The School of Natural Resources combines interdisciplinary approaches and disciplinary excellence to foster an integrated, systems approach to address complex natural resource, environmental, and human issues. We provide quality academic experiences for students to develop innovative approaches toward fundamental research in natural resource systems. Further, we promote a comprehensive conservation ethic for the effective and appropriate management of natural resources.
Optional Specializations
Many students focus their studies in one of our numerous specializations. These specializations are optional, well-defined areas of study that have been approved by the Graduate Council and appear on transcripts alongside degrees and majors. Each specialization has an unique set of requirements that must be met for a program to be considered completed.
Advising Faculty
Choosing an advisor whose interests match your research goals is critical for the success of your work. SNR emphasizes the cooperative exchange between students and advisors in research programs while still giving advisors the overall responsibility for the direction and course of the student's research.
Locate faculty who can advise:
Requirements
Master of Science in Natural Resource Sciences
Credit Hours:
- 30 total graduate credit hours
- 15 in major credit hours (including thesis)
- 20-24 total course work
- 6-10 hours of thesis work (a maximum of 10 hours can be listed on the Memorandum of Courses)
- 8 hours of Grad-only courses (without 400 or lower counterpart)
- Optional minor
- Once admitted to Candidacy by filing a Memorandum of Courses, you may not change options
Oral Presentations:
Graduate students are required to present two seminars:
- A research prospectus seminar (presented either late in your first semester or early in your second semester of residency)
- A final results seminar (before your final oral exam)
Seminars:
The School holds regular departmental and special seminars to which all graduate students are expected to attend. These seminars are presented by students and faculty in the School, by faculty in other departments, and by visiting scholars from other universities or agencies.
Scholastic Grade Requirements:
Scholastic Grade Requirements are set by UNL Graduate Studies and are described here.
Examinations:
Comprehensive Examination
- Optional
- Covers the student's approved program of study
- Taken approximately 10 months before graduation, typically during the semester prior to graduation
- Administered by the advisor, as directed by the student's committee
Final oral examination (Final Defense) of the Thesis
- Conducted in the semester of graduation
- Consists of two parts, generally held on the same day:
- a seminar on the thesis topic (described above)
- a formal oral examination
- Thesis examinations are open to all Graduate Faculty; active participation in the examination process (other than at the seminar) is at the discretion of the advisor and the student's advisory committee.
Doctorate of Philosophy in Natural Resource Sciences
PhD candidates in Natural Resource Sciences must:
- Complete 90 semester hours of graduate credit (including a dissertation); previous credit earned during the completion of a master’s degree may be counted towards this total if approved by your graduate advisor. Scholastic Grade Requirements are set by UNL Graduate Studies and are described here.
- At least half of the graduate work (45 hours), including the dissertation, will be completed in the student's major.
- Write a dissertation
- Pass written and oral comprehensive exams
- Demonstrate proficiency in one research tool
- Present two formal seminar presentations – one generally covering the topic of your research prospectus, the other discussing your final research results.
Completing a program for the PhD degree normally requires a minimum of three full years of graduate study. The time limit for finishing the PhD degree is eight years from the time of filing your program of studies in the graduate studies office.
For more information about UNL’s PhD requirements, please see the University’s bulletin.
Minor Option in Natural Resource Sciences
A minor in Natural Resource Sciences consists of at least 9 graduate credit hours for the Master of Science program and 15 hours for the Doctorate of Philosophy program.
Careers
Graduates can find work at a wide range of positions in both the public and private sectors that are engaged in natural resource management. Alumni of the program have secured positions in a wide array of government agencies as well as non-government organizations and private businesses that range in scope and location from local to international scales.
Come join us. Follow your passion, and change the world!
How to Apply
Follow the steps at our "How to Apply" webpage.
Selected Dissertations and Theses
Perspectives Through the Lens of Educators and Students: Teaching Flood Mitigation and Other Controversial Food, Energy, Water Nexus Issues in the Classroom - Sumaiya (Oshin) Tabassum
- Dissertation Defense
- 11/20/2024
Remotely Sensed Early Warning of Algal Blooms in an Eastern Nebraska Reservoir: A Comparison of Temporal and Spatial Indicators - Mercy Kipenda
- Thesis Defense
- 07/24/2024
Applying Circuit Theory to Describe Changes in Structural Landscape Connectivity in Response to Wildfire - Christian Nielsen
- Thesis Defense
- 06/28/2024
Further developing Drought Early Warning Information Systems using mixed-methods and multiple streams of data - Caily Schwartz
- Dissertation Defense
- 05/08/2024
Demographic consequences of off-river nesting for piping plovers (Charadrius melodus) and interior least terns (Sternula antillarum athalassos) in the Lower Platte River system, Nebraska - Elsa Forsberg
- Thesis Defense
- 04/19/2024
Piping plovers (Charadrius melodus; hereafter plovers) and interior least terns (Sternula antillarum athalassos; hereafter terns) are two avian species that nest along the Lower Platte River system (LPRS) in Nebraska. Natural nesting habitat for both species consists of sparsely vegetated expanses of sand near water. In the LPRS, river sandbars provide natural nesting habitat for plovers and terns. Sandbar habitat has been reduced from historical availability due to anthropogenic modifications and annually variable depending on hydrological fluctuations. Plovers and terns in the LPRS also nest at off-river sites, such as sand and gravel mines and their derivatives, transition sites and lakeshore housing developments. Off-river sites provide most of nesting habitat in the LPRS when sandbar habitat is scarce and are presumed to be important for the persistence of plovers and terns in the LPRS. However, the quantity of plover and tern nesting habitat provided by off-river sites is not self-sustaining and predicted to decline due to changing sand and gravel mining industry practices. Understanding the vital rates of plovers and terns in the LPRS will inform the role that off-river sites hold in the future conservation and long-term persistence of both species. To contribute to this understanding, I assessed consequences of off-river nesting between sandbars and off-river sites and among off-river site types using a long-term monitoring database collected by the Tern and Plover Conservation Partnership from 2008-2023. I also investigated additional factors that could affect vital rates such as the timing of nest initiation and hatching, extreme temperatures, conspecific and heterospecific nesting proximity, and nest exclosure usage (plovers only). For plovers, I evaluated annual and intra-seasonal adult survival, annual hatch-year survival, pre-fledging chick survival, and pre-fledging chick growth rates at off-river sites, and nest survival at off-river sites and sandbars. For terns, I evaluated pre-fledging chick growth rates and nest survival at off-river sites and sandbars. I did not find evidence for a difference between off-river sites and sandbars in nest survival for either species or for tern chick growth. Among off-river sites, plover chick growth was greatest at housing sites and tern chick growth was greatest at mine sites. There was no evidence that hatch date affected growth of plover chicks, but later hatched tern chicks had greater growth. Nest survival for plovers did not differ among off-river sites but was greatest at housing sites for terns. For both species, nest survival increased with increasing proximity to tern nests, greater proportion of incubation days with ambient temperatures above mean high temperatures, increasing nest age, and decreasing nest initiation date. Exclosed plover nests had higher survival. There was no evidence to show a difference in survival for adult plovers with exclosed nests. Plover adult, hatch-year, and chick survival was comparable to estimates of other populations. These results demonstrate the dynamics of plovers and terns in the LPRS and the importance of off-river habitat for the persistence of plovers and terns in the LPRS. Specifically, the lack of evidence for a demographic consequence of off-river nesting to nest survival or tern chick growth suggests that off-river habitat may support plovers and terns similarly to river sandbars. Furthermore, prioritization of early season nests may be most efficient for conservation and management resources, however tern chicks may benefit from investment later in the breeding season. As nesting near terns may improve plover nest success, measures to protect terns may also benefit plovers. Additionally, continued use of nest exclosures may improve nest success for plovers with limited effects to adult survival. Continued monitoring and study of plovers and terns at off-river sites and sandbars, particularly in the face of changing climatic and industry conditions, will further support the persistence of these species in the LPRS.
Redox-driven transformation of inorganic nitrogen species in the vadose zone: insights from column experiments. - Yvon Ukwishaka
- Thesis Defense
- 12/05/2023
Connecting the Nebraska Water Quality Index to the Aquatic Microbial Community of the North Platte River Basin, Nebraska - Paula Guastello
- Thesis Defense
- 11/29/2023
Assessing the Morphological and Physicological Traits of Smooth Brome Pastures under Long Term Grazing and Nutrient Enrichment in Eastern Nebraska - Hassan Shehab
- Thesis Defense
- 11/20/2023
Fishers' Satisfaction in the Presence of Invasive Species. - Caroline LaPlante
- Thesis Defense
- 11/17/2023
Understanding Recreational Activities of People with Fishing Licenses - Kyle Hansen
- Thesis Defense
- 11/15/2023
Measurement and Prediction of Stage and Discharge with Ground-Based Imager - Ken Chapman
- Dissertation Defense
- 06/08/2023
Salt Valley Greenways: Nature’s Network - Carlee Moates
- Oral Presentation
- 04/26/2023
Applications of screening in rangeland monitoring: Quantifying early warning signals of state transitions in Nebraska - Daniel Bauloye
- Thesis Defense
- 04/19/2023
The North Platte River Valley: the intersectionality of surface water quality and people - Anni Poetzl
- Thesis Defense
- 11/21/2022
Quantifying the Relationship between Soil Organic Carbon and Soil Color in Nebraska - Aldi Airori
- Thesis Defense
- 11/15/2022
New Physical Foundations in Equivalent Water Thickness and Crop Water Stress Detection - Wenqi Ou
- Dissertation Defense
- 11/14/2022
Toward Usable Environmental Information: A Case Study with The Santee Sioux Nation - Alexis Chavez
- Thesis Defense
- 08/12/2022
Across the country, Indigenous Peoples have developed and implemented adaptation plans to improve their resilience to climate and weather disturbances. An essential component of these plans is to use environmental information effectively. Institutions like universities and governmental agencies usually provide this environmental information. However, many studies have shown that much of this information is not usable for its intended users. Additionally, there has been little research into the issues that can affect Indigenous Peoples’ usage of environmental information in the U.S. Therefore, this case study aimed to assist the Santee Sioux Nations’ Office of Environmental Protection (OEP) capacity in using environmental information by investigating how to improve it. Moreover, the study also explored how others can improve their collaborative practices with the OEP since the environmental information’s usability depends not only on its quality but also on the relationships that establish its accessibility, validity, and ultimately, its usability.
Through a rigorous ethical process with employees from the OEP, a case study was developed that consisted of a focus group, document analysis, and observations. The results reveal that, unlike previous research on usable science that focuses on technical issues, the main obstacles to usability result from present-day structural issues that connect to past U.S. actions. A similarity with the previous research is that the relationship between the information producers and users is a critical factor in this study for increasing the usability of environmental information.
Non-breeding Season Survival and Habitat Selection of Northern Bobwhite in Northeast Colorado - Joe Wolske
- Thesis Defense
- 07/22/2022
Coupling Dendrochronology and Remote Sensing Techniques to Assess the Biophysical Traits of Juniperus Virginiana and Pinus Ponderosa Within Grassland Communities in the Semi-Arid Grasslands of the Nebraska Sandhills - Reece Allen
- Thesis Defense
- 07/21/2022
Secondary Science Teachers Use of Models in Teaching and Learning about Earth's Climate - Kimberly Carroll Steward
- Dissertation Defense
- 07/21/2022
Integrated Study of Using Planning Tools and Remote Sensing Approaches to Monitor and Assess Wetland Conservation in Nebraska - Ligang Zhang
- Dissertation Defense
- 06/16/2022
Drone and Al for precision conservation: a case study in playa wetlands of the Rainwater Basin in Nebraska - Qiao Hu
- Dissertation Defense
- 04/21/2022
Effects of Instructors’ Beliefs on Incorporation of Sustainability Curriculum at a Midwestern University - Anna Oetting
- Thesis Defense
- 04/14/2022
The degree to which sustainability is taught is often varied and inconsistent across colleges, departments, and higher education institutions. However, educating students and future generations regarding the different pillars of sustainability, including economic, social, and environmental topics, is increasing in importance and urgency.
A mixed methods case study utilizing surveys and interviews investigates why instructors incorporate sustainability, what impacts course incorporation of sustainability, and barriers that instructors face.
The study found that instructors’ beliefs regarding the importance of sustainability transfers to the level of incorporation in their curriculum. Topics of sustainability incorporated are determined by instructors’ industry and college versus instructors' specific beliefs. Instructors are more intrinsically versus extrinsically motivated to teach the topic and face a variety of external barriers, such as lack of resources, time, and opportunities. By investigating instructors’ beliefs regarding sustainability from multiple fields, this research fills a void in the published literature and provides general recommendations for how to support faculty and university change.
Multi-Criteria Evaluation Model for Classifying Marginal Cropland In Nebraska Using Historical Crop Yield and Biophysical Characteristics - Andrew Laws
- Thesis Defense
- 04/13/2022
Marginal cropland is cropland that is suboptimal due to historically low and variable productivity and limiting biophysical characteristics. To support future agricultural management and policy decisions in Nebraska, it is important to understand where cropland is marginal for its two most economically important crops: corn (Zea mays) and soybean (Glycine max). A multi-criteria evaluation model was conducted using Google Earth Engine to identify and classify marginal cropland in Nebraska. Eight criteria, including crop yield, slope, climate and soils criteria, were individually thresholded then aggregated to create crop-specific marginal classifications. A new method for classifying long-term crop rotations was devised to examine differences in marginality classification between rotation classes. The results show statewide spatial trends in, as well as the net positive benefits of crop rotation on, marginality classification. The identification of marginal land will also provide evidence to facilitate discussion on biofuels production using perennial biomass crops, targeted land for conservation practices and solar energy capture, both of which have potential to be integrated into current cropping systems. Future work will involve connecting the results of this study with researchers and outreach professionals to aid in ensuring the long-term viability of agriculture in Nebraska.
Analysis of Soil Change in Four Nebraska Major Land Resource Areas - Trinity Baker
- Dissertation Defense
- 04/05/2022
The world’s population is growing and an increasing populace requires more resources. These requirements place increasing pressure on the environment and the soil. Soils serve many important functions throughout the world. These functions range from offering a media for food production, providing a sink for organic carbon, nutrient cycling, and improving water quality. It is important to focus on the human impact on soils and their change over time.
For my research I examined how soils across Nebraska have changed over a time period of roughly 65 years. I sampled and analyzed 39 pedonsfrom four Major Land Resource Areas (MLRAs) across the state of Nebraska. These sites were selected because they each represent a distinctive combination of climate, geology, and land use within Nebraska. At the time of original sampling (1951-1961), nearly all the sites were under row-crop production. I created a correlation for estimating soil organic carbon for four MLRAs using loss-on-ignition organic matter values. Next, I examined how the soils in MLRAs 67 and 71 have changed over 65 years of continued irrigation and agricultural production. Lastly, I assessed how the soils MLRAs 102 and 106have changed after 65 years of non-irrigated agricultural production.
Questions ?
Brooke Mott
Recruitment and Retention Coordinator - SNR Graduate Programs
- Address
-
School of Natural Resources
911 South Hardin Hall
3310 Holdredge Street
Lincoln, NE 68583-0989 US - Phone
- 402-472-5355
- bmott2@unl.edu