http://hdl.handle.net/1957/7138 Papers delivered at the Seventh Biennial Conference on University Education in Natural Resources. March 13-15, 2008, Corvallis, OR. http://ir.library.oregonstate.edu/dspace/retrieve/26406 http://hdl.handle.net/1957/7138 Search the Channel search http://ir.library.oregonstate.edu/dspace/simple-search http://hdl.handle.net/1957/8512 Title: Reasons and Reservations for Enrolling in Foestry Degree Programs: A Survey of Undergradaute Students <br/> <br/>Abstract: Undergraduate enrollments in forestry degree programs have been dropping sharply since the mid-1990s, causing considerable concern on the part of academic institutions that offer these programs and entities that hire graduates in this field, especially in the light of projected increases in the demand for these graduates. Declining enrollments have been consistent across all regions of the United States, indicating a strong nation-wide trend. Accordingly, in 2004 and 2007 we surveyed undergraduate student leaders in forestry from around the country for relevant demographic characteristics as well as the positive and negative factors influencing their decision to matriculate in a forestry program. Student respondents were predominantly junior/senior-level white/non-Hispanic males. Respondents also reported having lived about the same number of years in urban/suburban environments as in rural/wildland environments. The primary reasons cited for choosing to pursue a forestry degree included a love of outdoors/nature and a desire to work outside. Students also cited childhood outdoor activity and early exposure to forestry as positive influences. The predominant reasons listed for hesitancy to entering a forestry program were uncertainty over job availability and low wages. Additionally, students indicated confusion over the profusion of programs and specialties. Low gender diversity in the workforce and concerns over a negative public image of forestry were also cited as sources of hesitancy to matriculating in a forestry program. To counter declining enrollments, this survey suggests that high school students should be targeted to reduce uncertainty surrounding academic programs in forestry and post-graduate career possibilities. Marketing of forestry programs should endeavor to improve the social image of forestry and to encourage gender and ethnic diversity in enrollment. Moreover, employers of forestry graduates should consider raising salaries to levels competitive with many other professions. The survey also indicated that childhood activity in the outdoors and an appreciation for nature positively influence forestry enrollment and should be encouraged in youth. Authors' Note: Publication of the content of this presentation in a peer-reviewed journal is anticipated within a year. <br/> <br/>Description: Terry L. Sharik and Stacey Frisk, Department of Environment and Society, Utah State University, Logan, UT 84322-5215 (Terry.Sharik@usu.edu); Presentated at the 7th Biennial Conference on University Education in Natural Resources, March 15-17, 2008, Corvallis, Oregon. Fri, 16 May 2008 20:16:21 GMT http://hdl.handle.net/1957/8455 Title: Education technology to "discuss" controversial topics in large-enrollment classes within the natural resources <br/> <br/>Abstract: Introductory natural-resource courses at Purdue University are often taken by undergraduates from a wide variety of backgrounds to satisfy general science requirements. These courses therefore have large enrollments (>400 students per semester) of individuals with little background in the natural resource field. It is difficult to teach large groups of students effectively, and lectures in large-enrollment classes are often poorly attended, leading to reduced retention of the subject matter by many students. While this is common to many large-enrollment classes, it is particularly unfortunate for natural-resource courses, where we deal with many controversial topics. Since 2004 I have used educational technology called a classroom response system (CRS) to make my introductory course more interactive. CRS allow teachers to ask questions and have individual students respond in class. Results are tabulated automatically and shown back to the students, giving instant feedback. With this system, I ask students to give their opinions on controversial topics, such as fire management, protection of endangered species, and climate change. Students see what opinions their peers are willing to express, and which solutions have general support. Students are graded on participation only. Use of a CRS encourages students to attend class regularly, learn from their peers, and (hopefully) gain a greater understanding of the course material. <br/> <br/>Description: Presented at 7th Biennial Conference on University Education in Natural Resources, March 13-15, 2008, Corvallis, Oregon. Mon, 12 May 2008 14:14:06 GMT http://hdl.handle.net/1957/8454 Title: Preparing natural resource professionals for an uncertain world <br/> <br/>Abstract: This is the second of two keynote addresses related to preparing future natural resource leaders and emphasizes preparation for decision making in an uncertain future. The speaker, Dr. Jerry Franklin, is a Professor of Ecosystem Analysis with the College of Forest Resources at the University of Washington. He is sometimes referred to by the media as the "guru of old growth." His mission in life is to "cut the best deal I can for forests and trees in a world that's dominated by humans." Dr. Franklin's areas of specialization includes: 1) Structure and function of natural forest ecosystems, especially old-growth forests; 2) Successional processes and ecosystem recovery following catastrophic disturbances; 3) Effects of changing environmental conditions, such as global change, on forest processes; 4) Application of ecological principles to management of natural resources ("New Forestry,” ecosystem management); and 5) Theory and practice of landscape ecology. Jerry's research and work is credited with modifying the way trees are harvested and helping retain biodiversity in many of the world's forests. Dr. Franklin also currently serves as the Director of the Wind River Canopy Crane Research Facility in SW Washington. Over the years he has served as a leading participant in many major scientific and policy analyses of forestry issues at local, national, and global level. He has also generated over 300 publications. Dr. Franklin joined the UW faculty after stints with the USDA Forest Service Pacific Northwest Research Station and the National Science Foundation. He earned his B.S. and M.S. in Forest Management at Oregon State University, a Ph.D. in Botany and Soils and Washington State University, and an LLD. at Simon Fraser University. Dr. Franklin is introduced by Dr. W. Daniel Edge, Head of the Department of Fisheries and Wildlife at Oregon State University. <br/> <br/>Description: Keynote presented at the 7th Biennial Conference on University Education in Natural Resources, March 13-15, 2008, Corvallis, Oregon. Mon, 12 May 2008 14:07:00 GMT http://hdl.handle.net/1957/8453 Title: Preparing future natural resource leaders <br/> <br/>Abstract: This is the first of two keynote addresses related to preparing future natural resource leaders and emphasizes leadership as a learned skill which can be acquired by anyone willing to make the effort. The speaker, Dr. John C. Gordon, is Pinchot Professor Emeritus of Forestry and Environmental Studies at the Yale School of Forestry and Environmental Studies, where he was Dean from 1983-1992. Before that he was Head and Professor, Department of Forest Science, Oregon State University, Professor of Forestry and Iowa State University, and Principal Plant Physiologist at the Pioneering Project in Wood Formation, USDA Forest Service, Rhinelander, Wisconsin. John has B.S. (forest management) and Ph.D. (plant physiology and silviculture) from Iowa State University, and has been a Fulbright Scholar in Finland (University of Helsinki) and India (Bangalore). His primary expertise is in the biological basis of forest productivity, the management of research, and forest policy. He is senior editor of the primary book on biological nitrogen fixation in temperate forest ecosystems and researches the interaction of carbon and nitrogen fixation in forests. He has led several national-level assessments, including those on research and resource management in national parks, forestry research (for the National Research Council/National Academy of Sciences), and indian forests and forestry. John served as a member of the Congressionally-mandated Scientific Panel on Late Successional Ecosystems, and was co-chairman of the Seventh American Forest Congress. He has extensive consulting experience with public and private organizations, including forest product firms, the World Bank and the United Nations Development Programme. He has authored or coauthored over 100 publications, and has overseas experience in a variety of places, including India, Pakistan, China, Costa Rica, Brazil, Argentina, Finland and Scotland. For more information on the topic of John's presentation, you might consider reading Environmental Leadership Equals Essential Leadership by John C. Gordon and Joyce K. Berry. 2006. Yale University Press. Dr. Gordon is introduced by Dr. Ed Jensen, Associate Dean for Academic Affairs for the College of Forestry at Oregon State University. <br/> <br/>Description: Keynote presentation for 7th Biennial Conference on University Education in Natural Resources, March 13-15, 2008, Corvallis, Oregon. Fri, 09 May 2008 20:08:46 GMT