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Undergraduate Environmental Science Education. Report on a Workshop at the Annual Meeting of the American Institute of Biological Science of Scientific Societies (42nd, San Antonio, Texas, August 7-8, 1991). Weis, Judith S., Comp [microform]
Undergraduate Environmental Science Education. Report on a Workshop at the Annual Meeting of the American Institute of Biological Science of Scientific Societies (42nd, San Antonio, Texas, August 7-8, 1991). Weis, Judith S., Comp [microform]
상세정보
- 자료유형
- 마이크로피시
- 언어부호
- 본문언어 - English
- 보고서번호
- 5ED
- 청구기호
- 서명/저자
- Undergraduate Environmental Science Education. Report on a Workshop at the Annual Meeting of the American Institute of Biological Science of Scientific Societies (42nd, San Antonio, Texas, August 7-8, 1991). : Weis, Judith S., Comp - [microform]
- 발행사항
- 형태사항
- 22; 1
- 총서명
- ERIC Reports
- 주기사항
- 22p.
- 초록/해제
- 요약Directors and faculty members representing undergraduate environmental sciencestudies, in conjunction with the American Institute of Biological Sciences generated this report on the current status of and future prospects in undergraduate environmental science (ES) education. Despite their varied backgrounds and the diverse nature of their programs and institutions, they concurred on the following issues: mission and impact, curriculum, program structure, students, administration, and funding. The conclusions of the report are as follows: (1) ES programs have had a national impact, with respect to general awareness of environmental issues and in the training of professionals with the expertise to work on solving complex, cross-disciplinary environmental problems; (2) ES graduates must have an interdisciplinary perspective, with adequate depth in one of the technical areas, as well as a grasp of policy and ethics; (3) ES graduates need to have analytical and problem-solving skills, computer skills, critical thinking skills, and both oral and written communication skills; (4) ES programs should provide experiential activities through field work, internships, or research experiences; (5) strong faculty and administrative support is integral to the effectiveness of the interdisciplinary approach; and (6) increased federal funding is small relative to the scope of environmental problems and a significant barrier to program development. Four models of administrative arrangements are described and evaluated for effectiveness as support structures for interdisciplinary programs such as ES. These include a traditional departmental status, an interdisciplinary program structure with contractual arrangements for teaching responsibilities, interdisciplinary program structure with voluntary faculty participation, and programs housed within existing departments. (MCO)
- 복제주기
- Microfiche. . Springfield, VA : ERIC Document Reproduction Service. . microfiches ; 11×15 cm.
- 일반주제명
- 키워드
- 기타저자
MARC
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■008980917s1592 us b 000 0 eng d
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■0410 ▼aEnglish
■088 ▼a5ED
■090 ▼a370.78▼bE68
■24500▼aUndergraduate Environmental Science Education. Report on a Workshop at the Annual Meeting of the American Institute of Biological Science of Scientific Societies (42nd, San Antonio, Texas, August 7-8, 1991).▼cWeis, Judith S., Comp▼h[microform]
■260 ▼aU.S.; District of Columbia▼bAmerican Inst. of Biological Sciences, Washington, D.C.▼c15 Jan 92L
■300 ▼a22; 1
■440 0▼aERIC Reports
■500 ▼a22p.
■520 ▼aDirectors and faculty members representing undergraduate environmental sciencestudies, in conjunction with the American Institute of Biological Sciences generated this report on the current status of and future prospects in undergraduate environmental science (ES) education. Despite their varied backgrounds and the diverse nature of their programs and institutions, they concurred on the following issues: mission and impact, curriculum, program structure, students, administration, and funding. The conclusions of the report are as follows: (1) ES programs have had a national impact, with respect to general awareness of environmental issues and in the training of professionals with the expertise to work on solving complex, cross-disciplinary environmental problems; (2) ES graduates must have an interdisciplinary perspective, with adequate depth in one of the technical areas, as well as a grasp of policy and ethics; (3) ES graduates need to have analytical and problem-solving skills, computer skills, critical thinking skills, and both oral and written communication skills; (4) ES programs should provide experiential activities through field work, internships, or research experiences; (5) strong faculty and administrative support is integral to the effectiveness of the interdisciplinary approach; and (6) increased federal funding is small relative to the scope of environmental problems and a significant barrier to program development. Four models of administrative arrangements are described and evaluated for effectiveness as support structures for interdisciplinary programs such as ES. These include a traditional departmental status, an interdisciplinary program structure with contractual arrangements for teaching responsibilities, interdisciplinary program structure with voluntary faculty participation, and programs housed within existing departments. (MCO)
■533 ▼aMicrofiche.▼bSpringfield, VA▼cERIC Document Reproduction Service.▼emicrofiches ; 11×15 cm.
■650 4▼xEducation
■653 ▼aAdministration▼aAdministrative Change▼aBiological Sciences▼aEnvironmental Education▼aFinancial Needs▼aHigher Education▼aInterdisciplinary Approach▼aProgram Administration▼aProgram Development▼aScience Education▼aScience Instruction▼aStudent Characteristics▼aTrend Analysis▼aUndergraduate Study▼aEnvironmental Professionals
■7001 ▼aWeis, Judith S., Comp.
■999 ▼a120; 150
