Teaching ProgramTeaching ProgramEcological Restoration of Wetland and Riparian Systems -- RLEM 489/689
Ecological Restoration in Theory and Practice -- RLEM 489
Spring 2006 Joint Departmental Seminar Series
Special Topics in Ecological Restoration -- RLEM 689
Instructor: Dr. Georgianne Moore 
Taught Fall Semester
(3 semester credits—2 lecture, 2 lab)
Designed to enhance a wide-ranging student audience with interests relevant to wetlands and riparian zones. Required for undergraduate degree in Ecological Restoration. Graduate students gain opportunities to mentor undergraduates via independent case study projects.
Theme: Uplands to Lowlands: A watershed approach to wetland/riparian ecology and management
Course Objectives:
Instructors: Dr. Georgianne Moore and Dr. William Rogers 
Taught Spring Semester NEW! Spring 2007!
(3 semester credit hours - lecture course)
Designed as a capstone course for the Ecological Restoration degree program. Interested students outside the ER program are also encouraged to take this course if they have taken senior-level ecology courses. This course also fulfills university (W) writing requirements.
Theme: Applying Current Restoration Ecology Principles to Ecological Restoration Practice
Course Objectives:
Contact Instructor for Syllabus
Faculty organizer : Dr. Georgianne Moore
Spring 2006 - Theme: Ecological Restoration
The first-ever joint departmental seminar series between Rangeland Ecology & Management and Forest Science
Click HERE for speaker line-up
Instructors: Dr. Georgianne Moore 
Graduate students in rangeland and other natural resources disciplines will meet weekly for an hour to discuss papers that are broadly related to the course topic. Older relevant papers have resulted in significant shifts in thinking; whereas, new papers represent the most recent innovations in the field. Faculty and non-registered students will be welcome to participate fully.
Course Objectives:
To inquire about upcoming course offerings, contact Georgianne Moore.
Faculty Sponsor: Dr. Georgianne Moore
This is a group organized by YOU for YOU!
Range Toastmasters participants practice and improve public speaking skills using peer-to-peer feedback as a means for increased self awareness. As a result, participants will be better prepared for first impressions, scientific presentations, public speeches, and job interviews.
Desired results – think on your feet, eye contact, clarity of voice, make a point, hand fidgeting, attention grabbing, sense of timing, graphics use, umm…, err…, you know…, effective teaching, what to wear, speaking too fast/slow, do’s and don’ts, subtleties of MS PowerPoint, and umm…more!
For current information, or to inquire about joining, contact Georgianne Moore.
An effective understanding of the sciences combines basic knowledge with integrated, cross-disciplinary synthesis of ideas and the utilization of scientific processes. A unifying goal of undergraduate science courses should be to teach students how to make their own informed decisions about complex issues facing society (including managers, policy makers, etc.) based on a solid scientific foundation. Today’s scientists tackle complex issues that span multiple disciplines and scales. We should train tomorrow’s students to “think on their feet” and be prepared to draw from a broad base of knowledge to address the multifaceted problems of the future. Additionally, students in upper-division courses should be exposed to research and techniques that prepare them for the professions they will join.
My approach to teaching is goal-based -- focused on acquiring new cognitive skills in addition to expanding knowledge. The course goals will be periodically revisited throughout the term to keep track of progress. Undergraduate courses should make certain that you are ready to plunge into the world of independent study (Do you have all the tools?). Graduate courses should provide a forum for independent study (Can you use the tools effectively?).
Class time will be punctuated by periods of interactive learning. Students will learn from each other and be given opportunities to expand their knowledge through problem solving. This can take many forms: class discussions, group projects, field trips, laboratories, etc. I strongly feel that the best learning comes from hands-on and peer-to-peer interactions. Perhaps most importantly, students teach each other — arguably they will learn more from each other than from their teacher.
Today’s students are faced with learning an increasingly detailed range of scientific disciplines while balancing financial, developmental, and family concerns. It is our challenge as teachers to provide students with elements necessary to succeed in their life goals.