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Experiential Learning in NRS
 Traditional classroom teaching will continue in subject areas where it works best. Most faculty believe that for any area of academic focus, a core body of knowledge must be learned by students, and often that core is best delivered through traditional lectures and labs.
 Our new curriculum, however, emphasizes experiential learning, and includes both extramural opportunities (internships outside of the University) and intramural opportunities (research apprenticeships and teaching practicums within the University). Internships with governmental and nongovernmental agencies and private industry give students an accurate window on what professions in Natural Resources are really like, and provide valuable contacts with potential employers. Intramural experiential learning includes opportunities for undergraduate students to interact with researchers and educators within the University. Students will work alongside professional researchers and educators in our department and function within the context of a "vertically oriented team." Such teams are composed of senior scientists, research associates, graduate students, senior-level undergraduates, and lower-level undergraduates. Undergraduates contribute to the team's efforts and learn from more senior workers on the team. Through the establishment of a new set of experiential learning courses, an appropriate amount of credit is given to all undergraduates participating on a team. Students are allowed to take up to 24 credits of experiential learning courses, as well as taking courses that have "hands-on labs."
Throughout their 4-year curriculum, students benefit from setting their own educational and professional goals and from reflecting on how they are proceeding toward those goals. Students work with a coordinator and an academic advisor to set their objectives and goals, and then periodically reexamine these and make mid-course corrections as they proceed through college. Each student produces his or her own "Professional Development Portfolio (PDP)."  Included in PDPs are a statement of goals, an Experiential Learning Curriculum Plan that the student has formulated, and examples of her or his academic work.
Synthesis of knowledge is the fourth component of our curriculum. A designated set of courses with "hands-on labs," along with new capstone courses, provide a nexus of knowledge for students. Students are required in these courses to bring together knowledge from a variety of subject areas to address real-world problems and issues.
Freshman Year
The freshman year represents a critical opportunity for linking students and faculty, and for beginning each student's professional development.
Sophomore Year
During their sophomore year, students will be required to formulate an Experiential Learning Curriculum Plan (ELCP) that they wish to pursue in their junior and senior years.
Junior & Senior Year
In the junior and senior years, students will review and revise their ELCP as necessary, and continually add to their Professional Development Portfolio.
Capstone courses
To assure that each student-major receives a significant opportunity to synthesize knowledge, the Department proposes that a capstone experience be required.
Out-of-classroom Learning
Opportunities also will exist to take out-of-classroom coursework composed of internships, research, and teaching experiences.
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