., Chancellor.

State University of New York Albany

MELVIN A. EGGERS. Chancellor.

Syracuse University Syracuse

GORDON M. AMBACH. Commissioner.

Department of Education Albany

HENRY G WILLIAMS, Commissioner.

Department of Environmental Conservation Albany

GEORGE M. GRIFFITH

Student Representative Syracuse

COLLEGE ADMINISTRATION

President ROSS S. WHALEY

Assistant to the President for

Public Relations ROLLA W. COCHRAN

Director of Development ARTHUR J. t^RITZ. JR.

Vice President for Academic Affairs/Provost ..WILLIAM P. TULLY
Dean of Instruction and Graduate Studies . . . ROBERT H. FREY

College Librarian DONALD F. WEBSTER

Dean of Nonresident Programs and

Continuing Education Vacant

Acting Dean of Research WILLIAM P. TULLY

Coordinator of Sponsored Programs J. DONALD MABIE

Acting Director of Institute of

Environmental Program Affairs WILLIAM P TULLY

Coordinator of Demonstration and

Information. 1EPA ROLLA W. COCHRAN

Director of Academic Computing Vacant

Director of Analytical and Technical Services Vacant

Acting Chair, Chemistry Faculty ANATOLE SARKO

Acting Director, Polymer

Research Institute ISRAEL CABASSO

Director. Cellulose Research Institute TORE E. TIMELL

Chair. Environmental and

Forest Biology Faculty ROBERT L. BURGESS

Chair. Environmental Studies Faculty .... RALPH A. SANDERS
Chair, Forest Engineering Faculty .... ROBERT H. BROCK, JR.

Chair. Forestry Faculty JOHN V. BERGLUND

Director. Forest Technician Program of the

Forestry Faculty RICHARD W. MILLER

Interim Chair, Landscape

Architecture Faculty GEORGE W. CURRY

Chair, Paper Science and

Engineering Faculty LELAND R. SCHROEDER

Director. Empire State Paper

Research Institute LELAND R. SCHROEDER

Chair. Wood Products

Engineering Faculty LEONARD A. SMITH

Director. N. C. Brown Center for

Ultrastructure Studies WILFRED A. COTE, JR.

Director. Tropical Timber

Information Center ROBERT W. MEYER

Director. Adirondack

Ecological Center WILLIAM F. PORTER

Vice President for Administration and

Planning DAVID G. ANDERSON

Director of Administrative

Computing DAVID J. SODERBERG

Director of Business Affairs HARRY J. CORR

Director of Forest Properties RICHARD A. SCHWAB

Acting Director of Institutional

Research DAVID J. SODERBERG

Director of Personnel and

Affirmative Action MARCIA JAMES

Acting Director of Physical Plant JOHN C. COFFEY

Acting Director of Public Safety CARL F. BRAENDLE

Vice President for Student Affairs and

Educational Services JAMES M. HEFFERNAN

Director of Admissions DENNIS O. STRATTON

Director of Alumni Affairs JUSTIN F. CULKOWSKI

Director of Counseling THOMAS O. SLOCUM

Director of Financial Aid JOHN E. VIEW

Registrar ROBERT S. NORTH

Project Leader. US Forest Service Cooperative

Research Unit ROWAN A. ROWNTREE

FACULTY AND STAFF 95

COLLEGE FACULTY AND
PROFESSIONAL STAFF

DISTINGUISHED TEACHING PROFESSOR

GEORGE W. CURRY, Distinguished Teaching Professor, Landscape Ar-
chitecture Faculty

THEODORE J. STENUF, Distinguished Teaching Professor. Paper
Science and Engineering Faculty

DISTINGUISHED ADJUNCT PROFESSOR

HARRY L. FRISCH, Distinguished Adjunct Professor, Chemistry Faculty

DISTINGUISHED TEACHING PROFESSOR EMERITUS

EDWIN H. KETCHLEDGE, Distinguished Teaching Professor Emeritus,
Environmental and Forest Biology Faculty

DISTINGUISHED PROFESSOR EMERITUS

CONRAD SCHUERCH, Distinguished Professor Emeritus, Chemistry
Faculty

MICHAEL M. SZWARC, Distinguished Professor Emeritus, Polymer
Research Institute.

This listing represents an official record of the State University of New
York College of Environmental Science and Forestry faculty and profes-
sional staff for 1986. It is designed for use in 1986-87.

The date in parentheses after each name denotes the first year of serv-
ice, two or more dates, the term of service.

LAWRENCE P. ABRAHAMSON (1977), Senior Research Associate,
Forestry Faculty and Environmental and Forest Biology Faculty; B.S.,
Michigan Technological University, 1964; M.S., University of Wisconsin,
1967; Ph.D., 1969

JUDD H. ALEXANDER (1979), Adjunct Professor, Environmental
Studies Faculty; B.A., Carleton College, 1949; P.M.D., Harvard Business
School, 1967

DOUGLAS C. ALLEN (1968), Professor, Environmental and Forest
Biology Faculty; B.S., University of Maine, 1962; M.S., 1965; Ph.D.,
University of Michigan, 1968

WAYNE ALLEN (1979), Technical Assistant, Forest Technician Program
of the Forestry Faculty

DAVID A. ANDERSON (1985), Facilities Planning Intern, Physical
Plant; B.S., Syracuse University, 1985

DAVID G. ANDERSON (1959), Vice President for Administration and
Planning; Professor; A.A.S., State University of New York College of
Forestry (Ranger School), 1950; B.S., State University of New York Col-
lege of Forestry, 1953; M.S., University of Utah, 1958; M.P. A., Syracuse
University, 1974

ROBERT E. ANTHONY (1953), Technical Specialist Environmental
and Forest Biology Faculty; A.A.S., State University of New York
Agricultural and Technical College at Morrisville, 1952

RAYMOND J. APPLEBY (1982), Technical Assistant, Paper Science
and Engineering Faculty; A.S., State University of New York Columbia-
Greene, 1980

ROBERT W. ARSENEAU (1972), Programmer/Analyst, Administra-
tive Computing, Office of the Vice President for Administration and Plan-
ning; A.A.S., Mohawk Valley Community College, 1967, B.S., Syracuse
University, 1978

CAROLINE B. BAILEY (1978), Technical Assistant, Landscape Ar-
chitecture Faculty

JAMES P. BAMBACHT (1967), Acting Chair and Professor, Paper
Science and Engineering Faculty; A.B., Kalamazoo College, 1954; M S.,
The Institute of Paper Chemistry, 1956; Ph.D., State University of New
York College of Environmental Science and Forestry, 1973

JOHN D. BENNETT (1960), Associate Professor, Forestry Faculty;
B.A.. Ohio Wesleyan University, 1954; Ph.D., Syracuse University, 1968;
Chancellor's Award for Excellence in Teaching (1973)

JOHN V. BERGLUND (1965), Chair and Professor, Forestry Faculty;
Director, Division of Forest Resources; B.S., Pennsylvania State Univer-

sity, 1962; M.S., 1964; Ph.D., State University of New York College of
Forestry, 1968

DONALD H. BICKELHAUPT (1969), Research Assistant, Forestry
Faculty; B.S., State University of New York College of Forestry, 1970;
M.S., State University of New York College of Environmental Science and
Forestry, 1980

ARTHUR J. BILCO (1983), Assistant Director of Physical Plant, Of-
fice of the Vice President for Administration and Planning

PETER E. BLACK (1965), Professor, Forestry Faculty; B.S., Univer-
sity of Michigan, 1956; M.F., 1958; Ph.D., Colorado State University, 1961;
Executive Chairman of the Faculty (1974-78)

RAYMOND W. BLASKIEWICZ (1982), Assistant Registrar, Office of
Student Affairs and Educational Services, Registrar’s Office; B.S., State
University of New York College of Environmental Science and Forestry,
1979

CONSTANCE H. BOBBIE (1982), Associate Librarian, F. Franklin
Moon Library; B.S., Bemidji State College, 1956; M.A., University of Min-
nesota, 1962

WILLIAM R. BORGSTEDE (1971), Technical Assistant, Environmental
and Forest Biology Faculty; A.A.S., Miner Institute, 1966; A.A.S., State
University of New York College at Delhi, 1970; B.S., State University of
New York College of Environmental Science and Forestry, 1975; M.S.,
Syracuse University; 1978

GREGORY L. BOYER (1985), Assistant Professor, Chemistry Faculty;
A.S., Reedley College, 1973; A.B., University of California, 1975; Ph D.,
University of Wisconsin, 1980

CARL F. BRAENDLE (1976), Acting Director of Campus Public
Safety, Office of the Vice President for Administration and Planning
STEPHEN B. BRANDT (1983), Research Associate Professor, En-
vironmental and Forest Biology Faculty; B.A., University of Wisconsin,
1972; M.S., 1975; Ph.D., 1978

DUDLEY C. BREED, JR. (1985), Visiting Assistant Professor, Land-
scape Architecture Faculty

BRUCE W. BREITMEYER (1983), Forest Property Manager, Warrens-
burg and Newcomb Campuses, B.S.F., University of Michigan, 1975; M.S.,
1982

JEROME BREZNER (1961), Professor, Curriculum Director, En-
vironmental and Forest Biology Faculty; A.B., University of Rochester,
1952; A M., University of Missouri, 1956; Ph.D., 1959; Postdoctoral, Dart-
mouth Medical School, 1960; Executive Chairman of the Faculty,
(1974-76); SUNY Senator, (1984-87)

KENNETH W. BRITT (1971), Senior Research Associate, Paper
Science and Engineering Faculty; B. Chem., Cornell University, 1929

ROBERT H. BROCK, JR. (1967), Chair and Professor, Forest
Engineering Faculty; Director, Division of Engineering; B.S., State Univer-
sity of New York College of Forestry, 1958; M S., 1959; Ph.D., Cornell
University, 1971

RAINER H. BROCKE (1969), Associate Professor, Environmental and
Forest Biology Faculty; Director, Cranberry Lake Biological Station; B.S.,
Michigan State University, 1955; M.S., 1957; Ph.D., 1970

DAVID F. BRODOWSKI (1977), Programmer/Analyst, Administrative
Computing; Environmental and Forest Biology Faculty; B.S., Cornell
University, 1975

ALTON F. BROWN (1963), Technical Specialist, Empire State Paper
Research Institute

THOMAS E. BROWN (1977), Adjunct Assistant Professor, En-
vironmental and Forest Biology Faculty; B.S., Niagara University, 1957;
M.S., State University of New York College of Forestry, 1968

PATRICIA BURAK (1983), Adjunct Associate Foreign Student Coun-
selor, Office of Student Affairs; B.A., State University of New York Col-
lege at Oswego, 1973; M.A., State University of New York College at
Albany, 1974

ROBERT L. BURGESS (1981), Chairman and Professor, Environmen-
tal and Forest Biology Faculty; B.S., University of Wisconsin
(Milwaukee), 1957; M.S., University of Wisconsin (Madison), 1959;
Ph.D., 1961

KENNETH F. BURNS (1970), Technical Assistant, Forestry Faculty;
A. A S., Paul Smith’s College, 1969

96 FACULTY AND STAFF

HARRY W. BURRY (1962), Senior Research Associate and Exten-
sion Coordinator; Associate Professor. Forestry Faculty; B.S., New York
State College of Forestry. 1941, M.F., State University of New York Col-
lege of Forestry, 1964

ISRAEL CABASSO (1981), Professor. Chemistry Faculty; Acting Direc-
tor. Polymer Research Institute; B.S., Hebrew University, 1966; M.S., 1968;
Ph.D, Weizmann Institute of Science. 1973

PAUL M. CALUWE (1969), Associate Professor, Chemistry Faculty;
Associate Member. Polymer Research Institute; Ph D.. University of
Leuven, Belgium, 1967

ROBERT W. CAMPBELL (1984), Adjunct Professor. Environmental
and Forest Biology Faculty; B.S., New York State College of Forestry, 1953;
M S., University of Michigan, 1959; Ph.D., 1961

HUGH 0. CANHAM (1966), Associate Professor. Forestry Faculty;
B.S., State University of New York College of Forestry, 1960; M.S., 1962;
PhD., 1971

EMANUEL J. CARTER, JR. (1985), Assistant Professor. Landscape
Architecture Faculty; B.A., Cornell University, 1969; Master of Regional
Planning. 1978

COSTAS A. CASSIOS (1978), Adjunct Professor. Landscape Architec-
ture Faculty; B.S.. University of Thessaloniki, 1965; M.S., Graduate In-
dustrial School, 1969; M.S., University of Wisconsin, 1972; Ph.D., 1976

JOHN D. CASTELLO (1978), Associate Professor. Environmental and
Forest Biology Faculty; B.A., Montclair State College, 1973; M.S.,
Washington State University, 1976; Ph D.. University of Wisconsin, 1978

THOMAS M. CATTERSON (1982), Senior Research Associate. Of-
fice of Research Programs; B.S., State University of New York College
of Environmental Science and Forestry, 1967; M.S., 1973

ROBERT E. CHAMBERS (1967), Professor. Environmental and Forest
Biology Faculty; B.S., Pennsylvania State University, 1954; M.S., 1956;
Ph D., Ohio State University, 1972

ROLLA W. COCHRAN (1964), Assistant to the President for Public
Relations. Office of the President; Associate Professor, Coordinator of
Demonstration and Information. Institute of Environmental Affairs; BA..
Denison University, 1949; M S., Ohio State University, 1951

JOHN C. COFFEY (1982), Acting Director of Physical Plant; Office
of the Vice President for Administration and Planning; B.S., Rensselaer
Polytechnic Institute, 1971; B. Architecture, 1972; Master Regional Plan-
ning, Syracuse University, 1977; Registered Architect, New York State

ETHEL M. COMP (1978), Personnel Associate. Office of the Vice
President for Administration and Planning

HARRY J. CORR (1967), Director of Business and Fiscal Affairs. Of-
fice of the Vice President for Administration and Planning; B.S., Siena
College, 1957

WILFRED A. COTE. JR. (1950). Professor of Wood Technology.
Wood Products Engineering Faculty; Director. N.C. Brown Center for
Ultrastructure Studies; B.S.. University of Maine. 1949; M.F.. Duke Univer-
sity, 1950; Ph.D., State University of New York College of Forestry. 1958;
Executive Chairman of the Faculty (1970-72)

JAMES E. COUFAL (1965), Professor and Curriculum Coordinator.
Forestry Faculty; Certificate. State University of New York College of
Forestry (Ranger School), 1957; B.S.. State University of New York Col-
lege of Forestry. 1960; M.S., 1962; Ed.S., State University of New York
at Albany, 1976

PHILLIP J. CRAUL (1968). Professor. Forestry Faculty: B.S.F.. Penn-
sylvania State University, 1954; M.S.. 1960; Ph D., 1964
THIERRY M CRESSON (1981), Technical Assistant. Empire State
Paper Research Institute; M S., Ecole Francaise de Papeterie, 1981
JAMES O. CREVELL1NG (1970), Forest Property Manager. Southern
Properties, Wanakena and Cranberry Campuses: A.A.S., Paul Smith's
College. 1965. B.S., University of Massachusetts, 1967
CLAY M. CROSBY (1964), Research Assistant. Empire State Paper
Research Institute; B.S.. State University of New York College of Forestry.
1964; M.S., 1970

JUSTIN F. CULKOWSKI (1978), Director of Alumni Affairs. B.S.. State
University of New York College of Environmental Science and Forestry,
1973; M.B.A., Syracuse University. 1983

TIBERIUS CUN1A (1968), Professor. Forestry Faculty: Forest Engineer,
Ecole Nat. des Eaux et Forets, Nancy-France, 1951; M.S.. McGill Univer-
sity, Montreal, Canada. 1957

GEORGE W. CURRY (1966). Interim Chair and Distinguished
Teaching Professor. Landscape Architecture Faculty; B.A., Michigan State
University, 1962; B.S., 1965; M.L.A., University of Illinois, 1969

MIROSLAW M. CZAPOWSKYJ (1979), Adjunct Professor. Forestry
Faculty; Diplomforstwirt. Ludwig-Maximiliams University, Munich, 1949;
M.S., University of Maine, 1958: Ph.D., Rutgers University, 1962

BENJAMIN V. DALL (1975), Professor. Forestry Faculty; B.S., Yale
University, 1955; M.F., 1956; J.D., University of Virginia, 1959; Ph.D.,
Pennsylvania State University, 1972

ROBERT W. DAVIDSON (1957). Professor, Wood Products Engineer-
ing Faculty; B.S., Montana State University, 1948; M.S., State University
of New York College of Forestry, 1956; Ph.D., 1960
ARNOLD C. DAY (1947), Technical Specialist, N.C. Brown Center for
Ultrastructure Studies

SALVACION DE LA PAZ (1973), Associate Librarian, F. Franklin
Moon Library; B.S.L.S.. University of the Philippines, 1956; M.S.L.S.,
Simmons College, 1962

CARLTON W. DENCE (1951), Professor. Empire State Paper Research
Institute; B.S., Syracuse University. 1947; M.S., State University of New
York College of Forestry, 1949; Ph.D., 1959

DANIEL L. DINDAL (1966), Professor, Environmental and Forest
Biology Faculty; B.S. Ed. and B.S. Agri., Ohio State University, 1958;
M.A., 1961; Ph.D., 1967; Chancellor’s Award for Excellence in Teaching
(1974)

BARBARA D1 PIAZZA (1983), Counselor. Office of Student Affairs
and Educational Services; B.A., Hamilton and Kirkland Colleges, 1976;
M.S., Syracuse University, 1981

ALLAN P. DREW (1980), Associate Professor. Forestry Faculty; B.S.,
University of Illinois, 1965; M S., University of Arizona, 1967; Ph.D.,
Oregon State University, 1974

MICHAEL J. DUGGIN (1979), Professor. Forest Engineering Fac-
ulty; B.Sc., Melbourne University, 1959; Ph.D., Monash University, 1965

PATRICK R. DURKIN (1980), Adjunct Assistant Professor, En-
vironmental Studies Faculty; B.S.. State University of New York College
at Fredonia, 1968; M.S., Fordham University, 1972; Ph.D., State University
of New York College of Environmental Science and Forestry, 1979

ANDREW L. EGGERS (1967). Technical Specialist. F. Franklin Moon
Library/Learning Resources- Educational Communications
WILLIAM P. EHLING (1983), Adjunct Professor. Environmental
Studies Faculty; B.A.. Syracuse University, 1943; M.A., 1952; Ph.D., 1954
ELIZABETH A. ELKINS (1973), Associate Librarian. F. Franklin Moon
Library; B.A., Hartwick College, 1968; M.L.S.. State University of New
York at Geneseo, 1970; Chancellor's Award for Excellence in Librarian-
ship (1980)

DONALD P. ELY (1980), Adjunct Professor. Environmental Studies
Faculty; B.A.. State University College for Teachers, Albany, 1951; M.A.,
Syracuse University, 1953; Ph.D.. 1961

ARTHUR R. ESCHNER (1961), Professor. Forestry Faculty; B.S., State
University of New York College of Forestry, 1950; M.S., Iowa State Col-
lege, 1952; Ph.D.. State University of New York College of Forestry, 1965
AM1NUR EUSUFZAI (1977), Research Assistant. Empire State Paper
Research Institute; B.Sc. (Hons.), Dacca University, 1957; M.Sc., 1960;
B.Sc. (Hons.) Forestry, Peshawar University, 1962; M.S., West Virginia
University, 1969; M.S., State University of New York College of Environ-
mental Science and Forestry. 1982

MILDRED FAUST (1976), Adjunct Professor. Environmental and Forest
Biology Faculty; A.B.. Penn College. 1921; M.S., University of Chicago,
1923: Ph.D., 1933

JOHN P. FELLEMAN (1973). Professor. Landscape Architecture;
Faculty; B.C.E., Cornell University. 1966: M.E.C.. 1966; N.D.E.A. Fellow,
University of North Carolina, 1967; D.P.A., New York University, 1973

DAVID L. FINCH (1985). Instrument Maintenance Specialist.
Analytical and Technical Services. Office of the Dean for Research Pro-
grams; A.A.S., Florida Keys Community College. 1980; A.A.S., Onon-
daga Community College, 1985

FACULTY AND STAFF 91

JOHN S. FISHLOCK (1965), Technical Assistant, Environmental and
Forest Biology Faculty; A.A.S.. State University of New York College of
Forestry, 1975

R. WARREN FLINT (1984), Adjunct Assistant Professor, Environmen-
tal and Forest Biology Faculty; B.S., Canisius College, 1968; M.S., Long
Island University, 1971; Ph.D., University of California, 1975
CLAUDE C. FREEMAN (1959), Associate Professor. Landscape Ar-
chitecture Faculty; B.S. in Landscape Architecture, State University of New
York College of Forestry, 1959

ROBERT H. FREY (1977), Dean of Instruction and Graduate
Studies/Associate Professor ; B.A., Valparaiso University, 1965; M.Ed.,
Springfield College, 1966; Ed.D., Indiana University, 1973
HARRY L. FRISCH (1980), Associate Member, Polymer Research In-
stitute; A.B., Williams College, 1947; Ph.D., Polytechnic Institute of
Brooklyn, 1952

ARTHUR J. FRITZ, JR. (1985), Director of Development, President’s
Office; A.B., Syracuse University, 1962

DOUGLAS H. FROST (1982), Assistant Director of Business Affairs.
Office of the Vice President for Administration and Planning; A. A., Col-
lege of San Mateo, 1962; B.S., Wagner College, 1967
RONALD J. G1EGERICH (1977), Technical Assistant, Environmen-
tal and Forest Biology Faculty; A.A.S., State University of New York
Agricultural and Technical College at Cobleskill, 1975; B.S., State Univer-
sity of New York College of Environmental Science and Forestry, 1978

MICHAEL GOODEN (1982), Technical Assistant, Newcomb Campus;

A. A.S., State University of New York Agricultural and Technical College
at Morrisville, 1976; B.S., State University of New York College of En-
vironmental Science and Forestry, 1978

SERGE N. GORBATSEVICH (1956), Associate Professor, Paper
Science and Engineering Faculty; B.S., State University of New York Col-'
lege of Forestry, 1954; M.S., 1955

W. DOUGLAS GOULD (1983), Adjunct Assistant Professor, En-
vironmental and Forest Biology Faculty; B.S., University of Manitoba, 1965;
M.S., University of Alberta, 1970; Ph.D., 1976

STEPHEN GRANZOW (1969), Technical Specialist, Empire State Paper
Research Institute

MIKLOS A. J. GRATZER (1973), Professor, Forestry Faculty; Forest
Engineer, Sopron University, 1956; B.Sc., University of British Colum-
bia, 1959; M.S. (R.C.), University of Montana, 1965; Ph.D., 1971

PAUL F. GRAVES (1947), Professor, Forestry Faculty; B.S., New York
State College of Forestry, 1939; M.F., 1941; Ph.D., Syracuse University,
1949

CHARLES GREEN, JR. (1979), Adjunct Professor, Paper Science and
Engineering Faculty; B.S., University of Iowa, 1956
DAVID H. GRIFFIN (1968), Professor, Environmental and Forest
Biology Faculty; B.S., State University of New York College of Forestry,
1959; M.A., University of California, 1960; Ph.D., 1963

JAMES P. HALLIGAN (1979), Technical Assistant, Forestry Faculty;

B. S., State University of New York College of Environmental Science and
Forestry, 1974

JUDITH C. HAMILTON (1979), Financial Aid Advisor, Office of Stu-
dent Affairs and Educational Services -Financial Aid Office; B.S., State
University College at Brockport, 1967; M.S., State University of New York
at Albany, 1968

KENNETH E. HAMMEL (1986), Assistant Professor, Chemistry Fac-
ulty; A.B., University of California, 1974; Ph.D., University of California
Berkeley, 1982.

ROBERT B. HANNA (1977), Assistant Director, N.C. Brown Center
for Ultrastructure Studies; Associate Professor, Wood Products Engineer-
ing Faculty; B.S., University of Michigan, 1967; M.S., State University of
New York College of Forestry, 1971; Ph.D., State University of New York
College of Environmental Science and Forestry, 1973
DAVID L. HANSELMAN (1963), Professor, Landscape Architecture
Faculty; B.S.. Cornell University, 1957; M.S., 1958; Ph.D., The Ohio State
University, 1963

ROY C. HARTENSTEIN (1959-65) (1967), Professor, Environmental
and Forest Biology Faculty; B.S., State Teachers College at Buffalo, 1953;

M.S., Syracuse University, 1957; Ph.D., State University of New York Col-
lege of Forestry, 1959

JAMES M. HASSETT (1981), Assistant Professor. Forest Engineering
Faculty; Graduate Program in Environmental Science; A.B., Cornell
University, 1970; M S., Syracuse University, 1979

JOHN P HASSETT (1980), Research Associate, Chemistry Faculty;
B.S., University of Maryland, 1971; M.S., University of Wisconsin, 1973;
Ph.D., 1978

RICHARD S. HAWKS (1979), Associate Professor, Landscape Ar-
chitecture Faculty; B.L.A., State University of New York College of En-
vironmental Science and Forestry, 1972; M.L.A., Harvard University, 1978

JAMES M. HEFFERNAN (1985), Vice President of Student Affairs,
Office of Student Affairs and Educational Services; A.B., Lafayette Col-
lege, 1965; M.A., Columbia University Teachers College, 1967; M.A.,
University of Michigan, 1970; Ph.D., 1971

GORDON M. HEISLER (1973), Adjunct Associate Professor, Forestry
Faculty; B.S., Pennsylvania State University, 1961; M.F., Yale University,
1962; Ph.D., State University of New York College of Forestry, 1970

ROBERT D. HENNIGAN (1967), Professor, Forest Engineering Fac-
ulty; B.C.E., Manhattan College, 1949; M.A., Syracuse University, 1964,
P.E., New York State

LEE P. HERRINGTON (1965), Professor and Coordinator, Research
and Graduate Studies, Forestry Faculty; B.S., University of Maine, 1959;
M.F., Yale School of Forestry, 1960; Ph.D., Yale University, 1964

ROBERT A. HOLM (1982), Associate Professor, Paper Science and
Engineering Faculty; B.S., University of Illinois, 1958; M.S., University
of Delaware, 1961; Ph.D., 1962

MARY O’BRIEN HOOVEN (1980), Food Service Supervisor, Wana-
kena and Cranberry Lake Campuses, B.A., State University of New York
at Buffalo, 1972

PAUL F. HOPKINS (1979), Assistant Professor, Forest Engineering
Faculty; B.S., University of Maine, 1977; M.S., State University of New
York College of Environmental Science and Forestry, 1979

ALLEN F. HORN, JR. (1957), Professor, Forestry Faculty; B.S.,
Michigan State University, 1950; M.S., 1951; Ph.D., State University of
New York College of Forestry, 1957; L.L.B., Syracuse University, 1967

STEPHEN B. HORSLEY (1979), Adjunct Associate Professor, Forestry
Faculty, B.S., Pennsylvania State University, 1965; M.S., University of
Massachusetts, 1968; Ph D., 1970

JOEL R. HOWARD (1974), Instructor, Forestry Faculty; B.S., State
University of New York College of Environmental Science and Forestry,
1973; M.S., 1978; Ph D., North Carolina State University, 1984
JOHN J. HOWARD (1978), Adjunct Associate Professor, Environmen-
tal and Forest Biology Faculty; B.A., University of New Hampshire, 1966;
M.P.H., Yale University, 1970, Dr. P.H., 1973

DARLENE M. HUNTLEY (1984), Technical Assistant, Newcomb
Campus

MARCIA JAMES (1985), Director of Personnel and Affirmative Ac-
tion, Office of the Vice President for Administration and Planning; B.A.,
Grove City College, 1960; M.A., Cornell University, 1962; M.A., 1965;
J.D., Syracuse University, 1978

ROBERT V. JEL1NEK (1972), Professor, Paper Science and Engineer-
ing Faculty; B.S., Columbia University, 1945; M.S., 1947; Ph.D., 1953

DAVID L. JOHNSON (1975), Associate Professor, Chemistry Fac-
ulty; B.S., Antioch College, 1965; Ph.D., University of Rhode Island, 1973

DIANNE M. JUCHIMEK (1967), Associate Librarian, F. Franklin Moon
Library/Learning Resources; B.S., University of Illinois, 1965; M.S.L.S.,
Syracuse University, 1967

RONALD R. KARNS (1965), Editorial Associate, Office of Publica-
tions; B.S., Ohio State University, 1954

JAMES P. KARP (1983), Adjunct Professor, Environmental Studies
Faculty; B.S., Penn State University, 1960; J.D., Villanova University, 1964

ROWENA V. KATHER (1974), Coordinator of Academic Support
Stores; Analytical and Technical Services, Office of the Dean for Research
Programs, B.A., Syracuse University, 1979; M.P.A., 1981
THERESE M. KENNETT (1984), ALSsistant for Sponsored Programs,
Office of Research Programs; B.S., State University of New York, Geneseo,
1983

98 FACULTY AND STAFF

JUDITH J. KIMBERLIN (1981), Assistant Director of Personnel and
Affirmative Action, Office of the Vice President for Administration and
Planning; A.A.S., Pennsylvania State University, 1964; B.A., State Univer-
sity of New York College at Cortland, 1975

GERALD J. KINN (1984), Visiting Assistant Professor, Forest Engineer-
ing Faculty; B.S., State University of New York College of Environmental
Science and Forestry, 1977; M.S., 1981

DONALD E. KOTEN (1961), Professor, Forestry Faculty; B.A., North
Central College, 1951; B.S., Oregon State College, 1957; Ph D., State
University of New York College of Forestry, 1966
STELLA D. KROFT (1973), Technical Assistant, F. Franklin Moon
Library/Learning Resources

FRANK E. KURCZEWSKI (1966), Professor and Curator; En-
vironmental and Forest Biology Faculty; B.S., Allegheny College, 1958;
M.S., Cornell University, 1962; Ph.D., 1964

LINDA J. KUSNER (1983), Systems Analyst/Programmer; Forestry
Faculty; A.A.S., Auburn Community College, 1971

GEORGE H. KYANKA (1967), Professor. Wood Products Engineer-
ing Faculty; B.S., Syracuse University, 1962; M S., 1966; Ph.D., 1976;
Chancellor’s Award for Excellence in Teaching (1973)

YUAN-ZONG LAI (1981), Senior Research Associate, Empire State
Paper Research Institute; B.S., National Taiwan University, 1963; M.S.,
University of Washington, 1966; M.S., 1967; Ph D., 1968

ROBERT T. LALONDE (1959), Professor, Chemistry Faculty; B.A., St.
John's University, Minnesota, 1953; Ph.D., University of Colorado, 1957
HENRY LAMBRIGHT (1983), Adjunct Professor, Environmental
Studies Faculty; B.A., Johns Hopkins University, 1961; M.A., Columbia
University, 1962; Ph.D., 1966

GERALD N. LANIER (1970), Professor, Environmental and Forest
Biology Faculty; B.S., University of California. 1960; M.S., 1965; Ph.D.,
1967

STEVEN LAPAN (1985), Technical Assistant, Environmental and
Forest Biology Faculty; B.A., State University of New York at Potsdam,
1982; M.S., State University of New York College of Environmental
Science and Forestry, 1985

CHARLES N. LEE (1959), Professor. Forest Engineering Faculty: B.S.,
State University of New York College of Forestry. 1949; B.C.E., Syracuse
University, 1957; M.C.E., 1959

SANGHOON LEE (1985), Adjunct Assistant Professor. Forestry Fac-
ulty; M.S., State University of New York College of Environmental Science
and Forestry, 1981: Ph.D., 1985

RAYMOND E. LEONARD (1964). Adjunct Professor. Institute of En-
vironmental Program Affairs: B.S., University of Vermont, 1955; M.M.M.,
University of Helsinki, 1957; M.F., Yale University, 1964; Ph.D., State
University of New York College of Forestry, 1967
DONALD LEOPOLD (1985), Assistant Professor. Environmental and
Forest Biology Faculty; B.S., University of Kentucky. 1978: M.S.F., 1981:
Ph.D.. Purdue University. 1984

ALLEN R. LEWIS (1970), Associate Professor. Landscape Architec-
ture Faculty; B.A., University of Oklahoma. 1959: M.C.P.. University of
California (Berkeley). 1961; Executive Chairman of the Faculty
(1978-1982)

WEN-JUN LI (1985), Visiting Technical Specialist. Chemistry Fac-
ulty: B.S., Fudan University. 1961

ZHONG ZHOU LIU (1982). Visiting Research Assistant. Chemistry
Faculty; Diploma, 11th Middle School. Nangzing. 1960: Diploma. Scientific
and Technological University of China. 1965

PHILIP LJUNER (1958), Senior Research Associate and Professor. Em-
pire State Paper Research Institute; Associate Member. Polymer Research
Institute; B.Sc., University of Montreal (Loyola College). 1947; Ph D..
McGill University. 1951

J. DONALD MABIE (1967), Coordinator for Sponsored Programs. Of-
fice of Research Programs: B.S., State University of New York at Albany.
1961

WALTER A. MAIER (1960), Technical Specialist. Wood Products
Engineering Faculty: B.S.. State University of New York College of Forestry.
1960

SIDNEY L. MANES (1980), Adjunct Associate Professor, Continuing
Education and Extension; A.B., Pennsylvania State University, 1950; J.D.,
Syracuse University College of Law, 1952

PAUL D. MANION (1967), Professor, Environmental and Forest
Biology Faculty; B.S., University of Minnesota 1962; M S., 1965; Ph.D.,
1967

MARY ANNE T. MARANO (1972), Bursar, Office of the Vice Presi-
dent for Administration and Planning; A. A., Onondaga Community Col-
lege, 1967

FRANK L. MARAVIGLIA (1964), Associate Professor, Landscape Ar-
chitecture Faculty; B.S., State University of New York College at Oswego,
1958; M.S., Hofstra University, 1963

BRUCE MARCH AM (1985), Facilities Engineer, Physical Plant, Office
of the Vice President for Administration and Planning; B.S., M.E., Univer-
sity of Massachusetts, Amherst, 1981

JASPER MARDON (1982), Adjunct Professor, Paper Science and
Engineering Faculty; B.A., Cambridge University, 1949; M.A., 1949; Ph.D.,
1971

RICHARD E. MARK (1970), Senior Research Associate, Empire State
Paper Research Institute; B.S., State University of New York College of
Forestry, 1950; Master of Forestry, Yale University, 1960; Doctor of
Forestry, 1965

DAVID A. MARQUIS (1979), Adjunct Professor, Forestry Faculty; B.S.,
Pennsylvania State University, 1955; M.S., Yale University, 1963; Ph.D.,
1973

ROBERT L. MARSHALL (1983), Assistant Professor, Landscape Ar-
chitecture Faculty; B.F.A., Utah State University, 1970; M.L.A., 1981
CHARLES E. MARTIN II (1962), Professor, Forest Technician Pro-
gram of the Forestry Faculty; B.S., Duke University, 1953; M.F., 1954
GEORGE C. MARTIN (1979), Associate Member, Polymer Research
Institute; B.S., Purdue University, 1970; Ph.D., University of Minnesota,
1976

JOSEPH MARTON (1983), Adjunct Professor, Paper Science and
Engineering Faculty; Ph.D., Paszmany Peter University, Budapest,
Hungary. 1943

RENATA MARTON (1957), Senior Research Associate, Empire State
Paper Research Institute; M.S., Jagiello University, 1934; Ph.D., 1936

RAYMOND D. MASTERS (1968-73), (1984), Technical Assistant,
Newcomb Campus; A.A.S., Paul Smith’s College, 1967
GWYNNE L. MAY (1973), Technical Specialist. Academic Computing,
Office of the Dean for Research Programs

CHARLES A. MAYNARD (1980), Assistant Professor, Forestry Fac-
ulty; B.S.. Iowa State University, 1974; M.S., 1977; Ph D., 1980

RICHARD MCCLIMANS (1977), Senior Research Associate, Forest
Engineering Faculty: B.S.C.E., Merrimack College, 1961; P.E., New York
State. 1971

PETER R. MCCLURE (1986). Adjunct Assistant Professor. Chemistry
Faculty; A.B., University of California, 1974: M.S., North Carolina State
University, 1976; Ph.D.. 1980

JOHN J. MCKEON (1969). Technical Specialist. N.C. Brown Center
for Ultrastructure Studies

DONALD G. MCLEAN (1968), Programmer/Analyst. Academic
Computing, Office of the Dean for Research Programs; B.A., Syracuse
University, 1975

ROBERT W. MEYER (1979). Associate Professor. Wood Products
Engineering Faculty; Director. Tropical Timber Information Center; B.S.F.,
University of Washington, 1962: M.F., 1964; Ph.D., State University of
New York College of Forestry, 1967

ANTHONY J. MILLER (1983), Assistant Professor. Landscape Ar-
chitecture Faculty; A. A., Borough of Manhattan Community College,
1970: B.S., State University of New York College of Environmental Science
and Forestry. 1972: B.L.A.. 1973; Associate Landscape Institute, 1976
MORTON W. MILLER (1982). Adjunct Associate Professor. En-
vironmental and Forest Biology Faculty: B.A.. Drew University, 1958; M S..
University of Chicago, 1960; Ph.D.. 1962

RICHARD W. MILLER (1966), Director and Assistant Professor. Forest
Technician Program of the Forestry Faculty; State University of New York

FACULTY AND STAFF 99

College of Forestry (Ranger School), 1953; B.S., State University of New
York College of Forestry, 1956; M.S., State University of New York Col-
lege of Environmental Science and Forestry. 1984
MYRON J. MITCHELL (1975), Professor. Environmental and Forest
Biology Faculty; B.A., Lake Forest College, 1969; Ph.D., University of
Calgary, 1974

DOUGLAS B. MONTEITH (1977), Senior Research Associate.
Forestry Faculty; B.S., University of Maine, 1965; M.S., 1967

DOUGLAS A. MORRISON (1969), Research Associate. Forestry
Faculty; B.A., University of Western Ontario, 1966; M S., University of
Oregon, 1967; Ph.D., 1969; M S., Syracuse University, 1976; C.A.S., 1977

DIETLAND MULLER-SCHWARZE (1973), Professor. Environmental
and Forest Biology Faculty; Doctorate, Max Planck Institute, 1985-1960;
Ph.D., University of Freiburg, 1963

EDWARD J. MULLIGAN (1967), Technical Specialist, Analytical and
Technical Services, Office of the Dean for Research Programs; Diploma,
Horology, State University of New York Agricultural and Technical In-
stitute at Morrisville, 1942

RICHARD T. MURPHY (1983), Adjunct Assistant Professor. Land-
scape Architecture Faculty; B.L.A., Institute of Technology, University of
Minnesota, 1975; B.E.D., 1975; M.L.A., Harvard Graduate School of
Design, 1980

JAMES P. NAKAS (1979), Associate Professor, Environmental and
Forest Biology Faculty; B.S., LeMoyne College, 1968; M.S., Seton Hall
University, 1970; Ph.D., Rutgers University, 1976

TSUTOMU NAKATSUGAWA (1968), Professor. Environmental and
Forest Biology Faculty; B. Agric., Tokyo University, 1957; M.S., Iowa State
University, 1961; Ph.D., 1964

DONALD E. NETTLETON, JR. (1985), Adjunct Professor. Chemistry
Faculty; B.S., Yale University, 1952; Ph.D., Rice University, 1956

WILLIAM H. NEVIL (1985), Technical Assistant, Forest Technician
Program of the Forestry Faculty; A. A., Herkimer Community College,
1972; B.A., Oneonta State University College, 1974; A.S., Forest Techni-
cian Program of the Forestry Faculty, 1984

WILLIAM J. NICHOLSON (1982), Assistant for Sponsored Programs,
Office of Research Programs; B.S., Syracuse University, 1981

ALFRED H. NISSAN (1979), Adjunct Professor, Paper Science and
Engineering Faculty; B. Sc., Birmingham University, 1937; Ph.D., 1940;
D. Sc„ 1943

ROGER L. NISSEN, JR. (1971), Technical Assistant, Forestry Faculty;

A. A.S., Paul Smith’s College, 1970

ROBERT S. NORTH (1977), Registrar, Office of the Vice President for
Student Affairs and Educational Services; A.B., Syracuse University, 1952

ROY A. NORTON (1970), Senior Research Associate, Environmen-
tal and Forest Biology Faculty; B.S., State University of New York Col-
lege of Forestry, 1969; M.S., State University of New York College of
Environmental Science and Forestry, 1973; Ph.D., 1977

JOHN D. NOVADO (1967), Editorial Associate, Office of Publications;

B. A., Syracuse University, 1965

FLORA NYLAND (1982), Technical Assistant, F. Franklin Moon
Library/Learning Resources; B.F.A., Syracuse University, 1959, M.A.,
Michigan State University, 1966

RALPH D. NYLAND (1967), Professor, Forestry Faculty; B.S., State
University of New York College of Forestry, 1958; M.S., 1959; Ph.D.,
Michigan State University, 1966

MARY O’HALLORAN (1983), Assistant Director of Admissions, Of-
fice of Student Affairs and Educational Services -Admissions Office; A. A.,
Harriman Junior College, 1974; B.A., State University of New York Col-
lege at Geneseo, 1976

DONALD A. PAFKA (1967), Technical Assistant, Forestry Faculty;
A.A.S., State University of New York Agricultural and Technical College
at Morrisville, 1956; State University of New York College of Forestry
(Ranger School), 1966

CARL E. PALM, JR. (1972), Technical Assistant, Environmental and
Forest Biology Faculty; A.A.S., Paul Smith's College, 1972; B.S., State
University of New York Empire State College, 1974

DAVID G. PALMER (1966), Associate Professor, Forest Engineering
Faculty; B.S.. General Motors Institute, 1962; M.S., Syracuse University
1964; Ph.D., 1975

EDWARD E. PALMER (1969), Adjunct Professor. Environmental
Studies Faculty; A.B., Middlebury College, 1939; Ph.D., Syracuse Univer-
sity, 1949

JAMES F. PALMER (1980), Research Associate. Environmental
Studies Faculty and Landscape Architecture Faculty; B.A.. University of
California, 1972; M.L.A., University of Massachusetts, 1976; Ph.D., 1979

ANTHONY PANEB1ANCO (1979), Adjunct Member, Employee Per-
formance Evaluation Program Appeals Board; Office of Personnel and
Affirmative Action; B.A., Marquette University, 1969; M.S., State University
of New York at Binghamton, 1980

ANGELOS V. PATSIS (1979), Adjunct Professor. Chemistry Faculty;
Associate Member. Polymer Research Institute; B.S., Athens University,
1954; M.S., Case-Western Reserve, 1958; Ph D., 1959
HARRISON H. PAYNE (1964), Professor. Environmental and Forest
Biology Faculty; B.S., State University of New York College of Forestry,
1950; M. Ed., St. Lawrence University, 1955; Ed. D., Cornell University,
1963

JANIS PETRICEKS (1968), Professor, Forestry Faculty; Diploma in
Forestry, University of Freiburg, 1950; M. Agr., Interamerican Institute
of Agricultural Sciences, 1956; Ph.D., State University of New York Col-
lege of Forestry, 1968

GUY PIROLLA (1979), Technical Assistant. Chemistry Faculty; B.S.,
State University of New York College of Forestry, 1963

JACOBUS B. POOT (1967), Technical Specialist. Analytical and Tech-
nical Services, Office of the Dean for Research Programs
WILLIAM F. PORTER (1978), Associate Professor, Environmental and
Forest Biology Faculty; Director, Adirondack Ecological Center; B.S.,
University of Northern Iowa, 1973; M.S., University of Minnesota, 1976;
Ph.D., 1979

MATTHEW R. POTTEIGER (1984), Assistant Professor. Landscape
Architecture Faculty; B.S., Pennsylvania State University, 1978; M.L.A.,
University of California, Berkeley, 1982

DUDLEY J. RAYNAL (1974), Professor, Environmental and Forest
Biology Faculty; B.S., Clemson University, 1969; Ph.D., University of Il-
linois, 1974

THOMAS B. REAGAN (1971), Teleuision Engineer, Educational Com-
munications, Office of the Dean for Academic Programs

ROBERT G. REIMANN (1962), Professor, Landscape Architecture
Faculty; B.S., State University of New York College of Forestry, 1954

KERMIT E. REMELE (1962), Associate Professor, Forest Technician
Program of the Forestry Faculty; New York State College of Forestry
(Ranger School), 1943; B.S., State University of New York College of
Forestry, 1949; M.F., University of Michigan, 1952

NORMAN A. RICHARDS (1963), Professor, Forestry Faculty; B.S.,
State University of New York College of Forestry, 1957; M.S., Cornell
University, 1959; Ph.D., State University of New York College of Forestry,
1968

NEIL H. RINGLER (1975), Professor, Environmental and Forest
Biology Faculty; B.S., California State University at Long Beach, 1967;
M.S., Oregon State University, 1970; Ph.D., University of Michigan, 1975

DANIEL J. ROBISON (1985), Technical Specialist. Forestry Faculty;
B.S., State University of New York College of Environmental Science and
Forestry, 1982

DONNA K. ROGLER (1985), Technical Assistant, Forestry Faculty;
B.S.F., Purdue University, 1979

GEORGE ROWNTREE (1979), Executive Secretary /Administrative
Manager, Syracuse Pulp and Paper Foundation; B.A., University of Califor-
nia, 1964; M.S., 1978

ROWAN A. ROWNTREE (1977), Adjunct Associate Professor,
Forestry Faculty and Environmental Studies Faculty; B.A. (Hons.), Califor-
nia State University, 1966; M.S., University of California, Berkeley, 1970;
Ph.D., 1973

DIANE E. RUESS (1980), Assistant Librarian, F. Franklin Moon
Library/Learning Resources; B.S., University of North Dakota, 1975;
M.L.S., University of Washington, 1979

THOMAS M. SACZYNSKI (1985), Assistant Professor, Wood Prod-
ucts Engineering Faculty; B.S.C.E., Polytechnic Institute of Brooklyn, 1975;
M.S., Cornell University, 1982

100 FACULTY AND STAFF

RICHARD W. SAGE, JR. (1970), Research Associate and Program
Coordinator, Adirondack Ecological Center; B.S., State University of New
York College of Forestry, 1966; M.S., State University of New York Col-
lege of Environmental Science and Forestry, 1983

RALPH A. SANDERS (1979), Chair and Associate Professor, En-
vironmental Studies Faculty; B.A., Dartmouth College, 1963; M.S., Penn-
sylvania State University, 1968; Ph.D., University of Minnesota, 1974

SUSAN M. SANFORD (1985), Associate Director of Admissions, Of-
fice of Student Affairs and Educational Services -Admissions Office; A. A.,
Montgomery College, 1973; B.S., Cornell University, 1975; M.B.A., Chap-
man College, 1981

ANATOLE SARKO (1967), Professor and Acting Chair, Chemistry
Faculty; Associate Member. Polymer Research Institute; B.S., Upsala Col-
lege, 1952; M.S., New York University, 1960; Ph.D., State University of
New York College of Forestry, 1966

DONALD A. SAUNDERS (1985), Educational Coordinator, Adiron-
dack Wildlife Program, Newcomb Campus; B.S., University of Missouri,
1967; M.S., Utah State University, 1970; Ph D., University of Minnesota,
1974

JOHN H. SCHACHTE (1980), Adjunct Assistant Professor, En-
vironmental and Forest Biology Faculty; B.S., Clemson University, 1963;
M.S.. Auburn University, 1972; Ph.D.. 1976

-MICHA1L SCHAEDLE (1965), Professor, Environmental and Forest
Biology Faculty; B.S., University of British Columbia, 1957; M S., 1959;
Ph D., University of California, 1964

STEVEN C. SCHINDLER (1984), Technical Specialist. Environmental
and Forest Biology Faculty; B.A.. Lafayette College, 1981: M.S., State
University of New York College of Environmental Science and Forestry.
1984

LELAND R. SCHROEDER (1986), Chair and Professor, Paper
Science and Engineering Faculty; Director, Empire State Paper Research
Institute; A.B., Ripon College, 1960; M S., Lawrence University (The In-
stitute of Paper Chemistry). 1962; Ph.D., 1965

RICHARD A. SCHWAB (1976), Director, Forest Properties. Office of
the Vice President for Administration and Planning; B.S., State Universi-
ty of New York College of Forestry. 1969

RONALD J. SCRUDATO (1980). Adjunct Professor. Institute of En-
vironmental Program Affairs: Environmental Studies Faculty; B.S.. Clem-
son University, 1962; M.S., Tulane University, 1964; Ph.D., University
of North Carolina. 1969

HORACE B SHAW III (1984). Associate for Continuing Education.
Office of Continuing Education and Extension. A.B.. Dartmouth College,
1969; M.S., State University of New York College of Environmental
Science and Forestry, 1982

WILLIAM SHIELDS (1979). Associate Professor. Environmental and
Forest Biology Faculty; A.B., Rutgers University, 1974: M.S., Ohio State
University. 1976; Ph.D.. 1979

ROBERT M .SILVERSTEIN (1969). Professor. Chemistry Faculty; B.S..
University of Pennsylvania. 1937; M S.. New York University. 1941: Ph D..
1949

STEPHEN F. SLOAN (1985). Adjunct Professor. Forestry Faculty: B.S..
Michigan State University, 1965: M.S.. SUNY College of Environmental
Science and Forestry. 1967; Ph D.. 1969

THOMAS O. SLOCUM (1977). Director of Counseling. 'Office of the
Vice President for Student Affairs and Educational Services; B.S.. State
University of New York at Brockport. 1967: M.S.. State University of New
York at Albany, 1968

RICHARD C. SMARDON (1979), Senior Research Associate. Land-
scape Architecture Faculty; BS.. University of Massachusetts. 1970:
M L. A.. 1973; Ph D.. University of California. 1982

JOHANNES SMID (1956-57) (1960), Professor. Chemistry Faculty:
Associate Member, Polymer Research Institute; B.Sc.. Free University of
Amsterdam, 1952: M.Sc.. 1954; Ph.D.. State University of New York Col-
lege of Forestry, 1957

JERI LYNN SMITH (1977), Editorial Associate, Public Relations; B. A..
Syracuse University, 1975

KENNETH J. SMITH, JR. (1968), Professor, Chemistry Faculty: B. A.,
East Carolina University, 1957; M.A.. Duke University, 1959; Ph.D., 1962

LEONARD A. SMITH (1964), Chair and Associate Professor, Wood
Products Engineering Faculty; B.S., Ch.E., University of Dayton, 1962;
M.S., Ch.E., Case Institute of Technology, 1964; Ph.D., State University
of New York College of Environmental Science and Forestry, 1972

WILLIAM B. SMITH (1986), Assistant Professor, Wood Products
Engineering Faculty; B.S., State University of New York College of En-
vironmental Science and Forestry, 1976; M.S., 1978; Ph.D., 1983

COLLEEN SNOW (1980), Technical Assistant, Forestry Faculty, B.A.,
Scripps College, 1972

CYNTHIA L. SNYDER (1983), Programmer /Analyst, Administrative
Computing, Office of the Vice President for Administration and Planning;
A .O S., Powelson Business Institute, 1982

GEORGE A. SNYDER (1970), Technical Specialist, Educational Com-
munications, Office of the Dean for Academic Programs; Chancellor’s
Award for Excellence in Professional Service (1981)

DAVID J. SODERBERG (1979), Director, Administrative Computing,
Office of the Vice President for Administration and Planning; B.A., State
University of New York at Oneonta, 1975; B.S., State University of New
York at Environmental Science and Forestry, 1979

BRIAN M. SPEER (1964), Environmental Health and Safety Officer,
Office of the Vice President for Administration and Planning; A.A.S.,
Mohawk Valley Community College. 1975; B.P.S. in Police Administra-
tion, State University of New York College of Technology at Rome, 1979;
Graduate FBI National Academy, 1981

THEODORE J. STENUF (1960), Distinguished Teaching Professor,
Paper Science and Engineering Faculty; B.Ch.E., Syracuse University,
1949; M.Ch.E., 1951; Ph.D., 1953

S. ALEXANDER STERN (1979), Adjunct Professor, Chemistry Fac-
ulty; Associate Member, Polymer Research Institute; B.S., Israel Institute
of Technology, 1945; M.S., Ohio State University, 1948; Ph.D., 1952

JANET A. STIRLING (1982), Computer Operator, Administrative
Computing, Office of the Vice President for Administration and Planning;
B.S., St. Lawrence University, 1981

WILLIAM M. STITELER (1973), Professor, Forestry Faculty; B.S.,
Pennsylvania State University, 1964; M.S., 1965; Ph.D., 1970

DENNIS O. STRATTON (1978), Director of Admissions, Office of Stu-
dent Affairs and Educational Services -Admissions Office; B.S., State
University of New York at Cortland, 1965: M.S., 1966

KATHLEEN A. STRIBLEY (1981), Assistant Professor, Landscape Ar-
chitecture Faculty; B.A., University of Michigan, 1973; M.L.A., 1976

STEPHEN F. STRINGHAM (1985), Postdoctoral Research Associate,
Adirondack Wildlife Project, Newcomb Campus; B.S., Humboldt State
University, 1969; M.S., University of Alaska, 1974; Ph D., University of
Tennessee, 1985

WESLEY E. SUHR (1974), Associate Professor. Forest Technician Pro-
gram of the Forestry Faculty; B.S., University of Minnesota, 1958; M.S.,
University of Arizona, 1965

PAUL SZEMKOW (1978), Technical Specialist. Paper Science and
Engineering Faculty. Forest Engineering Faculty; B.S., Empire State Col-
lege, 1976

DAVID W. TABER (1970). Adjunct Associate Professor. Forestry Fac-
ulty; B.S.. University of Maine. 1961; M.S., 1968
STUART W. TANENBAUM (1973), Collegewide Professor ; Associate
Member. Polymer Research Institute: B.S., City College of New York,
1944; Ph D., Columbia University. 1951

HERBERT B. TEPPER (1962), Professor. Environmental and Forest
Biology Faculty; B.S., State University of New York College of Forestry,
1953; M.S., 1958: Ph.D.. University of California, 1962
FRED C. TERRACINA (1975). Research Associate, Environmental and
Forest Biology Faculty; B.A.. Harper College. 1964; M.A., State Univer-
sity of New York at Binghamton, 1969; Ph.D.. State University of New
York College of Environmental Science and Forestry, 1976
JAMES L. THORPE (1965)., Research Associate, Empire State Paper
Research Institute; B.S., State University of New York College of Forestry,
1965; M.S.. 1967

TORE E. T1MELL (1951) (1962), Professor. Chemistry Faculty; Direc-
tor. Cellulose Research Institute: Civiiing.. Royal Institute of Technology,
Stockholm. 1946; Tekn. lie., 1948; Teck. Dr., 1950

EMERITUS 101

JULITA TIMOSZYK (1982), Technical Specialist. Environmental and
Forest Biology Faculty; Laboratory Technician, Medical College. 1966;
MsC. in Biochemistry, University of Wroclaw, Poland, 1973

VIRGINIA TORELLI (1975). Adjunct Foreign Student Counselor. Of-
fice of Student Affairs; Adjunct Exchange Visitor Program Aduisor, Per-
sonnel Office; B.A., Syracuse University, 1944
R, GARY TREGASKIS (1969), Coordinator of Physical Plant Stores,
Office of the Vice President for Administration and Planning; A.A.S.,
Broome Community College, 1967; B.S., Syracuse University, 1983
WILLIAM P. TULLY (1966), Vice President/ Provost. Office of Aca-
demic Affairs; B.S.C.E., Northeastern University, 1964: M.S., C.E.. 1966:
Ph.D., Syracuse University, 1978

JOFIN E. UNBEHEND (1972), Research Associate. Empire State
Paper Research Institute; A. A.S., Onondaga Community College. 1966;
B.S., State University of New York College of Forestry, 1969; M.S.. State
University of New York College of Environmental Science and Forestry,
1975

FREDRICK A. VALENTINE (1956), Professor. Environmental and
Forest Biology Faculty; B.S., St. Cloud State Teachers College, 1949; M.S.,
University of Wisconsin, 1953; Ph.D., 1957

LARRY W. VANDRUFF (1970). Professor. Environmental and Forest
Biology Faculty; B.S., Mansfield State College, 1964; M.S., ComeD Univer-
sity, 1966; Ph.D., 1970

DAVID L. VANTRESS (1979), Acting Assistant Director of Physical
Plant ; Office of the Vice President for Administration and Planning: B.S.,
State University of New York College of Environmental Science and
Forestry, 1976

RAMESH C. VASISHTH (1975), Adjunct Professor. Wood Products
Engineering Faculty; B.S., Indian Institute of Science, Bangalore, India,
1952; M.S., 1953; Ph.D., University of Washington, 1960

JOHN E. VIEW (1979), Director of Financial Aid. Office of the Vice'
President for Student Affairs and Educational Services; B.A., St. Leo Col-
lege, 1972; M.A., University of Notre Dame, 1974
MOHAN K. WALJ (1983), Professor. Environmental and Forest Biology
Faculty; B.Sc., University of Jammu and Kashmir, 1957; M.Sc., Univer-
sity of Allahabad, 1960; Ph.D., University of British Columbia, 1970

DANIEL C. WALTON (1963), Professor. Environmental and Forest
Biology Faculty; B.Ch.E., University of Delaware, 1955; Ph.D., State
University of New York College of Forestry, 1962
CHUN-JUAN WANG (1959), Professor. Environmental and Forest
Biology Faculty; B.S., Taiwan University, 1950; M.S., Vassar College, 1952;
Ph.D., State University of Iowa, 1955

DONALD F. WEBSTER (1973), Director of Libraries and Learning
Resources. F. Franklin Moon Library and Learning Resources Center; B.A.,
Hofstra University, 1959; M.L.S. and Diploma in Library Education,
Queens College; City University of New York, 1965; Ph.D., Syracuse
University, 1983

FRANCIS X. WEBSTER (1986), Technical Specialist. Analytical and
Technical Services; B.S., State University of New York College of En-
vironmental Science and Forestry, 1979; Ph.D., 1986

JOHN A. WEEKS (1983), Adjunct Professor, Environmental Studies
Faculty; B.S., Cornel! University, 1949; M.S., Syracuse University, 1959

ROBERT G. WERNER (1966-69) (1970), Professor. Environmental
and Forest Biology Faculty; B.S., Purdue University, 1958; M.A., University
of California, 1963; Ph.D., Indiana University, 1966; Executive Chair-
man of the Faculty (1982-86)

JANET R. WEST (1972), Technical Assistant. Chemistry Faculty; B.S.,
State University of New York at Oswego, 1965
ROSS S. WHALEY (1984). President; B.S., University of Michigan,
1959; M.S., Colorado State .University, 1961; Ph.D., University of
Michigan, 1969

LAWRENCE W. WHELPTON (1969), Technical Specialist. En-
vironmental and Forest Biology Faculty; A.A.S.. State University of New
York Agricultural and Technical College at Alfred. 1965
EDWIN H. WHITE (1980), Professor. Forestry Faculty; A. A. S., State
University of New York College of Forestry (Ranger School). 1959; B.S..
State University of New York College of Forestry. 1962: M.S.. 1964; Ph D..
Auburn University, 1969

DAVID E WILKINS (1966), Technical Specialist. Analytical and Tech-
nical Services. Office of the Dean for Research Programs

JAMES L. WILLIAMSON (1980). Associate Librarian. F. Franklin
Moon Library/Learning Resources; B.A., State University of New York
at Albany. 1971; M.L.S.. 1973

JAMES W. WINKELMAN (1984), Adjunct Professor. Polymer
Research Institute; A.B.. University of Chicago, 1955, M.D., Johns Hopkins
University, 1959

JOHN J. WOODIN (1982), State University of New York Environ-
mental Improvement Project Coordinator. Forest Properties; B.S., State
University of New York College of Environmental Science and Forestry
1984

JAMES J. WORRALL (1986), Assistant Professor. Environmental and
Forest Biology Faculty; B.S., University of Alaska /Fairbanks. 1976; M.S.,
1978; Ph.D., 1982

MARILYN L. WRIGHT (1974), Assistant to the Director of Financial
Aid. Office of the Vice President for Student Affairs and Educational
Services

HARRY W. YAWNEY (1981), Adjunct Professor. Forestry Faculty; B.S.,
Pennsylvania State University, 1955; M.S., 1957; Ph.D., State University
of New York College of Environmental Science and Forestry, 1979

ROBERT M. ZABLCOOWICZ (1982). Adjunct Assistant Professor. En-
vironmental and Forest Biology Faculty; B.S., California Polytechnic State
University, 1975; Ph D., University of California, Riverside, 1978

JEANETTE ZOCCOLILLO (1984), Property Control Coordinator. Pur-
chasing Department; A.A.S., Villa Maria College, 1967

EMERITUS

MAURICE M. ALEXANDER (1949-1983). Professor Emeritus; B.S.,
New York State College of Forestry, 1940; M S., University of Connect-
icut; 1942; Ph.D., State University of New York College of Forestry, 1950
GEORGE R. ARMSTRONG (1950-1981), Professor Emeritus; B.S.,
State University of New York College of Forestry, 1949; M.S., 1959, Ph.D.,
1965

C. ELLISON BECK (1970), Technical Specialist Emeritus

LAWRENCE J. BELANGER (1947-1965), Registrar Emeritus; Pro-
fessor Emeritus; B.S., Syracuse University, 1932; M.S., New York State
College for Teachers, Albany, 1941

FLOYD E. CARLSON (1930-1969), Professor Emeritus; B.S.F., Univer-
sity of Washington, 1928; M.F., 1930

RHONDDA K. CASSETTA (1973-1981), Associate for Institutional Re-
search Emeritus; A.B., Elmira College, 1933

DANIEL M. CASTAGNOZZI (1956-1977), Professor and Director
Emeritus; A.A.S., State University of New York College of Forestry (Ranger
School), 1950; B.S.F., University of Michigan, 1952; M.F., State Univer-
sity of New York College of Forestry, 1957

RUSSELL C. DECKERT (1952-1976), Professor Emeritus; B.S.F., Uni-
versity of Georgia, 1938; M.F., Duke University, 1943

CARL H. DE ZEEUW (1945-1982), Professor Emeritus; A. B., Michi-
gan State College, 1934; B.S., 1937; M.S., New York State College of
Forestry, 1939; Ph.D., State University of New York College of Forestry,
1949

GEORGE F. EARLE (1952-1983), Professor Emeritus; B.F.A., Syra-
cuse University, 1937; M.F.A., Yale University, 1946
JOHN H. ENGELKEN (1952-1982), Forest Property Manager Emer-
itus: B.S.F., Utah State University, 1950

JEAN E. FISHER (1950-52) (1963-1981), Senior Research Associate
Emeritus; B.S., University of Idaho, 1941

ROBERT L. FRIEDMAN (1967), Director of Admissions Emeritus;
A.B., Syracuse University, 1952; M.A., 1954

RUSSELL E. GETTY (1966-1973), Professor Emeritus; B.S., Iowa
State College, 1936; M.S., 1951

DONALD F. GREEN (1965-1978), Registrar Emeritus; A.B.. New York
State College for Teachers, Albany, 1942; M S.. 1950
GEORGE H HAINES (1953-1968), Director of Business Affairs Emer-
itus; B.S., University of Rhode Island, 1932

102 EMERITUS

RAY R. HIRT (1921-1959), Senior Professor Emeritus; B.S., Hamline
University, 1917; M.S., New York State College of Forestry, 1924; Ph.D.,
1928

BERNARD T. HOLTMAN (1968), TV Producer Director Emeritus;
B.A., Siena College, 1950; M.S., Syracuse University, 1972

EDWIN C. JAHN (1938-1972), Dean Emeritus; Professor Emeritus;
B.S., New York State College of Forestry, 1925; M.S., 1926; Ph.D.. McGill
University, 1929

HAZEL S. JENNISON (1965), Research Associate Emeritus; B.S.,
Western Kentucky State University, 1941; M.S., Syracuse University, 1966

EDWIN H. KETCHLEDGE (1955), Distinguished Teaching Professor
Emeritus; B.S., State University of New York College of Forestry, 1949;
M S., 1950; Ph.D., Stanford University, 1957

THEODORE J. KOCHANEK (1971-1976), Director of Physical Plant
Emeritus

RONALD F. LaPLAINE (1948-1983), Technical Specialist Emeritus,
Department of Paper Science and Engineering

CHARLES C. LARSON (1950-1983). Professor Emeritus; A.S., North
Dakota State School of Forestry, 1938; B.S., University of Minnesota, 1940;
M.S., University of Vermont. 1943; Ph.D., State University of New York
College of Forestry, 1952

ORR1N L. LATHAM (1930-1966), Associate Professor Emeritus:
B.S.F.. Iowa State College, 1927; Yale University, 1932

RICHARD V. LEA (1967), Professor Emeritus; B.S., State University
of New York College of Forestry. 1946; M.S., 1948; Ph.D., 1953

BENGT LEOPOLD (1961). Professor Emeritus: B.Sc., Royal Institute
of Technology, Stockholm, 1947; Licentiat, 1949; Ph.D., 1952
JOS1AH L. LOWE (1933-1975), Professor Emeritus; B.S.. New York
State College of Forestry. 1927; Ph.D.. University of Michigan, 1938

AUBREY H. MACANDREWS (1926-1962). Professor Emeritus: Truro
Agriculture College. 1922; B.S.. New York State College of Forestry. 1925:
M.S., 1926

RAYMOND L. MARLER (1970-1981), Senior Research Associate
Emeritus: B S., University of Michigan. 1948; M.F.. 1948

RENATA MARTON (1957). Senior Research Associate Emeritus:
Master Ph. (Chemistry). Jagiello University, 1934; Ph.D.. 1936

JOHN A. MEYER (1958), Associate Director Emeritus. Senior
Research Associate and Professor Emeritus; B.S.. Pennsylvania State Col-
lege, 1949; M S.. 1950; Ph.D.. State University of New York College of
Forestry. 1958; Chancellor's Award for Excellence in Professional Serv-
ice. 1977

HOWARD C. MILLER (1950-1982). Professor and Extension Spe-
cialist Emeritus: B.S.. New York State College of Forestry. 1941: Ph D.,
Cornell University. 1951

RAYMOND A. MOORE (1954), Associate Professor Emeritus: B.S.F..
West Virginia University, 1951: M.S., North Carolina State College. 1952

JOHN L. MORRISON (1946-1971). Professor Emeritus: A.B.. Univer-
sity of Nebraska, 1933; A M.. 1935: Ph D.. University of California. 1941

RICHARD E. PENTONEY (1953-1979), Vice President for Program
Affairs Emeritus: B.S.. University of California. 1949: M.S.. State Univer-
sity of New York College of Forestry, 1952: Ph.D.. 1956
SHELLEY W. POTTER. JR. (1956-1979). Forest Property Manager
Emeritus : B.S., University of Michigan. 1951

ROBERT B. RAYMISH (1956-1983). Assistant Director of Physical
Plant Emeritus. Office of the Vice President for Administration and Services

CONRAD SCHUERCH (1949-1983), Distinguished Professor
Emeritus; B.S., Massachusetts Institute of Technology, 1940: Ph.D., 1947

BRADFORD G. SEARS (1941-1976), Dean Emeritus; Professor Emer-
itus; B.S., New York State College of Forestry, 1939: M.S., State Univer-
sity of New York College of Forestry, 1948

HARDY L. SHIRLEY (1945-1967), Dean Emeritus; Professor Emer-
itus; B.A., Indiana University, 1922; Ph.D., Yale University, 1928; D.h.c.,
University of Helsinki, 1958; D.Sc., Syracuse University, 1966

JOHN F. SIAU (1963-1964) (1965) (1966), Professor Emeritus; B.S.,
Michigan State College, 1943; M.S., State University of New York Col-
lege of Forestry, 1965; Ph.D., 1968

SAVEL B. SILVERBORG (1947-1977), Professor Emeritus; B.S.,
University of Idaho, 1936; Ph.D., University of Minnesota, 1948

JOHN B. SIMEONE (1948-1983), Professor Emeritus ; B.S., Rhode
Island State College, 1942; M.F., Yale University, 1948; Ph.D., Cornell
University, 1960

CHRISTEN SKAAR (1946-1948) (1949-1976), Professor Emeritus;
B.S., New York State College of Forestry, 1943; M.S.. State University
of New York College of Forestry, 1948; Ph.D., Yale University, 1957

GERALD H. SMITH (1946-1979), Professor Emeritus ; B.S., New York
State College of Forestry, 1937; M B A., Syracuse University, 1956; Ex-
ecutive Chairman of the Faculty (1972-1974)

LEROY C. STEGEMAN (1929-1965), Professor Emeritus; B.S., Mich-
igan State College, 1928; M.S., University of Michigan, 1929

VIVIAN R. SUTTON (1962-1976), Associate Professor Emeritus; B.A.,
Oberlin College, 1934; M.A., Bryn Mawr College, 1937; Ph.D., 1942

MICHAEL M. SZWARC (1952-1979), Distinguished Professor Emer-
itus; Ch.E., Warsaw Polytechnic College, 1932; Ph.D., Hebrew Universi-
ty, 1945; Ph.D., Manchester University, 1947; D.Sc., 1949

WILLIAM C. TIERSON (1949-1983), Director of Wildlife Research
Emeritus; B.S., State University of New York College of Forestry, 1949;
M.F.. 1967

LESLIE L. TURAI (1976-1982), Professor Emeritus; B.S., University
of Debrecen, 1936; M.S.. 1937; Ph.D., University of Budapest, 1938

ARTHUR T. VIERTEL (1946-1975). Associate Professor Emeritus:
B.S., New York State College of Forestry, 1942; Ph.D.. State University
of New York College of Forestry, 1954

WILLIAM L. WEBB (1937-1975), Professor Emeritus: Dean Emeritus:
B.S.. University of Minnesota, 1935: M.S., 1940; Ph D., Syracuse Univer-
sity. 1950

WALTER L. WELCH (1950-1965). Associate Professor Emeritus; A.B.,
Syracuse University, 1946

SIDNEY A. WHITT (1968-1976), Professor Emeritus; B.S., University
of Alabama. 1933: M.S.. Massachusetts Institute of Technology, 1937;
D. Engr. Sc.. New York University, 1962

HUGH E. WILCOX (1954), Professor Emeritus: B.S., University of
California, 1938; M.S.. New York State College of Forestry, 1940; Ph.D.,
University of California, 1950

JOHN M. YAVORSKY (1948-56) (1967), Professor and Dean of
Continuing Education Emeritus: B.S., New York State College of Forestry,
1942; M.S.. 1947; Ph.D.. State University of New York College of Forestry,
1955

ROBERT A. ZABEL (1947). Professor Emeritus : B.S., University of
Minnesota. 1938: M S.. New York State College of Forestry, 1941; Ph.D.,
State University of New York College of Forestry. 1948

103

Academic Life 15

Academic Policies 25

—Undergraduate 26

—Graduate 28

Activities, Extracurricular 31

Adirondack Ecological Center 10

Administration, College 94

Admission

—Advanced Early 15

—Undergraduate 15

— Graduate 17

—Forest Technology Program 55

Assistantships, Graduate 25

Athletics 31

Attendance, Class 26

Audits 26

Biology, Environmental and Forest 34, 68

Board of Trustees

— ESF 94

-SUNY 92

Calendar, Academic 3

Campuses, Regional System of 11, 12, 13

Career Services 31

Cellulose Research Institute 10

Chemical Ecology 38

Chemistry, The Faculty of 39

Clubs and Organizations 31

College Proficiency Examinations 17

Commencement

—Fees 19

—Honors 27

Communications 68

Computer Services 12

Continuing Education 8

Cooperative Research Unit,

USDA Forest Service 10

Cornell University 8

Counseling

—Academic and Personal 32

—Career 32

— Health 31

Course Offerings 67

Cranberry Lake Campus 12, 35

Credit Hour Load 26, 28

Correspondence Inside Front Cover

Degree Programs 34

Degree Requirements

— Undergraduate 28

—Graduate 28

Dual Program 56

Dubuar Forest 12

Ecology 37

Economics, Forestry 51

Educational Communications Unit 11

Educational Opportunity Program 17

— EOP Grants 23

Ellis International Laboratory 13

Empire State Paper Research Institute 8, 11

Employment 24

Energy 45

Energy Conservation 45

Engineering (ERE) 75

— Forest Engineering 46, 80

Engineering, Forest, The Faculty of 46

Index

Entomology 36, 37

Environmental

—and Forest Biology 34, 68

—Biology Summer Program 35

—Communication 45

—Influences 73

— Land Use Planning 44

—Physiology 37

— Program Affairs, Institute of 9, 10, 11

—Science, Graduate Program in 43, 74

Environmental and Forest Biology, The Faculty of 34

Environmental Studies 42

Environmental Studies, The Faculty of 42

Exchange, Doctoral 8

Expenses 18

—Forest Technician Program 55

Experiment Station 13

Extracurricular Activities 30

Faculty, College 95

Emeritus 101

Failures and Incompletes 27

Fees

— Application 18

—Advanced Payment 18

— Commencement 19

— Refunds 20

—Student Activity 19

Fellowships 24

Field Forestry Summer Program 35

Financial Assistance 20

Fish and Wildlife Biology 36, 37

Food Service 31

Forest

— Biology 34, 39, 68, 70

—Ecosystem Lab 12

— Engineering 46, 80

—Resources Management 50

— Management 51

—Pathology and Mycology 36, 37

—Technology 53, 85

Forest Chemistry 39, 77

—Biochemistry and Natural Products Option 40

—Environmental Chemistry Option 40

—Natural and Synthetic Polymer Option 40

Forest Technology Program 53

Forestry 81

—Economics 51

—International 52

—Urban 53

Forestry, The Faculty of 48

Genetic Field Station 12, 13

Grades/Grade Point Average 26

Grant Programs 23, 24

Graduate Program in Environmental Science 43, 74

—Areas of Concentration 44

— Policy, Planning 43, 44

—Requirements 45

Graduation Requirements

— Undergraduate 27

—Graduate 29

Health and Medical Facilities 31

—Health Examination Board 17

Heiberg Memorial Forest 12

History and Traditions, College 5

1 04 INDEX

Honors, Academic 26

Housing and Board 30

—Cost of 19

Huntington Wildlife Forest 13

Institute of Environmental Program Affairs 8, 10, 11

Instruction

— Continuing Education 7

— Graduate 7

—Technical 7

— Undergraduate 7

Insurance, Health and Accident 31

Interdepartmental Area of Study 38

International Forestry 52

International Students

— Undergraduate 17

—Graduate 18

Landscape Architecture 57, 86

Landscape Architecture, The Faculty of 57

Land Use 44

Library 11, 86

— Film Library 10

Loans 24

Management 82

—Forest 51

—Forest Resources 50

—Recreation 51

— Resources 48, 81

Mathematics 69

Medical Services • 31

Newcomb Campus 9, 11, 13

Pack Demonstration Forest 12

Paper Science and Engineering 62, 89

Paper Science and Engineering, The Faculty of 62

Pathology and Mycology, Forest 36, 37

Pest Management 36

Physiology, Environmental 37

Placement 31, 56

Plant Science 36

Policy and Administration 51

Polymer Research Institute 9, 11

Probation 26

Professional Staff 96

Public Service 10

Quantitative Methods 53

Recreation Management 51

Refunds 20

Regents Programs 23

Renewable Materials Institute 9

Research 8

Resources Management 48, 50, 81

ROTC Program 32

Scholarships and Grants 23

Silvics 52

Silviculture 52

Social Security Benefits 24

Soil

—Ecology 38

—Science 52

State University of New York 93

Student Aid Eligibility 21

Student Life 30

Summer Field Programs 35, 36

—Cost of 19

Syracuse Campus, ESF 11

Syracuse Metropolitan Area 14

Syracuse University

—Counseling 31

— Health and Medical Facilities 31

— Housing and Board 19, 30

—Student Organizations 30

Transfer Students

—Admissions 16

—Credit 16

—Seminar for 79

Tree Improvement 52

Tree Pest, Disease Service 10

Tropical Timber Information Center 9

Tuition and Fees 18

—Forest Technology Program 55

—Refunds 20

Tuition Assistance Program 23

Tully Campus 12

Ultrastructure Studies Lab, N.C. Brown 9, 11

Urban Ecosystems 44

Urban Forestry 53

USDA Forest Service Cooperative Research Unit 10

Veterans’ Benefits 23

Vocational Rehabilitation Grants 23

Wanakena Campus 12, 54

Warrensburg Campus 12

— Summer Session 35

Waste Management 44

Water Resources 44

Wellesley Island 13

Wildlife Biology 36, 37

Wood Products Engineering 64, 90

—Construction Option 64, 65

— Wood Science and Technology Option 64, 65, 66

Wood Products Engineering, The Faculty of 64

Work-Study Program 24

Zoology 36

Campus Locator

Admissions 106 Bray

Affirmative Action 217 Bray

Alumni 204 Bray

Analytical and Technical Services 139 Baker

Dean for Instruction and Graduate Studies 227 Bray

Dean for Research 200 Bray

Auto-tutorial Center 16 Moon

Business and Fiscal Affairs 100 Bray

Career Services 108 Bray

Cellulose Research Institute 314 Baker

Computer Services 320 Baker

Counseling Services 110 Bray

Development 205 Bray

Educational Communications 302 Illick

Empire State Paper Research Institute 208 Walters

Facilities Maintenance Building

Faculty of Chemistry 318 Baker

Faculty of Environmental and Forest Biology 8 Illick

Faculty of Environmental Studies 320 Bray

Faculty of Forestry 106 Marshall

Faculty of Forest Engineering 312 Bray

Faculty of Landscape Architecture 331 Marshall

Faculty of Paper Science and Engineering 208 Walters

Faculty of Wood Products Engineering 403 Baker

Film Library 104 Moon

Financial Aid 115 Bray

International Forestry 205 Marshall

Institutional Research 227B Bray

Library Moon Library

Maintenance and Operations Maintenance Building

Office of Continuing Education and Extension 218 Bray

Personnel 217 Bray

Polymer Research Institute 215 Baker

President 223 Bray

Publications 123 Bray

Public Relations 123 Bray

Public Safety Department 8 Bray

Registrar 1 1 1 Bray

Student Council 19 Marshall

Ultrastructure Studies Center 417 Baker

U.S. Forest Service Cooperative Research Unit 5 Moon

Veterans’ Affairs 107 Bray

Vice President for Administration and Planning 208 Bray

Vice President for Academic Affairs/Provost 207 Bray

Vice President for Student Affairs and Educational Services 110 Bray

Coordinator for 503-504 Programs — David G. Anderson, Vice President for Administra-
tion and Planning, 209 Bray Hall.

Affirmative Action Officer— Judith J. Kimberlin, Personnel Associate, 224 Bray Hall.

STATE UNIVERSITY OF NEW YORK NON-PROFIT ORG.

COLLEGE OF ENVIRONMENTAL SCIENCE AND FORESTRY U S POSTAGE

SYRACUSE, NEW YORK 13210 PAID

SYRACUSE, N.Y.
PERMIT NO. 248

Internet Archive Audio

Featured

Top

Images

Featured

Top

Software

Featured

Top

Books

Featured

Top

Video

Featured

Top

Mobile Apps

Browser Extensions

Archive-It Subscription

Save Page Now

Full text of "Academic Catalog, v.11"

See other formats