40 Scanlan et al: A University Model for Clinical Urban Forestry Education community foresters in Baltimore between the sum- mers of 1990 and 1994, and the remaining respon- dents worked with URI in New Haven between 1995 and 2015. Twelve survey respondents (21.4%) reported they were currently working in fields directly related to forestry and urban forestry. Respondents represented a range of professional fields and identi- fied as working in the following sectors: nonprofit (28.6%), academic/research (21.4%), private (21.4%), public (21.4%), K–12 education (3.6%), and religious clergy (3.6%). Eighty percent of survey respondents reported that they used the skills and competencies they had developed as URI interns in their current professional work, and of the top 10 learning out- comes identified by former interns, all but one fell under the “social dimensions” of urban forestry (Table 2). Program Strengths in Clinical Education Teaching Strategies for Community Engagement Across the board, current and former URI interns report having received robust training in community engagement. During interviews, interns reported developing both technical and professional skills: the top skill mentioned was “tree planting,” followed by “strategies for community engagement” and “working as a team” (Table 3). The anonymous survey revealed similar results, reinforcing the focus on community engagement as an important learning outcome of all URI internship programs. When asked in open-ended format to describe the most significant learning out- come from their URI internship experience, one-third of survey respondents referred to learning “strategies for community engagement” (Table 4). Similarly, when respondents were asked to identify the skills they had developed as URI interns that had turned out to be particularly important in their subsequent careers, community engagement was the most com- monly referenced skill (Table 4). Differences Between Community Greenspace and GreenSkills Interviews also revealed that URI’s two field-based internship programs emphasize skill-building in dif- ferent focus areas. GreenSkills interns reported Table 2. Top 10 skills and competencies acquired by interns while participating in one or more of Urban Resources Initiative’s (URI's) field training programs, as identified by survey respondents (a). Top 10 skills and competencies designated as deficient or missing from URI’s field training programs, as identified by survey respondents (b). a. Program strengths: skill/competency Working as Part of a Team Community Engagement Project Management Working with Diverse and/or Marginalized Communities Social and Community Forestry Working Independently Collaborative Planning Social/Political Ecology Team Leadership Tree Planting b. Program weaknesses: skill/competency Tree Diseases and Pest Management Anti-Racism and Environmental Justice Spatial Analysis (GIS) Urban Park Silviculture Conflict Facilitation Ecosystem Resiliency Urban Forestry Master Planning Biophysical Science Methods Budget Planning Integration of Research and Management Theme Professional Skills Community Engagement Professional Skills Community Engagement Social Forestry Professional Skills Planning, Design, and Aesthetics Environmental Sciences and Urban Ecology Professional Skills Arboriculture, Operations, and Urban Forest Management Theme Arboriculture, Operations, and Urban Forest Management Social Forestry Planning, Design, Aesthetics Arboriculture, Operations, and Urban Forest Management Community Engagement Environmental Sciences and Urban Ecology Planning, Design, and Aesthetics Environmental Sciences and Urban Ecology Planning, Design, and Aesthetics Professional Skills Survey respondents 75% 68% 63% 61% 61% 59% 57% 55% 52% 48% Survey respondents 27% 23% 21% 18% 18% 18% 18% 16% 16% 16% ©2021 International Society of Arboriculture
January 2021
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