Integrating Land Conservation Planning in the Classroom

Lopez, Roel R.; Hays, K. Brian; Wagner, Matthew W.; Locke, Shawn L.; McCleery, Robert A.; Silvy, Nova J.

doi:10.2193/0091-7648(2006)34[223:ilcpit]2.0.co;2

Cited by 6 publications

(10 citation statements)

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“…However in addition to this, several papers present pedagogical techniques that are potentially relevant. The different techniques include (1) integrated problem solving and critical thinking (Touval & Dietz 1994;Meffe 1998;Millspaugh & Millenbah 2004;Perez 2005;Kainer et al 2006;Martinich et al 2006); (2) techniques focusing on writing skills and communication to difference audiences (Lopez et al 2006); (3) making links between theory and practice, particularly in the form of class discussion of the participants' own conservation projects (Galindo-Leal 2001); (4) student-led activities (Perez 2005;Kainer et al 2006); (5) student peer review (Touval & Dietz 1994;Kainer et al 2006;Lopez et al 2006); (6) active student interaction (Gass 2002), including teamwork (Touval & Dietz 1994;Lopez et al 2006;Martinich et al 2006); (7) mentoring (Orr 1999;Millspaugh & Millenbah 2004); (8) contact with working professionals (Touval & Dietz 1994;Kainer et al 2006;Lopez et al 2006;Martinich et al 2006); and (9) experiential learning, through field visits and practical exercises (Millspaugh & Millenbah 2004;Lopez et al 2006), and internships (Noss 1997;Meffe 1998). Many of these techniques emphasize professional skills training or practical experience rather interdisciplinarity per se, but they can be extremely valuable in exploring the latter (see Table 1 for some examples).…”

Section: Interdisciplinarity In Current Training Programmesmentioning

confidence: 99%

“…2006); (2) techniques focusing on writing skills and communication to difference audiences (Lopez et al . 2006); (3) making links between theory and practice, particularly in the form of class discussion of the participants’ own conservation projects (Galindo-Leal 2001); (4) student-led activities (Perez 2005; Kainer et al . 2006); (5) student peer review (Touval & Dietz 1994; Kainer et al .…”

Section: Interdisciplinarity In Current Training Programmesmentioning

confidence: 99%

“…2006; Lopez et al . 2006); (6) active student interaction (Gass 2002), including teamwork (Touval & Dietz 1994; Lopez et al . 2006; Martinich et al .…”

Section: Interdisciplinarity In Current Training Programmesmentioning

confidence: 99%

“…2006); (6) active student interaction (Gass 2002), including teamwork (Touval & Dietz 1994; Lopez et al . 2006; Martinich et al . 2006); (7) mentoring (Orr 1999; Millspaugh & Millenbah 2004); (8) contact with working professionals (Touval & Dietz 1994; Kainer et al .…”

Section: Interdisciplinarity In Current Training Programmesmentioning

confidence: 99%

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Interdisciplinary training in environmental conservation: definitions, progress and future directions

Newing

2010

Envir. Conserv.

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SUMMARYThe development of interdisciplinary approaches to environmental conservation is obviously related to interdisciplinary training in undergraduate and postgraduate conservation-oriented degree programmes. This paper therefore examines interdisciplinary training in environmental conservation, with a focus on conservation biology. The specific objectives are: (1) to analyse debates about the nature of ‘interdisciplinarity’ in conservation biology; (2) to examine the status of interdisciplinary training in current academic programmes in conservation biology; and (3) to make recommendations in terms of interdisciplinary or other non-natural science content that should be prioritized for inclusion in the curriculum. The term ‘interdisciplinarity’ has been used in relation to conservation training to refer to (1) any social science content; (2) vocational skills training; (3) integrative or practice-based exercises, sometimes with no indication of disciplinary content; (4) the (variously defined) ‘human dimensions’ of conservation, and (5) interaction between different academic disciplines (usually crossing the natural science–social science divide). In terms of training, the natural sciences have remained predominant in almost all reported academic programmes, but there now appears to be more coverage of non-natural science issues than previously. However the lack of consistency in the use of terms makes it difficult to assess progress. Further debate about curriculum development in conservation would be aided greatly by recognizing the distinction between the different aspects of non-natural science training, and treating each of them in its own right. Most degree programmes in environment-related disciplines specialize to varying degrees either in the natural sciences or the social sciences, and a comprehensive programme covering both of these in depth is likely to be problematic. However, some understanding of different disciplinary perspectives is increasingly important in a career in environmental conservation, and it is argued that, as a minimum, a primarily natural science-based undergraduate programme in environmental conservation should include: (1) an introduction to social science perspectives on the environment; (2) basic training in social science methods, research design and science theory; (3) vocational skills training, to the extent that it can be built into existing curricular components; and (4) integrative problem-solving tasks that can be used in relation to any or all of the above. A similar list could be constructed for social science-based environmental degree programmes, incorporating some basic training in natural science perspectives. Postgraduate training programmes are more varied in what they aim to achieve in terms of disciplinary breadth; they can develop students’ existing specialist expertise, offer supplementary training to allow students to increase the disciplinary breadth of their expertise, or focus on the issue of interdisciplinarity itself.

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Section: Interdisciplinarity In Current Training Programmesmentioning

confidence: 99%

Section: Interdisciplinarity In Current Training Programmesmentioning

confidence: 99%

“…2006; Lopez et al . 2006); (6) active student interaction (Gass 2002), including teamwork (Touval & Dietz 1994; Lopez et al . 2006; Martinich et al .…”

Section: Interdisciplinarity In Current Training Programmesmentioning

confidence: 99%

Section: Interdisciplinarity In Current Training Programmesmentioning

confidence: 99%

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Interdisciplinary training in environmental conservation: definitions, progress and future directions

Newing

2010

Envir. Conserv.

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“…The EL approach conceives of the learner as actively involved in the learning process (Benecke, Bezuidenhout 2011). In contrast, more traditional teaching methods (Karlowicz 2009) view the student as a passive recipient of information (Lopez et al 2006). EL is an increasingly common college curricular alternative (Cline, Kroth 2008), merging different learning styles and enhancing the ability to apply lessons to new situations (McCleery et al 2005) often through simulation, games, and role playing (Hale et al 2002).…”

Section: Introductionmentioning

confidence: 99%

Experiential Learning in Management Education

Eckhaus

Klein

Kantor

2017

Business, Management and Education

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Management studies have been criticized for lagging behind the actual needs of organizations, ignoring experiential dimensions. We address this issue by applying experiential learning theory using an accountancy-oriented board game designed to help participants learn about cost management. The game was played in a pricing course with an enrolment of 104 accountancy students. We examined the impact levels of game entertainment and comprehensibility on the course material comprehension as well as the game’s impact on the final grade in the course. Results show that game participants had significantly higher grades than students that did not participate in the game, and that entertainment and comprehensibility of the game predict the understanding of course material. We also found that managerial employment capability can be predicted by level of challenge participants derive from the game. This study addresses the gap between traditional management education and practice. It provides empirical evidence of the value of hands-on gameplay experience for assimilation of course concepts and strategies. The results confirmed the importance of exposing players through an entertaining game simulation to challenges that arise in the business world. In addition, we lay the ground for future studies on the novel usage of the game as a tool to assess management skills.

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Use of live streaming systems in field‐based learning

McCay¹,

Lopez

Sansom³

et al. 2022

Wildlife Society Bulletin

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Field‐based learning is a key element in wildlife management curriculum as it is a valuable teaching tool for natural resource topics. There are multiple constraints that restrict use of field‐based learning techniques in wildlife programs that have been complicated by the COVID‐19 pandemic. Many academic programs were forced to rapidly transition to online instruction, but despite these difficulties, there was a need to provide interactive, in the field learning opportunities for students. This necessity resulted in the development of a live streaming system to provide an interactive learning experience (Leopold Live!). In this case study, we describe the technology used in Leopold Live! to augment an online, wildlife habitat management course at Texas A&M University, and the associated challenges and adjustments needed to improve delivery in the future. We conclude that Leopold Live! serves as a potential method to meet the challenge of providing interactive, field‐based learning in a distance education setting.

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Integrating Land Conservation Planning in the Classroom

Cited by 6 publications

References 5 publications

Interdisciplinary training in environmental conservation: definitions, progress and future directions

Interdisciplinary training in environmental conservation: definitions, progress and future directions

Experiential Learning in Management Education

Use of live streaming systems in field‐based learning

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