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Landowners who seek to manage ownership transitions while preserving conservation-related values must engage in the notoriously complex process of estate planning. Most scholarship on conservation-based estate planning has been undertaken from landowner perspectives, seeking to understand why some succeed whereas others do not. Here, we expand this scholarship by including perspectives from professional planners. Combining their insights with past literature, we offer a framework of conservation-based estate planning that describes and normalizes key elements within stages of the process. Interview results emphasized the unique needs of conservation-based estate planning around non-monetary values, the relational nature of the planning process, and the temporal challenges and disruptive life events landowners commonly confront while planning. Our findings synthesize the extant literature, raise questions and needs for future work, and empower landowners, planners, and natural resource professionals to persevere through this difficult process and achieve their conservation-related goals from which we all benefit. [ABSTRACT FROM AUTHOR]

Transformative learning can lead to great awareness of one's own and others' personal perspectives and result in changes in how participants understand important social issues and how they choose to take action or not. Three examples of Extension teaching that embrace transformative learning are presented: a phenomenological approach to interaction with landowners; forest story cards; and scenario planning. These tools have been shown to be useful in forestry and may be useful in many Extension disciplines.

The Emory-Obed Watershed in Tennessee, like many other rural areas throughout the United States, is experiencing changes in economic activities and social values associated with natural resources. Informed by the interactional approach to community development, this effort strove to build community capacity so community members could more fully govern their life according to their values and interests. We utilized key informant and focus group interviews to gain information about the watershed and to obtain different perspectives on resource-related issues. Data from key informant interviews led to the selection of a geographic community in which a community of interest was nurtured throughout a year involving monthly meetings, a community assessment and submission of a development grant application. It was found that gaining entry into the community and building trust among participants, and between participants and researchers, were critical in this in-place participatory community research. Lessons drawn from this experience applicable to similar efforts are discussed. (Contains 1 figure and 1 table.)

The Emory-Obed Watershed in Tennessee, like many other rural areas throughout the United States, is experiencing changes in economic activities and social values associated with natural resources. Informed by the interactional approach to community development, this effort strove to build community capacity so community members could more fully govern their life according to their values and interests. We utilized key informant and focus group interviews to gain information about the watershed and to obtain different perspectives on resource-related issues. Data from key informant interviews led to the selection of a geographic community in which a community of interest was nurtured throughout a year involving monthly meetings, a community assessment and submission of a development grant application. It was found that gaining entry into the community and building trust among participants, and between participants and researchers, were critical in this in-place participatory community research. Lessons drawn from this experience applicable to similar efforts are discussed.

Decision-making processes that private forest landowners (PFLs) engage when planning for their forestland’s future are not well understood. The forest ecosystem and the people who depend on its services face several critical challenges, including how to sustainably manage an increasingly parcelized forest. The Theory of Planned Behavior has been used to illuminate connections among constructs informing PFL behavior, but fails to adequately capture the complexities of forest owners’ lived experiences and how those inform behaviors. In-depth interviews provide a deeper understanding of how Pennsylvania PFLs make decisions concerning ownership succession. We approached those who recently subdivided, sold/donated conservation easements, or had not committed to any plan and asked them to tell us about their planning experiences. Relationships among family members and the quality of their communication about the land and succession emerged as important factors in the planning process. Implications for theory, forest planning, education and outreach, and further study are advanced. [ABSTRACT FROM PUBLISHER]

Transformative learning can lead to great awareness of one's own and others' personal perspectives and result in changes in how participants understand important social issues and how they choose to take action or not. Three examples of Extension teaching that embrace transformative learning are presented: a phenomenological approach to interaction with landowners; forest story cards; and scenario planning. These tools have been shown to be useful in forestry and may be useful in many Extension disciplines. [ABSTRACT FROM AUTHOR]