Effectiveness of conservation education at the Chattanooga Zoo

Conservation is the central focus of many modern zoos and aquariums. These zoos incorporate guest education to facilitate a connection between zoo guests and animal conservation. I conducted a study at the Chattanooga Zoo and the University of Tennessee at Chattanooga which examined two modern zoo education approaches. The two approaches utilized in the study are currently used in keeper chats at the Chattanooga Zoo. The first approach is an emotional appeal (an appeal to the personalities of the chimps at the zoo) and the second approach is a utilization of a take-action initiative (recycling cell phones to reduce mining in chimpanzee habitat). Both approaches were placed at the beginning of the same chimpanzee presentation which exclusively involved facts about chimpanzees. These two approaches were tested against a control presentation that involved only the chimpanzee facts and no educational approaches. All three presentations were given to two populations, zoo guests and UTC students in front of the chimpanzee exhibit at the zoo and in various lecture halls at UTC. My goal was to examine the effects of these approaches on retention of chimpanzee related information. I hypothesized that incorporating an emotional appeal in an informational chat increases guest retention more than using a take-action initiative. The response data collected from the Chattanooga Zoo revealed no significant differences in guest retention of information between any of the three zoo chats (presentations) due to small sample size. The results from the UTC student population did yield statistically significant differences. The group exposed to the emotional appeal scored the highest on average, followed by the control group, and finally the take-action initiative group. My study may serve as a starting point for future research involving effectiveness of conservation messaging at the Chattanooga Zoo. EFFECTIVENESS OF CONSERVATION EDUCATION 3 Effectiveness of Conservation Education at the Chattanooga Zoo The concept of a zoo has changed drastically over time. The earliest notable shift in zoo history is that of the eighteenth to nineteenth century, when zoos transformed from simple symbols of wealth and power to centers of scientific (Figure 1). This shift opened the door to a better understanding of the animals housed in zoos and by extension the necessary requirements of animal husbandry; ultimately leading to a shift from scientific study to the implementation and enforcement of animal welfare standards. The most recent and relevant shift is that of the priority of AZA institutions, which is focused more heavily on conservation (Woodland Park Zoo, 2017). Figure 1. (Adapted from Timeline created by Woodland Park Zoo, see Appendix I) AZA Priorities shift to Conservation over Recreation 1990'sPresent Founding of AZA 1924 The AZA (Association of Zoos and Aquariums) was formed as a means of selfmonitoring standards. Scientific Collections 19th Century The Zoological Society of London founded the zoological gardens at Regent’s Park in 1828, the first “modern zoo. ” It influenced zoological gardens across Europe. Menageries 18th Century Animals in menageries at Versailles among other locations, mainly objects of curiosity and symbols of a nations power. Animal Parks 24th Century BC First Animal Park in Sumarian City of UR. EFFECTIVENESS OF CONSERVATION EDUCATION 4 Isobel Charman (2017) pointed out that Thomas Stamford Raffles, the originator of the London Zoo, believed that zoo animals should be used for scientific study and not for tasteless observation. For the London Zoo this dream and the reality of what it manifested into years later were two very different things. Due to a lack of veterinary, ecological, and behavioral knowledge of zookeepers, many of the animals that were brought to the London Zoo either became very ill and/or died soon after arrival. The structure of the zoo was also almost completely oriented toward the enjoyment of the public, with very little effort originally being put into caring for zoo animals. However, many of the scientific principles held dear to the zoos of the nineteenth century paved the way for zoo-based scientific discoveries of the modern age. The scientific study of zoo animals has brought about a better understanding of small population management, as well as other scientific disciplines ranging from ethology to stress endocrinology (Rabb, 2004). Modern zoos have become more closely aligned with Raffles vision, developing into institutions of conservation and learning. In fact, the mission statement of the San Diego Zoo, a world renowned institution, emphasizes the zoo’s commitment to conservation science and dedication to creating an appreciation for the natural world (San Diego Zoo, 2016). The failed intentions of pioneers such as Thomas Raffles have become a reality through advancements of technology, animal care practices, and the institutional and ethical principles held by zoos (Charman, 2017). A common misconception is that zoos are prisons for animals. Although zoos may have fit this description in the past, modern zoos, specifically Association of Zoos and Aquariums (AZA) accredited zoos are actually the opposite (Benbow, 2004). AZA Zoos have 13 basic accreditation standards, one of which is directly related to conservation. As it states in the accreditation handbook, conservation efforts are one of the major priorities of AZA zoos and aquariums. There are multiple types of effort put forth by these institutions, contributing to long-term survival of species in their natural habitats, environmental stewardship, and creating educational programs designed to raise conservation awareness and promote pro-conservation behaviors. All of these activities are required to be informed by science. AZA zoos are EFFECTIVENESS OF CONSERVATION EDUCATION 5 institutions of conservation dedicated to raising awareness of the animals housed in their facilities (Association of Zoos & Aquariums, 2017). AZA zoos have constructed Species Survival Plans (SSPs) for endangered animals housed in their institutions. SSPs are strategies designed to match genetically compatible animals in order to ensure a healthy captive population through breeding, all in the hopes of one day releasing these species back into their natural habitat (Association of Zoos & Aquariums, 2017). The Chattanooga Zoo (the initial study site for this research) actively participates in 28 different SSP programs, from chimpanzees to komodo dragons (Chattanooga Zoo, 2017). While conservation is important to the zoo staff as a practice and goal, it is also important to instill conservation learning in zoo guests through environmental educational programs. Education can help to spread knowledge about conservation work, including SSPs, being done at conservation institutions (MacDonald, Milfont, and Gavin, 2016). Education is a heavily utilized conservation tool that is often employed by zoos and aquariums (MacDonald, 2016). For example, the San Diego Zoo offers, educational tours, field trips, summer camps, and many more education related activities (San Diego Zoo, 2017). Millions of people attend zoos and aquariums each year. A survey conducted by the World Association of Zoos and Aquariums showed that annually over 700 million people visit zoos and aquariums across the globe and are potentially exposed to environmental education. Individually, members of the public are unlikely to create a meaningful impact in regard to conservation, but collectively the public has the potential to make a substantial positive change (Gusset and Dick, 2010). A common ignorance among those who visit zoos is that many of the animals they see in AZA zoos are rescues. Many of the zoos around the world are offered animals, both exotic and domestic, by the public as well as governing authorities. These animals often require more care than public pet owners can provide or are confiscations brought in by the authorities (Cuaron, 2005). Zoos are one of the main sources of endangered animals not found in the wild. In their natural habitat, these animals are facing great obstacles such as war, habitat loss, and disease, just to name a few. All of which are problems these animals do not worry about in zoos. This fact is something that most animal activists do not realize. They EFFECTIVENESS OF CONSERVATION EDUCATION 6 want to send these animals back to the wild when the pristine wildlife habitat they are envisioning for these animals either no longer exists or is in limited supply. Thus, zoos have the potential to be a hub for which endangered animals can be safely bred in the hopes of bringing their populations back to sustainable levels (Praded, 2002). In the past, independent researchers have examined various factors that influence conservation learning for zoo and aquarium guests. One example is a study of the relative credibility of zoo-affiliated spokespeople for delivering conservation messages. The investigators found that there was a hierarchy of credibility. Zoo researchers and biologists were at the top of the hierarchy, while volunteers and zoo executives were at the bottom (Frazer, Johnson, and Sickler, 2008). Another study examined the effectiveness of a specific conservation campaign focused on orangutan habitat loss due to the palm oil industry. Questionnaires were passed out at the entrance and exit of an orangutan exhibit. This exhibit added signage and videos about the harvesting of palm oil as well as the damages that this harvest causes to orangutan habitat. The questionnaires were distributed at the base line, mid-point, and conclusion of the twelve-month campaign. There was a notable increase in overall guest awareness of palm oil. Guests also indicated that they were less likely to purchase items that contained palm oil (Pearson, Lowry, Dorrian, and Litchfield, 2014). The way zoo guests respond to conservation education can be dependent on many fac