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The 2005 Planning Rule as a Teaching Tool

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In 2005, the US Forest Service released a new planning rule, more incremental in its approach, and intended to overcome limitations identified in previous US Forest Service planning approaches. We have adopted a new framework broadly based on the 2005 rule and enhanced by the use of scenario planning techniques for our senior capstone planning course. Our methodology is described, along with the positive and negative effects of the new approach we have observed in our 2 years of experiences. Although our key learning outcomes remain unchanged, the new approach has shifted the emphasis toward the recognition of multiple perspectives and divergent social values and uncertainty, at some cost to the rigor of the technical analysis. Examples of student management plans, and a public presentation by the 2007 class, are available on our class website.
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Keywords: forest planning; forestry education; the new planning rule

Document Type: Research Article

Publication date: 2007-09-01

More about this publication?
  • The Journal of Forestry is the most widely circulated scholarly forestry journal in the world. In print since 1902, the Journal has received several national awards for excellence. The mission of the Journal of Forestry is to advance the profession of forestry by keeping forest management professionals informed about significant developments and ideas in the many facets of forestry: economics, education and communication, entomology and pathology, fire, forest ecology, geospatial technologies, history, international forestry, measurements, policy, recreation, silviculture, social sciences, soils and hydrology, urban and community forestry, utilization and engineering, and wildlife management. The Journal is published bimonthly: January, March, May, July, September, and November.

    2016 Impact Factor: 1.675 (Rank 20/64 in forestry)

    Average time from submission to first decision: 39.6 days*
    June 1, 2016 to Feb. 28, 2017

    Also published by SAF:
    Forest Science
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