2nd National Extension Nat Res Conference-Abstract 13

William L. Sheftall, Jr., University of Florida Extension/ Leon County, 615 Paul Russell Road, Tallahassee, FL 32301-7099; 850.487.3003, williams@mail.co.leon.fl.us; William T. Mahan, Jr., and Roy R. Carriker

Designing the curriculum for a new professional development program in natural resource problem-solving presented an opportunity: Could a Florida version of the Natural Resources Leadership Institute (NRLI) improve upon the successful North Carolina model we had observed? Participants in the NRLI (1) learn and practice skills in communication, conflict resolution, facilitation, and leadership; (2) explore examples of the policy-making process utilized by natural resource agencies at different government levels, and by convened groups such as task forces; and (3) build a network of colleagues affiliated with public, private, and non-governmental organizations. Our challenge was to improve the learning experience by teaching the Institute?s ?process? concepts and skill-building exercises within the context of a representative set of natural resource issues in Florida.

Seven natural resource issues in Florida were selected as organizing themes for the NRLI?s 7 three-day instructional sessions. A session location geographically central to each theme was chosen. Case studies were selected to illustrate resolution of conflict on a specific issue within each theme. Case studies were explored utilizing background briefings, field trips and stakeholder panels. For the seventh session, a local site-planning committee was convened. The committee selected case studies that illustrated skills to be taught in the session, planned and arranged the field trip, and identified and invited stakeholder panelists.

NRLI participants responded enthusiastically to the thematic focus of the sessions, to the field trips and stakeholder panels as learning tools, and to the sessions whose curriculum had a greater degree of integration among the skill-building and case study components. Utilizing a local site-planning committee to strengthen this integration resulted in the highest composite evaluation score for any of the sessions. Contributing to the high rating was the comprehensive analysis of the case studies that higher levels of stakeholder participation and involvement made possible.

Changes made to the NRLI curriculum structure resulted in enhanced educational impact. Curriculum integration with case studies can be improved by using a local site planning committee. Therefore, a local site planning committee will be used for each session of the second NRLI, and case studies will be more consistently used as the context for teaching concepts and building skills in leadership, communication, and facilitation.