It is also important that students have realistic expectations of how
the process of environmental decision making works and, most importantly,
the role of science and scientists within the process (Berkson and Harrison
2001; Berkson and Harrison 2002). Students must understand how they
will fit into the process so they can enter the field as effective and productive players. Many of our university science programs teach how the
decision-making process could work. Students are taught that decisions are
based on best available science and the recommendations of scientists. In
reality, however, decisions are typically based on incomplete information
and a combination of scientific, political, economic, and social factors. Students need to be taught how the process does work, not how it could work
based on best-case scenarios. This learning may be best achieved by teaching synthesis and integration and by providing examples of the multiple
roles that models play in the environmental-decision-making process.
The template for a course that provides exposure to the actual process of
environmental decision making has been developed and is currently
in use (Berkson and Harrison 2001; Berkson and Harrison 2002) (see
Sidebar 14.2).
This practical education in real-world environmental modeling can be
greatly enhanced by linking students with agencies in developing modeling
projects for class. This interaction not only exposes students to the complexity of real-life management issues but may also provide managers with
useful products at the end of the semester. In addition, application of reallife scenarios during modeling training may force modelers to produce
creative solutions within the temporal and financial constraints of the real
world.
14.4.5 Communication and Interpretation of Models
Another important element in student training is effective communication
and interpretation of models to scientists, land managers, decision makers
and the public. Collaborative, problem-focused learning environments
require sharing knowledge across disciplines, interaction with multiple
stakeholders, and the communication of results to policymakers and the
broader public.Thus, collaborative learning environments can provide a key
component in the education of students.
Modeling exercises should incorporate written and oral presentations to
groups that require the description of the model development and the evaluation of the results, tailored to the ecological and technical background
of particular groups. Other techniques, such as role-playing exercises, are
useful exercises in learning how to effectively communicate across institutional boundaries. For example, students can give testimony based on their
model results in a public hearing or can act as a decision maker describing
the pertinence of model results to other modelers, environmentalists, field
biologists, or a regulatory agency.
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the process of environmental decision making works and, most importantly,
the role of science and scientists within the process (Berkson and Harrison
2001; Berkson and Harrison 2002). Students must understand how they
will fit into the process so they can enter the field as effective and productive players. Many of our university science programs teach how the
decision-making process could work. Students are taught that decisions are
based on best available science and the recommendations of scientists. In
reality, however, decisions are typically based on incomplete information
and a combination of scientific, political, economic, and social factors. Students need to be taught how the process does work, not how it could work
based on best-case scenarios. This learning may be best achieved by teaching synthesis and integration and by providing examples of the multiple
roles that models play in the environmental-decision-making process.
The template for a course that provides exposure to the actual process of
environmental decision making has been developed and is currently
in use (Berkson and Harrison 2001; Berkson and Harrison 2002) (see
Sidebar 14.2).
This practical education in real-world environmental modeling can be
greatly enhanced by linking students with agencies in developing modeling
projects for class. This interaction not only exposes students to the complexity of real-life management issues but may also provide managers with
useful products at the end of the semester. In addition, application of reallife scenarios during modeling training may force modelers to produce
creative solutions within the temporal and financial constraints of the real
world.
14.4.5 Communication and Interpretation of Models
Another important element in student training is effective communication
and interpretation of models to scientists, land managers, decision makers
and the public. Collaborative, problem-focused learning environments
require sharing knowledge across disciplines, interaction with multiple
stakeholders, and the communication of results to policymakers and the
broader public.Thus, collaborative learning environments can provide a key
component in the education of students.
Modeling exercises should incorporate written and oral presentations to
groups that require the description of the model development and the evaluation of the results, tailored to the ecological and technical background
of particular groups. Other techniques, such as role-playing exercises, are
useful exercises in learning how to effectively communicate across institutional boundaries. For example, students can give testimony based on their
model results in a public hearing or can act as a decision maker describing
the pertinence of model results to other modelers, environmentalists, field
biologists, or a regulatory agency.
276
Thomas P. Maxwell et al.