Benefit master degree

Abstract

The escalating United States population is consuming open lands at an ever-increasing rate. The land available for public recreation as well as agricultural production has been significantly reduced. This decrease in available lands requires a highly efficient land resource manager who can effectively evaluate how resources such as land, water, wildlife, livestock, personnel, and finances interact to affect sustainability of the land resource. The Western Center for Integrated Resource Management (WCIRM) at Colorado State University seeks to develop these unique individuals through a hands-on, problem based approach to education. The WCIRM Master's degree curriculum provides the framework for graduates to develop a systematic, decision-making process to manage the land resource for sustainability and profitability. Each of the 11 modular courses is presented from an integrated perspective by a multi-disciplinary team of course leaders. Each course is conducted in two weeks with six hours of daily instruction to enable the program to achieve two goals: 1) provide students a focused, in-depth presentation of course material and, 2) allow the coursework to be accessible to full time students, part time students, and professionals.

Introduction

The Western Center for Integrated Resource Management (WCIRM) at Colorado State University has established a Master's degree program that addresses the changing educational needs of the land resource manager. Faculty from six departments have coordinated teaching efforts to create an integrated approach for training present and future land resource managers. Various interdisciplinary classes have been developed to address social challenges in the twenty first century. These attempts to work collaboratively across discipline boundaries seem to be contrary to traditional teaching models. Three major problems face faculty in many collaborative efforts: 1) academics are not trained to work together; 2) reward structure is biased toward the individual efforts; 3) existing administration structures are not oriented toward promoting or supporting collaborative work, especially when discipline, departmental, or school boundaries are crossed (Bohen and Stiles, 1998). The WCIRM Master's degree program has overcome many of these problems through a supportive network of administrators at Colorado State University. Success of faculty collaboration in teaching will hinge upon five principles: 1) clear and common vision; 2) excellent leadership; 3) institutional and individual commitment; 4) adequate financial resources; 5) proper incentives and rewards (Bohen and Stiles, 1998).

Interdisciplinary education has already proven successful at other universities, such as Harvard, where the David Rockefeller Center for Latin American Studies achieved success through the previously mentioned five principles. Eight faculty members contributed to a program that integrates international affairs, architecture, biology, Latin American history, public policy, theology, and education (Bohen and Stiles, 1998). The interdisciplinary approach to education allows students to have a well-rounded education, with a real world purpose.

The nature of modern business requires an interdisciplinary education. Logically, training which prepares individuals for professional success should provide this requirement. The State Agricultural Experiment Station system has indicated a need for multidisciplinary collaboration within and among universities to become the norm in research and education (Fischer and Zuiches, 1994). The adoption of collaborative efforts in universities should not mirror the adoption of Total Quality Management (TQM) principles; where industry adopted the principles in the early 1970's, and universities did not adopt until the 1980's (Cross, 1998). Universities should lead or instigate change in industry, while preserving economic efficiencies. Programs that recognize the need for interdisciplinary education and provide this type of instruction will develop individuals with the capacity to be leaders in a variety of industries.

The mission of the Western Center is "to improve the sustainability and profitability of forage-based agricultural and natural resource systems through integrated, innovative, multidisciplinary research, and educational programs." This mission recognizes that the land resource managers of the future will require a unique education in order to respond to the changing agricultural landscape.

Program Objectives

The development of the Master's degree program provides a multi-faceted education to present and future land resource managers. Graduates of this program must be able to deal effectively with situations within their area of experience and recognize when outside assistance is appropriate. The objectives of the program are to prepare graduates who can: 1) access, analyze and synthesize information to solve problems; 2) function effectively as a team member and a team leader; 3) effectively communicate through writing, speaking, questioning, and listening; 4) understand the international and domestic scope of agriculture; 5) develop an effective network of professional contacts through on-site management experience; and 6) expose the opportunities and challenges confronting rural communities.

Accomplishing these objectives requires a dynamic approach to educating students, as well as practitioners. The educational modules are designed to provide information to assist landowners and land managers in accomplishing their goals by providing extensive, yet in-depth information regarding the interactions between land, livestock, wildlife, water, financial, and human resources. In addition, the modules will train students to understand the functional processes that drive these interactions, as well as how these processes form systems that require holistic thinking for sustainable systems management.

The future challenges facing these graduates will require much more than technical skill. Sustainable management of systems requires quick, yet comprehensive thinkers and communicators who can react to the often rapidly changing environment of the land resource (Grant et al., 2000). Additionally, a manager must be capable of effectively communicating with other managers, employees, and the public, as well as functioning as a member of the community at local, state, and national levels. This program strives to equip these managers with the ability to solve problems from a resource sustainability perspective. Inskeep (2000) suggests that students need a greater knowledge base, to better understand the function of the animal and its place in the global production system.

Master's of Agriculture Degree Program

The Master's degree program offered through WCIRM offers this expanded knowledge through an integrated curriculum. The integrated educational approach is designed to enhance management skills, as well as, provide a framework for development of problem solving skills through the involvement of faculty from the departments of Agriculture and Resource Economics, Animal Sciences, Clinical Sciences, and Rangeland Ecosystem Sciences. Extension personnel and industry professionals will also contribute to the curriculum in their respective areas of expertise. This approach offers a unique opportunity for students seeking an integrated Master's degree with a focus on land resource management.

The WCIRM Master's degree program is not specie or discipline specific, as the program is focused around the concepts of systems management. Coursework is structured to provide the knowledge and skill required to establish a framework of decision-making tools. The basics of each course are established early in the program to unite students from various backgrounds into the same educational experience. The 11 newly designed courses, each with a central theme, are presented from an integrated perspective. Table 1 gives a brief description of the 11 classes to be presented and the sequence in which they are presented. Faculty members from each of the departments are present in each course to provide different discipline perspectives throughout the curriculum, as well as to monitor the progress of each course and facilitate maintaining a common vision among faculty members.