Forest Regeneration
Syllabus and other information
Syllabus
SV0057 Forest Regeneration, 7.5 Credits
Skoglig föryngringSubjects
Forestry ScienceEducation cycle
Master’s levelModules
| Title | Credits | Code |
|---|---|---|
| In-depth Course in Forest Regeneration | 4.0 | 0001 |
| In-depth Course in Forest Regeneration-Exam | 3.5 | 0003 |
Advanced study in the main field
Second cycle, has only first-cycle course/s as entry requirementsMaster’s level (A1N)
Grading scale
The grade requirements within the course grading system are set out in specific criteria. These criteria must be available by the course start at the latest.
Language
EnglishPrior knowledge
The equivalent of120 credits
60 credits within one of the following subjects/main fields of study
- forestry science
- forest science
- forest management
- biology
- environmental sciences
- natural resource management
English 6.
Objectives
The purpose of the course is to present a comprehensive overview of the complete chain of forest regeneration, and to give the students insight in the complexity of regeneration methods in Scandinavian forestry.
After completing the course, students should be able to
- discuss and critically examine the characteristics and limitations of different regeneration methods used in contemporary forestry in Scandinavia
- describe and analyse different regeneration methods, from a perspective of forestry as part of a sustainable development
- describe experimental designs and develop forest regeneration trials, as well as analyze and evaluate forest regeneration trials
- measure and evaluate seedlings growth and vitality.
Content
During the course, the complete chain of forest regeneration is studied, from seed to established trees. New findings and insights in regeneration methods, seedling types, planting- and site preparation techniques will be discussed, and evaluated in relation to plant ecophysiology, site factors, climate change and multiple management objectives. The course also provides knowledge in design of regeneration experiments and in the techniques to measure seedling vitality and growth.
To further student learning and promote discussion, a variety of methods are used: Lectures, literature studies, exercises, (written/oral) assignments, project work, study visits, seminars, field exercises, excursions, presentations.
The course focuses on the following generic competencies: Problem solving, scientific methods, critical thinking, plan and manage time, creativity, teamwork but also ability to work autonomously.
The following course components are compulsory: Group activities, field excursions, study visits.
Grading form
The grade requirements within the course grading system are set out in specific criteria. These criteria must be available by the course start at the latest.Formats and requirements for examination
Passed written examinations.
Approved written exercises.
Completed compulsory components.
If a student has failed an examination, the examiner has the right to issue supplementary assignments. This applies if it is possible and there are grounds to do so.
The examiner can provide an adapted assessment to students entitled to study support for students with disabilities following a decision by the university. Examiners may also issue an adapted examination or provide an alternative way for the students to take the exam.
If this syllabus is withdrawn, SLU may introduce transitional provisions for examining students admitted based on this syllabus and who have not yet passed the course.
For the assessment of an independent project (degree project), the examiner may also allow a student to add supplemental information after the deadline for submission. Read more in the Education Planning and Administration Handbook.
Other information
The right to participate in teaching and/or supervision only applies for the course instance the student was admitted to and registered on.
If there are special reasons, students are entitled to participate in components with compulsory attendance when the course is given again. Read more in the Education Planning and Administration Handbook.
Additional information
Students may incur some costs related to transportation, food and accommodation during field excursion (s).The course is mainly campus-based but can be adapted to distance education if needed.
Responsible department
Department of Southern Swedish Forest Research Centre
Further information
Litterature list
**In-depth course in forest regeneration **– course literature, 2025
Please note that all listed course literature will be available in PDF format on Canvas (the student portal) before the start of the course.
Nursery seedlings in regeneration: ecophysiology and practices from propagation to field establishment
- Grossnickle, S.C. (2000). Ecophysiology of northern spruce species: the performance of planted seedlings. NRC Research Press.
- Grossnickle, S.C. (2005). Importance of root growth in overcoming planting stress. New forests, 30(2), 273-294.
- Grossnickle, S.C. (2012). Why seedlings survive: influence of plant attributes. New forests, 43(5), 711-738.
- Jacobs, D.F. & Landis, T.D. (2014). Plant nutrition and fertilization. Tropical Nursery Manual. Agricultural Handbook, 732, 232-251.
- Nilsson, U., Luoranen, J., Kolström, T., Örlander, G. & Puttonen, P. (2010). Reforestation with planting in northern Europe. Scandinavian journal of forest research, 25(4), 283-294.
- Örlander, G., Gemmel, P. & Hunt, J. (1990). Site preparation: a Swedish overview.
- Thiffault, N. (2004). Stock type in intensive silviculture: a (short) discussion about roots and size. The Forestry Chronicle, 80(4), 463-468.
Natural regeneration
- Lidman, F.D., Karlsson, M., Lundmark, T., Sängstuvall, L. & Holmström, E. (2024). Birch establishes anywhere! So, what is there to know about natural regeneration and direct seeding of birch? New forests, 55(1), 157-171.
- Lula, M., Hanssen, K.H., Goude, M., Hökkä, H., Valkonen, S., Brunner, A., Rautio, P., Erefur, C. & Granhus, A. (2025a). Regeneration. In: Continuous Cover Forestry in Boreal Nordic Countries. Springer. 45-72.
- Lula, M., Trubins, R., Ekö, P.M., Johansson, U. & Nilsson, U. (2021). Modelling effects of regeneration method on the growth and profitability of Scots pine stands. Scandinavian journal of forest research, 36(4), 263-274.
- Övergaard, R. (2010). Seed production and natural regeneration of beech (Fagus sylvatica L.) in southern Sweden.
**Forest genetics **
- Eriksson, G. & Ekberg, I. (2001). An introduction to forest genetics.
Ecology of seeds
- Fenner, M. & Thompson, K. (2005). The ecology of seeds. Cambridge university press.
- U.S. Department of Agriculture. (n.d.). Seed sampling guidelines. RNGR. https://rngr.net/publications/seed-handling-guidebook/seed-testing/at_download/file
Regeneration of broadleaves
- Löf, M., Castro, J., Engman, M., Leverkus, A.B., Madsen, P., Reque, J.A., Villalobos, A. & Gardiner, E.S. (2019a). Tamm Review: Direct seeding to restore oak (Quercus spp.) forests and woodlands. Forest Ecology and Management, 448, 474-489.
- Löf, M., Madsen, P., Metslaid, M., Witzell, J. & Jacobs, D. (2019b). Restoring forests: regeneration and ecosystem function for the future. New For 50: 139–151.
- Xu, W. & Prescott, C.E. (2024). Can assisted migration mitigate climate-change impacts on forests? Forest Ecology and Management, 556, 121738.