This document describes a youth range camp developed by a committee of scientists, extension agents, instructors, and teachers to educate high school students about rangeland science. The camp's curriculum covered topics like GPS, map reading, plant and soil identification, grazing, weeds, and wildlife. Students gained hands-on experience and worked in teams on presentations. Evaluations found the camp significantly increased students' knowledge of rangeland issues and management concepts, and some students are now considering natural resource careers.

1. A. Chamberlain, Oregon State University Malheur County Extension, 710 SW 5th Ave., Ontario, Oregon 97914
B. Brody, Oregon State University Malheur County Extension, 710 SW 5th Ave., Ontario, Oregon 97914
D. Johnson, Oregon State University Harney County Extension, 450 N. Buena Vista, Burns, Oregon 97720
Decisions regarding the health and management of Abstract
setting learning experience. Learning opportunities were building/ leadership activities. Evaluations measured
Decisions regarding are health critical than ever. of natural
natural resources the more and management A range created to develop leadership and basic rangecreated participant knowledge, attitudes, skills, career
learning experience. Learning opportunities were skills building/ leadership activities. Evaluations measured
resources are moreof Agricultural Research camp
camp committee critical than ever. A range Center while exposing youthandvarious rangeland oriented
to develop leadership to basic range skills while exposing aspirations knowledge, attitudes, skills, careerattending and
participant and behaviors before and after aspirations
Scientists, of Agricultural ResearchAgents,Scientists,
committee University Extension Center Rangeland careers. various had opportunities to gain problem-
youth to Youth rangeland oriented careers. Youth had camp. As before and after attending camp. As a result of
behaviors a result of Range Camp, retrospective pre-
Professionals, Community College Instructors and
University Extension Agents, Rangeland Professionals, solving skills and strategies, develop awareness of
opportunities to gain problem-solving skills and strategies, post evaluations demonstrated considerable change in
Range Camp, retrospective pre-post evaluations
Science Teachers met to develop curriculum, set
Community College Instructors and Science Teachers met rangeland issues, and learn how theyand learn how they knowledge in 15 of 16 questions asked. Students of 16
develop awareness of rangeland issues, can make a demonstrated considerable change in knowledge in 15
program goals and objectives and planand objectives
to develop curriculum, set program goals the High Desert positive difference in rangelandrangeland management. reported being able to make informed decisions
can make a positive difference in management. Range questions asked. Students reported being able to make
and plan the High Desert Youth Range Camp. Theprovide
Youth Range Camp. The overall goal was to overall concepts included: global positioning systems, map
Range concepts included: global positioning systems, map regarding decisions regarding rangeland management issues
informed rangeland management issues and some are
highwas to provide the opportunity to engage in a to
goal school youth high school youth the opportunity reading, compass and orienteering, soils analysis, plantplant now considering possible Natural Resource related
reading, compass and orienteering, soils analysis, and some are now considering possible Natural Resource
engage in approach approach to rangeland science,
systems a systems to rangeland science, encouraging identification and monitoring, fire interactions, grazing, careers.careers.
identification and monitoring, fire interactions, grazing, related
encouraging them to pursue educational and career the
them to pursue educational and career goals in goals weeds, Juniper and riparian zone investigations, site site
weeds, Juniper and riparian zone investigations,
natural resource field. To achieve this goal a learn-by-
in the natural resource field. To achieve this goal a learn-by- habitat evaluationfor key wildlife species, a sitesite visit to
habitat evaluation for key wildlife species, a visit to
doing curriculum was developed for for a real-life, field
doing curriculum was developed a real-life, field setting local ranch, student team oral presentations andand team
local ranch, student team oral presentations team
EOU Student, Catie Kershner holds USDA Scientist Dr. Chad Boyd
Western Hawks Beard explains riparian grasses
Increasing Knowledge →
Objectives of the Program Question n
Non-existent •
Before After
• Considerable
Results- 2011 HDYRC
1. Educate High School students about rangelands and Natural Resources
Knowledge of career opportunities related to natural resources and
1. rangeland management.
16 • •
* Before After
2. Provide students with college credit and recruit them to pursue a 2. I’m considering going to college. 16 • •
4
degree in the Natural Resources field 3. I would consider majoring in rangeland or natural resource
management in college.
16 • • 3
Score
*
3. Select a high school student to attend the Society of Range
2
4. Ability to conduct soil analysis in the field using the “feel method”
and flow diagram.
16 • •
* 1
Management, High School Youth Forum and represent the state of 5. Knowledge of range plants-by name, their growth characteristics, and
response to grazing.
16 • • 0
4 12
*
Oregon 6. Understanding of the risk factors and impact of improper
management to natural resources.
16 • •
Question
Before After
4. Develop basic leadership and range skills
*
7. Understanding of the effects of fire on shrubs and perennial grasses. 16 • • 4
*
3
8. Understanding of the importance of sedges, rushes and willows to
“This camp has given me a 2011 HDYRC Student Participants stabilizing stream banks.
16 • •
Score
*
2
completely different view on 9. Understanding that present-day vegetation can indicate past
15 • •
disturbances on a site.
rangeland; I have learned * 1
10.
so much about grazing and Understanding of the linkage between increasing juniper and
decreasing fire (i.e., less frequent fire).
16 • • 0
Methods
* 7 10 11 13 14
fire and such that I had no 11.
Question
Understanding of how cheatgrass influences fire frequency? 16 • •
clue about. This camp has
Day 1
*
immensely helped my 12. Understanding of soil texture and how it relates to water availability
16 • •
Before After
for plants.
- Introductions and orientation future!
13. Understanding of the relationship between grazing and fuel loads. 16 • •
*
4
- Team building and leadership activities
3
*
Score
14. Understanding of how an accumulation of plant litter can reduce
16 • • 2
- Map reading, GPS, compass and orienteering activity
perennial grass survival after wildfire.
*
1
15. Understanding of how a GPS and a GIS are used in natural resource
Day 2
16 • •
management.
* 0
6 9 16
16. Ability to evaluate habitat characteristics of sites for mule deer and
- Amazing plants in the High Desert
Question
16 • •
sage-grouse.
*
- It’s more then sagebrush out there: interactions of fire, grazing 17. Ability as a team to accomplish a common goal. 16 • •
*
“I feel so much
and weeds more informed
about issues with
- From the Great Basin to the Great Plains- A different rangeland rangeland
perspective Impacts
management. I am
now considering a
Day 3 career in rangeland
management!
- Mountain Big Sagebrush/Juniper Ecology Year 1
- Wildlife Habitats: Mule Deer and Sagegrouse 16 student participants from six counties in Oregon and Idaho
- In the Field Wildlife Investigations- Wildlife Biologists OSU Extension Agent, Dustin Johnson compares
$5,350.00 donated for the HDYRC
- Plant ID Quiz
roots of annual vs. perennial grasses Isaac Studtman from long Creek, OR attended the 2012 SRM, HSYF as
- Special Presentation- All About Wolves the Oregon Representative
Day 4
-Ranch visit Year 2
-Rangeland Monitoring 17 student participants from eight counties in Oregon, Idaho and
-The Collaborative Process- Why it is Working! Washington
-Rangeland JEOPARDY $5,300 donated for the HDYRC
-Rangeland Investigations Presentations Drew Dyer from Dallas OR selected to attend the 2013 SRM, HSYF
Day 5 representing Oregon
-Awards and Recognition “The HDYRC has
-Hike to the Top of the Butte definitely taught me All student participants and college councilors have received credits from
a lot that I didn’t
know and has Treasure Valley Community College. In 2012, several students had
influenced me to
major in range determined they wanted to pursue an education in Rangelands
management.” 2012 HDYRC Students
and Natural resources!
“I did not have any
opinions about
rangeland management
before hand, but now,
given information I can
Program Partners: Owyhee Watershed Council produce an educated
Community Bank, Enterprise, OR Jordan Valley Rodeo Board Roaring Springs Ranch, Frenchglen, OR opinion.”
ACW Inc. Dennis Stanford Malheur County Cattlemen’s Association Silvies Valley Ranch, Seneca, OR
Actin Ranch Douglas Jackson- New York Life Insurance Company Malheur County Farm Bureau Society for Range Management- Pacific Northwest Section
Agricultural Research Service- Burns, OR Eastern Oregon University Malheur County Weed Advisory Board The Nature Conservancy
April Bronson Fred Otley Malheur Watershed Council Treasure Valley Community College
Burns Eastern Oregon Agricultural Research Center Harney County Watershed Council Oregon Department of Fish & Wildlife Wallowa County Sheep Growers
Burnt River Soil & Water Conservation District Harney County Soil & Water Conservation District Oregon State University Wallowa Resources