College or university instruction related to acoustic ecol- ogy is difficult to find. Without an established curricu lum in this emerging field, it is often the responsibility of individual teachers to integrate acoustic ecology concepts and principles into existing courses. A course survey was recently posted on the WFAE Acoustic Ecology listserv. Respondents were asked to outline the learning goals, objectives, activities, and student responses to instruction in acoustic ecology. The following is a summary of the material collected from the online survey as well as other contributions. It illustrates a diversity of on-going efforts by educators who believe studies in acoustic ecology are important.
Gary Ferrington (2023) studied this question.