Wildlife management is a case in 

 point. At Stephen F. Austin State 

 University, the School of Forestry 

 has been involved cooperatively 

 with hunting clubs of major land- 

 owning companies in East Texas in 

 research on deer-habitat 

 relationships and habitat 

 management. This research has 

 contributed to keeping some 5 

 million acres (2 million ha) of 

 hunting lands in timber production 

 under management systems that 

 enhance both wildlife and timber 

 productivity (Adair, personal 

 communication). Similarly, at 

 Mississippi State University, the 

 effect of 15 years of research and 

 extension on the relationships 

 between commercial forestry and 

 whitetail deer and wild turkey by 

 the School of Forest Resources has 

 been to bring or keep a vast 

 amount of forest land in the timber 

 supply base that otherwise would 

 have been managed on a custodial 

 basis (Foil and Monaghan, 

 personal communications). 



Cooperative Relationships — In the 



introduction to his book 

 "Professional Forestry in the 

 United States," Henry Clepper 

 (1971) wrote that 



. . . [F]orestry has been a 

 cooperative development. 

 From its inception, it has 

 been characterized by 

 cooperation between 

 government agencies on 

 the one hand and private 

 landowners and the forest 



industries on the other. 



This cooperative design 



has been further extended 



to encompass close 



working relations between 



these groups and the 



forestry schools and 



experiment stations. 

 Clepper's "cooperative design" 

 also clearly applies to the 

 development and operation of 

 southern university and technician- 

 school forestry and forest-products 

 programs. 



Forestry and forest products are 

 usually considered applied sciences 

 and are highly multidisciplinary. 

 Within the educational institutions, 

 the strength of such programs has 

 depended in no small part on the 

 strength of supporting disciplines 

 and effective linkages to them. In 

 both resident instruction and 

 research, examples include 

 department and/or graduate faculty 

 groups in botany, biology, 

 entomology, zoology, plant 

 pathology, soil science, agronomy, 

 genetics, computer science, 

 statistics, agricultural and resource 

 economics, and agricultural, civil, 

 and mechancial engineering. There 

 are often joint, adjunct, or 

 courtesy appointments between 

 forestry and such departments. 

 Faculty in entomology and plant 

 pathology often teach courses in 

 forest entomology and forest 

 pathology — primarily for forestry 

 and forest-products students. 

 There is much cross-fertilization in 

 the makeup of graduate-student 



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