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identifies and justifies those species and individuals approved as Ambassador Animals and details their
long-term management plan and educational program objectives.
AZA’s accreditation standards require that education and conservation
messages must be an integral
component of all Ambassador Animal presentations. In addition, the accreditation standards require that
the conditions and treatment of animals in education programs must meet standards set for the remainder
of the animal collection, including species-appropriate shelter, exercise, appropriate
environmental
enrichment, access to veterinary care, nutrition, and other related standards. In addition, providing
Ambassador Animals with options to choose among a variety of conditions within their environment is
essential to ensuring effective care, welfare, and management. Some of these requirements can be met
outside of the primary exhibit enclosure while the animal is involved in a program or is being transported.
For example, free-flight birds may receive appropriate exercise during regular programs, reducing the
need for additional exercise. However, the institution must ensure that in such cases, the animals
participate in programs on a basis sufficient to meet these needs or provide for their needs in their home
enclosures; upon return to the facility the animal should be returned to its species-appropriate housing as
described above.
Ambassador Animal Position Statement
Last revision 1/28/03
Re-authorized by the Board June 2011
The Conservation Education Committee (CEC) of the Association of Zoos and Aquariums supports the
appropriate use of Ambassador Animals as an important and powerful educational tool that provides a
variety of benefits to zoo and aquarium educators seeking to convey cognitive and affective (emotional)
messages about conservation, wildlife and animal welfare.
Utilizing these animals allows educators to strongly engage audiences. As discussed below, the use of
Ambassador Animals has been demonstrated to result in
lengthened learning periods, increased
knowledge acquisition and retention, enhanced environmental attitudes, and the creation of positive
perceptions concerning zoo and aquarium animals.
Audience Engagement
Zoos and aquariums are ideal venues for developing emotional ties to wildlife and fostering an
appreciation for the natural world. However, developing and delivering effective educational messages in
the free-choice learning environments of zoos and aquariums is a difficult task.
Zoo and aquarium educators are constantly challenged to develop methods for engaging and teaching
visitors who often view a trip to the zoo as a social or recreational experience (Morgan & Hodgkinson,
1999). The use of Ambassador Animals can provide the compelling experience necessary to attract and
maintain personal connections with visitors of all motivations, thus preparing them for learning and
reflection on their own relationships with nature.
Ambassador Animals are powerful catalysts for learning for a variety of reasons. They are generally
active, easily viewed, and usually presented in close proximity to the public. These factors have proven to
contribute to increasing the length of time that people spend watching animals in zoo exhibits (Bitgood,
Patterson & Benefield, 1986, 1988; Wolf & Tymitz, 1981).
In addition, the provocative nature of a handled animal likely plays an important role in captivating a
visitor. In two studies (Povey, 2002; Povey & Rios, 2001), visitors viewed
animals three and four times
longer while they were being presented in demonstrations outside of their enclosure with an educator
than while they were on exhibit. Clearly, the use of Ambassador Animals in shows or informal
presentations can be effective in lengthening the potential time period for learning and overall impact.
Ambassador Animals also provide the opportunity to personalize the learning experience, tailoring the
teaching session to what interests the visitors. Traditional graphics offer little opportunity for this level of
personalization of information delivery and are frequently not read by visitors (Churchman, 1985;
Johnston, 1998). For example, Povey (2001) found that only 25% of visitors to an animal exhibit read the
accompanying graphic; whereas, 45% of visitors watching the same animal handled
in an educational
presentation asked at least one question and some asked as many as seven questions. Having an animal
accompany the educator allowed the visitors to make specific inquiries about topics in which they were
interested.
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Knowledge Acquisition
Improving our visitors' knowledge and understanding regarding wildlife and wildlife conservation is a
fundamental goal for many zoo educators using Ambassador Animals. A growing body of evidence
supports the validity of using Ambassador Animals to enhance delivery of these cognitive messages as
well.
•
MacMillen (1994) found that the use of live animals in a zoomobile outreach program significantly
enhanced cognitive learning in a vertebrate classification unit for sixth grade students.
•
Sherwood and his colleagues (1989) compared the use of live horseshoe crabs and sea stars to
the use of dried specimens in an aquarium education program and demonstrated that students
made the greatest cognitive gains when exposed to programs utilizing the live animals.
•
Povey and Rios (2002) noted that in response to an open-ended survey question (“Before I saw
this animal, I never realized that . . . ”), visitors watching a presentation utilizing a Ambassador
Animal provided 69% cognitive responses (i.e., something they learned) versus 9% made by
visitors viewing the same animal in its exhibit (who primarily responded with observations).
•
Povey (2002) recorded a marked difference in learning between visitors observing animals on
exhibit versus being handled during informal presentations. Visitors to demonstrations utilizing a
raven and radiated tortoises were able to answer questions correctly at a
rate as much as eleven
times higher than visitors to the exhibits.
Enhanced Environmental Attitudes
Ambassador Animals have been clearly demonstrated to increase affective learning and attitudinal
change.
•
Studies by Yerke and Burns (1991), and Davison and her colleagues (1993) evaluated the effect
live animal shows had on visitor attitudes. Both found their shows successfully influenced
attitudes about conservation and stewardship.
•
Yerke and Burns (1993) also evaluated a live bird outreach program presented to Oregon fifth-
graders and recorded a significant increase in students' environmental attitudes after the
presentations.
•
Sherwood and his colleagues (1989) found that students who handled live invertebrates in an
education program demonstrated both short and long-term attitudinal changes as compared to
those who only had exposure to dried specimens.
•
Povey and Rios (2002) examined the role Ambassador Animals play in helping visitors develop
positive feelings about the care and well-being of zoo animals.
•
As observed by Wolf and Tymitz (1981), zoo visitors are deeply concerned with the welfare of zoo
animals and desire evidence that they receive personalized care.
Conclusion
Creating positive impressions of aquarium and zoo animals, and wildlife
in general, is crucial to the
fundamental mission of zoological institutions. Although additional research will help us delve further into
this area, the existing research supports the conclusion that Ambassador Animals are an important tool
for conveying both cognitive and affective messages regarding animals and the need to conserve wildlife
and wild places.
Acknowledgements
The primary contributors to this paper were Karen Povey and Keith Winsten, with
valuable comments
provided from members of both the Conservation Education Committee and the Children's Zoo Interest
Group.