Protecting the green for the greater good

a group of students builds a fence in a forest

Protecting the green for the greater good

OHIO students apply wildlife management research, building structures that protect vegetation from overgrazing by deer.

Kweku Diaw, '25 | December 4, 2024

Overbrowsing by deer on certain species can be severe and lead to the elimination of certain sensitive tree species, reducing biodiversity and bringing species to the brink of extinction. How do you manage this situation to avoid the worst outcome for the plant species while ensuring the deer feed sufficiently?

This question has motivated Jared DeForest of OHIO’s Department of Environmental and Plant Biology to partner with Brooks Kohli of the Department of Biological Sciences. The study of the impact of deer on the local environment assesses their feeding habits and behavior to create and test a wildlife management strategy.

The research, a course-based experiential learning project, considers how browsing habits and behaviors of deer affect the growth and survival rates of tree seedlings and herbaceous plants. Kohli’s Wildlife Habitat Management class is researching strategies and measures, mainly focusing on deer exclosures, to protect local habitat vegetation from over-browsing.

Students measure a space in a grassy field

The exclosures are designed to protect delicate vegetation from deer, the region's main herbivore. All photos courtesy of Lydia Klinger.

Students work together to spread fencing in a grassy field

The structures measure 20 by five feet.

The students collect data and test the impact of deer exclosures to mitigate deer interference and maintain biodiversity, allowing vegetation to recover and thrive. Their work is done in the field, helping the students determine the effectiveness of exclosure fencing and how well it protects the habitat’s vegetation from over-browsing.

“The project is supposed to act as a form of environmental literacy,” DeForest said. “These exclosures will prevent deer from overgrazing and preserve the plant species around that area. Hopefully, in the next five or six years, when the area is full of life and blossoming, people can see them, and they can serve as an educational tool.”

a student crouches in a grassy field, taking notes

Built to last

Exclosures are essentially fences that keep deer, the main herbivores primarily responsible for the depletion of plant life, out of a specific area. The structures measure 5 by 20 feet.

“We had to think about how to put the exclosures together to prevent the deer from feeding on the plants and not harming them in the process,” Kohli said. “We made them long and narrow, so the deer aren’t able to jump into the area since there’s nowhere to land.”

Before setting up and building the structures, the students gathered baseline vegetation data that included species and vegetative categories, their respective heights, and whether there was activity of deer browsing. This would help them track and monitor how effective the exclosures have been in limiting browsing.

DeForest said the team has continuity in mind with these structures.

“This whole thing requires maintenance, but thankfully, there’s enough of us constantly checking to ensure these things aren’t happening,” DeForest said. “Our plan in the long term is that once the plants get to the level where they aren’t prone to browsing anymore, they can alter the exclosures and move them to areas that need it.”

Vital collaboration

The collaboration between the two departments stemmed from the University’s Dynamic Strategy plan to find collaborative points between departments, build relationships and partnerships, and get projects done.

“I had the resources to buy the material and tools for the project, but I didn’t have the manpower to pull it off, so this collaboration was great,” DeForest said.

For Kohli, collaborative projects show the value of having different perspectives and specialties, allowing students to assess and understand what goes into projects in real time.

“I was excited about this when Dr. DeForest looped me into the conversation because I was preparing and planning to teach a wildlife and habitat management course,” Kohli said. “It was going to be my first time teaching it, and I was looking forward to making it as experiential as possible. This was the perfect opportunity for the students to engage in management and get hands-on experience on a project like this. The students have mentioned how valuable an experience it has been and how they’ve enjoyed the process so far.”

Kohli said this project, which was started by current students, will be continued by future students.

“It became a semester-long experiment, doing initial data analysis, research, and writing reports on the progress of everything.”

One of Kohli’s students went to a conference in Colorado, visiting Rocky Mountain National Park. The student sent him photos of elk exclosures they had set up in the park, speaking to how closely the participating students connect to their experience in real life.

“This one project has now extended into so many other departments and classes that students can potentially benefit from,” Kohli said. “It’s been a cool, fun thing to experience and not an opportunity you get to witness all the time as an instructor.”

Students stand in a field holding fencing

Kohli and DeForest agree that the project’s initial success could lead to further research opportunities.

“It’s all great for now, and if it continues, it could reach graduate research status, with observing the structures, the process that goes into it and examining the impact of animals on the general vegetation here in OHIO,” DeForest said.

“We can’t do it by ourselves”

“One thing about this whole thing has been the collaboration,” Kohli said. “I’ve seen how there are a lot of plans but never enough time or resources to commit to them. Seeing us pull this off even though it’s ongoing has been beneficial. It stood out to me.”

DeForest agreed.

“Plant biology is a small department. We might have the greatest ideas, but we can’t do it by ourselves,” DeForest said. “This is one of those eureka moments where shared resources saw us get so much out of this, allowing us to realize how much more we can do if we come together, especially among departments and classes.”