the three non-land-grant public 

 university forestry program units 

 were "schools.'" At the one 

 private institution, Duke 

 University, forestry has enjoyed 

 school status since the subject was 

 first offered in 1938 (Warren and 

 Wiseman 1985; Jayne, personal 

 communication). 



Forestry and forest-products 

 research at the land-grant 

 universities was generally 

 administered through the State 

 agricultural experiment stations. 

 The one exception was Clemson 

 University. Here the Department 

 of Forestry was located in the 

 College of Forest and Recreation 

 Resources. Resident instruction 

 and research were totally 

 independent of the College of 

 Agricultural and Biological 

 Sciences and the agricultural 

 experiment station (Box, personal 

 communication). 



In all 12 land-grant universities, 

 extension forestry and forest- 

 products programs were 

 administered with and through the 

 State Cooperative Extension 

 Services. But the relationship of 

 these programs and extension 

 staffs to the forestry and forest- 

 products academic unit varied 

 considerably. At the University of 

 Georgia, extension forestry was 

 part of the College of Agriculture. 

 The extension staff were housed 

 separately from School of Forest 

 Resources faculty. There were no 

 joint appointments (Gunter, and 

 Brightwell and Baxter, personal 



communications). By contrast, at 

 Virginia Polytechnic Institute and 

 State University (VPI and SU), the 

 10 faculty members with extension 

 appointments were horised with 

 their research and teaching 

 counterparts and had academic 

 rank in the School of Forestry and 

 Wildlife Resources. All but two 

 had part-time research 

 appointments and responsibilities 

 in addition to extension 

 (McElwhee, personal 

 communication). A similar 

 relationship is followed at the 

 University of Florida (Lee, 

 personal communication). 



At the nine remaining land-grant 

 institutions, the degree of 

 integration varied between these 

 two extremes. 



Fields Offered — This history 

 focuses on programs in forestry, 

 primarily for timber production, 

 and in forest-products fields. But 

 12 of the 16 universities conducting 

 such programs also conducted 

 programs in related renewable 

 natural-resources fields such as 

 wildlife management, fisheries 

 science, recreation resources and 

 park management, and 

 environmental science and 

 conservation (Warren and 

 Wiseman 1985). The existence of 

 these fields is important because 

 they provide opportunities for 

 cross-fertilization, which has often 

 resulted in substantial 

 contributions to the timber and 

 forest-products sector. 



11 



