Education Objectives for EBIPM Program
• Develop and deliver curricula for land managers, university students, and high school students
• Provide ongoing consultation to land managers using EBIPM decision-support tools
• Provide education for policy makers, scientists, and the general public
Learn by Doing
• Invasive plant management is a complex myriad of issues, theories, facts, dimensions, perceptions, etc.
• Current/future decision makers need to reframe their mental representation of invasion and restoration to fit new knowledge and experiences.
• Individuals should be actively involved in the learning process.
Learn by Doing
• The learning environment should support and challenge the learner in becoming a more effective thinker.
• Instructors introduce the content and serve as facilitators to help learners arrive at their own understanding of the content in a realistic setting.
• Learners with different skills, backgrounds and perspectives should collaborate in tasks and discussions to construct an understanding together that wouldn’t be possible alone.
Land Manager Curriculum
• Land manager understanding of ecological concepts and control methods
• Land manager perceptions of program complexity and cost, and short-term vs. long-term planning
• Linkages between science and management
Adoption of science-based programs influenced by:
Land Manager Curriculum
• Resource Handbook developed by EBIPM program scientists, land managers and outreach educators
• Lecture summaries, supplemental readings, user guidelines and videos, and field activities
University Student Curriculum
• Expose future NR managers and decision-makers to the EBIPM framework and philosophy in university courses
• Modular curriculum that allows integration of portions or all of the EBIPM framework into courses
• Integrates fact-based knowledge with concrete experiences, reflective observation, abstract conceptualization, and active experimentation
University Student Curriculum
• M1: Introduction to EBIPM
• M2: Rangeland health assessment and EBIPM
• M3: Understanding the causes of succession
• M4: Using principles to guide decision making
• M5: Tools and strategies for managing vegetation
• M6: Adaptive management and EBIPM
• M7: Human dimensions of EBIPM
• M8: Climate forecasting/seedbed modeling
Modules align with the major steps in the EBIPM framework, plus some associated topics:
ASSESSMENT & EBIPM
•Provides necessary information to
identify ecological processes in
need of repair
•Successional weed management
and restoration require initial and
periodic assessment
Power Point slide in Module 2
EBIPM Outreach Education Impacts
• 7 universities adopting EBIPM in curriculum
• 235 participants in field schools (2009-2011) – 70% adopting EBIPM practices
• 4,700 user guidelines distributed
• 1,300 DVDs distributed
• ~350 hits/month on website
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