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Past, Present, and Future of Natural Resource Management (NRM)
Opening context: Resource management topic; students reminded to read the article and prepare reflection points. The speaker notes he may tie some points to in-class reflections; emphasis on reading the article for comprehension.
Real-world example to illustrate policy/practice gaps:
Muskegon State Park hike; Sun Harbor trail to Lost Lake; previously no access via Sun Harbor; Blockhouse as a historic access point.
Current access via CZ Access Trail has unintentionally spread invasive species; park staff responding with a built-in boardwalk to protect wetlands and substrate from further degradation.
Conversation with rangers revealed a lack of funding/resources for species management; the explanation was bureaucratic and possibly dictated by higher-level decisions in Lansing or by a higher-up than the park manager.
Lesson: Conversations should be approached with curiosity, not judgment. The observer identifies as a biologist/ecologist; asks questions about management and invites collaborative problem-solving rather than blame.
Professional implication: In the workforce, resources and constraints shape decisions; you’ll need creative solutions under funding limits and organizational constraints.
Generational lens on future GVR/NRM:
Generations in the U.S.: Boomers, Gen X, Millennials, Gen Alpha/Gen Z.
Hope for change rests with the younger generations who can adopt holistic, big-picture thinking and move beyond tunnel vision.
Calls for proactiveness and a view that profits should not trump the environment; otherwise, consequences will catch up.
Prompt to the class:
“What is the future of MRR (Natural Resource Management)?” (Past, present, future exercise; 30 seconds discussion.)
Emphasis on moving from reactive to proactive management and prioritizing environmental health in financial planning.
Philosophical underpinnings: The talk will culminate in discussing the philosophical underpinnings of NRM and why they matter for the future.
Personal philosophy and challenge to students:
If you want meaningful change, you and your cohort must think beyond the three generations that came before you.
The instructor does not want “robots” but graduates who can think for themselves and engage critically.
He emphasizes not boxing oneself into a political or professional box; openness to dialogue and multiple perspectives is encouraged.
Student contributions highlighted in-session:
Alexis: Emphasizes reconnecting people with nature, addressing disconnections due to defunding and limited access, and the need to coexist with ecosystems rather than isolate from them.
Tanner: Describes the disconnect as a broader societal phenomenon, including a tendency to demand sacrifice from the public while corporate actors drive the majority of emissions and environmental impact.
General themes from student comments:
Reconnecting people to nature and ecosystem services.
The problem of “ignorance and bliss” and the gaps between what people do and the ecological consequences.
The importance of educating people in ways that respect diverse values, beliefs, and needs.
The role of politics, media, and policy in shaping public perception of climate change and environmental degradation.
The idea that individual sacrifice alone is insufficient; corporate accountability and structural changes are essential.
A key framework introduced: Disconnection → Disrespect → Destruction
Disconnection: From environment and from each other; precursors to problems in NRM and society.
Disrespect: Both intentional and unintentional (e.g., littering, microplastics, daily plastic use) as a symptom of broader disconnect.
Destruction: Damage to ecosystems and social systems, sometimes intentional, often the result of broader patterns.
Reconnection: Moving toward reconnection reduces disrespect and leads to restoration/healing.
The model applies to NRM and can be extended to societal/political dimensions.
Practical takeaway: To improve future NRM, aim to reconnect with each other and with the environment; push for changes that prioritize restoration, respect, and sustainable coexistence.
Closing reflection: The speaker asks students to consider how their professional choices, communication, and behavior can help shift society toward reconnection and responsible stewardship.
Philosophical framing and the “three D’s” in NRM
Core model: Disconnection → Disrespect → Destruction
Reconnection sequence: Reconnection → Respect → Restoration (healing), with both intentional and unintentional pathways for each step.
Ethical and practical implications:
The need to move beyond purely technical solutions to address underlying social and cultural disconnects.
Recognizing that environmental problems are tied to social structures, power dynamics, and policy decisions.
The importance of inclusive education that respects diverse beliefs and needs while motivating action.
Historical references and quotes to frame thinking:
Don’t have a specific citation in the lecture text, but the session invokes Leopold and Wendell Berry as voices that emphasize the moral dimensions of land stewardship.
Leopold references two spiritual dangers related to agriculture/food and energy/heating, highlighting the moral dimension of daily consumption choices.
Wendell Berry referenced as a fellow author who advocates returning care for the land to a prominent place in culture and policy; student asked to bring or share quotes if possible.
Leopold and Wendell Berry references (philosophical context)
Leopold (A Sand County Almanac): Two spiritual dangers in farming/land use
Meat coming from the grocery store; the disconnect from the source of food.
Heat coming from the furnace; the disconnect from energy generation and its environmental costs.
Wendell Berry: Advocate for a renewed responsibility to care for the land; the need to move away from over-specialization and toward land stewardship and community responsibility.
Classroom application:
Invite students to bring quotes or references to connect historical ecological ethics with contemporary NRM practice.
Emphasis on integrating ethical considerations into technical GIS and management work.
GIS as a foundational foundation for NRM
Definition and role:
GIS stands for Geographic Information Systems.
As a foundational element in NRM, GIS supports the capture, storage, retrieval, analysis, and display of spatial data to plan, administer, monitor, and manage natural and socioeconomic environments.
Core components and data types:
Hardware (computers, sensors), software, data, data standards, and data organization.
Spatial data slices: satellite/aerial imagery, elevation, transportation networks, addresses, political boundaries, water features, survey control points, and field-collected data.
Outputs and purpose:
Primary outputs are maps, but GIS provides many other analyses and data products essential for decision-making in NRM.
Misconceptions and reality:
GIS is not simply a graphic arts program, cartography, or a standalone software package you buy off the shelf.
GIS is a science that integrates cartography, surveying, remote sensing, and spatial information systems.
Challenges and accessibility:
GIS can be challenging for everyone, including tech-savvy students; significant time and attention to detail are required.
Even GIS professionals can struggle with complex workflows and data management; persistence is key.
Career relevance and salary landscape:
GIS skills are in high demand across many fields, not just NRMs.
Entry-level salaries early in the field are commonly cited around the lower to mid-60k range, with potential to reach six figures with experience, leadership, and additional skills (data analytics, web GIS, scripting, drones).
The GIS market shows strong growth potential:
Projected industry growth to about by 2030.
Education pathway at the presenting institution (GVSU):
NRM 250: Resource Measurement (lab components; foundations for GIS work; navigation basics).
NRM 405: GIS Applications of Natural Resource Management (mid-level GIS coursework with applied skills like watershed delineation, LIDAR, etc.).
NRM 450: Applied Spatial Analysis (advanced GIS/computation and analysis topics).
NRM 04:35 (WebGIS): Web-based GIS using Field Maps, drones, and online platforms; emphasis on practical, field-based data collection and web GIS outputs; drone operations training with FAA Part 107 certification potential.
Practical workflow and project examples:
The Pine Creek watershed (Saint Joseph River) project: land cover analysis; dominant land cover is row crops (corn, soybeans).
32,000 acres in the watershed; cultivated row crops account for 41% of this area, i.e., about acres.
Draining to a low point near tribal land; tribal land jurisdiction limitations; implications for resource governance and collaboration with farmers.
Watershed concept: a “bowl” defined by elevation with a drainage network and a low point.
Application of land cover data to water quality and habitat planning, including tribal and agricultural considerations.
Elk habitat assessment in Pigeon River Country State Forest (Northern Michigan): land cover classifications to assess habitat suitability.
Mobile GIS and Field Maps (data collection in situ): 100% inventory of trees and invasives in Duncan Woods and Mulligan Hollow in Grand Haven using iPhone/Field Maps tools; inventory points mapped in real time.
FieldNets for deer sampling: integration of field data collection workflows with GIS data layers.
Dashboards, surveys, and story maps: GIS-enabled storytelling and reporting for stakeholders.
Story Maps (DNR usage): interactive, engaging narratives that integrate maps, text, and multimedia; an example includes an animated bug crossing a map to illustrate species distribution and detection history.
Specialized GIS capabilities illustrated:
LiDAR and 3D modeling (e.g., Lake Superior bathymetry to predict climate-change effects on paraphyte habitat).
Canopy profiling using LiDAR (coarse woody debris mapping for habitat assessment) referenced to Masters thesis work.
Field data collection apps and workflows using mobile devices to capture tree inventories and invasive species presence.
Theoretical and practical takeaways:
GIS is a powerful tool across natural resources, but it requires integration with field knowledge, policy, and stakeholder engagement.
The value of GIS grows when combined with other competencies (data analytics, coding, drone data processing, web GIS) to improve decision-making and outreach.
Real-world technology and outputs:
Web GIS and Story Maps for communicating results.
Drones with thermal and multispectral capabilities used in applied contexts.
The FAA Part 107 certification enables drone operation for field-based data collection and analysis.
Summary points on GIS in NRMs:
GIS is foundational for communicating complex spatial information to varied audiences.
It supports evidence-based decision-making in agriculture, wildlife, watershed management, and land-use planning.
Career potential is strong and growing; ongoing learning and cross-disciplinary skills increase value.
Practical notes on implementation, career, and education paths
Course progression and applicability:
NRM 250 (Resource Measurement): foundational GIS/data concepts and lab work.
NRM 405 (GIS Applications of Natural Resource Management): mid-level GIS with practical NRMs applications (watershed, LiDAR, etc.).
NRM 450 (Applied Spatial Analysis): advanced GIS analytical workflows (e.g., modeling, statistical analysis in a spatial context).
WebGIS (04:35 session): web-based GIS workflows, Field Maps, drone data integration; opportunities for real-world projects and potential drone certification.
Cross-disciplinary relevance:
GIS is applicable to biology, anthropology, political science, and exploratory majors; nearly every field can leverage GIS data and spatial analysis.
Career outlook and salary (illustrative figures from the lecture):
Entry-level GIS technician salaries: roughly in the lower to mid-range of the spectrum; potential to increase with experience and specialization.
Mid-level roles (analysts, GIS software specialists) generally command higher salaries; advanced roles (GIS administrator, software engineer) can exceed six figures with experience and additional skills.
The market for GIS skills is large and growing; thousands of job postings require GIS expertise (the exact numbers quoted reflect year-specific data and may shift over time).
Practical tips for students:
Don’t shy away from the technical challenges of GIS; persistence and practice are essential.
Build a portfolio of GIS projects (maps, web maps, dashboards, story maps) to illustrate applied skill sets.
Seek opportunities to integrate GIS with drone data, field data collection, and community outreach to maximize impact.
Consider allied roles where GIS complements data analytics, programming (Python, R), and web development.
Social and ethical considerations in GIS work:
Inclusion: design GIS outreach and education that respects diverse beliefs, cultures, and needs.
Accessibility: ensure outputs (story maps, dashboards) are understandable to non-experts and stakeholders.
Accountability: use GIS to highlight and address inequities in resource distribution or environmental impact (e.g., tribal land rights, farming practices).
Environmental justice: integrate traditional knowledge and community engagement into GIS-informed planning.
Key terms and concepts (glossary)
NRM: Natural Resource Management
GIS: Geographic Information Systems
Field Maps, FieldNets: mobile GIS data collection and workflow tools
LiDAR: Light Detection and Ranging (remote sensing technology for high-resolution elevation data)
Bathymetry: the measurement of depths of bodies of water; used here for Lake Superior 3D modeling
RUSLE/RUSLE: Revised Universal Soil Loss Equation; used to estimate soil erosion risk
General form (example): where
= estimated soil loss per unit area,
= rainfall erosivity factor,
= soil erodibility factor,
= slope length and steepness factor,
=Cover management factor,
= support practice factor
Watershed: a land area where all water drains to a common point; conceptually a “bowl” defined by topography
Pigeon River Country State Forest: Northern Michigan site used to study elk habitat via land cover classification
Duncan Woods / Mulligan Hollow / Grand Haven: real-world field sites used for GIS data collection and analysis projects
Elk habitat: application of land cover data to wildlife habitat suitability models
Story Maps: interactive GIS-based storytelling tool that integrates maps with narrative text, images, and multimedia
2D vs 3D GIS: mapping and modeling in two or three dimensions, including 3D canopy and bathymetric models
Spatial data types: imagery, elevation, transportation networks, addresses, political boundaries, water features, survey control points, field-collected data
Spatial outputs: maps, dashboards, surveys, and web-based storytelling platforms
Quick examples and takeaway formulas
Erosion model example using RUSLE (conceptual):
Output soil loss per area given by
Key factors: rainfall erosivity, soil erodibility, slope characteristics, cover management, and conservation practices
Notable classroom and field resources mentioned in the transcript
Leopold references and Wendell Berry quotes (to be explored further for ethical grounding)
Geographic Information Systems (GIS) as a foundational skill set for environmental and resource management
Specific Grand Haven/Duncan Woods field sites used for practical GIS data collection and habitat assessments
DNR Story Maps as example of communicating GIS outputs to stakeholders
FAA Part 107 drone certification pathway via the GIS course sequence
The broader message: cultivate reconnection with environment and community to enable more effective NRM practice