newt@smokiesnha.org
Science Education Specialist, Great Smoky Mountains Institute, Tremont, Tennessee

Back to Chapter 7: Science Outreach

Glen Canyon benefits from local science education program
by Joele B. Doty

Bear-proofing garbage cans near Great Smoky Mountains National Park
by Kim Delozier

Parallels in ecological preservation challenges in U.S. and Canadian national parks
by John G. Dennis

Growing and greening the economy of Vietnam: A role for the National Park Service?
by Mike Soukup

Program to preserve Neotropical migrants takes flight
by Scott Hall and Gary Johnston

Award-Winner Profile--Karen Wade

Home

by Paul E. Super

On 3 August 1999, Hanley helped to catch a specimen of the damselfly Enallagma civile, which proved to be a species previously unknown in Great Smoky Mountains National Park (Tennessee and North Carolina). Two weeks later, Amanda and Teddi discovered an adult Desmognathus santeetlah in their salamander-monitoring transect, a species more commonly found 1,000 feet higher up in the mountains. In late September, Jessie sorted through 50 moths caught the previous night, examining one with puzzling characteristics that proved to be a new park record: Agriphila ruricolella. These four researchers, ages 13 to 17, and five other student research interns are part of a new program begun in 1999 to make science real to students, grades 8–12, by helping them collect data for use by park managers and scientists. This multiyear project has the goal of attracting and exciting students who will be the next generation of scientists, resource managers, and taxonomists to work in the park.

These student researchers are trained and supervised by the science education specialist at the environmental education center inside the park (Great Smoky Mountains Institute at Tremont). This education specialist identifies and implements opportunities for local students to learn about scientific research in the park through hands-on participation, integrating science and education. Park management identified this education specialist position as its highest priority for funding from the Natural History Association donation account in FY 1999. Supervisors from both the park Resource Management and Science and Resource Education Divisions join the director of the institute to oversee this education specialist to facilitate exchange of skills, ideas, and knowledge among the partners.

In 1999 nine student research interns underwent training and took part in studies of moths, salamanders, pond invertebrates, rhododendrons, and the ecological effects of nonnative plants. One result is that 57 new species of moths have been added to the park All Taxa Biodiversity Inventory (ATBI [see brief article on page 28]). More students will be added to this team in 2000.

The park and its partners are working to expand the program to reach even more students. A Parks as Classrooms eighth grade unit on biodiversity, a summer high school field science course, and a high school field science camp are all being developed for 2000. Student research interns will be demonstrating their projects to visiting school groups. For students younger than grade 8, hands-on projects that mimic the real data-collecting research are being implemented to teach them the techniques and spark their interest.

This science-education integration addresses the park themes of biological diversity and abundance and the scientific opportunities presented by relatively undisturbed ecological communities. It also addresses the needs of the present and future. Results of the ATBI will support management decisions by future generations of park managers. In order for ambitious projects like these to succeed, the park needs many technicians to collect data now and many new scientists and taxonomic specialists to interpret the data collected.

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