We’ve all endured “death by PowerPoint.” It’s a painful experience for the audience and probably not all that fun for the presenter either. To help my students deliver effective presentations—free of those deadly bullet points—I have my go-to applications.
Editor’s Note: Pamela Fox is Coursera’s Lead Student Team Engineer. Last week, thanks to the course calendar, I realized that my final exam for Ariely’s class on Irrational Behavior was due the night...
In March 2012, NOAA's Office of Education (OEd) issued a request for applications to support a collaborative team of aquariums and other institutions to expand or develop professional development and other capacity-building activities for volunteers. The successful project utilized the resources of multiple institutions to enhance the capacity of informal science educators and volunteers to engage visitors and promote public understanding and stewardship of coastal, marine, and/or freshwater environments. Eligible applicants were collaborative teams that include at least three non-profit U.S. aquariums, of which at least one must be accredited by the Association of Zoos and Aquariums (AZA).
Three institutions received awards under this funding opportunity totaling nearly $1 million. The awards supported a single collaborative project, which is summarized below. For more information regarding specific awards, please contact the Office of Education Grants Team.
Building Ocean Awareness Together (BOAT): Interpreting Challenging Ocean Issues Debbi Stone, Florida Aquarium $232,790.00
Building Ocean Awareness Together (BOAT): Interpreting Challenging Ocean Issues Cynthia Vernon, Monterey Bay Aquarium $390,249.00
Building Ocean Awareness Together (BOAT): Interpreting Challenging Ocean Issues Laurie Morrow, Alaska SeaLife Center $275,451.00
Title: Building Ocean Awareness Together (BOAT): Interpreting Challenging Ocean Issues (Collaborative Project)
Institutions: Florida Aquarium, Monterey Bay Aquarium, Alaska SeaLife Center PIs: Debbi Stone, Florida Aquarium; Cynthia Vernon, Monterey Bay Aquarium; Laurie Morrow, Alaska SeaLife Center
Summary: The project will increase the effectiveness of informal science educators to promote public understanding of five complex topics that impact the ocean (oil spills, ocean acidification, biodiversity loss, sea level rise, energy literacy) and encourage stewardship of ocean and coastal resources. This project will have a direct impact on 252 interpreters in and around Seward, Alaska; Monterey, California; and Tampa, Florida through 12 weeklong trainings. Groups of interpreters will develop, assemble and produce online training toolkits and host a webinar on each topic, all of which will be widely disseminated to the ISE community. Each toolkit will utilize NOAA multimedia content, data visualization products, literature, expertise and other relevant resources. Project participants--who interact with a diverse mix of local, regional, national and international visitors (including underserved local populations)--will provide enhanced training content for their colleagues through guide/interpreter training, a workshop, presentations at conferences, and online networks.
Environmental education is frequently undertaken as a conservation intervention designed to change the attitudes and behaviour of recipients. Much conservation education is aimed at children, with the rationale that children influence the attitudes of their parents, who will consequently change their behaviour. Empirical evidence to substantiate this suggestion is very limited, however. For the first time, the researchers used a controlled trial to assess the influence of wetland-related environmental education on the knowledge of children and their parents and household behaviour. They demonstrate adults exhibiting greater knowledge of wetlands and improved reported household water management behaviour when their child has received wetland-based education at Seychelles wildlife clubs. The research team distinguishes between 'folk' knowledge of wetland environments and knowledge obtained from formal education, with intergenerational transmission of each depending on different factors. This study provides the first strong support for the suggestion that environmental education can be transferred between generations and indirectly induce targeted behavioural changes.
The University of Belize hosted five primary schools for their Environmental Education Outreach Program.
"EEOP was facilitated by students from the Professional Skills for Environmental Managers from the Natural Resources Management Program (NRMP) of the Faculty of Science and Technology of the University. The vibrant students performed skits, sang a song, and brought awareness by showcasing environmental models which they had created. The presentations targeted environmental problems, impact, and conservation. Saint Martin’s Government School took home the grand prize followed by Kuxlin Ha with second place, and third place went to Garden City Primary School. Other participating schools were Saint Ann’s Anglican Primary School, and Our Lady of Guadalupe School."
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