The Florida Master Naturalist
Program: Innovations in
Conservation Education
Dr. Martin Main
Florida Master Naturalist Program Leader
Why is conservation education important?
Effective conservation will not be achieved
without public insistence
Jeremy Lott: Voters don’t care about the
environment (The Examiner)
http://www.examiner.com
“… the environment is
not personally important
to voters in their policy
priorities and vote decisions.”
Cites surveys by:
– Pew Research Center
– Peter D. Hart Research Associates
National Science Board, Science & Engineering Indicators 2006.
http://www.nsf.gov/statistics/seind06/
“Although the environment does not register
as a serious current problem, the public
considers it one of the most important
problems the country will face in 25 years.”
“In the end, we will conserve only what we love. We
will love only what we understand. We will
understand only what we are taught."
-Baba Dioum
Florida Master Naturalist Program
Mission...
...to increase awareness, understanding,
and respect of Florida's natural world
among Florida's citizens and visitors...
-- promote a stronger conservation ethic --
FMNP Instructors assist the mission by…
...teaching FMNP students about Florida's
environment and preparing them to teach
others using science-based information and
interpretive techniques…
--- a train-the-trainer program ---
FMNP Graduates assist the mission by...
...sharing knowledge and enthusiasm with
others to help people
understand
and respect
Florida's natural
world as a community
to which we all belong…
--- creating a grassroots coalition ---
FMNP curriculum development
- an ecological/conservation focus 3 ecosystem modules
taught separately - Freshwater Wetlands
- Coastal Systems
- Upland Habitats
- 40 contact hrs/course -
FMNP curriculum content
- 4 major components to each ecosystem module – Ecological information
– Human dimensions
– Interpretation skills
– Synthesis of information
and practical experience
--- preparing our grassroots coalition ---
FMNP teaching/learning components
- 40 hour program -
Classroom Learning
Field Trips
Practical Speaking
Final Projects
FMNP educational materials
– Videos (4)
– Slide presentations (12)
– Workbooks
- Student
- Instructor
- a statewide program requires consistency –
- educational materials provided free to Instructors -
FMNP participating counties
~150 Instructors
70 Organizations
47 Counties
Fee-based
and self-sustaining
FMNP
courses
and graduates
(autonomy
andFMNP
life beyond
the grant)
>3,500
Graduates
FMNP Course and Graduate Totals
60
900
Courses
Graduates
800
50
700
4 hurricanes
600
500
30
400
20
300
200
10
100
0
0
2001
2002
2003
2004
Year
2005
2006
2007
Graduates
Courses
40
Logistics – FMNP website
–www.MasterNaturalist.org–
www.MasterNaturalist.org
FMNP website information includes:
• program description
• instructor applications
• courses and registration ($225/course)
• training locations
• job/volunteer opportunities
• links and other information
• contact information
–info@MasterNaturalist.org–
FMNP accountability measures
- 3 tiered approach 1. Pre- and post-testing measures short
term knowledge gain
2. Course evaluations measure satisfaction,
demographics, and obtain student input
3. Annual surveys measure impacts,
behavior changes, and success stories
FMNP Instructor Network
--Benefits to Instructors and Organizations-– increased personal knowledge (97%)
“increased effectiveness in delivering other programs”
– found personally rewarding (100%)
– 56% team-taught with another organization
– obtained new volunteers (86%)
– employees participated in FMNP training (77%)
– increased attendance at other programs (97%)
– use of FMNP Final Projects in programs (87%)
– 97% intend to provide FMNP training again
- 30% of course tuition paid to instructor org. -
Highlights - FMNP Graduate Surveys
– new jobs (6%)
– new volunteer positions (8%)
– pay raises/promotions (4%)
– increased responsibility (32%)
– continuing education credit (3%)
– increased volunteer hrs (45%)
– share info with others (99%)
– add new info/programs to job/volunteer (62%)
FMNP Volunteer Contributions
~ 9-12% reporting/year
2002: ~12,535 hrs
2003: ~12,323 hrs
2004: ~14,826 hrs
2005: ~13,341 hrs
2006: ~18,228 hrs
2007: ~19,559 hrs
- valued at > $1.5 million USD -
FMNP Graduate survey
Behavior changes by FMNP Graduates:
– motivated to continue learning (94%)
– participated in additional programs (55%)
– introduce others to outdoor recreation (87%)
– join “Friends of” volunteer groups (36%)
– more closely evaluate environmental
issues/political candidates (81%)
– increased attention to personal actions (78%)
FMNP Impacts and Success Stories
“The FMNP has helped me in the decisionmaking process when addressing
environmental issues.” (County Commissioner)
“I was Elementary Environmental Educator of
the Year for Broward County 2004-2005. I use
almost the entire FMNP in my classes.”
“I received a Senate appointment to the State
Greenways and Trails Council and the FMNP
helped with the selection process.”
“Never doubt that a small group of thoughtful,
committed citizens can change the world;
indeed, it's the only thing that ever has”
--Margaret Mead (1901-78; American cultural anthropologist)
Acknowledgements
• University of Florida, IFAS
– Office of Conferences and Institutes
– UF/IFAS Communication Services
•
•
•
•
•
FWC (Florida Fish & Wildlife Conservation Commission)
Hubbs-Sea World Research Institute
Florida Sea Grant
SWFCEE (Southwest Florida Council for Environment Education, Inc.)
U.S. Dept. of Agriculture (Renewable Resources Extension Act)
FMNP videos provide a statewide overview
of major habitats
Freshwater
Wetlands
Module
1. Marshes
2. Swamps
3. Rivers, Lakes,
and Springs
4. Human issues
Coastal Systems
Module
1. Nearshore
marine
habitats
2. Estuaries
3. Coastal
uplands
4. Human
issues
Upland Habitats
Module
1. Pinelands
2. Scrub,
prairie, and
rangelands
3. Hardwood
forests
4. Human
issues
- a statewide perspective -
Video Overview: Florida’s Pine Habitats
Pine habitats are characterized by the dominant presence of pines, although other types of trees
may also be present. This video travels from the Panhandle to extreme south Florida, and
demonstrates how pine habitats change in response to changes in latitude (climate), soils, and
the availability of water. Fire is an important natural disturbance process in pine habitats and
different species of pines have different adaptations to fire. Whereas natural disturbance is
necessary to maintain healthy pine habitats, unnatural disturbances such as soil disturbance, fire
suppression, and invasive exotic plants can degrade or destroy these habitats.
Discussion Questions:
What are the 7 species of pines native to Florida?
7 native pines: longleaf, slash, sand, pond, shortleaf, loblolly, spruce.
Which species are the most widespread?
Longleaf and slash pine are Florida’s most common species and create the largest pine
habitats. Sand pine and pond pine may dominate very dry and wet areas, respectively.
Shortleaf, spruce, and loblolly are typically minor components of natural areas. Loblolly
and spruce are often minor components of hardwood forests in north Florida.
What are the different types of longleaf pine habitats?
Sandhill, clayhill, and flatwoods. We also discussed longleaf-turkey oak habitats, which is
really a sandhill habitat typical of north-central Florida.
What different types of pine flatwoods are there?
Longleaf, typical (or northern) slash pine, south Florida slash pine, and pond pine.
What is the most important natural disturbance factor in pineland habitats? Fire
How do adaptations to fire differ between longleaf and sand pine?
Longleaf is highly resistant to fire during seedling and adult stages. Fire kills sand pine,
but cones open, releases seeds, and sand pine grows quickly (opportunistic strategy).
What is the only woodpecker that makes cavities in living pine trees?
The endangered red-cockaded woodpecker.
FMNP Presentations
Freshwater Wetlands
Coastal Systems
Upland Habitats
provide
additional
detail
Module
Module
Module
1. Ecology of
freshwater wetlands
2. Herbaceous wetland
habitats
3. Forested wetland
habitats
4. Wetland
invertebrates
5. Wetlands fish
6. Wetland amphibians
7. Wetland reptiles
8. Wetland birds I
9. Wetland birds II
10. Wetland mammals
11. Environmental
ethics
12. Interpretation
1. Ecology of coastal
systems
2. Marine and
estuarine habitats
3. Coastal dune
systems
4. Marine invertebrates
I
5. Marine invertebrates
II
6. Saltwater fish
7. Coastal birds I
8. Coastal birds II
9. Coastal mammals
10. Coastal amphibians
and reptiles
11. Environmental
ethics
12. Interpretation
1. Ecology of upland
habitats
2. Pineland
communities
3. Scrub, prairie, and
rangelands
4. Hardwood forests
5. Upland
invertebrates I
6. Upland
invertebrates II
7. Upland birds I
8. Upland birds II
9. Upland mammals
10. Upland amphibians
and reptiles
11. Environmental
ethics
12. Interpretation
Representative Beetle
Fiery Searchers
(Calosoma scrutator) 1- 1½”
Lightning Bug
(Photinus pyralis) ½”
Univ. of Arkansas
T.A.M.U.
Notes
Phylum Arthropoda, Class Insecta, Order Coleoptera
Insects, including beetles, communicate with chemicals (pheromones),
sounds (stridulation), and with visual signals (fireflies). Communication
may be intended to attract mates, warn predators, or lure meals. The
beetles depicted in this slide both use visual signals.
Fiery searchers, also known as caterpillar hunters, eat all kinds of moth
and butterfly caterpillars, but prefer eating the destructive eastern tent
and European gypsy moth caterpillars. The bright, metallic coloration of
this beetle signals potential predators that it is not defenseless. If
attacked, fiery searchers expel a noxious chemical to avoid being eaten.
Lightning bugs, or fireflies, are soft-bodied, nocturnal beetles that
advertise to potential mates with blinking signals that can be seen on
warm summer nights. The light produced by fireflies comes from special
organs on the underside of the abdomen. Specialized cells in these
organs (photocytes) contain compounds and enzymes that, when mixed
with oxygen, produce the light without producing heat. Firefly larvae
FMNP accountability measures
- 3 tiered approach 1. Pre- and post-testing measures short
term knowledge gain
FMNP knowledge gain (5-yr average):
Freshwater Wetlands
Coastal Systems
Upland Habitats
=
=
=
17.4%
19.1%
31.3%
FMNP accountability measures
- 3 tiered approach 2. Course evaluations measure satisfaction,
demographics, and obtain student input
FMNP Course Evaluations (very good/excellent)
Category
FW
Coastal Uplands
Instructor Rating
94%
95%
95%
Course Rating
94%
93%
94%
> 90% of participants indicated they plan to
take additional classes
FMNP accountability measures
- 3 tiered approach 3. Annual surveys measure impacts,
behavior changes, and success stories
• Graduate surveys
• Instructor surveys