Abstract
Some conservation biologists question the ability of current university curricula to prepare students to meet the needs of the profession in solving real‐life conservation problems or to integrate the goals of conservation biology with other societal goals. The gist of the criticism is that curricula tend to emphasize narrow, technical proficiency at the expense of more integrative, “policy‐oriented” problem solving. Conservation biologists' work should be relevant to policy, and I argue that professional participation could become more effective through a broader educational curriculum. Such curricula should teach students three things: (1) an understanding of how the policy‐making system works and how human value interactions constitute the core of professional work, (2) mastery of skills in critical thinking and development of an interdisciplinary, “procedural rationality” for analyzing problems and evaluating potential solutions, and (3) development of influence and responsibility within policy systems. Seminars, case studies, and field trips are among the tools that can develop these skills in students. Finally, the education committee of the Society for Conservation Biology has great potential to improve the quality and relevance of professional education.