Fire Frequency and the Vegetative Mosaic of a Spruce-Fir Forest in Northern Utah

Fire scar and vegetative analysis were used to construct a fire history for the Engelmann spruce/subalpine fir (Picea engelmannii/Abies lasiocarpa) vegetation type of the Utah State University (USU) T. W Daniel Experimental Forest. Three distinct periods of fire frequency were established-presettlement (1700-1855), settlement (1856-1909), and suppression (1910-1990). Mean fire interval (MFI) decreased during the settlement period and greatly increased during the suppression era. The difference was attributed to the influx of ignition sources during the settlement of nearby Cache Valley, located 40 km to the west. Logging and livestock grazing appear to have led to the reduced MFI, which in turn worked as a factor to create the vegetative mosaic now observed on the study area. The increase in MFI during the suppression era permitted the advancement of shade-tolerant species in the understory of the shade-intolerant lodgepole pine (Pinus contorta var. latifolia) and quaking aspen (Populus tremuloides). Continued suppression of disturbance from wildfire will allow the lodgepole pine cover type, which experienced the lowest MFI during the settlement period, to be further invaded by shade-tolerant species, decreasing spatial stand diversity and increasing the risk of more intense fires.

Student and Faculty Perceptions of Technology’s Usefulness in Community College General Education Courses

Educational institutions of all levels invest large amounts of time and resources into instructional technology, with the goal of enhancing the educational effectiveness of the learning environment. The decisions made by instructors and institutions regarding the implementation of technology are guided by perceptions of usefulness held by those who are in control. The primary objective of this mixed methods study was to examine the student and faculty perceptions of technology being used in general education courses at a community college. This study builds upon and challenges the assertions of writers such as Prensky (2001a, 2001b) and Tapscott (1998) who claim that a vast difference in technology perception exists between generational groups, resulting in a diminished usefulness of technology in instruction. In this study, data were gathered through student surveys and interviews, and through faculty surveys and interviews. Analysis of the data used Kendall’s Tau test for correlation between various student and faculty variables in various groupings, and also typological analysis of the transcribed interview data. The analysis of the quantitative data revealed no relationship between age and perception of technology’s usefulness. A positive relationship was found to exist between the perception of the frequency of technology use and the perception of technology’s effectiveness, suggesting that both faculty members and students believed that the more technology is used, the more useful it is in instruction. The analysis of the qualitative data revealed that both faculty and students perceive technology to be useful, and that the most significant barriers to technology’s usefulness include faulty hardware and software systems,lack of user support, and lack of training for faculty. The results of the study suggest that the differences in perception of technology between generations that are proposed by Prensky may not exist when comparing adults from the younger generation with adults from the older generation. Further, the study suggests that institutions continue to invest in instructional technology, with a focus on high levels of support and training for faculty, and more universal availability of specific technologies, including web access, in class video, and presentation software. Adviser: Ronald Joekel