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is serious and relatively evenhanded when it comes to the potential pros and cons of actions. In addition, direct contact with conservation practitioners can often inspire beyond the mere statement of facts. Thus the appendix that annotates sources of information and conservation entities should be consulted actively, not dismissed as a mere supplement. The questions for discussion at the end of each chapter are rather general and not particularly stimulating. This is the one area where I think the authors could attempt to engage the students in assessing hypothetical scenarios that would require creative critical thinking. Every student lives in a community, so assignments that have students explore conservation issues and meet actual practitioners can create commitment that does not come from memorizing terminology. I teach Wildlife Management: Applied Conservation Biology in a block (fourweek) format, which allows a blend of classroom and field experiences. Students get to visit wildlife refuges to witness firsthand the ecological contexts and challenging issues involved in management. They meet researchers, managers, and activists. For example, we visit Tucson to interact directly with employees of The Nature Conservancy, Center for Biological Diversity, Defenders of Wildlife, Sky Island Alliance, and Northern Jaguar Project. I believe that every institution of higher learning is within easy reach of state or federal conservation agencies, NGOs, and other organizations practicing aspects of what this book is all about. I think that instead of generic discussion questions, the book could have assignments to compare and contrast organizations with different visions or practices, to explore the extent of knowledge and ignorance in one’s home town, or to interview a conservation professional. Inclass roleplay models with realistic scenarios can help give students feelings of empowerment. When forced in limited time to work in teams to acquire data to back up their assigned positions within a scenario, students can be astonishingly motivated, technologically capable, and articulate. When asked to demonstrate a personal commitment to conservation, students can take the information from a book like this and find a way to get involved locally. An Introduction to conservation biology ends with a section on “Ongoing problems and possible solutions.” It states a problem, then gives a solution from the authors’ perspective. This is all well and good, with recommendations like “should work together,” “must be carefully investigated,” “should be trained and employed,” and “must demonstrate.” I cannot argue with those suggestions, but they do not give the reader a chance to participate, to take a challenging question and come up with a solution. The reader is passive here, burdened with long lists of expectations but without any personal sense of empowerment. That is why I think this otherwise excellent book could stand out from competitors by finding ways to incorporate experiential education. This goes beyond providing instructors with Power Point slides of tables and figures. The authors mention that conservation biologists should “use new approaches and social media.” They advocate becoming “more effective educators, leaders, and motivators.” Amen! Can we build this into the next edition by creating ways to engage the readers more experientially?