Developing policy-oriented curricula for conservation biology: Professional and leadership education in the public interest

Some conservation biologists question the ability of current university cur ricula to prepare students to meet the needs of the profession in solving r eal-life conservation problems or to integrate the goals of conservation bi ology with other societal goals. The gist of the criticism is that curricul a tend to emphasize narrow, technical proficiency at the expense of more in tegrative, "policy-oriented" problem solving. conservation biologists' work should be relevant to policy, and I argue that professional participation could become more effective through a broader educational curriculum. such curricula should teach students three things: (1) an understanding of how t he policy-making system works and how human value interactions constitute t he core of professional work, (2) mastery of skills in critical thinking an d development of an interdisciplinary, "procedural rationality" for analyzi ng problems and evaluating potential solutions, and (3) development of infl uence and responsibility within policy systems. Seminars, case studies, and field trips are among the tools that can develop these skills in students. Finally, the education committee of the Society for Conservation Biology h as great potential to improve the quality and relevance of professional edu cation.