technical background. Most modelers have experience making technical
presentations to technical audiences, but few have substantial experience
making technical presentations to nontechnical audiences. The surest way
to make an ecological modeling effort irrelevant is for the modeler to be
incapable of explaining the results to policymakers. Intuitively, scientists,
and in particular modelers, who can communicate technical results effectively to nontechnical audiences will be more likely to find their modeling
efforts more greatly relied upon and used. One can improve one’s public
presentation skills by participating in Toastmasters International, joining an
amateur theater group, speaking to Rotary Clubs and other organizations,
taking a public-speaking class at a community college, or getting a mentor
who is a good public speaker.
Environmental scientists who do not have a modeling background could
benefit from additional training to improve their understanding of the uses
and limitations of specific models and modeling in general. Most importantly, these scientists must understand the potential role of models in an
environmental management program. Modeling is often a team process.
Modelers rely on the assistance and guidance of scientists who are experts
in the system being modeled. Usually, the expert scientist describes to the
modeler how the system works, and the modeler creates a computational
analog of the system. In some cases, managers and stakeholders may be
involved in the modeling process. Together, the team decides what is
feasible or infeasible given various fiscal, technological, logistical, physical,
or biological constraints. For those scientists who do not understand the
process, modeling is intimidating and something to be avoided. They likely
assume that everyone working on a model must know how to program a
computer and must know complex mathematics. It is the job of the modeler
to work with these aspects of the project. In many modeling projects, the
expert scientists do not even see the programming code or complex mathematics. When nonmodelers understand the purpose of modeling and the
role they would likely play, modeling is no longer intimidating. In fact,
it often becomes interesting and exciting.
There are two main benefits to this education. First, the nonmodeling scientists and stakeholders are often in a position to identify projects where
modeling can play an important role. Second, their willingness to participate in the process improves the productivity of the modeling team and
makes life easier for the modeler. In many cases, they are also in the best
position to explain the results to the policymakers. Educating this group
during the course of the development effort would greatly improve the use
of ecological models in management.
How can we educate current practitioners? There are many ways that this
can be accomplished. Web-based training is becoming very popular because
it allows individuals to learn at their own pace, on their own time, in their
own location. Workshops are an excellent way to train modelers and nonmodelers, alike. There is a growing trend toward scheduling workshops
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Thomas P. Maxwell et al.
presentations to technical audiences, but few have substantial experience
making technical presentations to nontechnical audiences. The surest way
to make an ecological modeling effort irrelevant is for the modeler to be
incapable of explaining the results to policymakers. Intuitively, scientists,
and in particular modelers, who can communicate technical results effectively to nontechnical audiences will be more likely to find their modeling
efforts more greatly relied upon and used. One can improve one’s public
presentation skills by participating in Toastmasters International, joining an
amateur theater group, speaking to Rotary Clubs and other organizations,
taking a public-speaking class at a community college, or getting a mentor
who is a good public speaker.
Environmental scientists who do not have a modeling background could
benefit from additional training to improve their understanding of the uses
and limitations of specific models and modeling in general. Most importantly, these scientists must understand the potential role of models in an
environmental management program. Modeling is often a team process.
Modelers rely on the assistance and guidance of scientists who are experts
in the system being modeled. Usually, the expert scientist describes to the
modeler how the system works, and the modeler creates a computational
analog of the system. In some cases, managers and stakeholders may be
involved in the modeling process. Together, the team decides what is
feasible or infeasible given various fiscal, technological, logistical, physical,
or biological constraints. For those scientists who do not understand the
process, modeling is intimidating and something to be avoided. They likely
assume that everyone working on a model must know how to program a
computer and must know complex mathematics. It is the job of the modeler
to work with these aspects of the project. In many modeling projects, the
expert scientists do not even see the programming code or complex mathematics. When nonmodelers understand the purpose of modeling and the
role they would likely play, modeling is no longer intimidating. In fact,
it often becomes interesting and exciting.
There are two main benefits to this education. First, the nonmodeling scientists and stakeholders are often in a position to identify projects where
modeling can play an important role. Second, their willingness to participate in the process improves the productivity of the modeling team and
makes life easier for the modeler. In many cases, they are also in the best
position to explain the results to the policymakers. Educating this group
during the course of the development effort would greatly improve the use
of ecological models in management.
How can we educate current practitioners? There are many ways that this
can be accomplished. Web-based training is becoming very popular because
it allows individuals to learn at their own pace, on their own time, in their
own location. Workshops are an excellent way to train modelers and nonmodelers, alike. There is a growing trend toward scheduling workshops
272
Thomas P. Maxwell et al.