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Wildlife management educators are facing the difficult task of adding to the curricula integrative topics, such as economics, sociology, and communications, while maintaining existing levels of fundamentals. Students are more likely to learn and retain the integrative information when it is covered within existing context-specific wildlife management classes than when it is covered in generic courses offered by other disciplines. I present an example based on a unit developed for a capstone course at Virginia Polytechnic Institute and State University (VPISU). In the example, students learn the importance and methods of presenting a technical briefing to a high-level policymaker. It is unlikely that a generic public-speaking or communications course would offer an assignment so specific, despite its tremendous importance to wildlife managers.
Wildlife Society Bulletin (1973-2006) © 2002 Wiley