San Diego Zoo Global Advanced Inquiry Program Course Descriptions*

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1 San Diego Zoo Global Advanced Inquiry Program Course Descriptions* Foundations of Inquiry 3 credits; Required as first course, Summer Year 1 5 in person discussion dates combined with online content In person discussion dates; June 17 21, 2013; 9 a.m. 4 p.m. This foundational course will provide participants with the tools needed to make science a fun and enjoyable learning experience while further increasing their competence and confidence levels in the field. The course will include pre-inquiry assessment tools, individual inquiry investigations, interdisciplinary learning and inquiry techniques, and critical-thinking skills. Participants will carry out original inquiry investigations on site at the San Diego Zoo and/or Safari Park. In this course students will explore inquiry not only as a tool for integrated learning, but as a powerful agent for student achievement, public engagement in science, and ecological stewardship. Through this course, students will develop the investigation, critical reflection, and collaboration skills needed to lead inquiry-driven learning for diverse audiences. They will learn to develop a comparative question, design an inquiry-driven scientific study, and develop skills in scientific writing and research. Use inquiry to drive learning in science and integrated topics. Develop a detailed understanding of the cycle of inquiry and types of inquiry questions. Develop curricular or other learning resources for professional use. Acquire research experience in the Life Sciences, e.g., on the structure, function, behavior and evolution of plants and animals. Use the San Diego Zoo, San Diego Zoo Safari Park, and the local community as learning resources. Conservation Research in Zoos 3 credits; Required course, Fall Year 1 In person dates: August 24 th, September 14 th, October 5 th, October 26 th, November 16 th, 2013 The course will provide participants with an overview of conservation research conducted in zoos. The course will teach key science concepts in the context of wildlife conservation, illustrate the multi-disciplinary nature of science, and provide a hands-on experience in conservation research. Participants will learn about current research in the fields of genetics, reproductive physiology, disease diagnostics, ecology, and animal behavior.

2 Understanding the multidisciplinary nature of wildlife conservation Wildlife disease detection and prevention Behavioral enrichment Conservation genetics Restoration biology World Habitats 1 credit; Offered each Spring 1 in person date combined with online content In this course, participants will use the San Diego Zoo Safari Park as a laboratory to explore and understand world habitats, adaptations, and evolutionary theory. Through inquiry investigations, zoo tours, group activities, and discussions, participants will explore key questions about diversity and the relationship between species and their habitats. Participants will also explore strategies for engaging students in inquiry investigations with species, habitats and conservation. The relationship between species and their habitats Methods for investigating behavioral and physical adaptations of organisms to their environment Biogeography and adaptive radiation The importance of biological diversity Evaluating Project Success 3 credits; Required Summer Year Two In this course, we will explore the basics of how to ensure that your projects are successful and that your research is discovering significant trends. We will focus on the core of conducting science: experimental design, data analysis, basic statistics, evaluating methodological validity, creating graphical representations of data, and some of the best ways to communicate your work to others. As a consequence of this course, you will feel confident in your conclusions and be better able to evaluate the claims of others - two of the most important abilities in science! How to design a study that answers your question Experimental design and evaluation of studies Data interpretation and representation Basic statistical analyses including Chi-square, ANOVA, t-test Communication of evaluation products to the public and your peers

3 Advanced Inquiry: Bioinspiration 1 credit, Offered each Spring 1 in person date combined with online content In this course, participants will learn about utilizing a new tool to lead inquiry investigations called bioinspiration, or biomimcry. Bioinspiration is the methodology in which biological systems, processes, or elements are studied in order to draw analogies to be applied to human design challenges in a sustainable manner. Through interactive inquiry-based activities and on-site exploration of the diverse biological collection of San Diego Zoo Global, participants will learn how to connect natural adaptations to design solutions and how to apply these methods in the classroom, helping students build critical 21 st century skills. Inquiry-based learning through inspiration from nature Bioinspiration, invention inspired by nature Biodiversity and natural systems: adaptations, evolution, ecosystems Bioinspiration and 21 st century skills Biodiversity of Southern California 3 credits; Required, offered each Fall beginning in Year Two Participants will work alongside SDZG-based conservation biologists and researchers to investigate biodiversity in the California Floristic Province. Throughout the course, participants will explore one of the most biodiverse regions on the planet, gain important research skills, develop an understanding of regional wildlife issues and their solutions, and explore techniques to engage students and community members in ongoing conservation solutions. How scientific inquiry is used to solve local wildlife conservation issues Field methods in biodiversity assessment and monitoring Current issues and solutions for Southwest wildlife and habitat conservation Techniques for engaging students and community members in citizen science projects and other outdoor science exploration Master Plan in Action 2 credits; Required Fall Year Two In this course, for students enrolled in the Master s Program, participants will perform the largest body of work towards their Master Plan. Students will meet four times for peer review sessions to discuss their progress and offer advice and assistance with each other s design and data analysis. Students also will develop a time line for completion of their Master Plan and begin developing a cohesive body of work for inclusion in the e- Portfolio, potentially designing and implementing side projects to enhance the overall

4 quality of their projects. Students will further their understanding of experimental design and data analysis as well as develop critical review skills. Development of the student Master Plan Further development of peer review skills Project management Improve literature-based research skills Develop critical review skills when reading primary literature Human Dimensions in Conservation 2 credits; offered in Summer Year Three 3 in person dates combined with online content Participants will be introduced to human dimensions of wildlife conservation with focus on how people s knowledge, values, and behaviors influence and are affected by conservation initiatives. Interdisciplinary approaches to conservation challenges that combine conservation biology with social science research and theory will be explored. Potential impact of conservation initiatives on local communities and vice versa The role of anthropology, socioeconomics, and psychology in conservation Conservation education and outreach for communities abroad Project sustainability through engagement of local communities Human-wildlife conflict and solutions Environmental Stewardship in my Community 3 credits; offered in Fall Year Three In this course participants will use inquiry-based learning to explore personal impact on local and global conservation issues in order to develop solutions at the personal, classroom and/or community level. Participants will finish the course with an understanding of the inter-connectedness between our actions and conservation issues that affect wildlife and habitats across the globe and at home. This is a solution-oriented course aimed at promoting a sense of empowerment, encouragement and hope in the face of environmental challenges where historically feelings of bewilderment and a sense of being overwhelmed may have ensued. Connecting the dots: local and global conservation issues causes, impacts and solutions Tools for measuring and understanding personal impact Strategies for engaging communities and groups in conservation action

5 Graduate Research: Independent Study or Internship 1 3 credits Available each semester starting Summer Year 3 This option provides AIP students with the opportunity to work one-on-one with zoo professionals and/or community leaders on projects that directly contribute in specific ways to the student s Master Plan and overall master s skill set. The experience is intended to be pragmatic, and the student is expected to take on significant independent responsibilities within the chosen internship. Internships should fall outside the normal day-to-day tasks conducted at students workplaces. Internships should also be distinctly different than work used in other Advanced Inquiry Program courses including Master Plan in Action, Masters Capstone, all Leadership Challenges, Community Engagement Labs, and others. Examples of internship projects include analyzing information to share with a public audience, designing a new community outreach initiative, developing community conservation or education programs, and more. Internships may be held at the zoo (e.g., working with a visitor engagement initiative), community organization (e.g., Boys & Girls Clubs, YMCA, Parks Department), or both. Students will develop the real-world skills needed to be productive contributors to their chosen fields of study. Depending on the student s Master Plan, each student will develop a unique set of skills that will enhance their Master Plan objectives. These skills may include, but are not limited to, the following: Develop solutions to complex conservation and/or education problems Network and work collaboratively with professionals in their chosen fields Explore career opportunities and develop a more informed plan for postgraduation success Identify and refine student-created goals in light of the internship experience