Social and knowledge diversity in forest education: Vital for the world's forests.

A global assessment of the status of tertiary, vocational, and technical forest education and training found deficits in inclusion of knowledge and student diversity. Coverage of forest services and cultural and social issues was characterized as weak in the curricula of many programs. The inclusion of traditional and Indigenous knowledge was frequently poor or absent.

Student trainee and paid internship programs have positive results but do little to influence long-term employee diversity in the USDA forest service.

Women and Black, Indigenous, and People of Color (BIPOC) employees are underrepresented in science and natural resource management institutions. Student and recent graduate trainee and internship programs have been used to try to address this in United States federal agencies over the last few decades. Our study evaluates how effective such programs are at improving U.

Sustainable development education, practice, and research: an indigenous model of sustainable development at the College of Menominee Nation, Keshena, WI, USA.

The College of Menominee Nation Sustainable Development Institute's theoretical model (SDI model) conceptualizes sustainable development as the process of maintaining the balance and reconciling the inherent tensions among six dimensions of sustainability: land and sovereignty; natural environment (including human beings); institutions; technology; economy; and human perception, activity, and behavior. Each dimension is understood to be dynamic, both internally and in relationship to each of the other five dimensions. Change within one dimension will impact other dimensions in a continual process of change.