WFSC 640

HUMAN DIMENSIONS OF WILDLIFE AND FISHERIES MANAGEMENT

Department of Wildlife and Fisheries Sciences

Texas A&M University

Dr. Robert B. Ditton
Office: 012-B Nagle Hall
Phone: 979.845.9841, FAX: 979.845.3786
email: r-ditton@tamu.edu (W)

web: http://lutra.tamu.edu/rbd.htm

Readings, guest speakers, class discussion, problem solving and role playing will provide the basis for understanding the human dimensions of wildlife and fisheries as a component of natural resources management. Emphasis will be given to understanding the diversity of human perspectives on wildlife and fisheries, the role of constituency and professionals in decision making, conflict and the need for integrated approaches to natural resources management.

The goals of the course are to 1) develop a conceptual understanding of the human dimensions of wildlife and fisheries, 2) apply conceptual knowledge to solve problems and more effectively manage natural resources and 3) enhance public policy understanding and skills in written and oral communication.

Assigned readings provide background for each class session. Students are expected to have read all assigned readings before each class session and apply the readings in discussion sessions and in oral and written assignments.

Grading Plan

Final grades will be determined as follows: 1) four class projects [government documents "treasure hunt" (10%), an interview of a constituency group representative (10%), attend and analyze a TPWC meeting (10%), and a paper on a human dimensions concept (10%)]; 3) class participation (30%); and 4) a final exam (30%).

Class Projects

1. Government documents "Treasure Hunt" (10%)

Following a treasure hunt format, locate all materials relevant to the Endangered Species Act ( 16 U.S.C. 15 31 et seq). Once you understand where particular types of materials are located on the web or in the library, choose a federal statute of interest to you. Go through the same process making a photocopy of the first page of each relevant document retrieved. This will be used to verify you have successfully located all materials. Turn in photocopies of required materials.

2. Constituency group representative interview (10%)

Select a national level organized group representing fishery, hunting, consumptive activity participation, environmental, or natural resources protection interests. Contact group and interview key individuals regarding the organization. In a report provide coverage of the following points: 1) background of organization - when, where and why group was formed, 2) IRS status and implications for what the group does, 3) size of membership, 4) group purpose, 5) current issues involved in and their position on these issues, 6) size and composition (background and training) of professional staff, 7) number of lobbyists or attorneys they have on retainer, 8) significant victories or accomplishments of the group, 9) anything else that distinguishes the group from others in the wildlife and fisheries arena. Your paper should be tightly written and cover the topics identified here among others. List of groups selected previously. Maximum length: 4 pages, typewritten double-spaced. Please pick an environmental organization that interests you.

3. TPWC hearing report (10%)

All students are required to attend the April meeting of the Texas Parks and Wildlife Commission. . Maximum length: 6 pages typewritten double-spaced.

During the TPWD Commission meeting students should take notes to record decisions made and background. These notes, along with your recall and general response to the meeting, serve as the basis for your report analysis. Your notes should be as detailed as necessary for you to record what you consider to be significant points of the meeting. Significant details can include actual data presented about an issue, decisions made, and questions raised. An individual's manner of presentation (pejorative or deferential), a commission's receptivity to an argument, etc. may also be considered quite significant. You should pay attention both to the facts and to innuendo. You will have to be the judge about how much information you record. Try to be as objective as you can in your note-taking, recording the events without commentary. Afterwards, during your report write-up, you will use this information to make your subjective analysis.

After you get home and have had a chance to reflect on the proceedings, review your meeting notes. Use the information presented at the meeting and your general knowledge to answer a set of analytical questions.

4. Human Dimensions Concept paper (10%)

Each student will write a synthesis paper that provides an overview of a human dimensions concept, the measurable variables involved, and how the concept can be used in support of wildlife and fisheries management. Maximum length: 6 pages typewritten double-spaced.

Students will write a concept paper where they synthesize the basic ideas involved from available literature. As building blocks of theory, concepts are a summarization of ideas and experiences that seem to fit together. The previous literature on human dimensions topics needs to be considered fully by both resource managers and researchers. The purpose of this project is to acquaint you with literature in particular areas and provide a synthesis of the concept involved.

CLASS PARTICIPATION for ON-CAMPUS STUDENTS includes the following: 1) Class attendance, 2)Answering questions when called upon in class and making an effort to apply class material to formulate your answers, 3) Making contributions in class that demonstrate a good working knowledge of the topic/s being discussed, and 4) Timely submission of class projects (by e-mail as attachments) as per established deadlines.

CLASS PARTICIPATION for DISTANCE EDUCATION STUDENTS includes the following:  1) Chat room attendance, 2)Participating with 3-4 classmates in a chat room for distance ed. students each week to demonstrate you have a good working knowledge of the topic/s being discussed,  and 3) Timely submission of class projects (by e-mail as attachments) as per established deadlines.

Course Outline

January 22 (First Class): Course Introduction

January 29: Human Dimensions of Wildlife and Fisheries Management

February 5: Values of Wildlife and Fisheries in Contemporary Society

February 12: Wildlife and Fisheries Policy Development: Defining the Public Interest (Project #1 Due)

February 19: Understanding How Constituency Groups Impact Policy Decision Making and Working With Stakeholders

February 26: Paying for Wildlife and Fisheries Management

March 5: Human Dimensions Research Issues (Project #2 Due)

March 12: Spring Breakg

March 19: Demographic Change and Implications for Resource Management

March 26: Decisionmakers and the Decision Making Process

April 2: Case Studies 1) Using a Controlled Deer Hunt as a Resource Management Tool at Quabbin Reservoir, 2) Management of Damage Caused by Ring-Billed Gulls and Double Crested Cormorants

April 9: Case Studies: 1) Hunting in Texas, 2) Birders, Birding, and Infrastructure Development

April 16: Case Studies: 1) Commercial Fisheries Management in Texas, 2) The East Matagorda Bay Case  (Project #3 Due)

April 23: Case Studies: 1) Restoration of the Red Lakes Walleye Fishery: A Work in Progress, 2) Case of the Week

April 30: Last Class: The Future of Human Dimensions in Wildlife and Fisheries Management, Research Agenda, Open Discussion and Course Evaluation (Project #4 Due)

May 7: Final exam

This page is maintained by Bob Ditton and Linda Causey and was last updated on 01/19/07.