and the broader public. To meet these objectives, university programs
should emphasize integrated analysis, synthesis, and communication.
14.4.2 Systems Thinking and Model Conception
Systems thinking [e.g., Kitching (1983)] and conceptual modeling are critical starting points for introducing students to the process of model conception and development. However, they remain infrequent components
of undergraduate biology training or graduate-level applied-ecology course
curricula. The challenge of understanding complex-system behavior and
developing simple models can be great (Hannon and Ruth 1997). The
process of developing conceptual models, however, may help teach problems and important processes in ecological systems by introducing students
to the process of synthesizing complexity into salient relationships, boundaries, and components. Applying conceptual models to real biological scenarios is also an important tool in hypothesis formulation and testing, in
determining practical and ecological constraints to a problem, and in assessing an understanding of a system. Constructing conceptual models is a valuable step in getting students in ecology and environmental management to
become systems thinkers. This process can provide a critical foundation for
ecological practitioners and mathematical modelers to define common
vocabularies and to master the process of problem definition. The process
of deriving conceptual models can also help build consensus and common
understanding among students, which not only is relevant to understanding
the biological system, but also is a critical element in collaborative research
across disciplinary boundaries common to many management problems
(Walters 1986; Carpenter 1992; Jackson 2000).
14.4.3 Quantitative Modeling
In addition to conceptual modeling, quantitative training in undergraduate
biology and ecology curricula is also generally weaker than that in the physical sciences. Quantitative concepts and exercises should be integrated into
ecology curricula rather than remaining isolated in mathematical courses.
Such integration would highlight the importance of quantitative solutions
to ecological questions. At the same time, ecological examples should be
more commonly applied in mathematical training to underscore the applicability of mathematical skills to contemporary management problems.
Such integration both emphasizes the utility of using quantitative methods
in ecological decision making and underscores how mathematical models
can enhance biological understanding (Gross 2000).
A number of software packages are geared toward introducing students
to the process of quantitative model building, from conception and construction to verification and validation [e.g., Akçakaya et al. (1999);
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Thomas P. Maxwell et al.
should emphasize integrated analysis, synthesis, and communication.
14.4.2 Systems Thinking and Model Conception
Systems thinking [e.g., Kitching (1983)] and conceptual modeling are critical starting points for introducing students to the process of model conception and development. However, they remain infrequent components
of undergraduate biology training or graduate-level applied-ecology course
curricula. The challenge of understanding complex-system behavior and
developing simple models can be great (Hannon and Ruth 1997). The
process of developing conceptual models, however, may help teach problems and important processes in ecological systems by introducing students
to the process of synthesizing complexity into salient relationships, boundaries, and components. Applying conceptual models to real biological scenarios is also an important tool in hypothesis formulation and testing, in
determining practical and ecological constraints to a problem, and in assessing an understanding of a system. Constructing conceptual models is a valuable step in getting students in ecology and environmental management to
become systems thinkers. This process can provide a critical foundation for
ecological practitioners and mathematical modelers to define common
vocabularies and to master the process of problem definition. The process
of deriving conceptual models can also help build consensus and common
understanding among students, which not only is relevant to understanding
the biological system, but also is a critical element in collaborative research
across disciplinary boundaries common to many management problems
(Walters 1986; Carpenter 1992; Jackson 2000).
14.4.3 Quantitative Modeling
In addition to conceptual modeling, quantitative training in undergraduate
biology and ecology curricula is also generally weaker than that in the physical sciences. Quantitative concepts and exercises should be integrated into
ecology curricula rather than remaining isolated in mathematical courses.
Such integration would highlight the importance of quantitative solutions
to ecological questions. At the same time, ecological examples should be
more commonly applied in mathematical training to underscore the applicability of mathematical skills to contemporary management problems.
Such integration both emphasizes the utility of using quantitative methods
in ecological decision making and underscores how mathematical models
can enhance biological understanding (Gross 2000).
A number of software packages are geared toward introducing students
to the process of quantitative model building, from conception and construction to verification and validation [e.g., Akçakaya et al. (1999);
274
Thomas P. Maxwell et al.