30 



iums each school year. In total, AAZPA institutions spend an estimated $27 million 

 on formal and informal educational programs. 



AAZPA accredited zoos and aquariums also conduct international training pro- 

 grams for zoologists and wildlife managers, support local education programs, and 

 provide fellowships, internships, and student grants. They also donate their time, 

 materials and equipment to conservation education projects in developing countries. 

 In 1990-1991, kPuPK member institutions initiated or supported 45 educational 

 programs in 24 nations worldwide. 



>Gi October, 1992 nationwide poll by the Roper Organization shows the public is 

 in near unanimous agreement (92 percent) that marine life parks play an important 

 role in educating the public about marine mammals and environmental conserva- 

 tion. Significant^ for uie cause of marine mammal conservation, 86 percent feel if 

 the public learns more about marine mammals, they are more likely to become con- 

 cerned about marine mammal conservation. 



The results of a 1992 Canadian poll paralleled the Roper survey. Eight of ten peo- 

 ple surveyed by Decima Research described their visit to an aquarium as edu- 

 cational. 



AAZPA and Alliance zoological parks and aquariums open to the public typically 

 have professional educators on staff. Exhibit graphics are designed in cooperation 

 with these professionals. Trained interpreters answer the questions we know from 

 experience our guests will raise based on visitor research. Habitat themes are en- 

 hanced through interpretive graphics, illustrated guidebooks, and narrated pro- 

 grams, to name a few. High tech computer simulations and video presentations aug- 

 ment educational messages. Surveys and studies of structured classioom groups 

 back up the hypothesis that contact with live animals improves learning and reten- 

 tion. Above ana beyond models and preserved specimens, contact with uve animals 

 improves attitudes towards them. Visitors to zoos and aquariums to see whales and 

 dolphins should be viewed as a "link in a chain of learning." 



Visitors to AAZPA and Alliance facilities begin learning the moment they enter. 

 For many people, visiting an AAZPA or Alliance facility is often their first and only 

 experience with marine mammals. This experience, coupled with the unique edu- 

 cational materials they see, instills in visitors an awareness of ecological and con- 

 servation issues, not only about marine mammals, but also about invertebrates, 

 sharks, fish, turtles, birds, oceanography, coral reef ecology, endangered species and 

 more. 



At some facUities, graphics and narrated presentations are supplemented by dem- 

 onstrations in which a teacher discusses animal behavior while trainers help the 

 animals demonstrate the behavior. 



In addition to our programs for the general public, most AAZPA and Alliance 

 members offer specially designed educational programs prepared by experienced 

 teachers. Programs are offered for the blind, students who speak foreign languages, 

 gifted students, preschoolers, autistic children, and teachers and professors at the 

 elementary, undergraduate and graduate levels, as well as adults of all ages. 



For schools which cannot bring their students to us, some AAZPA and Alliance 

 members have developed auditorium programs and other outreach programs. We 

 often send a curriculum aid packet in advance of the trip to assure that the edu- 

 cational benefits of the visit are optimized. 



Outreach programs are not confined to the communities in which Alliance and 

 AAZPA facilities are located. Educational material available by mail include curricu- 

 lum guides, activity packets, educational poste*^, flashctirds, illustrated information 

 booklets, fact sheets, and educational videos. Alliance and AAZPA members are 

 working with the National Education Association, the National Science Teachers As- 

 sociation, and the National Marine Educators Association to publicize these pro- 

 grams. 



Every month, hundreds of letters from school children arrive at our zoos and 

 aquariums. Ashley, from Connecticut, writes "I would like to help save the whales^ 

 but in order for me to do that 1 need you to help me. Please tell me how I can help." 

 Brandi from Ohio, tells us "When I grow up I want to be a marine biologist." 



After a week's course in Florida to learn about marine mammals, students from 

 Denver organized a slide show for their English and social studies classes calling 

 for a tuna Doycott to protect dolphins. 



The California State Superintendent of Public Instruction wrote another public 

 display facility saying he was particularly impressed with their "curriculum mate- 

 rieifs that integrate the academic disciplines of mathematics, science and social 

 science." 



One parent accompanying her child to a park commented that "close contact with 

 dolphins * * ♦ makes the whole issue come alive for (children). Protecting wildlife 

 becomes more real and therefore encourages more effort and activism." 



