Forestry Curricula for the 21st Century—Maintaining Rigor, Communicating Relevance, Building Relationships

Bullard, Steven H

doi:10.5849/jof.15-021

Cited by 28 publications

(30 citation statements)

References 15 publications

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“…Nevertheless, there is a persistent lack of training in the social aspects of forestry [6,16] that was also noted in previous decades by Dourojeanni [5] and Sample et al [27]. Colombian foresters acknowledge the importance to understand the plurality of local values; however, their basic knowledge of social research is poor.…”

Section: Discussionmentioning

confidence: 99%

“…Recent studies suggest that the integration of social science in forestry would be possible through a redirection of academic programs that involve faculty and administration, include information from stakeholders, and embrace extracurricular actions [16]. Thus, forestry curricula constitute an important venue to the study of forest sustainability.…”

Section: Introductionmentioning

confidence: 99%

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Social Science in Forestry Curricula: A Case Study of Colombia Forestry Programs

2015

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Abstract:Tropical forest management depends greatly on complex social interactions. To understand the underlying human causes of deforestation and to plan forest management, it is of great importance to incorporate social science in the study of forestry. There is insufficient information about the incorporation of social sciences in undergraduate forestry programs. Foresters are well prepared in ecology, silviculture, forest measurements, and operational topics such as logging, but their knowledge of basic elements of social sciences is limited. This study explored the extent to which tertiary forestry education programs in Colombia include social science. It also examined students' perceptions of social sciences courses in the curriculum. About 10% of course credits are in economics, administration, and foreign language, courses on social science are listed as optional. A high percentage of current sophomore (fifth semester), junior, and senior students do not have clear knowledge of basic social research methods, although a majority have used social science techniques at some point in their academic careers.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Social Science in Forestry Curricula: A Case Study of Colombia Forestry Programs

2015

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“…One of the most common criticisms of forestry education in recent decades has been the lack of emphasis on social systems or managing forests for people (Sample et al 1999, Bullard 2015. There are also criticisms about written and oral communication skills and the lack of breadth of ecosystem sciences in forest science programs.…”

Section: Organizational Challenges At Research Universitiesmentioning

confidence: 99%

“…Forestry curricula can be easily overloaded with the material that is important. These issues are discussed in separate themes concerning forest science curricula (Bullard 2015) and whether master's degrees should be part of forest science education models (Innes 2015). Although these issues are related to designing curricula, they also reflect, and determine, the very nature of the forestry profession because the organization of forest science at research universities and the organization of forest science-based curricula are interrelated.…”

Section: Organizational Challenges At Research Universitiesmentioning

confidence: 99%

Forest Science Education in Research Universities

O’Hara¹,

Salwasser

2015

Journal of Forestry

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“…This conceptual training will provide them with new knowledge about our natural resources and the field in which they will participate. Natural resource undergraduates are tasked with solving complex problems, working in interdisciplinary teams to develop and implement spatial science research plans as they prepare for their profession (Thompson, Jungst, Colletti, Licklider, & Benna, 2003;Newman, Bruyere, & Beh 2007;Bullard et al, 2014); their education must be relevant, rigorous and build relationships (Bullard, 2015). Collaborative learning problem-solving and written and oral communication skills are identified by natural resource employers as desirable traits for solving societal, employer and environmental needs (Sample, Ringgold, Block, & Giltmier, 1999).…”

Section: Introductionmentioning

confidence: 99%

Integrating Faculty Led Service Learning Training to Quantify Height of Natural Resources from a Spatial Science Perspective

Unger

Kulhavy

Busch-Petersen

et al. 2016

IJHE

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Arthur Temple College of Forestry and Agriculture (ATCOFA) faculty members were trained how to integrate service learning activities within senior level classes at Stephen F. Austin State University (SFASU) in Nacogdoches, Texas. The service learning training, taught under the acronym Mentored Undergraduate Scholarship (MUGS), involved meeting with fellow faculty members over the course of an academic year during the fall semester to first learn how to incorporate service learning activities in a senior level class followed by its incorporation into a class the following spring semester. The service learning model was applied to students in GIS 420, a senior level Landscape Modeling, Spatial Analysis, and Quantitative Assessment course within ATCOFA. The students were instructed within a hands-on interactive environment on how to use geospatial analysis to quantify natural resources. The overall goal was for a student to demonstrate proficiency in understanding how to apply aerial photo interpretation, satellite remote sensing, global positioning system and geographic information systems technology to quantify, qualify, map, monitor and manage natural and environmental resources at the local and landscape scales. Students applied this concept within a quantitative resource assessment, whereby students compared the conventional methodology of measuring height of vertical features within a landscape using a clinometer with the newer ways of measuring height using Pictometry hyperspatial imagery and drone acquired digital imagery. Conventional results were compared to newer technological methodologies to determine the most efficient and accurate way to quantify vertical resources from a spatial perspective.

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Forestry Curricula for the 21st Century—Maintaining Rigor, Communicating Relevance, Building Relationships

Cited by 28 publications

References 15 publications

Social Science in Forestry Curricula: A Case Study of Colombia Forestry Programs

Social Science in Forestry Curricula: A Case Study of Colombia Forestry Programs

Forest Science Education in Research Universities

Integrating Faculty Led Service Learning Training to Quantify Height of Natural Resources from a Spatial Science Perspective

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