Using nonfiction scientific literature for conservation biology education: The Tigerland effect

ABSTRACT

Despite the volume of research published and pedagogy practiced in conservation biology, there is little assessment of the effectiveness of pedagogical techniques for improving undergraduate conservation literacy and student engagement. We evaluated student responses (2009–2011) to reading Tigerland and Other Unintended Destinations by Eric Dinerstein (2005) and found that the book effectively reinforced applied and theoretical concepts learned in class, improved vocabulary, and clarified student perceptions of the field and their potential careers. Our study suggests that reading of nonfiction scientific literature is a valuable option for engaging students in a more meaningful way than can be solely gained from reading required primary literature or textbooks.

Acknowledgments

We thank E. Dinerstein, Ruth Cronje, Evan Spoon, Laurelyn Weisman, Cindy Albert, and anonymous reviewers for assistance or comments on earlier drafts of the manuscript and all the UWEC conservation biology students who participated in the course 2009–2014 with data, feedback, or discussion. Any views or opinions presented in this article are solely those of the authors and do not necessarily represent those of the author of Tigerland, nor is there any relationship to the author or gain from publication.