Natural Resources and the Environment

(USU) is an interdisciplinary, graduate, educational program that has been developed since the fall of 1991. The program administers and awards a graduate certificate, sponsors invited speakers, oversees student policy presentations, and facilitates interdisciplinary collaboration. The program has earned broad, campus-wide support and participation. All eight colleges at USU supported approval of the certificate program in 1994. At present, sixteen academic units are represented on its Faculty Advisory Committee, which oversees and makes decisions about the program. Fifty graduate students from fourteen academic units have pursued the Interdisciplinary Certificate in Natural Resource and Environmental Policy, eight students have received the certificate, and sixty-three faculty representing twenty academic units are affiliated with the program. The graduate certificate program appears to be enhancing students' employment options in applied resource management and coordination roles. This paper reviews program development efforts, describes the program, analyzes some of the challenges and opportunities that have confronted program developers, and offers a preliminary assessment of outcomes.

Wildlife Society Bulletin

Historically, undergraduate college students enrolled in natural resources programs came from rural backgrounds and regularly participated in fishing, hunting, and trapping (i.e., consumptive activities). Student demographics shifted considerably over the past 30 years, with more natural resources students coming from urban backgrounds with lower levels of engagement in consumptive activities. Some stakeholders and employers are concerned that misalignment between student participation in consumptive and nonconsumptive wildlife-related activities and priorities of natural resource management authorities might result in contradicting views on consumptive activities. We sought to understand the background, participation in wildlife-related activities, and career decision-making process of undergraduate college students currently enrolled in natural resources programs in the early 21st century. We conducted an online survey of students enrolled in members of the National Association of University Fisheries and Wildlife Programs. We examined how demographics (including personal and family characteristics) and participation in outdoor activities shaped student decisions to pursue natural resources training in college and career choices. We received 1,376 undergraduate respondents (570 males, 806 females) representing universities and colleges in 29 U.S. states. Responding students were primarily Caucasian with the majority between 18 and 22 years old. Most identified that they regularly (>11 hr/month) spent time outdoors, and just over half acknowledged participating in hunting and fishing. Participation in hunting, fishing, and farming were lower among students identifying as female than among those identifying as male. We also found that family participation in hunting and fishing was most influential on both student involvement in consumptive activities and their decisions to pursue natural resources careers. Students with family participation in consumptive activities made natural resources career decisions in high school as compared with students whose families did not participate in consumptive activities, who waited until early college. Our study indicates that about 50% of undergraduate college students enrolled in natural resource programs do not participate in consumptive activities. Our study also highlights the importance of family participation in consumptive activities in determining school and career outcomes, with implications for student recruitment and retention practices for natural resource academic programs and employers in the early 21st century.

1998

2000

Natural Resources and Environmental Issues, 1998

The Utah State University College of Natural Resources has recently instituted an inter-departmental, non-thesis Master of Natural Resources degree to meet the needs of students and practicing professionals with a career orientation in natural resource management as opposed to research.

Journal of Environmental Studies and Sciences, 2017

To meet society's need to better understand and respond to ever-more complex, interwoven problems of environment, development, and society-including environmental health risks, climate change adaptation, and sustainable development-we applied an integrative frame to re-imagine, redesign , and deploy a professionally oriented, academically rigorous 2year/12-unit Master of Science program. Our scholar-practitioner faculty uses the framework to tackle complex, real-world problems, emerging from a strong interdisciplinary ethos. It thus acts as a pragmatic system to guide pedagogy, curriculum, research and practice, and student experience. The frame weaves together six domains (6-D): (1) project framing, concept, and design; (2) development topics and sectors; (3) stakeholder interests, assets, and relationships; (4) knowledge types, disciplines, models, and methods; (5) variable temporal and spatial scales and networks; and (6) socio-technical capacities. At our institution, the need to replace 2.0 of 3.5 tenure/tenure-track program faculty posed both a challenge and an opportunity to rethink one of the oldest environmental science and policy programs in the USA which began in 1971. We pose and answer: What kinds of integrative educational experience, curriculum, and research practicum can best prepare environmental MS students in the twenty-first century? Two examples-one domestic, one international-illustrate the practicum.

Slavia Orientalis, 2019

This article describes the results of the pilot stage of qualitative fi eld research on Russian social memory in the second half of the 1980s. The aim of the research was to reveal what is the image of perestroika preserved in today's social memory of those Russians who remember the events of those years. The main objective of the pilot stage was the identifi cation of the lexicon of terms and the set of concepts used to verbalize the memories of the perestroika period, as well as the caesuras and temporal characteristics related to the memory of this time. The results are outlined in the main topics, terms and concepts that pop up in conversations with respondents.

European Journal of Science and Mathematics Education, 2024

There is no doubt that education for sustainable development (ESD) is important because it covers all areas: social, emotional, intellectual, physical, moral, etc. ESD helps people acquire the skills, knowledge, and values necessary for a successful life and a constructive contribution to society. If earlier early ESD was not at the centre of attention, recently it has become increasingly clear that early education has great potential for fostering values, behaviours, and skills that contribute to sustainable development. Despite this, ESD remains problematic due to the inadequate preparation of pre-service primary teachers in this area. It is obvious that ESD implementation in primary education is still poorly integrated. Empirical qualitative research aimed to reveal how pre-service primary school teachers understand ESD in primary school. Generally, 86 students from two Lithuanian universities, preservice teachers of preschool and primary education, took part in the research. Verbal research data were analysed using the quantitative content analysis method. The results suggest that although ESD in early childhood is understood as significant and reasonable, however, the understanding of pre-service teachers is rather one-sided. ESD is understood as social welfare, while the natural and physical environment is the least expressed in their understanding structure. Meanwhile, the implementation of ESD is understood as a normal educational process, applying known techniques and methods. It is necessary to strive for the young generation to be characterised by responsibility, a sense of community, conservation, and citizenship, to understand the harmony of the surrounding world and their activities. For that purpose, changes in the education are needed to integrate the necessary ESD elements, including both managerial and educational processes.