Freshwater Ecosystems Revitalizing Educational Programs in Limnology (1996) / Chapter Skim
Currently Skimming:
Training of Aquatic Ecosystem Scientists
Training of Aquatic Ecosystem Scientists
Pages 218-233
The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.
From page 218... ...
Improvements in instruction and research training in limnology are needed, particularly with regard to interdisciplinary breadth, ecosystem integration, and practical experience in problem solving. This paper proposes combined programs of rigorous, science-based undergraduate and graduate training at professional schools of limnology, in which practitioners and researchers are trained in inland aquatic ecology with true ecosystem perspectives by means of an integrated problemsolving environment.
|
From page 219... ...
This essential ecosystem perspective is now being incorporated gradually into the management of inland waters. For a number of complex reasons discussed below, however, the ecosystem perspective is not being incorporated effectively into the undergraduate and graduate training of students in aquatic ecology.
|
From page 220... ...
A second major need is imparting to students that the most effective and economical management of aquatic ecosystems results from an understanding of the mechanisms governing the integrated hydrology, chemistry, and biology of these ecosystems. The correct diagnoses of freshwater problems and their corrective management are most effective when the dynamics of controlling processes are quantified.
|
From page 221... ...
FRAGMENTATION OF DISCIPLINES The ecosystem perspective is uniformly recognized and espoused as essential to both research and training in aquatic ecology, but because of specialized training among most faculty, this approach requires integrated, interdisciplinary instruction. In a few cases, integrated formal educational programs are appropriate, particularly at the undergraduate levels to prepare students adequately for advanced training in aquatic sciences.
|
From page 222... ...
This decline is in sharp contrast to the marked increase in aquatic ecosystem programs in many other industrialized countries where the critical importance of research foundations to effective management of fresh waters is recognized. Strong instructional and research programs in limnology have emerged in Denmark, Sweden, and Norway, where the research and instructional liaisons between universities and environmental agencies are particularly vigorous and there is recognition of the importance of understanding the quantitative dynamics of controlling factors for effective management and restoration of freshwater ecosystems.
|
From page 223... ...
OPTIMAL CRITERIA FOR LIMNOLOGICAL EDUCATION Effective management of freshwater resources ultimately must be based on an in-depth understanding of the structure and physical, chemical, and biological mechanisms governing biotic development within lake, river, and wetland ecosystems. This understanding must be sufficiently detailed to encompass both the individualities of the ecosystems and the functional commonalities that prevail among them.
|
From page 224... ...
Limnology is a composite of physical, chemical, geological, and biological topics, and an integration among these subdisciplines is essential for the interdependent ecosystem perspective and effective management of inland aquatic ecosystems. Coupled research and teaching are essential to achieve this training.
|
From page 225... ...
Similarly, schools of limnology should train limnologists to function as effective diagnosticians and problem solvers and should also train professional researchers to conduct active research on the fundamentals of aquatic ecosystems. Just as in the medical profession, professional researchers and faculty would be very few in relation to the practitioners that are applying the results of research to practical problems.
|
From page 226... ...
Freshwater resources are of such value to the economy and health of the country (Francko and Wetzel, 1983; Benke, 1990; Thornton et al., 1990; van der Leeden et al., 1990; Wetzel, 1992; Callow and Petts, 1993; Gleick, 1993; Rogers, 1993) that expanded training of limnological leaders to enhance the understanding and invigorate the management of fresh waters is greatly needed.
|
From page 227... ...
Ideally, students would commit early to limnological training. A basic two-year curriculum in mathematics and science should be followed by upper-level courses that maximize understanding of inland aquatic ecosystems, their biota, biogeochemical cycling, and management (Box 1~.
|
From page 228... ...
226 FRES~TER ECOSYSTE~S 1Aox 1 ((l~lllili ~ _IF) -l~sl(\liv~l~lllb 11 1 111 ll~l~d~l)
|
From page 229... ...
. with the regulation ot blOtlC growth and productivity, ologeocnemlca dynamics, and other community processes in inland waters.
|
From page 230... ...
The collective integration of teaching and research at all levels, undergraduate through postdoctoral, is the most effective means of increasing fundamental understanding of aquatic ecosystems. Several named schools of limnology should be developed nationally to the minimal standards suggested here, and preferably some or most of them should be in the nonglaciated regions of the United States, where most of the population resides but which are least understood limnologically.
|
From page 231... ...
Other interdisciplinary courses requiring careful development include biogeochemistry, aquatic chemistry, wetland ecology, and possibly environmental economics and law. Such courses will require directed efforts and certain nontraditional faculty coordinations.
|
From page 232... ...
Public relations efforts concerning limnology as a profession are necessary. Although faculty need not necessarily perform these liaisons with potential students, their counsel to the messages being related by point persons is essential.
|
From page 233... ...
1995. Death, detritus, and energy flow in aquatic ecosystems.
|
Key Terms
This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More
information on Chapter Skim is available.