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146 Natural Resources and Environmental Issues Volume VII Regarding how we deal with ethical questions: 1. We can all become deeper in our understanding and more skilled in our ways of dealing with ethical dimensions of our work. 2. Personal work plus occasional consultation with trained philosophers will help us to reach fairly quickly and easily a level of understanding which will make us capable of using ethical tools in our student, faculty, and professional career activities. 3. A little patience and considerable humility are in order when we discuss these deep and complex issues with trained philosophers (who, alas, are also deeply trained and experienced in, and perhaps genetically selected for, argumentation). Their work is important, and knowing how to ask for and use their help should be high on our list of how to deal with questions of ethics. LITERATURE CITED Becker, L.C. and C.B. Becker (ed. and assoc. ed.). 1992. Encyclopedia of ethics (2 vols.). Garland Publishing, Inc., N.Y. xxxii + 1462pp. Cunningham, W.P., and B.W. Saigo. 1990. Environmental science: a global concern. Wm. C. Brown, Publ., Dubuque, IA. xvii + 582pp. Kidder, R. 1995. How good people make tough choices. Fireside Books, Simon & Schuster, NY. 241pp. Leopold, A. 1949. A Sand County almanac. Oxford Univ. Press, Oxford. Ballantine Books Ed.1970. xix + 296pp. McNeil, R.J., V. Janson, and F.R. Martin. 1963. Occurrence of the cattle egret in Michigan. Jack Pine Warbler 41(2):61. Novak, J.D., and D.B. Gowin. 1984. Learning how to learn. Cambridge Univ. Press, London. xiv + 199pp. OSP. 1997. Care and use of animals at Cornell University. Office of Sponsored Programs Newsletter 16(6):1. Cornell Univ. Dec. 15. Shannon, T.A. 1987. An introduction to bioethics (2 nd ed.). Paulist Press, N.Y. 157pp. Wilson, P. 1997. Carl Sagan speaks out on animal rights. AnimaLife 7(2):1, 19.
THE KENYA MODEL: DEVELOPMENT AND IMPLEMENTATION OF AN OVERSEAS STUDY COURSE ON AFRICAN WILDLIFE ECOLOGY AND MANAGEMENT Kelly F. Millenbah 1 , Henry Campa, III 2 , Scott R. Winterstein 2 , Perez M. Olindo 3 , and Chiaki Nakamura 4 1 Assistant Professor, Department of Fisheries and Wildlife, Michigan State University, East Lansing, MI 48824-1222 2 Associate professor, Department of Fisheries and Wildlife, Michigan State University 3 Trustee, African Elephant Fund International, Nairobi, Kenya 4 Graduate Research Assistant, Department of Fisheries and Wildlife, Michigan State University ABSTRACT: The brochure declares: “What better place to study a diversity of wildlife species and ecosystems than Kenya’s spectacular National Parks and Conservation Areas?” Enticing! Exhilarating! A once in a life time experience! African Wildlife Ecology and Management in Kenya is an intensive two and a half week overseas study program offered by Michigan State University’s (MSU) Department of Fisheries and Wildlife. Through this hands-on experience, students apply wildlife management principles to issues in Kenya’s National Parks and Conservation Areas. Planning and coordination of this course requires a year’s worth of thoughtful preparation in order to provide students with a dynamic yet placid in-country experience. To better aid other educators and coordinators in development and implementation of similar courses, we present a detailed account of the history and evolution of African Wildlife Ecology and Management in Kenya. How was this course conceived? How was support garnered from the University? What is required for developing such a course? Furthermore, we present information on why different sites within Kenya were selected and how the order of visitation to these sites allows for a logical progression and increasingly more elaborate acquisition of knowledge of course material. Finally, we describe the various projects assigned to students and the rational for assigning them; the basis for using student groups throughout the in-country experience; the use of alternative forms of assessment to evaluate student learning; assigned readings and course packet development and contents; and implications of limited time and lack of technology while in-country. INTRODUCTION “Deciding to study abroad is the first step in changing your life. It is an enriching experience both academically and personally. The lessons you learn abroad cannot be duplicated on any campus in the United States.” (Michigan State University’s Study Abroad Program Pamphlet, 1997 - 1998) At Michigan State University (MSU) a continuing commitment to expanding international perspectives in academia, research, and outreach is at its pinnacle. Under the direction of the President of the United States and the President of MSU, the importance of international exchange for students at MSU has been amplified. A formidable goal has been set attempting to provide all students with at least one international experience in their educational career. Opportunities to reach this goal abound at MSU. Currently, MSU provides over 90 overseas study programs to such places as Australia, the Bahamas, China, England, Ireland, Kenya, Nepal, Portugal, Sweden, and Zimbabwe. While the number of programs may be numerous, few have strong science-based curriculums. One such course that has answered this call is a program developed by MSU’s Department of Fisheries and Wildlife. This class focuses on wildlife management issues in Kenya, Africa. It is appropriately titled African Wildlife Ecology and Management in Kenya. Since its inception in 1995, the course has been oversubscribed and stands in high demand by undergraduate and graduate students from MSU and other institutions.
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