Experiential learning in a problem-based course on urban forest planning and management

Abstract

Environmental management in urban spaces involves creative problem-solving with regard for public communication, economics, and socio-political dynamics. As post-secondary institutions provide increasing opportunities for developing these skills, there is little discussion about pedagogical approaches in urban forestry and sustainability programs. A seminar-format university course was designed and implemented to teach management planning in urban forestry. The course employed experiential learning to enhance students' capacity for identifying problems and proposing novel solutions to classroom-confined and live case studies in urban forest management. Student focus group participants valued the incorporation of operational aspects into post-secondary education, as well as reflective opportunities provided through peer-to-peer learning, peer-based evaluations, and opportunities for autonomous active experimentation. Students experienced a positive shift in perceptions of operational staff, underscoring the importance of arborists’ work and their experiential knowledge. The experiential framework thusly provides a valuable opportunity to introduce real-world management and operations to students within a safe space for exploration.