Employment success and satisfaction among graduates of Tennessee Technological University's Master of Science program in fisheries management

Journal of Instructional Psychology, June, 2004 by Peter L. Kranz, Richard A. Steele, Nick L. Lund, S. Bradford Cook

Another respondent also recommended a number of specific additions to the fisheries coursework. Most of his recommendations would require even more extensive field work and field involvement by TTU's graduate students:

   A class on fisheries field work would be
   good, focusing on the variety of tools
   and techniques to use in various field
   activities AND how to analyze the data
   associated with these field activities (i.e.
   take Advanced Fisheries Mgmt a step
   further with more field assignments,
   learning how to do vertical/horizontal gill
   netting; pond, stream, and reservoir
   electrofishing; larval tows; cove and stream
   rotenones; hydro acoustics; etc.)

This desire for an even greater emphasis on fieldwork was expressed by a number of other graduates. Many apparently felt that this, more than any other type of study, had provided them with the most practical preparation for the real world of fisheries management. More than one even suggested that students be made responsible for actual technician work out in the field, working as apprentices with nearby agencies in order to get that kind of functional experience. For example, one said, "I would like to see emphasis put on work experience. If that could somehow be incorporated into the program, it would give the graduate an enormous competitive advantage." One included more specific guidelines on what kinds of experience should be sought in such a position:

I believe that it would be helpful to expose students to "technician" type work. Exposure to different sampling protocols and tools would make it much easier to gain employment. There are only a limited number of jobs in actual fisheries work but if a person also knew things such as chemical sampling protocols and wetlands delineation, he or she would be attractive as a job candidate.

Habitat/Environment

Another area of rapid change is in the ecology of our waterways and in their continued protection. A number of former students identified a need for additional instruction in the area of habitat conservation. One suggested TTU should. "offer a class relating to conservation, i.e. habitats/fisheries." Another, concerned with the lack of habitat/ environment study at TTU suggested that,

   Habitat enhancement is spoken about in
   great detail, but little is taught in regards
   to how to actually protect the habitat.
   More importantly (in my opinion), is that
   any enhancement should be followed up
   with a comprehensive evaluation on its
   effectiveness to meet the enhancement
   objective. Evaluation methods should
   be discussed in the courses.

Another former student went into even more specifics concerning additional environmental-impact coursework needed:

   Both jobs I have held since TTU dealt with
   the anthropogenic effects on the aquatic
   environment. Although my education at
   TTU provided me a solid understanding
   of the natural system that allowed me to
   draw conclusions, it did not necessarily
   expose me to the 'impact' side.