Goals that impact decision-making components within academic programs in the university system have the potential to define and change the direction of a field of study, and, with that, should be thoughtfully approached with a certainty of evidence that supports responsible paradigms in forestry education. Periodic revision of the standards for accreditation by SAF influences institutional expectations that result in shifts in forestry education and should be consistent with professional forestry standards. The methodology utilized in this research contextualizes data from a sociological perspective intentionally as a method to holistically integrate data as evidence to support the interpretation of Society of American Foresters (SAF) assessment standards. This study analyzed influences, as defined, related to academic and professional development of forestry education. The focus of this study highlighted revision of SAF curriculum and identified selected key themes, patterns, and insights for each of the curriculum standards for forestry education as defined by SAF.
","abstract_html":"<p>Goals that impact decision-making components within academic programs in the university system have the potential to define and change the direction of a field of study, and, with that, should be thoughtfully approached with a certainty of evidence that supports responsible paradigms in forestry education. Periodic revision of the standards for accreditation by SAF influences institutional expectations that result in shifts in forestry education and should be consistent with professional forestry standards. The methodology utilized in this research contextualizes data from a sociological perspective intentionally as a method to holistically integrate data as evidence to support the interpretation of Society of American Foresters (SAF) assessment standards. This study analyzed influences, as defined, related to academic and professional development of forestry education. The focus of this study highlighted revision of SAF curriculum and identified selected key themes, patterns, and insights for each of the curriculum standards for forestry education as defined by SAF. </p>","abstract_has_math":false,"creators":["Bentley, Lisa M"],"institution":null,"degree_name":"Doctor of Philosophy - Forestry","degree_level":"Dissertation","degree_discipline":"Forestry","degree_department":null,"school":null,"contributors":["Dr. Pat Stephens Williams","Dr. Matthew McBroom","Dr. Ray Darville"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-12-14T08:00:00Z","date_published":"2024-12-14T08:00:00Z","updated_at":"2026-07-24T04:30:45Z","subjects":["SAF","Society of American Foresters","curriculum","accreditation","professional forestry standards","forestry education","Curriculum and Instruction","Curriculum and Social Inquiry","Educational Assessment, Evaluation, and Research","Educational Methods","Forest Sciences","Higher Education","Organization Development","Public Affairs, Public Policy and Public Administration","Quantitative, Qualitative, Comparative, and Historical Methodologies","Social and Philosophical Foundations of Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.sfasu.edu/etds/581","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Pat Stephens Williams","Dr. Matthew McBroom","Dr. Ray Darville"]},{"key":"dc:creator","label":"Author","values":["Bentley, Lisa M"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2026-01-14T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Forestry"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy - Forestry"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["SAF","Society of American Foresters","curriculum","accreditation","professional forestry standards","forestry education","Curriculum and Instruction","Curriculum and Social Inquiry","Educational Assessment, Evaluation, and Research","Educational Methods","Forest Sciences","Higher Education","Organization Development","Public Affairs, Public Policy and Public Administration","Quantitative, Qualitative, Comparative, and Historical Methodologies","Social and Philosophical Foundations of Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.sfasu.edu/etds/581"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Goals that impact decision-making components within academic programs in the university system have the potential to define and change the direction of a field of study, and, with that, should be thoughtfully approached with a certainty of evidence that supports responsible paradigms in forestry education. Periodic revision of the standards for accreditation by SAF influences institutional expectations that result in shifts in forestry education and should be consistent with professional forestry standards. The methodology utilized in this research contextualizes data from a sociological perspective intentionally as a method to holistically integrate data as evidence to support the interpretation of Society of American Foresters (SAF) assessment standards. This study analyzed influences, as defined, related to academic and professional development of forestry education. The focus of this study highlighted revision of SAF curriculum and identified selected key themes, patterns, and insights for each of the curriculum standards for forestry education as defined by SAF.
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