In “The Future of Evolution” Global Field Program student and architectural foundation education director Christen Lubbers creates a lesson plan that puts the topic of evolution into the hands of fourth through eighth grade students.
In “Conservation education in schools: Aligning teachers’ perceptions with students’ attitudes” Global Field Program graduate Melany Sutherland explores teachers’ perceptions and students’ attitudes about conservation education
Appeared 2017Published in Connect In “Wet-Dry Recycling at the Louisville Zoo” Global Field Program student Karen Maynard describes how a new recycling model for guests and employees at the Louisville Zoo is increasing recycling rates and
2017 Internship Advanced Inquiry Program student Lauren Lee documents her internship with Ryan Fitch, research associate from San Diego Zoo Global’s Institute for Conservation Research. The internship is part of a long-term habitat restoration project designed to
In “Invasive Species: You’re Not Welcome Here!” Advanced Inquiry Program graduate Amy Paul uses interactive activities to help her third through fifth grade students distinguish between native and invasive species.
Appeared Winter 2017Published in Green Teacher In “Taking Action Against Invasive Species” Advanced Inquiry Program graduate Jennifer Brooks uses hands-on exploration and media as an educational tool in schools.
Appeared 2017Published in Public Garden Magazine In “Ethnobotany and Millennial Volunteers: Connecting a New Generation with Old Knowledge” Global Field Program graduate Lindsey Collinsworth shares ethnobotanical education with millennials. “Millennial volunteers who learned about native plant
Appeared November 2016Published in Connect In “Zoo Quests: Public Engagement Success at the Bronx and Central Park Zoos” Advanced Inquiry Program graduate Bricken Sparacino reports on the “Zoo Quests” public engagement experience which was implemented at
This material is based upon work supported by the National Science Foundation under Grant No. 1010938 and Grant No. 0610409. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.