Addressing Gender Inequities in Forest Science and Research

Delivering forestry courses online: experiences, lessons learned, and future of forestry online education in the Asia Pacific

Innovation in forestry education is needed to address changing contexts of the positionality of forests. This is particularly significant in the Asia-Pacific region, where deforestation and degradation are high. However, the accessibility of high-quality forestry education to address changing regional and global contexts is lacking. A series of innovative sustainable forest management (SFM) open education resource (OER) courses were developed and implemented to improve the accessibility of SFM education to enhance teaching quality, curriculum, and research capacity of universities in the Asia-Pacific Region. To evaluate the SFM-OER program in terms of student experiences, this study investigated student achievement, perceived success of the pedagogical approach and instructional design, and perceived effectiveness of the learning activities in promoting active and transformative learning through the assessment of a 1,191-course feedback survey between 2018 and 2020, including the global pandemic. This study revealed that the program attracted diverse student demographics, including a higher proportion of female students majoring in forestry, ecology, and other environmental studies. Their primary motivation to participate in the courses was to gain international experience, followed by the flexibility of online learning, mandatory course requirements, and earning course credits. Students were satisfied with the Canvas learning management system. Most students spent less than 5 to 10 h of their weekly time in the course and agreed or strongly agreed that the workloads were manageable. Students reflected positively on various learning activities and assignments, such as watching lecture videos, taking quizzes, reading and summarizing, having discussions, and peer review writing. However, they did not clearly prefer specific learning activities, signifying the importance of using diverse learning activities to satisfy diverse individual learning styles in online settings. This analysis contributes to the further development of student-centered pedagogical development for online learning and provides insight into the ways forward for online higher forestry education, while repurposing existing OER courses in a post-Covid-19 era.

Reimagine fire science for the anthropocene

Fire is an integral component of ecosystems globally and a tool that humans have harnessed for millennia. Altered fire regimes are a fundamental cause and consequence of global change, impacting people and the biophysical systems on which they depend. As part of the newly emerging Anthropocene, marked by human-caused climate change and radical changes to ecosystems, fire danger is increasing, and fires are having increasingly devastating impacts on human health, infrastructure, and ecosystem services. Increasing fire danger is a vexing problem that requires deep transdisciplinary, trans-sector, and inclusive partnerships to address. Here, we outline barriers and opportunities in the next generation of fire science and provide guidance for investment in future research. We synthesize insights needed to better address the long-standing challenges of innovation across disciplines to (i) promote coordinated research efforts; (ii) embrace different ways of knowing and knowledge generation; (iii) promote exploration of fundamental science; (iv) capitalize on the "firehose" of data for societal benefit; and (v) integrate human and natural systems into models across multiple scales. Fire science is thus at a critical transitional moment. We need to shift from observation and modeled representations of varying components of climate, people, vegetation, and fire to more integrative and predictive approaches that support pathways toward mitigating and adapting to our increasingly flammable world, including the utilization of fire for human safety and benefit. Only through overcoming institutional silos and accessing knowledge across diverse communities can we effectively undertake research that improves outcomes in our more fiery future.