Training future generations to deliver evidence-based conservation and ecosystem management

Harriet Downey; Tatsuya Amano; Mark Cadotte; Carly Cook; Steven Cooke; Neal Haddaway; Julia Jones; Nick Littlewood; Jessica Walsh; Mark Abrahams; Gilbert Adum; Munemitsu Akasaka; Jose Alves; Rachael Antwis; Eduardo Arellano; Jan Axmacher; Holly Barclay; Lesley Batty; Ana Benítez-López; Joseph Bennett; Maureen Berg; Sandro Bertolino; Duan Biggs; Friederike Bolam; Tim Bray; Barry Brook; Joseph Bull; Zuzana Burivalova; Mar Cabeza; Alienor Chauvenet; Alec Christie; Lorna Cole; Alison Cotton; Sam Cotton; Sara Cousins; Dylan Craven; Will Cresswell; Jeremy Cusack; Sarah Dalrymple; Zoe Davies; Anita Diaz; Jennifer Dodd; Adam Felton; Erica Fleishman; Charlie Gardner; Ruth Garside; Arash Ghoddousi; James Gilroy; David Gill; Jennifer Gill; Louise Glew; Matthew Grainger; Amelia Grass; Stephanie Greshon; Jamie Gundry; Tom Hart; Charlotte Hopkins; Caroline Howe; Arlyne Johnson; Kelly Jones; Neil Jordan; Taku Kadoya; Daphne Kerhoas; Julia Koricheva; Tien Ming Lee; Szabolcs Lengyel; Stuart Livingstone; Ashley Lyons; Gráinne McCabe; Jonathan Millett; Chloë Montes Strevens; Adam Moolna; Hannah Mossman; Nibedita Mukherjee; Andrés Muñoz-Sáez; Nuno Negrões; Olivia Norfolk; Takeshi Osawa; Sarah Papworth; Kirsty Park; Jérôme Pellet; Andrea Phillott; Joshua Plotnik; Dolly Priatna; Alejandra Ramos; Nicola Randall; Rob Richards; Euan Ritchie; David Roberts; Ricardo Rocha; Jon Paul Rodríguez; Roy Sanderson; Takehiro Sasaki; Sini Savilaakso; Carl Sayer; Cagan Sekercioglu; Masayuki Senzaki; Grania Smith; Robert Smith; Masashi Soga; Carl Soulsbury; Mark Steer; Gavin Stewart; E.F. Strange; Andrew Suggitt; Ralph Thompson; Stewart Thompson; Ian Thornhill; R.J. Trevelyan; Hope Usieta; Oscar Venter; Amanda Webber; Rachel White; Mark Whittingham; Andrew Wilby; Richard Yarnell; Veronica Zamora-Gutierrez; William Sutherland

doi:10.1002/2688-8319.12032

Training future generations to deliver evidence-based conservation and ecosystem management

Harriet Downey, Tatsuya Amano, Mark Cadotte, Carly Cook, Steven Cooke, Neal Haddaway, Julia Jones, Nick Littlewood, Jessica Walsh, Mark Abrahams, Gilbert Adum, Munemitsu Akasaka, Jose Alves, Rachael Antwis, Eduardo Arellano, Jan Axmacher, Holly Barclay, Lesley Batty, Ana Benítez-López, Joseph BennettMaureen Berg, Sandro Bertolino, Duan Biggs, Friederike Bolam, Tim Bray, Barry Brook, Joseph Bull, Zuzana Burivalova, Mar Cabeza, Alienor Chauvenet, Alec Christie, Lorna Cole, Alison Cotton, Sam Cotton, Sara Cousins, Dylan Craven, Will Cresswell, Jeremy Cusack, Sarah Dalrymple, Zoe Davies, Anita Diaz, Jennifer Dodd, Adam Felton, Erica Fleishman, Charlie Gardner, Ruth Garside, Arash Ghoddousi, James Gilroy, David Gill, Jennifer Gill, Louise Glew, Matthew Grainger, Amelia Grass, Stephanie Greshon, Jamie Gundry, Tom Hart, Charlotte Hopkins, Caroline Howe, Arlyne Johnson, Kelly Jones, Neil Jordan, Taku Kadoya, Daphne Kerhoas, Julia Koricheva, Tien Ming Lee, Szabolcs Lengyel, Stuart Livingstone, Ashley Lyons, Gráinne McCabe, Jonathan Millett, Chloë Montes Strevens, Adam Moolna, Hannah Mossman, Nibedita Mukherjee, Andrés Muñoz-Sáez, Nuno Negrões, Olivia Norfolk, Takeshi Osawa, Sarah Papworth, Kirsty Park, Jérôme Pellet, Andrea Phillott, Joshua Plotnik, Dolly Priatna, Alejandra Ramos, Nicola Randall, Rob Richards, Euan Ritchie, David Roberts, Ricardo Rocha, Jon Paul Rodríguez, Roy Sanderson, Takehiro Sasaki, Sini Savilaakso, Carl Sayer, Cagan Sekercioglu, Masayuki Senzaki, Grania Smith, Robert Smith, Masashi Soga, Carl Soulsbury, Mark Steer, Gavin Stewart, E.F. Strange, Andrew Suggitt, Ralph Thompson, Stewart Thompson, Ian Thornhill, R.J. Trevelyan, Hope Usieta, Oscar Venter, Amanda Webber, Rachel White, Mark Whittingham, Andrew Wilby, Richard Yarnell, Veronica Zamora-Gutierrez, William Sutherland

Research output: Contribution to journal › Review article › peer-review

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Abstract

1. To be effective, the next generation of conservation practitioners and managers need to be critical thinkers with a deep understanding of how to make evidence‐based decisions and of the value of evidence synthesis.

2. If, as educators, we do not make these priorities a core part of what we teach, we are failing to prepare our students to make an effective contribution to conservation practice.

3. To help overcome this problem we have created open access online teaching materials in multiple languages that are stored in Applied Ecology Resources. So far, 117 educators from 23 countries have acknowledged the importance of this and are already teaching or about to teach skills in appraising or using evidence in conservation decision‐making. This includes 145 undergraduate, postgraduate or professional development courses.

4. We call for wider teaching of the tools and skills that facilitate evidence‐based conservation and also suggest that providing online teaching materials in multiple languages could be beneficial for improving global understanding of other subject areas.

Original language	English
Article number	e12032
Pages (from-to)	1-11
Number of pages	11
Journal	Ecological Solutions and Evidence
Volume	2
Issue number	1
Early online date	25 Jan 2021
DOIs	https://doi.org/10.1002/2688-8319.12032
Publication status	Published - Jan 2021

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 15 Life on Land

Keywords

Education
evidence
critical thinking
open access

Access to Document

10.1002/2688-8319.12032Licence: CC BY

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Cite this

Downey, H., Amano, T., Cadotte, M., Cook, C., Cooke, S., Haddaway, N., Jones, J., Littlewood, N., Walsh, J., Abrahams, M., Adum, G., Akasaka, M., Alves, J., Antwis, R., Arellano, E., Axmacher, J., Barclay, H., Batty, L., Benítez-López, A., ... Sutherland, W. (2021). Training future generations to deliver evidence-based conservation and ecosystem management. Ecological Solutions and Evidence, 2(1), 1-11. Article e12032. https://doi.org/10.1002/2688-8319.12032

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TY - JOUR

T1 - Training future generations to deliver evidence-based conservation and ecosystem management

AU - Downey, Harriet

AU - Amano, Tatsuya

AU - Cadotte, Mark

AU - Cook, Carly

AU - Cooke, Steven

AU - Haddaway, Neal

AU - Jones, Julia

AU - Littlewood, Nick

AU - Walsh, Jessica

AU - Abrahams, Mark

AU - Adum, Gilbert

AU - Akasaka, Munemitsu

AU - Alves, Jose

AU - Antwis, Rachael

AU - Arellano, Eduardo

AU - Axmacher, Jan

AU - Barclay, Holly

AU - Batty, Lesley

AU - Benítez-López, Ana

AU - Bennett, Joseph

AU - Berg, Maureen

AU - Bertolino, Sandro

AU - Biggs, Duan

AU - Bolam, Friederike

AU - Bray, Tim

AU - Brook, Barry

AU - Bull, Joseph

AU - Burivalova, Zuzana

AU - Cabeza, Mar

AU - Chauvenet, Alienor

AU - Christie, Alec

AU - Cole, Lorna

AU - Cotton, Alison

AU - Cotton, Sam

AU - Cousins, Sara

AU - Craven, Dylan

AU - Cresswell, Will

AU - Cusack, Jeremy

AU - Dalrymple, Sarah

AU - Davies, Zoe

AU - Diaz, Anita

AU - Dodd, Jennifer

AU - Felton, Adam

AU - Fleishman, Erica

AU - Gardner, Charlie

AU - Garside, Ruth

AU - Ghoddousi, Arash

AU - Gilroy, James

AU - Gill, David

AU - Gill, Jennifer

AU - Glew, Louise

AU - Grainger, Matthew

AU - Grass, Amelia

AU - Greshon, Stephanie

AU - Gundry, Jamie

AU - Hart, Tom

AU - Hopkins, Charlotte

AU - Howe, Caroline

AU - Johnson, Arlyne

AU - Jones, Kelly

AU - Jordan, Neil

AU - Kadoya, Taku

AU - Kerhoas, Daphne

AU - Koricheva, Julia

AU - Ming Lee, Tien

AU - Lengyel, Szabolcs

AU - Livingstone, Stuart

AU - Lyons, Ashley

AU - McCabe, Gráinne

AU - Millett, Jonathan

AU - Montes Strevens, Chloë

AU - Moolna, Adam

AU - Mossman, Hannah

AU - Mukherjee, Nibedita

AU - Muñoz-Sáez, Andrés

AU - Negrões, Nuno

AU - Norfolk, Olivia

AU - Osawa, Takeshi

AU - Papworth, Sarah

AU - Park, Kirsty

AU - Pellet, Jérôme

AU - Phillott, Andrea

AU - Plotnik, Joshua

AU - Priatna, Dolly

AU - Ramos, Alejandra

AU - Randall, Nicola

AU - Richards, Rob

AU - Ritchie, Euan

AU - Roberts, David

AU - Rocha, Ricardo

AU - Rodríguez, Jon Paul

AU - Sanderson, Roy

AU - Sasaki, Takehiro

AU - Savilaakso, Sini

AU - Sayer, Carl

AU - Sekercioglu, Cagan

AU - Senzaki, Masayuki

AU - Smith, Grania

AU - Smith, Robert

AU - Soga, Masashi

AU - Soulsbury, Carl

AU - Steer, Mark

AU - Stewart, Gavin

AU - Strange, E.F.

AU - Suggitt, Andrew

AU - Thompson, Ralph

AU - Thompson, Stewart

AU - Thornhill, Ian

AU - Trevelyan, R.J.

AU - Usieta, Hope

AU - Venter, Oscar

AU - Webber, Amanda

AU - White, Rachel

AU - Whittingham, Mark

AU - Wilby, Andrew

AU - Yarnell, Richard

AU - Zamora-Gutierrez, Veronica

AU - Sutherland, William

PY - 2021/1

Y1 - 2021/1

N2 - 1. To be effective, the next generation of conservation practitioners and managers need to be critical thinkers with a deep understanding of how to make evidence‐based decisions and of the value of evidence synthesis. 2. If, as educators, we do not make these priorities a core part of what we teach, we are failing to prepare our students to make an effective contribution to conservation practice. 3. To help overcome this problem we have created open access online teaching materials in multiple languages that are stored in Applied Ecology Resources. So far, 117 educators from 23 countries have acknowledged the importance of this and are already teaching or about to teach skills in appraising or using evidence in conservation decision‐making. This includes 145 undergraduate, postgraduate or professional development courses. 4. We call for wider teaching of the tools and skills that facilitate evidence‐based conservation and also suggest that providing online teaching materials in multiple languages could be beneficial for improving global understanding of other subject areas.

AB - 1. To be effective, the next generation of conservation practitioners and managers need to be critical thinkers with a deep understanding of how to make evidence‐based decisions and of the value of evidence synthesis. 2. If, as educators, we do not make these priorities a core part of what we teach, we are failing to prepare our students to make an effective contribution to conservation practice. 3. To help overcome this problem we have created open access online teaching materials in multiple languages that are stored in Applied Ecology Resources. So far, 117 educators from 23 countries have acknowledged the importance of this and are already teaching or about to teach skills in appraising or using evidence in conservation decision‐making. This includes 145 undergraduate, postgraduate or professional development courses. 4. We call for wider teaching of the tools and skills that facilitate evidence‐based conservation and also suggest that providing online teaching materials in multiple languages could be beneficial for improving global understanding of other subject areas.

KW - Education

KW - evidence

KW - critical thinking

KW - open access

UR - https://www.scopus.com/pages/publications/85110786467

U2 - 10.1002/2688-8319.12032

DO - 10.1002/2688-8319.12032

M3 - Review article

SN - 2688-8319

VL - 2

SP - 1

EP - 11

JO - Ecological Solutions and Evidence

JF - Ecological Solutions and Evidence

IS - 1

M1 - e12032

ER -

Training future generations to deliver evidence-based conservation and ecosystem management

Abstract

UN SDGs

Keywords

Access to Document

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