• Book Review: A Primer on Natural Resource Science, Fred S. Guthery

      Abbott, Laurie (Society for Range Management, 2009-05-01)
    • Teaching to Learn and Learning to Teach: Education in Rangeland Ecology and Management

      Tanaka, John; Call, Chris; Abbott, Laurie; Hickman, Karen (Society for Range Management, 2012-06-01)
      Teaching in our rangeland ecology and management discipline is continuously evolving to address emerging issues and meet the needs of our students and their potential employers. The core curriculum in many range science education programs is strongly influenced by current accreditation standards set by the Society for Range Management (SRM). These are based upon the standards developed by the Range Science Education Council (RSEC) and federal Office of Personnel Management (OPM) for employment as rangeland management specialists with federal land management agencies (GS-0454 series). However, a recent survey of range professionals revealed some gaps between what our students are learning and what potential employers and other stakeholders need and value. These findings prompted RSEC to begin a fresh examination of the knowledge, skills, and abilities needed by modern rangeland professionals, and our educational approaches to address these needs. 
    • Tired of Teaching to the Test? Alternative Approaches to Assessing Student Learning

      Abbott, Laurie (Society for Range Management, 2012-06-01)
      If you ask teachers what they feel is most rewarding about their work, nearly all will say it’s the joy that comes when students “get it,” and when students are motivated to learn, enjoy learning, and find it a rewarding experience. When asked about which tasks are most disagreeable, grading usually ranks quite highly. Similarly, students generally rate engaging learning activities highly and, with a few exceptions, don’t relish taking exams. We typically use exams to assess student learning, and grades provide a means of recognizing specific levels of achievement or mastery. But can we effectively assess the diverse competencies and real-world skills that we want our students to develop with exams alone?