Using forest ecology exercises in science fairs to increase interest in forest resources education: an example from a stand development study.

Abstract

Undergraduate enrollment in forest resource programs has been declining for the past 10 to 15 years, with enrollment in some programs nearing critical levels. Efforts to increase enrollment include broadening program offerings, creating new majors (especially in spatial information systems), and increasing recruiting efforts. A potential recruiting approach is working directly with junior and senior high school students (grades 7 through 12) interested in natural sciences on forest resource specific science fair projects. Greater involvement from forest resource professionals in encouraging and developing science fair projects could help reverse the declining undergraduate enrollment trend. We present an example of a stand development study presented by the junior author during a series of science fair contests. The study was conducted in northeastern Oklahoma, and utilized the stem reconstruction technique for determining age distribution and height development patterns of several hardwood species in a single plot. Hypotheses included, “the larger the tree diameter the older the tree” and “the tallest tree was always the tallest tree.” We discuss implications of using this study in science fairs, along with opportunities and limitations for other forest-based ecological studies, and how they can lead to increased interest in forest resources as a career.