University fisheries programs in the united states:Structure and needs

Document Type

Article

Publication Date

1-1-1988

Abstract

A survey of fisheries programs in the United States was undertaken to determine faculty participation, curriculum requirements and their relationship to AFS certification, student enrollment, and graduate research activities. Of 138programs surveyed, 45 useable questionnaires from programs offering a named fisheries degree (FD) and 35 fromprograms not offering a named degree (NON-FD) were returned. The predominance of FD programs offering curriculaat all degree levels appeared to reflect an overall institutional commitment to fisheries education and research. Incontrast, NON-FD fisheries programs usually were specialized areas within biology, zoology, or natural resourcesdepartments. Accordingly, the average numberof fisheries specialists in NON-FD was lower, and probably resultedin increased emphasis on teaching (at schools with onlyundergraduate programs) or research (at schools with onlygraduate programs). Both types of programs emphasized undergraduate courses in biology, chemistry, fisheries, andcommunications. Wildlife, computer science, economics, sociology, and natural resource courses were required by ahigher percentage of FD compared to NON-FD programs, with an average of one required course per discipline. Alack of knowledge regarding AFS certification requirements was evident in survey responses, possibly reflecting aconception that the current program actually has little career impact for the fisheries professional. I addition, if theajority of students from any fisheries program in the U.S. is academically eligible for certification, theprogram mayserve little purpose for identification of highly qualified individuals. Fisheries graduates need to be better prepared tfunction in the non-scientific capacities of a fisheries professional. However, while all fisheries programs should requirecoursework in human-oriented disciplines, we doubt that substantial increases in coursework in these areas will resultin corresponding increases in skills desired by employers. Such analytical and administrative skills are developed duringthe course of employment, and to expect them of entry-level employees is unrealistic. The incorporation of temporaryagency internships into educational curricula might serve to bridge part of the perceived gap between employerexpectations and educational realities.© 1985 Taylor & Francis Group, LLC.

Publication Source (Journal or Book title)

Fisheries

First Page

2

Last Page

15

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