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Forestry education is poorly served with published examples of teaching and learning methods that enable students to engage actively with the discipline. This is not the case in other professional disciplines, such as the biology, medicine and engineering, where sub-disciplines have emerged and are devoted to the development and evaluation of optimum learning strategies. In this paper we present a short field-based practical that introduces forestry students to forest stand dynamics, applied forest ecology and silviculture. Students measure a series of tree and stand parameters in 2 contrasting forest types. They then analyze and interpret the data to develop their understanding. Reflective practice is built in by setting questions designed to promote enquiry and the self-identification of future avenues for personal development. The project, as described here, was devised for students at the National School of Forestry, England, but the principles could be applied to almost any learning environment. Planning within curriculum teams would be required to identify the appropriate location for this exercise in specific undergraduate programmes.

The anatomy of a woodland: Stand profile diagrams as an aid to problem-based learning in undergraduate forestry education