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Preparing for the future: teaching scenario planning at the graduate level
Author(s) -
Biggs Reinette,
Diebel Matthew W,
Gilroy David,
Kamarainen Amy M,
Kornis Matthew S,
Preston Nicholas D,
Schmitz Jennifer E,
Uejio Christopher K,
Van De Bogert Matthew C,
Weidel Brian C,
West Paul C,
Zaks David PM,
Carpenter Stephen R
Publication year - 2010
Publication title -
frontiers in ecology and the environment
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.918
H-Index - 164
eISSN - 1540-9309
pISSN - 1540-9295
DOI - 10.1890/080075
Subject(s) - feeling , engineering ethics , graduate students , key (lock) , computer science , management science , psychology , pedagogy , engineering , social psychology , computer security
Are environmental science students developing the mindsets and obtaining the tools needed to help address the considerable challenges posed by the 21st century? Today's major environmental issues are characterized by high‐stakes decisions and high levels of uncertainty. Although traditional scientific approaches are valuable, contemporary environmental issues also require new tools and new ways of thinking. We provide an example of how such new, or “post‐normal”, approaches have been taught at the graduate level, through practical application of scenario planning. Surveyed students reported that they found the scenario planning course highly stimulating, thought‐provoking, and inspiring. Key learning points included recognizing the need for multiple points of view when considering complex environmental issues, and better appreciating the pervasiveness of uncertainty. Collaborating with non‐academic stakeholders was also particularly helpful. Most students left the course feeling more positive about the potential contribution they can make in addressing the environmental challenges that society faces.