urban forestry, pedagogy
Given that this is both a novel Program in Canada and we are engaged in an international partnership with China which uniquely positions us with a high proportion of international students, we have an opportunity to better study and refine our teaching methods at a program-level to establish some best practices for engaging a dual-cultural classroom. Here I am not referring to inclusivity per se, but rather, understanding what pedagogical methods specifically seem to engage both North American and Chinese cultural backgrounds, while still remaining sensitive to the other issues of inclusivity associated with our classroom. This is one example, though I am not advocating that it need be the focus of the Methodology. We currently have broad program based surveys completed by the Bachelors of Urban Forestry students annually since the advent of the Program five years ago. Access to the data collected in these surveys as well as current Program pedagogical practices, established interdisciplinary partnerships, and recent pedagogical innovations can all be used to inform the creation of a Methodology for Pedagogy.