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Integrating Disciplines in an Undergraduate Curriculum

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Abstract:

Given the cross-disciplinary nature of natural resource management, integrating fields of knowledge in natural resource curricula has become an important challenge for universities. We developed three models for integrating ecological and social science courses. The models varied in the degree to which they achieved integration in process, disciplinary content, methods of analysis, and relationship of integration to disciplinary distinctions. They were implemented sequentially, and course structure, pedagogy, and content were altered to emphasize particular aspects of integration and respond to students' comments and administrative concerns.

Document Type: Journal Article

Affiliations: Ecologist, University of Vermont, School of Natural Resources, 350 Aiken Center, Bington, VT 05405

Publication date: January 1, 1999

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  • The Journal of Forestry is the most widely circulated scholarly forestry journal in the world. In print since 1902, the Journal has received several national awards for excellence. The mission of the Journal of Forestry is to advance the profession of forestry by keeping forest management professionals informed about significant developments and ideas in the many facets of forestry: economics, education and communication, entomology and pathology, fire, forest ecology, geospatial technologies, history, international forestry, measurements, policy, recreation, silviculture, social sciences, soils and hydrology, urban and community forestry, utilization and engineering, and wildlife management. The Journal is published bimonthly: January, March, May, July, September, and November.

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