Writing and fisheries and wildlife management: Cross-disciplinary collaborations

Often students disassociate courses which are in their core university requirements- such as writing- from the courses they take for their major. Yet, increasing demands within resource management professions require graduates competent in writing and in using Internet technologies for research and publishing. Thus, there is the need for cross-disciplinary collaboration between the university units responsible for teaching writing and the units providing education for resource professionals. With this need in mind, a unique partnership was formed at Michigan State University between the Department of Fisheries and Wildlife (FW) and American Thought and Language (ATL)- the unit charged with teaching a variety of content-based writing courses for new students. We worked together to enhance the design of FW 100- An Introduction to FW and two sections of ATL 150; course content and readings focused on conservation history, and assignments developed writing skills. Additional learning activities enhanced Internet skills, provided outside-of-class experiential opportunities, and helped students develop critical thinking abilities. In-class assessments showed that most students noted how the assignments and approaches used engaged them in learning course content and the value of writing. Future plans are to continue this collaboration, with more students cross-enrolled in the two complementary courses. The anticipated benefits of this collaboration reach beyond those obtained by students. We have found creative ways in which to integrate writing and communications with FW education, while contributing to scholarly applications of writing across the curriculum (WAC) within natural resources fields

Learning and living : Connecting graduate education in natrual resources with the scholarship of engaged learning institutions and the outreach mission of land-grant universities

The future will involve a lifetime of learning for those who intend to work or live meaningful, productive lives, especially in the fields of natural resources management. Land-grant universities always have recognized this need for lifelong learning of both professionals and citizens. In order for land-grant universities to reach their full potential as learning institutions engaged with communities, they will need to initiate new forms of leadership within an expanded paradigm that maintains core values while altering the way they serve their students and public. New educational models are needed at the graduate level in natural resources. These new models should be designed to meet growing demand among learners for direct application of content to work settings, and for greater understanding of the dynamic complexity and often-interdisciplinary nature of knowledge. There is also the need to develop capacities among our graduate students for partnership building and leadership for change

Evaluation of an Adult Extension Education Initiative: The Michigan Conservation Stewards Program

The Michigan Conservation Stewards Program (CSP), coordinated by Michigan State University Extension, convened a unique group of partners for a new statewide Master Naturalist™ effort. Partners designed a curriculum, implemented a pilot program, and evaluated program processes and impacts. Extension staff used pre- and post-program questionnaires, achieving a 97% program retention rate and an 85% response rate. The CSP attracted a new Extension audience, increased learners\u27 ecosystem knowledge, improved attitudes toward resource management, and fostered skills for accessing ecological information. The CSP achieved its goal of assisting adult learners in gaining skills necessary to complete conservation management volunteer activities

Faculty Members as Course Co-Convenors with Students: Jointly Creating a Complex Ecology for Learning Communities in Natural Resources and Agriculture

How can we, as student and faculty scholars together, delve into the complexities of issues along the natural resources/agriculture interface? How can we think deeply about such topics as urban sprawl, food production and culture, or globalization? Then, how do we take our thinking and our dialogue further, so that we make thoughtful choices about both our professional and personal lives? The Liberty Hyde Bailey Scholars Program offers one model. The declaration of this program states that we are “a community of scholars dedicated to lifelong learning.

Trading Places: Learning From the Student Perspective

A unique opportunity exists within Michigan State University for undergraduates to be valued members of a community of student and faculty scholars dedicated to lifelong learning. With the motto, “college is a journey, not a guided tour,” the Bailey Scholars Program encourages students to take charge of their learning, with plenty of assistance and resources available. The program offers students a chance to tailor their education or degree toward particular interests. Bailey provides a comfortable environment to learn however is appropriate for the topic, creating a space where scholars become interdependent and gain a sense of community. Many of the core classes involve field trips, guest speakers, projects, and discussions developed by the students. Along with the actual learning experiences, the student scholars within a class determine assessment and evaluation. Classes are generally small, bringing students and conveners together at a round table. In the first of three core classes, there is a chance for student conveners to facilitate in the course. The role of a student convener is similar to that of faculty conveners. Student conveners experience the ideal practice of peer leadership; the confidence gained from being a valued member of the convener community can encourage student scholars to take the lead and initiate ideas and conversation without dominating class dynamics