Learning preferences, job satisfaction, community interactions, and urban forestry practices of New England (USA) tree wardens

The first state-legislated and mandated municipal urban forestry officials in the United States were tree wardens. Massachusetts state law enabled municipalities to appoint tree wardens first in 1896 and mandated their appointment beginning in 1899; five other states passed similar legislation shortly thereafter. These municipal officials have jurisdiction over most, and sometimes all, public trees in the municipality they serve. This study used a structured mail survey to explore ways tree wardens acquire professional information, what modes of learning they prefer, how they interact with their communities, and what urban forestry tasks they do. Results suggest that New England tree wardens acquire information in several ways, including the Internet, yet prefer traditional outreach education tools such as workshops and conferences, especially those that involve more than one speaker, informational handouts, and both indoor and outdoor lectures and exercises. Tree wardens value highly interacting with other tree wardens and depend on peers and colleagues for information and assistance in decision making. They also value other organizations, such as the Cooperative Extension System, state forestry agencies, and state tree warden associations, for information. Results further suggest that public safety is their primary motivation and that they spend most of their time on associated tasks such as risk tree assessment and removal. They recognize the value of tree replacement and certain urban forestry planning practices such as tree risk assessment and inventories. Tree wardens place less importance on municipal shade tree ordinances and shade tree or urban forest committees or commissions. It is recommended that people and organizations responsible for tree warden education conduct activities that bring tree wardens together frequently and combine social and educational activities and emphasize traditional outreach education delivery systems.