Forestry Education Research Articles

Present Realities and Future Possibilities for Forestry Education

At present, forestry education at Canadian universities concentrates heavily on the technical, industrial and scientific aspects of forestry. If the profession is to retain its permanent position in managing Canada's forest lands, it must be able to communicate with the public and politicians and respond to their demands. This means providing a broader education to enable foresters to plan for human needs. One approach would be to offer a blend of professional, scientific and liberal education, at the upper division and graduate levels of university along the lines of those at the forestry schools at Yale and Syracuse

It's Time The Best Kept Secret Was Revealed

Foresters have long recognized the need for better forestry education for our youth. The Junior Forest Wardens and Les Clubs 4-H du Quebec are proven, effective programs which can help us achieve our goals if we accept the challenge and support the development of these national opportunities.

The purpose of forests: follies of development

Part 1 The promise the role of the forest industries in the attack on underdevelopment prospects for expanding forest products exports from developing countries the forester as agent of change world forest development - markets, men and methods one world forestry - New Zealand's role. Part 2 Rethinking: changing objectives of forest management forestry education a note for discussion on behalf of the uninvited guests responsibility trees serve people. Part 3 New directions: making green the Motherland - forestry in China forestry and the Chinese Revolution forest industries for socio-economic development forestry, foresters and society forestry and underdevelopment revisited foresters and politics.

Extension Forestry: The Second Bridge

Forestry communication has experienced a major revival in recent years. Forest companies, associations, and government agencies are all joining in the task of creating a "more aware and understanding" general public, with the ultimate goal of developing a broad-based Canadian forestry constituency to support increases in government funding and the development of more progressive policies for the sector. Across the country, public relations and forestry education programs are being targeted for consumption by specific audiences. A review of many of these forestry messages, however, reveals a disturbing tendency towards the delivery of one-way messages.This paper presents a case for practicing communications as a process, rather than a product, and ensuring that future communication initiatives encourage interaction and dialogue with our many publics. It suggests specific guidelines for developing communication programs, and recommends an "equal partners" approach to communications.

Forestry technical education in Queensland 1930–1987

Summary In Queensland, technical forestry staff are responsible for quality management at the estate level. Their education and training have long been important priorities for the Department of Forestry. In this report, the seven major schemes used for technical forestry education between 1930 and 1987 are reviewed. Educational changes are viewed in terms of increasing complexity in the technicians role, increasing sophistication in forestry management and technology, increasing resource investment in forestry education and improved understanding of adult educational processes.

Graduate Forestry Education: Prerequisites for Those Without Forestry Baccalaureates

Graduate Forestry Education: Prerequisites for Those Without Forestry Baccalaureates

Computer-Assisted Learning in Professional Forestry Education at the University of New Brunswick

The Computer-Assisted Learning (CAL) experiences of the Department of Forest Resources at the University of New Brunswick are described. The paper defines the principal benefit of CAL as better students rather than better teaching and states that CAL has contributed to the former by enhancing learning in three important ways: (i) new subjects, not possible before, have been introduced; (ii) certain topics have been dealt with more often; (iii) the delivery of some subjects has been better managed. The paper continues with a discussion of three strategies that were successfully employed in implementing the CAL programme. These strategies are (1) the programme emphasized heuristic CAL activities: probelm-solving, self-discovery and "what-if" learning, as opposed to drill and tutorial exercises: (2) the programme was committed to developing and maintaining appropriate CAL infrastructure: a dedicated and fully equipped CAL laboratory, plus the ongoing support of a CAL specialist to assist and educate faculty in integrating and implementing CAL techniques and. avoid reliance upon imported, often inappropriate, courseware; (3) in a limited funding situation the programme deliberately traded microcomputer quality for quantity, thus maximizing number of students accommodated. The paper concludes with a description of several CAL examples taken from undergraduate courses currently offered at the Faculty of Forestry. Key words: computer-assisted learning, forestry education.

Continuing Forestry Education

Continuing Forestry Education

My Chance: Let's Not Leave the Forest Out of Forestry Education

My Chance: Let's Not Leave the Forest Out of Forestry Education

The Begining of Forestry Education

The Begining of Forestry Education

Implementing Forest Pest Management Practices in the USA: Problems and Solutions

Implementation of effective pest management strategies in intensive forestry is impeded by educational, technical, administrative, and legal problems. Some of the immediate problems can be solved through improved forestry education and research. Solution of the educational and technical problems, together with relief in the administrative and legal areas, will improve the integration of pest management into intensive forest management programs. Key words: Integrated pest management, weeds, insects, disease, animal damage, education, legislation.

Forestry and Forestry Education in a Developing Country: A Canadian Dilemma. By J. W. B. Sisam. (Toronto: University of Toronto Press, 1982. xxiv + 167 pp. Illustrations, notes, appendixes, bibliography. $15.85 postpaid)

Previous articleNext article No AccessBook ReviewsForestry and Forestry Education in a Developing Country: A Canadian Dilemma. By J. W. B. Sisam. (Toronto: University of Toronto Press, 1982. xxiv + 167 pp. Illustrations, notes, appendixes, bibliography. $15.85 postpaid)Lowell BesleyLowell Besley Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Volume 28, Number 2April 1984 Published for the American Society for Environmental History and the Forest History Society Article DOIhttps://doi.org/10.2307/4004782 Journal History This article was published in the Journal of Forest History (1974-1989), which was continued by Forest & Conservation History (1990-1995). © 1984 Forest History Society, Inc. All rights reserved.PDF download Crossref reports no articles citing this article.

World Forestry: Forestry in Tanzania

Abstract Forests in Tanzania occupy nearly half of the country's total land area. Most of the forestland is classified as woodland, with smaller areas in tropical high forest, mangrove forest, and plantations. An increasing share of industrial wood is harvested from the plantations, although pitsawing of native timber remains an important component of lumber production. About 97 percent of total roundwood consumption is for fuelwood and charcoal, and much of the country's current emphasis in forestry is on the establishment of village woodlots and agroforestry plots. Education in forestry and forest products is provided by two technical institutes and one university. Wildlife remains an important part of Tanzania's natural resource heritage, and the country supports some of the largest remaining populations of many African game species.

An Interdisciplinary Approach to Forestry Education

An Interdisciplinary Approach to Forestry Education

World Forestry: Forestry Education in France

Abstract Forestry education in France is largely dominated by the civil service, which is by far the largest forestry employer as well as the main supplier of instructors. The system is an elitist one: Foresters obtain high positions largely on the basis of their education. Forest industry is not an important employer of forestry graduates and therefore has little to say about the educational program. Nor do private landowners or consultants bear any influence on forestry curricula. Elitism may be a less effective educational policy than the more democratic system in the United States.

Continuing Forestry Education: The Independent Study Option

Abstract Independent study through correspondence instruction can be a valuable component of continuing forest education. Course work is available in almost any field that would interest a forester, including the natural, physical, and social sciences, business administration, quantitative methods, and environmental studies. Credit from most of these courses can be applied to the Continuing Forestry Education Program of the Society of American Foresters.

Is Urban Forestry Education Ready for the Future?

Abstract Between 1975 and 1980 the number of North American university undergraduate courses identified by "urban forestry" in the course title or catalogue description increased from 11 to 20, with 9 more planned for the immediate future. Graduate courses advanced from six to eight in the same period. Instructors' multi-disciplinary backgrounds, comprehensive urban forestry course content, and well-balanced curricula incorporating courses from sister disciplines seem to ensure a high quality education for potential urban foresters throughout North America. More attention must be given to recruiting and retaining minority students who could promote social solidarity through inner-city "greening" programs.

Economic Returns To Graduate Education In Forestry

Abstract A master's degree or Ph.D. is an investment adding to human capital. In forestry, rates of return on this human capital range from -2.5 to +6.9 percent on a master's degree, and from +3.5 to +6.6 percent on a Ph.D. These are real rates above monetary inflation but before income taxes. Rates of return fall as the time required to complete a graduate degree is extended, and as age of graduate student increases. Several qualifications accompany the economic analysis.

Education in Forestry

Education in Forestry

Citizen Education in Forestry

Citizen Education in Forestry