There have been several surveys of ethnobiological and related courses. The links on this page provide access to these earlier reports.
An Evaluation of Educational Trends in Economic and Ethnobotany
Web Link: CIEER Fact Sheet EB001
Authors: Will McClatchey, Alexandra Paul, Trish Flaster, and Valerie McClatchey
In 1995-96, questionnaires were mailed to 217 student members of the Society for Economic Botany (SEB), 943 members of SEB, including all international members, and 250 deans, chairs and directors of North American colleges of biology, botany, forestry and major herbaria, asking each about educational opportunities in economic botany at their institutions. A total of 169 student responses were sorted into two categories: graduate and undergraduate. Faculty responses totaling 187 were sorted into four categories representing: 1) institutions without programs, 2) those offering one course, 3) those offering several courses, but having no program, and 4) those with five courses and/or full programs in economic botany or related areas. Preliminary results of the surveys were presented and discussed in an open forum at the 1995 SEB meetings. The forum generated additional data which was incorporated into a presentation and discussion group sponsored at the 1996 SEB meetings. The pooled results of the surveys and two discussion periods indicate that 30 full programs were available, with 13 schools offering 2-4 courses, 43 schools offering at least 1 course. Fifty-eight respondents reported having no courses. The results of the survey and the 1995-96 discussions indicate that there was a strong demand among faculty and students for more courses, more intensive graduate programs, and the development of undergraduate courses and programs in ethnobotany. Trends in the survey response data are presented in light of earlier analysis of educational opportunities and future developments of courses and curricula. To this end, we provide general outlines of possible lower and upper division courses and graduate degree programs that represent an amalgamation of available programs, faculty recommendations, student conceptions and our analysis of educational trends in economic botany. The data presented is incomplete, representing positive responses and survey participation only.