College and university environmental programs as a policy problem (part 1): integrating knowledge, education, and action for a better world?

The environmental sciences/studies movement, with more than 1000 programs at colleges and universities in the United States and Canada, is unified by a common interest??ameliorating environmental problems through empirical enquiry and analytic judgment. Unfortunately, environmental programs have struggled in their efforts to integrate knowledge across disciplines and educate students to become sound problem solvers and leaders. We examine the environmental program movement as a policy problem, looking at overall goals, mapping trends in relation to those goals, identifying the underlying factors contributing to trends, and projecting the future. We argue that despite its shared common interest, the environmental program movement is disparate and fragmented by goal ambiguity, positivistic disciplinary approaches, and poorly rationalized curricula, pedagogies, and educational philosophies. We discuss these challenges and the nature of the changes that are needed in order to overcome them. In a subsequent article (Part 2) we propose specific strategies for improvement.     

College and university environmental programs as a policy problem (part 2): strategies for improvement

Environmental studies and environmental sciences programs in American and Canadian colleges and universities seek to ameliorate environmental problems through empirical enquiry and analytic judgment. In a companion article (Part 1) we describe the environmental program movement (EPM) and discuss factors that have hindered its performance. Here, we complete our analysis by proposing strategies for improvement. We recommend that environmental programs re-organize around three principles. First, adopt as an overriding goal the concept of human dignity??defined as freedom and social justice in healthy, sustainable environments. This clear higher-order goal captures the human and environmental aspirations of the EPM and would provide a more coherent direction for the efforts of diverse participants. Second, employ an explicit, genuinely interdisciplinary analytical framework that facilitates the use of multiple methods to investigate and address environmental and social problems in context. Third, develop educational programs and applied experiences that provide students with the technical knowledge, powers of observation, critical thinking skills and management acumen required for them to become effective professionals and leaders. Organizing around these three principles would build unity in the EPM while at the same time capitalizing on the strengths of the many disciplines and diverse local conditions involved.     

Botanical composition, soil and forage quality under different management regimes in Russian grasslands

Little is known on how management of Russian native grasslands affects botanical composition, soil and forage properties. Three fields were sampled in the V.V. Alekhin Central-Chernozem Biosphere State Reserve in the Kursk region of Russia: a native grassland (not cultivated for at least 300 years), a grazed/hay field with 4 years of annual harvest followed by 1 year of rest (periodically-cut grazed/hay field), and a yearly-cut grazed/hay field. Soil samples were collected from the top 10 cm and analyzed. Plant species were identified at the sampling sites and this plant material was used to determine total elemental analysis of forage, crude protein (CP), neutral detergent fiber (NDF), acid detergent fiber (ADF), in vitro true digestibility (IVTD) and lignin concentrations. Above-ground live and dead plant material and roots were analyzed for C, N and lignin. Soil sample analysis showed that fields were comparable in terms of soil chemical and physical properties. SOC and N contents were not statistically different in the native and yearly grazed/hay fields. Soil bulk density significantly increased as a result of utilization, from 0.80±0.09 Mg m⁻³ for the native grassland to 0.97±0.06 Mg m⁻³ for the yearly grazed/hay field. A total of 107 different plant species were recorded at the three fields. There were changes in plant composition among the fields. The native grassland field had the least number of plant species (41) followed by the yearly-cut grazed/hay field (68), and the periodically-cut grazed/hay field (87). There was a greater proportion of grass species (20%) in the native grassland field. Dead plant biomass and roots from the grazed/hay fields were higher in N and lignin concentrations. Forage mineral concentration was highest in the periodically-cut hay field. No significant differences were observed in terms of forage properties.