Changing environmental and social forestry contexts present new challenges for forestry graduates. In contrast with previous generations, forestry students today must be prepared to handle the impacts of climate change and increasing fire severity and frequency, as well as critical human dimensions, including the need to collaborate with Native American nations. To explore the extent to which social and fire science is taught in forestry programs and how it has changed over time, we conducted a content analysis of prominent forestry course textbooks used in graduate programs in the United States. We found little change between texts published before and after 2000, except for an increase in discussion of climate change. Of the currently used textbooks, we found a significant variation in whether they included discussion of traditional ecological knowledge, prescribed burning, combined economic factors, logging, and whether they recommended prescribed burning and logging. Given that not all programs offer or require courses that specialize in these topics, many forestry students may be missing relevant interdisciplinary social-fire education that is necessary to handle contemporary and changing forestry issues.

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美国的“社会准备”和“火灾准备”林业教育：林业课程教科书中的跨学科讨论

不断变化的环境和社会林业环境给林业毕业生带来了新的挑战。与前几代人相比，今天的林业学生必须准备好应对气候变化和火灾严重性和频率增加的影响，以及关键的人文因素，包括与美洲原住民国家合作的需要。为了探索林业课程中社会和火灾科学的教学程度以及随着时间的推移它如何变化，我们对美国研究生课程中使用的著名林业课程教科书进行了内容分析。我们发现 2000 年之前和之后发表的文本之间几乎没有什么变化，除了对气候变化的讨论有所增加。在目前使用的教科书中，我们发现它们是否包括对传统生态知识、规定燃烧、综合经济因素、伐木的讨论以及他们是否建议规定燃烧和伐木的讨论存在显着差异。鉴于并非所有课程都提供或需要专门研究这些主题的课程，许多林业学生可能缺少处理当代和不断变化的林业问题所必需的相关跨学科社会火灾教育。