Newsletterconservation education commitee

Looking Inside

Connecting Guests to Native SpeciesFeburary 2012

Volume 6Issue 1

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Connecting our Guests with Native Animals ............Starting the Journey at Home ....................................Amphibians in the Classroom Program Gets Students Hopping to Help Local Toads .................Native Birds Make a Huge Impact ..............................Classroom Pollinator Project: Hands-on Science with Native Pollinators.............Condors Soar Once More ............................................The Red Wolf SSP: A Recipe for Success ....................Research and Education for Right Whale Conservation....................................... Studying Native Wildlife in Downtown Chicago ......Year of the Bat --- “Let’s Get Batty for Bats”.................Batty for Bats – 2012 Reasons to Celebrate & Educate ................................................Conservation Education at AZA .................................AZA Education Advisors ............................................

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Animals native to a specific ecosystem, area or region can often play a very important role in connecting our guests with the nature right outside our zoo or aquarium. In my day-to-day job, native animals are a huge focus as my Aquarium’s collection is almost entirely made up of animals and ecosystems of the San Francisco Bay watershed and Northern California coast. Therefore, my role is to help inspire guests to get involved with conservation efforts for these native animals and ecosystems. We have some of the common “charismatic megafauna” that you would expect to see in a visit to an aquarium – sharks, rays and jellies. We are, however, without others that our guests anticipate – sea turtles, penguins and large coral reef tanks. I find this challenge brings a great opportunity as many of our guests only see the San Francisco Bay as a “view” – a fairly calm body of water that they see driving along one of the Bay’s many bridges, on a boat cruise to Alcatraz or walking along many of the shoreline paths. The naturalists and volunteers in our exhibits are able to connect our guests with what is below the surface of the water and introduce them to a world that they are surprised exists – and is healthy and thriving! We are also able to connect our guests, who come from near and far, with animals that might be common in watersheds or coastal areas near their own homes (everyone lives in a watershed). Many of our institutions also use native animals as program animals, which allows for an even stronger connection between our guests and their experience. This past fall, the AZA Board of Directors approved an updated Program Animal Policy. For the purpose of this policy,

a program animal is defined as “an animal whose role includes handling and/or training by staff or volunteers for interaction with the public and in support of institutional education and conservation goals.” Some animals are designated as program animals on a full-time basis, while others are designated only occasionally. Program animal-related Accreditation Standards are applicable to all animals during the times that they are designated as program animals. This policy is accessible via the AZA website at: http://www.aza.org/program-animal-policy/. The new Program Animal Policy includes categories that will assist staff and accreditation inspectors in determining when animals are designated as program animals and the periods during which the program animal-related Accreditation Standards are applicable. In addition, these program animal categories establish a framework for understanding increasing degrees of an animal’s involvement in program animal activities.

Carrie ChenDirector of Education & Conservation

Aquarium of the Bay, San FranciscoChair, Conservation Education Committee

Connecting our Guests with Native Animals

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Take a moment to reflect on the experiences that encouraged you down the path to the zoo and aquarium field. If you look back far enough, you will most likely find that your passion for wildlife conservation and education started with experiences you had as a child in your own backyard. For me, I remember being the volunteer at a zoo’s dolphin presentation. But before that, as a child I was climbing trees, watching a nest of robins hatch and fledge, catching fireflies and toads with my dad… only to scare my mom when she found them underneath my bed! These types of experiences shape the way we look at the natural world and, unfortunately, not many children today are having these encounters. It is so important for us to encourage our visitors and their children to first look in their own backyard in order to strengthen their understanding of and connections with the rest of the world.

Increased Academic Achievement

Place-Based Education is one term for this movement and it has been a part of teacher prep courses for a while. Research shows that tying the classroom to students’ own backyards results in numerous benefits to learning. Using the local community and natural areas as a teaching tool has been shown to increase children’s engagement in learning because they can better relate new concepts to their own REAL lives. Higher test scores and grades, staying in school longer and receiving higher than average scholarship awards are just a few of the benefits documented so far. Learning about their own local environment creates increased motivation, advanced critical thinking skills and a desire to be environmental stewards simply because they can make a direct link to something concrete and relevant to their everyday life. Schools that utilize these resources have been shown to have fewer behavioral challenges with their students, and it creates community pride and ownership that isn’t as present in schools that don’t have this focus.

Starting with a Strong Foundation Many conservation efforts depict animals and places that are halfway around the world from the audience it is directed towards. There is no doubt that depicting an adorable polar bear or the vibrant colors and sounds of a struggling rainforest will catch the attention and

Starting the Journey at Home

empathy of a reader. Many will even click that button to send a letter to a representative or money to a support organization. These are all very commendable campaigns. But these efforts could be strengthened by initiating grassroots efforts showing the learner firsthand what can be accomplished when they act. In his book “Beyond Ecophobia,” David Sobel describes his vast research into age-appropriate concepts we introduce to our young audiences. Sobel has collected hundreds of maps drawn by children who were asked to create a visual representation of their world. Children ages four to seven represent their world as being within eyesight of their home. It includes animals, plants and people that live within their household and yard. This range slowly extends with age to the rest of their neighborhood, schools and, eventually, town districts. By middle/high school, children are beginning to see outside of their home range into other parts of the world. In zoos and aquariums, we tend to focus on popular animals, ecosystems and conservation efforts that are well beyond our learners’ home base. We should be including local species and efforts to show that conservation and stewardship can start right at home. By beginning at home, we can create a solid understanding of what it means to be a part of a system. Children can learn and appreciate the important wilderness around them first before trying to connect it to the rest of the planet. Sobel states, “By cultivating children’s relationships with animals that lurk in the near recesses of their minds and forests, we can develop a taxonomy of relationships that will prepare them to gradually empathize with the animals of the rainforest.”

Building Better Citizens A small percentage of children in science classrooms will find themselves in the science field. Most science education is designed to create citizens who are aware and can make educated decisions about the world

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The North Carolina Aquarium at Fort Fisher has been helping local elementary students learn more about native toads and their wetland habitats. Now in its fifth year, the Amphibians in the Classroom program is designed to foster a sense of environmental stewardship among students, while creating a better understanding of amphibians and the environment we share. This partnership with local teachers and the Aquarium staff help teach many North Carolina science standards. Funding for this program was generously supported by the Cherbec Foundation and our local Walmart store.

Several elementary school students in Wilmington, NC eagerly watch and actively participate in the care needed to morph southern toads (Bufo terrestris) from toad eggs to young adults. Each classroom receives outreach programs, its own freshwater tank system to care for the toad eggs and a fieldtrip to release their toads. The eggs, collected locally by Aquarium staff, are placed under the care of the students. The eggs will hatch in about one week and the tadpoles take an additional six to eight weeks to morph into small toadlets. With teacher assistance and lesson plans from the Aquarium, students learn more about amphibians, their growth and the human impacts they face in the wild. At the end of the school year, students release their southern toads back into the habitat from which the toad eggs were collected. Pre- and post-testing has shown students’ knowledge of the amphibian lifecycle and their habitats increase during the course of this program. Many of our participating teachers rave about the hands-on learning experience and the local connections the students have with the toads they raise.

Ruth GourleyEducation Program Specialist

North Carolina Aquarium at Fort Fisher

number of students I meet who have never even been to the Pacific Ocean! It’s time to re-evaluate the story that we are giving to our young learners and families that visit our facilities. This planet has some amazing resources and sites to see, many right outside our own backdoor.

Melody ClausenEducation Coordinator

Oregon Coast Aquarium

around them. By giving our visitors a firm foundation for their own local conservation efforts, it will not only help them be better stewards and involved members in their communities, but it will also give them a solid foundation of understanding that can be related to the bigger picture around the world. I was greatly saddened listening to a local high school senior talk about her education experience. Growing up in a small Oregon coastal community, she had never once taken part in a classroom lesson incorporating the ocean, its resources and global impact. Traveling across Oregon with the Aquarium outreach programs, I am amazed at the

Amphibians in the Classroom Program Gets Students Hopping to Help Local Toads

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In the spring and fall of 2011, the Saint Louis Zoo partnered with St. Louis Public Schools to engage students in a more authentic science experience. Sharon Kassing, Teacher Programs Coordinator at the Saint Louis Zoo, organized a program called Celebrate Urban Birds (CUB) at Shenandoah Elementary School to help students learn about local wildlife. The program was funded by a grant that provided binoculars, bird field guides and a set of squeaky birds for the classrooms. The squeaky birds have a sound chip featuring the call or song of each bird as recorded in the field by the Cornell Lab of Ornithology. The set of birds has been a huge hit and children are given a “Bird Keeper” name tag from the Saint Louis Zoo to wear. Six outreach programs and two Family Science Nights were also a part of the Zoo’s contribution to the program. Families receive binoculars, field guides and birdbaths for their yards.

Results have been remarkable! 83% of parents reported that their children seemed more interested in birds. 71% reported that their child seemed to care more about birds and other wild animals. In written responses, children stated that their favorite parts included going outdoors to watch the birds, learning about migration and learning how to use binoculars. According to the teachers, 92% said that their students talk about birds they see, seem more interested in birds and would like to participate in another Zoo project in the future. 83% of their students watch for birds around the school yard. One of the school counselors stated that “ever since the classrooms got the squeeze birds, the children look and listen for birds at recess.” She also said the children like to find feathers at recess and then ask the teachers to help them identify which bird it came from! Students are learning how to use binoculars to look for birds at recess as well.

Native Birds Make a Huge Impact

During the Family Science Night animal presentation, the most popular question I got from students was “does that bird migrate?” When I asked them to share some things that they knew about birds, they told me “birds build nests, they lay eggs, some migrate and, if you put seeds on the ground, birds will come and eat them.” When the kestrel was presented, a second grade boy raised his hand and said, “I knew that was a bird of prey and I knew it wasn’t an owl because it didn’t have really big eyes.” The presentation of American kestrels and screech owls continues to be a favorite for program participants. Children often remember the names of different birds and are excited when the bird revisits their classroom. Without the program animals, students wouldn’t have the opportunity to see and engage with these animals. The use of native birds is especially beneficial because once the participants see the program animal, it makes them want to look for the bird out in the wild. Through the use of these animals and a continuation of programs that teach about native species, we hope that we will help cultivate a community that cares for native wildlife.

Rachel SaxbyOutreach Instructor

Saint Louis Zoo

Sharon KassingTeacher Programs Coordinator

Saint Louis Zoo

Jurvetson (flickr)

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Mammals? Birds? Reptiles? Nah, it’s insects that rule the world. We depend on them for our survival, and now they need us for theirs. The problem is, we’re losing many of our pollinators, those important insects that give us fruits, nuts, berries and so many other things we need and love. Pollinators such as butterflies and bees are also some of the most beautiful of the insects, and some would say of all the animals. We’re losing them because of habitat loss, pesticides, invasive species and even collecting rare species. They are also being affected by climate change. Connecting people to a group of animals most people try to squish can be a challenge. A generous grant from Dow Chemical Company’s DowGives Program is funding the creation of pollinator gardens at four Knoxville inner-city schools. We call this program, “The Classrooom Pollinator Project.” Using curriculum provided by Knoxville Zoo, the gardens will be used to teach concepts such as life cycles, photosynthesis and symbiotic relationships. The most important feature of the project is the citizen science component. Fourth and fifth grade teachers and students will be trained by Zoo staff to collect phenology data on the plants and pollinators in the gardens. Phenology is the study of recurring plant and animal life cycle stages such as when caterpillars hatch, flowers bloom, etc. The data will be submitted to the National Phenology Network (NPN) to use in research about the effects of climate change. By having students collect phenology data in their pollinator gardens, they will develop a connection to plants and animals in their urban environment, develop a better understanding of how they affect local and global wildlife and develop a connection to scientists, both professional and citizen. Because NPN publishes collected data on-line, the students will be able to see what other citizen scientists are finding and where. This type of participation can create a sense of ownership of the garden, the wildlife and the project. We will start by working with the students to get the gardens planted. Through planting native plants and studying native pollinators, we hope the students will be inspired to explore other urban habitats and develop a lasting connection with the wildlife around them.

Steve McGaffinAssistant Curator of Education

Knoxville Zoo

Classroom Pollinator Project: Hands-on Science with Native Pollinators

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In 1985, only 22 California condors remained in the world. Drastic measures were needed in order to save this species poised on the brink of extinction. Two zoos stepped forward to help save the California condor—one of which was the Los Angeles Zoo. To minimize exposure to humans, the birds at the LA Zoo remained off exhibit. For more than 25 years, few of the Zoo’s annual 1.5 million visitors knew of the LA Zoo’s intense commitment to, and participation in, this important conservation program… until now. The California Condor Rescue Zone (CCRZ) is a children’s conservation education program that shares this inspirational story entirely through play. The main intention of the CCRZ is to offer, through play and hands-on exploration, an opportunity for children to discover the California condor—and the LA Zoo’s important role in the species’ remarkable recovery. Play-based learning leaves long-lasting impressions on children, allowing them to create a more personal learning experience than they might through a graphic or lecture. The CCRZ experience focuses both on the Zoo’s field work with condors and the on-site conservation efforts that occur right on Zoo grounds. In the CCRZ, children can don a costume to experience life as a condor, throw on a backpack and become a condor field biologist or put on a lab coat to perform surgery on a specially designed plush condor. A wide range of fun, engaging activities allows visitors to experience what it takes to save a species while learning the details and hard work of a real wildlife conservation program. The Zoo hired an outside firm, Randi Korn and Associates, to perform a summative evaluation of the CCRZ to help determine both visitor satisfaction and impact of the programming. Here is an excerpt from their report: “Overall, the CCRZ was successful in achieving the…goals for visitors in the space… The observation and interview data provide corroborating evidence of CCRZ’s successes. Observation data showed that nearly all children and most adults were consistently engaged and enthusiastically used the space in an appropriate manner. Interviews with children and adults demonstrated the learning that resulted from using the activities and interacting with the play facilitators.” “Nearly all visitors, adults and children reported leaving the space knowing something about condors, including

the environmental threats and actions taken to protect the species. Many adults and children also observed that the exhibition reinforced the importance of caring for condors, protecting the environment and valuing life in general.” Like the California Condor Recovery Program itself, this type of education program was entirely new to the LA Zoo. It marked a significant shift in the Zoo’s educational philosophy— from creating boutique programs not unique to the institution, to creating relevant, playful, LA Zoo- specific programs designed to meet the visitors’ needs. Bringing back the California condor from the brink of extinction was, and still is, an epic struggle. The CCRZ helps people experience what it takes to save a species that has been so tremendously impacted by human actions, both negatively and positively. This program shows visitors why it is so crucial to preserve habitat and wildlife so what occurred with the California condor doesn’t ever happen again. They come to understand how every condor is precious and every egg counts. When the California Condor Recovery Program first started, many people asked, “Is it worth it?”— a question that persists today. They claim the program is too expensive, the bird was destined to disappear and that the extinction of one species doesn’t matter. Through the knowledge and emotions imparted in the CCRZ, the LA Zoo and its visitors take a step toward ensuring that this magnificent bird will soar high on thermals for generations to come.

As of April 2011, the California condor population totaled over 370 birds, with over half of those flying in the wild.

Kirsten PerezDirector of Education

Los Angeles Zoo and Botanical Garden

Condors Soar Once More

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I have been privileged to be an Education Advisor for the Red Wolf Species Survival Plan (SSP) for the past six years. Through those years, there have been many challenges and victories, and I have learned a tremendous amount about endangered species education, leadership and partnership. I have also discovered that there are certain crucial elements that can influence the success of SSP educational endeavors. The first ingredient needed is commitment – and I mean long-term commitment. I am fortunate enough to work at the Point Defiance Zoo & Aquarium, an institution that has been involved with red wolf conservation for over four decades. The red wolf (Canis rufus) is one of our flagship animals and there is tremendous buy-in for conservation efforts throughout the organization.

Consistency, specifically in terms of leadership, is the second ingredient. The SSP Coordinator, William Waddell, is heavily involved in all aspects of the process, providing enthusiastic and reliable support. His twenty years of experience provide a bedrock foundation for our educational initiatives and a much needed “big-picture” perspective. The third element, something that is relatively unique among SSP Education Advisors, is the divide-and-conquer approach. There are two of us, each with an equal role and responsibility as co-advisors. Pam Braasch, from the Endangered Wolf Center, and myself collaborate on every project. This approach allows each of us to bring our unique skill-set to the table and to accomplish much more than we would individually. Finally, a network of strategic partners is crucial. The U.S. Fish & Wildlife Service, Red Wolf Coalition, and 40 zoos and wildlife facilities around the country actively participate in the Red Wolf SSP. This network of cooperators allows our messaging and educational efforts to resonate throughout the nation.

Behind all of these facets are passionate and motivated people who believe that the world is a better place with red wolves in it. The elements listed above allow those people to meaningfully contribute to this cause and experience the associated rewards from our focused efforts.

Craig StandridgePublic Programs & Visitor Studies Coordinator

Red Wolf SSP Education AdvisorPoint Defiance Zoo & Aquarium

The Red Wolf SSP: A Recipe for Success

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The key to protecting any endangered species is a combination of research and education. The critically endangered North Atlantic right whale (Eubalaena glacialis) is no exception. Right whales have a long tradition in New England history, starting hundreds of years ago in coastal whaling communities where these slow moving whales got their name because they were the “right” whales to hunt. Today the estimated right whale population is only 490 individuals. The more New England Aquarium can do to reach out and educate, not only about the animals themselves, but also the great work researchers are doing, the closer we can get to conserving these incredible animals.

The New England Aquarium’s right whale researchers have spent the last 32 years engaged in an annual right whale survey from August through September in the Bay of Fundy. Researchers photograph as many right whales as possible and then match the images to a photographic archive curated by the Aquarium called the North Atlantic Right Whale Catalog. Each new sighting in the catalog augments the life histories of individual whales, documenting key events, such as a mother being seen with a calf after the long migration from the southeast U.S. calving grounds, and updating health data such as scarring injuries. This annual research helps to take a pulse of the population and chips away at the mystery of the right whale. The information gathered from these sightings can be put to use for policy changes that will help the species survive. The Aquarium uses GIS technology to map the patterns and speeds of large vessel traffic through shipping lanes and around U.S. ports where this traffic bisects with essential whale habitat. This research has led to a change in the position of shipping lanes in the Bay of Fundy and Roseway Basin, reducing the risk of collision by more than 80 percent in these areas. This illustrates the power of research, data and education of international leaders and policy-makers. While the Aquarium’s right whale researchers are learning as much about this struggling population as possible, Aquarium educators are working hard to raise

Research and Education for Right Whale Conservation

awareness in local schools and communities about North Atlantic right whales and the challenges they face. Even though most people cannot directly help with vessel strikes and complex entanglement issues, everyone can marvel at what makes the right whales the “right whale to protect.” The Aquarium’s whale day program is a traveling program of 13 interactive exhibits created for students in grades 1 through 8. Students learn how right whales eat, what tools scientists use, and how big whales are as newborns and then full grown adults. The program illustrates the size of these whales with a 42-foot life-sized inflatable model of a right whale named Calvin. Once Calvin is inflated, educators share the whale’s story with students, allowing them to make a more personal connection to the species by learning the story of one animal. When schools sign up for a Whale Day program, they receive a right whale sponsorship for a year. The sponsorship materials give students a head start on learning more about the whales before Aquarium educators arrive for the program. In addition, the money raised through the sponsorship directly supports the efforts of the Aquarium’s right whale research team. By learning about right whales, the school is actually supporting efforts to protect them. In 2011, the New England Aquarium’s Whale Day program reached approximately 4,500 people at 17 different school and community sites. One community event took place at the northeastern tip of the United States overlooking the Bay of Fundy; a unique opportunity to learn more about the animals and whale research in that community’s backyard. Each event that we do allows more people to begin to understand the complexity and awesomeness of the North Atlantic right whale and hopefully lays the groundwork for future conservation efforts.

Kara Mahoney RobinsonStudent Programs Coordinator

New England Aquarium

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In June 2010, Chicago’s Lincoln Park Zoo opened a new outdoor ecosystem exhibit called Nature Boardwalk. Since its opening in 2010, dozens of native wildlife species have been spotted in the pond and surrounding prairie habitat including bullfrogs, snapping turtles, a dozen species of dragonflies, and migratory birds like warblers, cormorants, and black-crowned night herons - a bird identified as endangered in Illinois. On its own, Nature Boardwalk is a truly captivating destination where visitors can enjoy spending time outdoors and seeing native wildlife. To take full advantage of this unique environment, educators utilize Nature Boardwalk as an outdoor classroom for interpretive programming and specialized public programs. Raising awareness of the research taking place in this newly developed ecosystem was central to the programming taking place. Urban Wildlife Biologists offers children in 3rd or 4th grade the chance to step into the shoes of a scientist who studies the urban environments that are home to both wildlife and people. Working with the Zoo’s Urban Wildlife Institute, participants take part in hands-on activities designed to help them gain an appreciation for native plants and animals, and develop an understanding of how wildlife can survive, and thrive, in urban habitats. Kids dip nets into the pond to sample for invertebrates, make observations of the ecosystem, and search for and identify native prairie plants. More uniquely, they use radio transmitters to experience how scientists track the painted turtles that live in the pond. Nature Boardwalk guests can also learn how our scientists track turtles through a daily program called

Studying Native Wildlife in Downtown Chicago

Turtle Tracking. Developed in 2011, this program enables Zoo guests to use the same equipment our researchers use to monitor our pond’s painted turtle residents. Four of the turtles in the pond have been outfitted with radio transmitters attached to their shells. These transmitters send out a signal that can be “heard” with a handheld antenna. Each turtle’s transmitter has its own frequency, just like the different stations on a radio, allowing each

turtle to be located individually. Educators “tune in” to the frequency of a transmitter hidden along the pier while guests use the antenna to find the source of the signal. Educators conduct this activity to help guests understand how scientists use the equipment and how animals, like turtles, are using the newly restored pond. Research conducted by zoos and aquariums helps wildlife biologists make informed management decisions, not only at Nature Boardwalk, but in other restoration programs around the world. Bringing programs like this to our guests and participants deepens people’s understanding of the value of research and its implications on their lives while inspiring them to join us in envisioning a healthy planet that can be a resource and home for both people and wildlife.

Jaclyn PetersonManager of Public Programs

Allison PriceManager of Guest Engagement

Amanda Berlinski Guest Engagement / Public ProgramCoordinator

Lincoln Park Zoo

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People around the world are celebrating bats this year. That’s right, bats – those much-maligned flying mammals that favor the night and are plagued by centuries of myths and misinformation, from ancient folklore to modern movies. By proclamation of the United Nations Environment Programme, 2011-2012 is International Year of the Bat and hundreds of events are being staged worldwide. Bats, it turns out, are wonderfully diverse and beneficial creatures that play essential roles in maintaining healthy ecosystems and many human economies. More than 1,200 species of bats account for about 20 percent of all mammal species. They live in virtually every habitat on Earth, except for the most extreme desert and polar regions. The United States and Canada host 47 bat species, with bats in every state and province. Most bats have prodigious appetites for night-flying insects, including many damaging agricultural pests. A pregnant or lactating female bat may eat more than her entire body weight in insects each night. Research recently published in the journal Science concluded that bats save U.S. farmers more than $3.7 billion a year in avoided crop damage and reduced pesticide needs. Bats, all of which have excellent vision, also use a remarkable bio-sonar system called echolocation to navigate in total darkness and maneuver through aerial obstacle courses to capture fleeing insects. Basically, bats emit ultrasonic “beeps” into their path, then detect objects as fine as a human hair by analyzing the echoes that come bouncing back. Other bats feed on nectar and are essential pollinators of countless plants. Three species of nectar bats in the American southwest pollinate saguaro and organ pipe cacti and agave. In the tropics, wild varieties of bananas, avocados, dates, figs, mangos and many other plants depend on bat-pollinators for survival. Fruit-eating bats, meanwhile, disperse seeds that are necessary for regenerating cleared stretches of rainforest. Bats can be found in almost any conceivable shelter. Hundreds of thousands, even millions, sometimes roost or hibernate together in caves and abandoned mines. Bracken Bat Cave (on the edge of San Antonio, Texas) shelters a nursery colony of millions of Mexican free-tailed bats and is believed to be the world’s largest bat colony. Forest-dwelling bats typically live in tree hollows or beneath loose or peeling bark.

Many species adapt readily to roosts in buildings, sometimes including private homes, largely because their natural habitat is disappearing. Large colonies are found roosting in the underside of a number of bridges around the United States. Such sites, as in Austin and Houston, Texas, and elsewhere, often become tourist attractions. The public is most likely to encounter wayward bats in backyards, trees or clinging to walls during spring and fall, when many species migrate between summer and winter roosts. Twenty-five American species collect in caves and mines to hibernate through the winter, and others journey to warmer foraging habitats. Migrations frequently cover hundreds of miles. Mexican free-tailed bats can cover 1,000 miles or more as they travel between the United States and Mexico/Central America.

Year of the Bat --- “Let’s Get Batty for Bats”

Virtually everywhere they go, bats face severe threats. Habitat is fast disappearing as forests fall to agriculture and expanding human populations, and caves are disturbed by improper tourism and mining of bat guano for fertilizer. Fruit-eating bats are at risk in many developing countries where they are overhunted commercially for food. Bats are considered gourmet fare in some areas. Vandalism fed by needless fears still kills countless bats around the world. Bat Conservation International and other organizations and individuals are working worldwide to combat these threats. But the greatest perils, at least in North America, are new, complex and devastating. A wildlife disease called White-nose Syndrome (WNS) is the gravest threat ever faced by the continent’s bats. Biologists describe it as the “most precipitous decline

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The WHY:Bats benefit people and the environment in huge ways.

If you like: Bananas, cashews, cotton t-shirts, pickles, cucumbers, peaches, sugarcane, strawberries, apples, broccoli, grapes, tequila, chocolate, vanilla, rainforests and 1,997 more … Thank a bat! As some of the best natural pest controllers and pollinators on the planet, bats save farmers BILLIONS (with a B!) of dollars each year in reduced crop losses and pesticide use. Bats are also prime players in rainforest regeneration. Threats facing bats are tremendous and growing, but we can all make a difference!

The WHAT:2012 is Year of the Bat and a great time for AZA facilities to celebrate and educate about bats … AND there’s a group of fellow AZA educators partnered up with Bat Conservation International working to make this easy for you.

The HOW we can help:FIRST– We have created a “Virtual Suitcase” filled with everything you need to hold an event, run a class or interact with guests out in the zoo or aquarium. Visit www.batcon.org/AZA to find info on:

• Introduciton to Bats• Threats to Bats • Possible Actions To Protect Bats• Bat Activities• Potential Speakers • Facebook Posts• Photos to Use• Freebies to Download

Want more? Visit www.batcon.org/yotb

Still more? Check out www.batcon.org

Still not convinced? As conservation educators we face many challenges. I’d like to answer a few possible questions:

WIIFM – or What’s in it for me? This is an easy one --- bats benefit everyone ---– can you imagine any guest that wouldn’t appreciate something on the list above?

NO BATS? Don’t have bats in your zoo or aquarium? Bats are one animal all AZA institutions share. Even if they are not part of your animal collection, we all have wild bats right in our neighborhood. In fact, there’s an excellent chance that this very moment, you are within sight of a wild bat.

NO TIME? Reference AZA “Virtual Suitcase” at www.batcon.org/AZA. We know AZA educators are some of the busiest people on the planet. If you can’t find the time to host a full-blown bat event, use these bat activities in summer camps or overnights or other regularly scheduled programs. Also, ever consider simply playing host to an event at your institution and inviting other conservation organizations to present the activities? Jeggers@batcon.org would be happy to help make connections to other bat-related conservation organizations.

IT’S DEPRESSING … That’s True… But people really can make a difference and we’ve included a special document in the suitcase to address this very concern.

Batty for Bats – 2012 Reasons to Celebrate & Educate

Meanwhile, tens of thousands of bats are being killed each year by the spinning blades of wind-energy turbines. The Bats and Wind Energy Cooperative, a partnership of government agencies and industry led by Bat Conservation International, is developing and testing strategies to sharply reduce those fatalities and ensure that wind energy is as green as it can be.

For more information about bats, Year of the Bat (YOTB) and AZA involvement, please visit batcon.org/yotb.

James EggersDirector of Education

Bat Conservation InternationalAZA Year of the Bat Team

of wildlife in North America in the past century.” Since the disease first appeared in an upstate New York cave in 2006, millions of hibernating bats have died throughout the eastern United States and the fungal disease is still racing relentlessly westward, with mortality rates approaching 100 percent at some sites. Local extinctions of even the once-common little brown bat are predicted. WNS causes bats to awaken more often during hibernation and exhaust the stored fat reserves they need to get them through the winter. Infected bats often emerge too soon from hibernation and are seen flying around in midwinter. These bats usually freeze or starve to death. This past year did bring a few glimmers of hope; at least a few much-diminished colonies that survived the onslaught of WNS seem to have stabilized, perhaps with the potential to re-establish those battered populations.

INSPIRED? I’m hoping yes … If you’d like more information or want to be part of the AZA Year of the Bat Team, please email me at mcreynolds@sazoo-aq.org.Listed are a number of dates and ideas for possible bat-related events:

Unsure when to celebrate? Here are some suggested dates, BIG and small, throughout the year to celebrate. Pick one, a few or all.

Head’s up - Posy a simple facebook/twitter/social media of your choice post stating the special day and how it relates to bats.Small event - small celebration that guests can participate in if they are at your facility; little to no publicity.Big event - large celebration that has been publicized to draw a crowd for batty fun!

Stacy McReynoldsEducation Manager

San Antonio ZooAZA Year of the Bat Team

Date Category Event3/8 Head’s up National Agriculture Day3/19 - 3/25 Head’s up National Wildlife Week3/26 Head’s up Earth Hour Month of April Head’s up Lawn and Garden Month4/9 - 4/25 Big Event International Bat

4/18 - 4/29 Head’s up Fiesta4/22 Small Event Earth Day 1st week of May Small Event National Wildflower Week5/1 - 5/7 Head’s up Be Kind to Animals Week5/1 Head’s up Debut of Batman Comic5/18 Head’s up Plant Conservation Day5/20 Big Event Endangered Species Day5/22 Small Event International Day for Biological Diversity Month of June Head’s up Zoo & Aquarium Month6/18 - 6/24 Small Event National Pollinator Week6/15 Head’s Up Nature Photography Day6/25 Head’s Up Great American Backyard Campout Day 7/4 Head’s up 4th of July 8/25 Big Event International Bat Night 9/17 - 9/23 Head’s up Pollution Prevention Week Month of October Head’s up National Animal Safety and Protection Month10/10 - 10/16 Head’s up World Rainforest Week10/31 Big event Halloween 11/1 - 11/7 Small event Give Wildlife a Break11/15 Head’s up America Recycles Day

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AZA education advisors play a critical role in education-related activities within AZA animal programs, such as Taxon Advisory Group (TAG) and Species Survival Plan (SSP) programs. The position of education advisor enables the leaders of animal programs to plan, implement and assess education initiatives. With the variety of animal programs in AZA, education initiatives can cover a wide range of focuses. Education advisors may be asked to create regional, national or international education curricula, develop websites, write articles to be published and much more.

The leaders of the animal programs determine whether or not their program has a need for an education advisor. If it is determined that there is a need for an education advisor, program leaders will develop the advisor’s goals, but often look to the advisor for assistance with goal development. If you are interested in becoming an education advisor, but you are unsure how you can contribute, the animal program leaders are happy to work with you and the skills that you can offer.

In recent months, education advisor vacancies have been filled within the Giant Otter SSP and the Tiger SSP, and there is a newly opened position with the Kori Bustard SSP. Applying for an education advisor position, and advertising for a vacant position, does include a few

steps that may take several days or more to complete. The steps help to ensure that the applicant is a good fit for the position in which they are interested and that any group with an open position is ready to review education advisor applicants.

If you are interested in filling a vacant education advisor position, or you need to advertise a vacancy, please visit www.aza.org/education-advisors/. The web page contains helpful information, as well as the education advisor handbook that was created by the Conservation Education Committee. Both the web page and the handbook will provide you with the guidance needed to accomplish your goals.

Currently there are openings for Education Advisor for:

Bear TAGMarine Mammal TAGAsian Otter SSP

For more information and application instructions, you can visit: http://www.aza.org/education-advisors/.

Brian KutschEducation Manager

Birmingham Zoo

This survey was distributed in February through the CEC’s Regional Communication Plan. Each point of contact has been asked to complete the survey for their institution. You can support this important effort by providing the data you have on a particular area to your institution’s representative.

Conservation Education at AZA

AZA Education Advisors

As AZA’s Director of Conservation Education, I want to enhance zoo and aquarium leadership in conservation education. An important first step is to effectively communicate the role we play to local, state and federal officials. To do that, we must quantify the impact of zoo/aquarium education programs. This step is essential if we are to make compelling arguments about the value of informal education. Advocating for legislation regarding informal science education and environmental literacy depends on accurate and comprehensive data. A questionnaire has been developed by CEC members Ruth Allard, Rachel Bergren, Ron Fricke, Shareen Knowlton, Danni Logue and Kelly Ulrich.

At the same time, I encourage you all to consider what you and your staff can contribute to the zoo/aquarium education field. What do you think is the most important outcome of conservation education? And what is the greatest challenge to achieving this outcome? Are there issues you face which could be addressed by leadership from AZA? Please feel free to contact me any time to share ideas and inspirations or to develop plans and next steps. I look forward to our conversations.

AZA Conservation Education Strategic Priorities:

1. Building capacity in the Informal Science Education professional community

2. Organizing multi-institutional projects

3. Forming strategic alliances4. Promoting institutional roles in

conservation education

Nette PletcherDirector of Conservation Education

AZA