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Publication Date

11-2024

There is limited ethnic and gender diversity of students in natural resources and forestry disciplines in the United States which can constrain the ability to develop a diverse workforce. The disconnect of students in urban areas from nature-based experiences is referred to as “nature-deficit disorder” which is likely contributing to the low enrollment in forestry. This paper provides the conceptual framework to promote the education of a graduate student, undergraduate students, and high school students in climate-smart forestry practices in urban forests. In addition to the students, the project team also includes two forestry faculty members, with one faculty member having expertise in urban forestry and another faculty member specialized in climate-smart forestry practices. Specific objectives include: a) Conduct graduate programs to attract highly promising individuals to research or teaching careers in the food and agricultural sciences; b) Conduct undergraduate research, teaching, and scholarship programs to promote undergraduate enrollment and meet national needs in the development of natural resource and forestry scientists and professionals; and c) Increase the number and diversity of students who will pursue and complete a postsecondary degree in the natural resources and forestry. Key activities are organized into three main educational tracks. Track #1: The graduate student will assist with leading the summer camp and conducting field and laboratory research related to climate-smart urban forestry. Track #2: The undergraduate students will serve as ambassadors and provide a bridge point between the high school students and the project team; furthermore, the undergraduate students will assist the graduate student with their field research and collect data for their independent study project. Track #3: The high school students will be exposed to advanced methods of climate-smart urban forestry and be made aware of career opportunities in natural resources and forestry. These types of education activities will help with combatting ‘nature-deficit disorder’, and also serve as an investment towards the long-term, future recruitment of students in natural resources field in general, and forestry in particular. The educational initiative has anticipated broad impacts by contributing to a diverse and climate-literate workforce that possesses the tools to safeguard forests from climate change.

DOI

10.15365/cate.2024.170205

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