Of course, the traditional technical component in forestry remains but we now know clearly that forestry education needs to go far beyond this and develop a capacity for more creative, holistic thinking in order to effectively meet the pressing demands for coordination, consultation, integration and communication. During the last decade, as a prelude to curriculum reform, the Faculty has been addressing the question of what constitutes a forester. A wide range of stakeholder input was sought by an academic task force. The new curriculum is now, after much debate and hard work, nearing completion. It stresses the integrative aspects of education and aims to provide enhanced opportunities for students to develop their integrative skills through integrated teaching arrangements and capstone case studies.
Good teaching explains why.
Superior teaching demonstrates both. But great teaching inspires. The operative word being inspires . There is a really important need for inspiration and passion in keeping forestry effective in these turbulent times. The success of the restructured program in achieving these ends is only one part of the answer.