Communications in baccalaureate Forestry programs accredited by the Society of American Foresters: A study of how the accreditation requirement is currently fulfilled.

摘要

This study explores where communications education joins forestry education in preparation of forestry students for their professional roles. The Society of American Foresters (SAF) lists communications as a primary component of their accreditation requirements. However, SAF does not dictate how this requirement is to be met. Major studies about the components of forestry education were conducted by SAF in 1935 and 1963. Brown and Lassoie published a study in 1998 that surveyed Forestry employers about their education and competency expectations for entry-level baccalaureate degree foresters. Though these studies give insight into current and needed education in communications, they do not specifically look at how and where this is currently occurring within the 45 baccalaureate Forestry programs. This study performs that service.; The purpose of this study was to review and document the current communications practices of SAF baccalaureate Forestry programs in their attempt to fulfill the SAF accreditation requirement. The study provides information for the SAF national office of Science and Forestry Education, Forestry educators, and Rhetoric and Composition specialists, in an effort to better understand the existing models of communications education and provide a basis for planning for maximum effectiveness in the future. Official university publications and websites were reviewed for writing initiatives, communications support for students and faculty, general education requirements, forestry curriculum requirements, and communications content in course descriptions.; Results of the review were recorded in tables and narratives for each Forestry program. In addition to consideration of each program, summary and frequency tables were created for the 45 programs as a singular unit. Data analysis showed satisfaction of the accreditation requirement through several different models. The dominant model was the requirement of Forestry students to complete two lower level writing courses that doubled as general education core requirements, then completion of an upper level course—all courses being taught by instructors outside of the Forestry program. Most instruction was through the English department. Discussion includes the models, Writing Across the Curriculum, Writing in the Disciplines, and how Forestry instructors and Rhetoric and Compositionists can use this information for future student instruction and further research.