Abstract
In an attempt to provide students with a strong generalist education, the faculty at Northern Arizona University's School of Forestry has presented its undergraduate forestry education in a unique, integrated, team-taught approach for over 20 years. Over this same period of time, higher education has experienced profound changes. Within the discipline, the technical knowledge expected of undergraduates has expanded greatly. Simultaneously the demand for accountability in higher education has increased. Students, parents, state legislators, governing boards, and taxpayers alike have questioned the importance, relevance, and value of higher education. The so-called "student-as-consumer" model in higher education is but one manifestation of this increased demand for accountability. A fundamental question arises: How well does the forestry program at NAU prepare students educationally as foresters? Assessing student academic achievement with respect to educational outcomes provides one way of answering this question. Such a process can help determine how well students master a set of defined skills, knowledges, and competencies. Such an approach requires a defined set of desired educational outcomes.
Recommended Citation
Fox, B. E.; DeWald, L. E.; Kolb, T. E.; Lee, M. E.; and Wood, D. B.
(1998)
"Assessing a forestry education: The Northern Arizona University experience,"
Natural Resources and Environmental Issues: Vol. 7, Article 13.
Available at:
https://digitalcommons.usu.edu/nrei/vol7/iss1/13
