Producing “Society-Ready” Foresters: A Research-Based Process to Revise the Bachelor of Science in Forestry Curriculum at Stephen F. Austin State University

“Society-ready” foresters are capable of dealing effectively with the complex economic, ecological, and social issues involving forestry in the 21st century. To assess the knowledge areas, skill sets, abilities, and behaviors needed by society-ready, entry-level foresters today, we surveyed 800 forestry employers and forestry alumni from Stephen F. Austin State University (SFASU), and we also conducted focus group sessions with a total of 58 forestry employers. Important areas of knowledge on emerging issues for society-ready Bachelor of Science in Forestry (BSF) graduates included climate change, water availability and quality, and dealing with invasive plants, pathogens, and insects. However, the skill sets and abilities that involve dealing effectively with people were ranked highest in terms of areas in which the BSF curriculum at SFASU should be strengthened. This basic message—the need to improve people skills while maintaining strength and relevance in technical skills—is consistent with reports, studies, and conferences on forestry education in the United States since the early 1900s. At SFASU, we are revising the BSF curriculum to address the results of our research-based process, and we are also targeting research and outreach to address the century-old, chronic issue of how to measurably improve the knowledge, skills, abilities, and behaviors needed for foresters to work most effectively with people. In our research and application of results, we learned that the process of curriculum revision is just as important as the product: learning from our process will help guide other program leaders in forestry and natural resources to evaluate and revise undergraduate curricula. When done well, we believe work of this type will strengthen both the rigor and relevance in a curriculum, and the process will also strengthen relationships with alumni, employers, and other key constituents

ATCOFA Monograph 1-2014

Producing ‘Society-ready’ Foresters: A Research-based Process to Revise the Bachelor of Science in Forestry Curriculum at Stephen F. Austin State Universityhttps://scholarworks.sfasu.edu/atcofa_monograph_series/1000/thumbnail.jp

Survey of Backcountry Campers in Yellowstone National Park. Characteristics and Management Preferences (Abstract)

The identification of the complexities of the sociological dynamics of visitors and visitor use in our national parks has been a challenge to the field of human dimensions for the past thirty years. We continue to gather data through a variety of techniques and attempt to make sense of those complexities to help guide current and future management practices . .

Human Dimensions and Civic Engagement in the Natural Resources Classroom

The role of the natural resources professional continues to expand into the world of communications, politics, and civic responsibility. How do we prepare our students to engage with that world as leaders? Using human dimensions issues associated with the American Democracy Project in the classroom to build civic engagement and communication skills in our future natural resource professionals is one approach. This presentation provides the opportunity for the audience to learn how to use particular strong issue sites (in this case the Greater Yellowstone Ecosystem) as a way to help students learn how to identify issues, explore public sentiment, plan a public information strategy, conduct themselves in a professional manner, communicate in an effective manner, and evaluate their effectiveness. The audience will have a model and supporting handouts to take back for adaptation to their own classrooms

Occupational Inequality Between Men and Women in Metropolitan Labor Markets, 1950-1970

This study examined changes between 1950 and 1970 in women's aggregate occupational position in 168 Standard Metropolitan Statistical Areas. Specifically, the research was designed to study three aspects of women's occupational position. First, women's distribution across occupational categories (absolute position) was examined. Absolute position was defined as the percent of working women in professional and managerial occupations. Second, women's occupational position compared to men (relative position) was examined. This involved women's share of the total jobs in each occupational category. Third, the statistical relationship between women's occupational position and their labor force participation rate was investigated using zero-order correlations

What ACF is Telling Us about Education and Opportunities in Today’s World

What does the future hold for Consulting Foresters? Are we preparing our students for that future? This national study surveyed membership of ACF to address the issues of preparation to be a Consulting Forester, current perceived needs in education, and identification of future trends in the business of Consulting Forestry. Consulting Forestry\u27s role in the profession is increasing. With that in mind, it is important to know what are the current demands on Consulting Foresters and if past and future education is fulfilling preparation needed to meet those demands. This national study builds on the Texas ACF study conducted two years ago. Because of the high level of interest, an additional survey was conducted at the national level. All members of ACF had the opportunity to provide input on how their education has served them, their perception on preparedness of current graduates, assessment of the needs for future graduates, and the identification of the depth and breadth of Consulting Forestry now and in the near future. This session provides the results of that study and discussion on how its outcomes affect fulfilling the needs of this particular area of forestry professionals

MSRI Online Masters Program: What Our Five Years Has Taught Us

The Master of Science in Resource Interpretation (MSRI) is a 100% online masters program offering a thesis and non-thesis option. Housed in the College of Forestry and Agriculture of Stephen F. Austin State University in Nacogdoches, Texas, students attend classes weekly from remote locations from the tip of Alaska to the tip of Texas – and all points in between. The program has learned a lot in its five years of operation and progress. This session provides a brief overview of the program and its contents then offers information on key components for successes and of those not so successful attempts. Discussion will include, but not be limited to, course content, student camaraderie, and academia buy in