Forestry and Conservation Science Teachers, Postsecondary

Role Overview

What Is a Forestry and Conservation Science Teacher, Postsecondary?

A Forestry and Conservation Science Teacher, Postsecondary is an academic professional who instructs students at colleges and universities in subjects related to forest management, conservation biology, natural resource policy, and environmental stewardship. These educators are responsible for designing curricula, delivering lectures, supervising laboratory and field work, and guiding student research projects. They play a vital role in training the next generation of foresters, conservation scientists, and land managers who will address pressing ecological challenges such as climate change, biodiversity loss, and sustainable resource use.

The importance of this occupation extends beyond the classroom. By combining teaching with research, these professionals contribute to scientific knowledge about forest ecosystems, wildlife habitats, and conservation strategies. Their work helps shape public policy and industry practices, ensuring that forests and natural resources are managed for long-term ecological health and economic viability. As environmental concerns grow globally, the expertise of postsecondary forestry and conservation science teachers becomes increasingly critical for developing innovative solutions and educating future leaders in the field.

What Does a Forestry and Conservation Science Teacher, Postsecondary Do?

Forestry and Conservation Science Teachers, Postsecondary have a multifaceted role that encompasses instruction, research, and service. Their daily tasks vary depending on their institution, course load, and research focus, but core responsibilities include:

• Developing and updating course syllabi, lesson plans, and instructional materials for undergraduate and graduate courses in forestry, conservation science, and related disciplines.
• Delivering lectures, leading seminars, and facilitating discussions on topics such as forest ecology, silviculture, wildlife management, and conservation policy.
• Supervising laboratory sessions, field trips, and outdoor exercises where students learn practical skills like tree identification, soil sampling, and GPS mapping.
• Advising and mentoring students on academic progress, career paths, and independent research projects, including thesis and dissertation work.
• Conducting original research in areas such as forest carbon dynamics, invasive species management, or ecosystem restoration, and publishing findings in peer-reviewed journals.
• Applying for grants to fund research initiatives and collaborating with government agencies, non-profits, or industry partners on applied conservation projects.
• Serving on academic committees, participating in curriculum development, and contributing to departmental or university governance.
• Staying current with advancements in forestry and conservation science through professional development, conferences, and networking with peers.

Work Environment

Forestry and Conservation Science Teachers, Postsecondary typically work at four-year colleges, universities, and professional schools, including land-grant institutions with strong agricultural and natural resource programs. Their work environment is a blend of indoor and outdoor settings. On campus, they spend time in classrooms, lecture halls, laboratories, and offices, where they prepare lessons, grade assignments, and meet with students. They also use computer labs for data analysis, modeling, and online course delivery.

Fieldwork is a significant component, especially for those teaching applied courses or conducting research. This may involve traveling to forests, parks, research stations, or conservation areas for hands-on demonstrations, data collection, or site visits. Field conditions can vary widely, from remote wilderness areas to managed timberlands, and may require physical stamina for hiking, carrying equipment, or working in variable weather. The job generally follows an academic calendar, with regular teaching hours during semesters, though research, grant writing, and administrative duties often extend beyond typical workdays. Tenure-track positions may involve additional pressure to publish and secure funding, while part-time or adjunct roles focus primarily on teaching.

How to Become a Forestry and Conservation Science Teacher, Postsecondary

Becoming a postsecondary teacher in forestry and conservation science requires a strong educational foundation and practical experience. The typical path includes:

• Education: A doctoral degree (Ph.D.) in forestry, conservation biology, natural resource management, or a closely related field is usually required for tenure-track positions at universities. Some community colleges or technical schools may accept a master’s degree for teaching roles, especially when combined with significant professional experience.
• Specialized Training: Graduate programs often include coursework in forest ecology, biometrics, policy, and research methods, along with a dissertation demonstrating original research. Postdoctoral research experience can enhance competitiveness for academic jobs.
• Certifications and Licensure: While not mandatory for teaching, certifications such as the Society of American Foresters’ Certified Forester credential or a professional license in forestry can strengthen a candidate’s credentials and credibility, particularly for applied or policy-oriented positions.
• Key Skills: Essential skills include strong verbal and written communication for lecturing and publishing, analytical abilities for research and data interpretation, and proficiency in field techniques like GIS, remote sensing, and statistical software. Interpersonal skills are crucial for mentoring students and collaborating with colleagues.
• Experience: Prior teaching experience as a graduate teaching assistant or instructor is highly valued. Practical work experience in forestry, conservation, or related fields can also provide real-world insights that enrich classroom instruction.

Salary and Job Outlook

According to current data, the median annual salary for Forestry and Conservation Science Teachers, Postsecondary is $100,830. This figure reflects the specialized expertise and advanced education required for the role. Salaries can vary based on factors such as the type of institution (research university vs. teaching college), geographic location, years of experience, and academic rank (assistant, associate, or full professor). Those at larger research universities or in high-demand regions may earn higher wages, while adjunct or part-time instructors typically earn less per course.

The job growth rate for this occupation is projected at 4.00%, which is about as fast as the average for all occupations. This growth is driven by steady demand for postsecondary education in environmental and natural resource fields, as well as the need to replace retiring faculty. However, with total U.S. employment at only 1,310 and annual openings reported as zero, competition for positions can be intense, particularly for tenure-track roles at prestigious institutions. Aspiring teachers should be prepared to seek opportunities at a range of institutions, including community colleges, state universities, and private colleges, and may need to relocate for available positions.

Related Occupations

Individuals with expertise in forestry and conservation science may pursue several related career paths, both within and outside academia. Similar occupations include:

• Agricultural Science Teachers, Postsecondary: These educators focus on crop production, soil science, and agricultural economics, often at land-grant universities.
• Environmental Science Teachers, Postsecondary: They teach broader topics such as ecology, pollution control, and environmental policy, often in interdisciplinary programs.
• Forestry and Conservation Scientists: These professionals work in government agencies, non-profits, or private industry, applying scientific principles to manage forests, parks, and conservation areas.
• Natural Sciences Managers: They oversee research projects and teams in environmental consulting firms, government labs, or conservation organizations.
• Conservation Scientists and Foresters: These roles involve hands-on management of land and resources, including timber harvesting, wildfire prevention, and habitat restoration.

Frequently Asked Questions

What is the difference between a Forestry and Conservation Science Teacher and an Environmental Science Teacher?
Forestry and Conservation Science Teachers specifically focus on forest ecosystems, silviculture, and natural resource management, while Environmental Science Teachers cover a broader range of topics such as climate science, pollution, and sustainability. The SOC codes exclude crossovers, so the distinction lies in specialization.

Can I teach at a community college with a master’s degree in forestry?
Yes, many community colleges and technical schools hire instructors with a master’s degree, especially if they have relevant professional experience. However, four-year universities typically require a Ph.D. for tenure-track positions.

What research topics do Forestry and Conservation Science Teachers typically pursue?
Common research areas include forest carbon sequestration, wildlife habitat modeling, invasive species control, fire ecology, and the socioeconomic impacts of conservation policies. Research often involves fieldwork and collaboration with government or industry partners.

Is fieldwork a major part of the job?
Fieldwork can be significant, particularly for courses in forest measurement, ecology, or applied conservation. Teachers may lead field trips, collect data for research, or supervise student projects outdoors. However, the amount varies by institution and specialization.

What is the job outlook like for new Ph.D. graduates in this field?
With only 1,310 positions nationally and low annual openings, the market is competitive. Graduates may need to consider adjunct roles, postdoctoral fellowships, or positions at smaller institutions. Networking, publishing, and gaining teaching experience during graduate school can improve prospects.