Prepared By:

Amy A. Germuth, Ph.D.

Katy Day, M.S,

Diana Montgomery, Ph.D.

EvalWorks, LLC

150 Solterra Way

Durham, NC 27705

Table of contents

Overview…………………………………………………………………………1

Participants……………………………………………………………………….1

Methodology……………………………………………………………………..2

Results……………………………………………………………………………3

Summary and Discussion………………………………………………………...9

Appendices...... 11

Overview

On May 12, 2012, the first community event for The HERP Project, “Celebrate Amphibians and Reptiles Event” took place in Cedarock Park in Alamance County, North Carolina. The event took place from 10 AM to around 2:30 PM. Stations and scheduled activities were set up on the park grounds, including opportunities to observe and hold live animals, herpetology-related art, wading in the lake to search for amphibians or reptiles, puppet shows, story-telling, and turtle-hunting Spaniels. Estimates of the number of people attending the event ranged from 80 to 110; 62 participants completed evaluations of the event.

Participants

Thirty-seven youth (people younger than 18 years of age) completed an evaluation of the HERP Project Celebration, with ages ranging from two to 17. The average age was 8.75, with the median age of nine, and mode of eight. Eleven of the youth participants (29.7%) were male and 26 (70.3%) were female. Twenty-six (70.3%) of the youth were White/Caucasian, nine (24.3%) were Hispanic/Latino, one (2.7%) was African American/Black, and one (2.7%) identified as Other.

A total of 25 adults (participants age 18 or older) completed the evaluation. Three did not list their age, but for those that did, ages ranged from 27 to 73 with an average age of 42 and a median age of 38.5. Twenty-two adults (88.0%) were female and three (12.0%) were male. Twenty-two (88%) of the adults identified as White/Caucasian, two (8%) as Other, and one (4%) as African American/Black.

The table below identifies the home cities of respondents who completed surveys as part of the Celebration. These are then shown in the associated map.

Zip Code / Count / City / County
27215 / 12 / Burlington / Alamance
27217 / 7 / Burlington / Alamance
27244 / 4 / Elon / Alamance
27253 / 7 / Graham / Alamance
Zip Code / Count / City / County
27258 / 2 / Haw River / Alamance
27312 / 1 / Pittsboro / Chatham
27313 / 3 / Pleasant Garden / Guilford
27344 / 7 / Siler City / Chatham
27349 / 1 / Snow Camp / Alamance
27377 / 2 / Whitsett / Guilford
27403 / 2 / Greensboro / Guilford
27405 / 1 / Greensboro / Guilford
27406 / 2 / Greensboro / Guilford
27407 / 1 / Greensboro / Guilford
27408 / 1 / Greensboro / Guilford
27410 / 2 / Greensboro / Guilford
27572 / 1 / Rougemont / Durham
27612 / 2 / Raleigh / Wake
27614 / 1 / Raleigh / Wake
27889 / 1 / Washington / Beaufort

Methodology

Two surveys were distributed at the HERP event, one for elementary or middle school aged youth and another for high school aged youth and adults. The elementary/middle school survey contained five questions, along with a section for demographic information. These students were given the option to complete the survey themselves or have the questions read aloud to them by a member of the evaluation team. This survey focused on what these participants learned during the day and their perceptions of the event. Thirty-two participants completed this survey.

The high school/adult survey contained six questions as well as a section for demographic information. This survey gathered information about what high school aged students and adults learned during the HERP event, how they felt about the event and their potential involvement in future herpetology-oriented activism activities. Participants completed the evaluations themselves unless they asked for the evaluation to be read to them. Thirty participants completed this survey.

Results

High School Student/Adult Feedback

Learning Outcomes

High school students and adults were asked three questions regarding what they had learned during the HERP event. These questions included: “What did you learn today about herpetology or herps (reptiles and amphibians?)”, “Herpetology is the study of reptiles (snakes/lizards) and amphibians (frogs/toads/salamanders), why in your opinion, is it important to study these animals?”, and “What did you learn about ecological and/or conservation issues facing reptiles and amphibians and their habitats”?

Participants were first asked, "What did you learn today about herpetology or herps (reptiles and amphibians)? " Two participants (6.7%) did not answer this question and one participant (3.33%) mentioned that they did not learn much but already knew a lot about herpetology before attending the event. Three participants (10.0%) commented that the event was very pleasing or informative. Most (n = 20; 66.7%) of the participants recalled different aspects or factual information about reptiles and amphibians that they had learned throughout the day. For instance, “They smell with their tongues” (Age 15) or “There are several sub-species of king snakes” (Age 37). Three participants (10.0%) noted that they had learned about conservation issues affecting reptiles and amphibians. One participant (3.3%) reported learning about techniques used in the study of reptiles and amphibians, “How radiotylymetry is used to find box turtles and how dogs can be trained to find turtles” (Age 15).

Next, survey respondents were provided a definition of herpetology followed by a question about why it is important to study: "Herpetology is the study of reptiles (snakes/lizards) and amphibians (frogs/toads/salamanders); why in your opinion, is it important to study these animals?" Two participants (6.7%) left this question blank. One (3.3%) made a general statement that amphibians and reptiles were just important to study because “everyone needs to be learned and appreciated” (Age 36). Three participants (10.0%) mentioned that it was important for protection, both of humans and also to protect the reptiles and amphibians. Ten participants (33.3%) wrote that it was important to study reptiles and amphibians in order to protect and conserve them, “Amphibians are the most endangered group of animal species on the planet. Not only do we need to save them, but we also need to learn more about them to better impact human life” (Age 13). Most participants (n = 14; 46.7%) commented on the importance of studying herpetology because of its relationship to the environment. More specifically, eight of these participants reported that it was important to study amphibians and reptiles because they are part of the ecosystem and six of these participants noted that they are important because they are indicators of the health of the environment. As an example, one person stated, “They are indicator species--if they are in trouble so are we” (Age 70).

Respondents were also asked to comment on what they learned about ecological and/or conservation issues facing reptiles and amphibians and their habitats. One person (3.3%) did not answer this particular question and one participant (3.3%) mentioned the Boykin spaniel exhibit being entertaining, which did not answer the question. The remaining participants’ responses were quite varied but all focused on issues facing the conservation of amphibians, reptiles, and their habitats. Common themes included dangers of pesticide use, the killing of amphibians and reptiles (by cars, pets, or being touched by humans), and that humans should leave these creatures and their habitats alone. The Save the Frogs organization was referenced four times and one respondent mentioned, “I didn't know there were this many organizations in this area” (No Age Listed).

Future Learning/Activism

Participants were asked, “Because of today, are you more likely to try to learn more or become more involved with reptiles and amphibians in your community, and if yes, how?” One participant (3.3%) did not answer the question, one (3.3%) was undecided but interested in the subject, and one (3.3%) did not foresee extended involvement in the community. The majority (n = 27; 90.0%) said that they would become more involved after attending the event. Participants described a number of ways that they would increase their learning about herpetology. Some mentioned that they would learn more through scouts, research, volunteering for studies, the Audubon Society, or volunteering at a park. Other participants responded that they would become more involved through educating their children or their students. One participant wrote, “Totally! I have been reinforced in my ideas that people still care about our environment and am encouraged to continue our work in trying to make a difference” (Age 13).

Perceptions of and Recommendations for the Event

Participants were asked to reflect on their experiences at the HERP Celebration event. Participants were asked, “What aspects of the event did you most enjoy?” The following chart shows how many times specific events were mentioned as being the aspect of the event that the participants most enjoyed.

Live Animals / Face Painting / Jewelry Making / Boykin Spaniel Demo / Radio-
tylymetry / Pond Wading / Native American Dancing/
Storytelling / Painting
17 / 3 / 3 / 2 / 2 / 2 / 1 / 1

In general, it appears that people enjoyed the interactive nature of the activities presented during the HERP event. However, as the chart shows, high school and adult participants overwhelmingly recalled the live animal exhibit as being the part of the event that they enjoyed the most. In addition, there were a few other aspects of the HERP day that participants enjoyed that were not related to the activities presented by the HERP volunteers, spending time with family and enjoying a beautiful day outside.

When asked for recommendations to change or improve the event, there were just a few suggestions because most people said that the event was wonderful the way that it was or did not have any ideas to offer. The most common suggestion was to improve the advertising of the event so that more people would know about it and plan to attend. Other suggestions included:

  • Provide recycling bins;
  • Have more activities geared towards older children;
  • Have more live animals; and
  • Have activities located closer together

Elementary/Middle School Student Feedback

Thirty-two elementary and middle school aged students completed the survey. Two of these students completed their answers on the adult form, but their responses were included with the other middle school/elementary aged students’ answers for those questions that were the same or similar on both forms of the survey. Their responses for questions that were not the same as those on the elementary/middle school student will be discussed.

Learning Outcomes

Participants were asked two questions regarding what they had learned during the HERP event. The first question was, “What did you learn today about reptiles (turtles, snakes, lizards) and/or amphibians (frogs, salamanders)?” One participant (3.1%) did not provide an answer. Four (12.5%) of the answers did not seem to directly answer the question. Most (n = 16; 50.0%) of the participants reported aspects of amphibians or reptiles that they had learned. For example:

  • “snakes shed their skin” (Age 6)
  • “a reptile is cold-blooded” (Age 6)
  • “snakes shed their skin” (Age 8)
  • “amphibians, some can be slimy, reptiles, some rough and live in the water and some slither” (Age 10)
  • “I learned that snakes slither instead of walk” (Age 11)

Five (15.6%) of the other participants recalled that they had learned ways to protect amphibians or reptiles, e.g. “If you find turtles never take them home unless it’s in danger” (Age 9) or “amphibians should not be touched” (Age 5). Five other participants (15.6%) talked about how scientists find or study amphibians and reptiles, e.g., “[I learned] about turtles and scientists; how scientists find turtles” (Age 9). Four students (12.5%) recalled that they had learned about how amphibians and reptiles are studied, e.g. “have to use [a] soft cushion to trace [a] snake and measure it with string” (Age 4) and “turn turtles upside down to weigh [them]” (Age 6). Finally, one participant (3.1%) talked about how snake bones can be used to make jewelry.

The second learning-oriented question was, “Herpetology is the study of reptiles (snakes/lizards) and amphibians (frogs/toads/salamanders); why in your opinion, is it important to study these animals?” Two students (6.3%) did not answer this question and one (3.1%) replied that he/she “did not know” (Age 4). Four students (12.5%) replied that herpetology was important to study but did not give specific reasons as to why the subject is important, e.g. “it might be important” (Age 11) or “because everything” (Age 4).

One student (3.1%) said that herpetology was important, “because all that comes from nature” (Age 10); thus, this participant believed that because herpetology is associated with the environment, it is an important subject of study. Six students (18.8%) said that herpetology was important because it generates knowledge; for example, “you know how to measure to snakes” (Age 4) or “I think it’s important to know about them because they are unique and different; instead of just learning about house cats, learn about bearded dragons and dogs that chase snakes and turtles” (Age 11). Eight students (25.0%) felt that herpetology was important in order to protect the reptiles and amphibians, e.g., “so we can keep them living” (Age 10), “so they can be safe” (Age 9), and “so they can live” (Age 6). Finally, ten of the students (31.3%) thought that herpetology was important so that they could identify different amphibians and reptiles and protect themselves, “so if you see a snake in your yard you know if it is poisonous or not and whatever to stay away” (Age 10).

Perceptions and Recommendations for the Event

Elementary and middle school students identified many aspects about the HERP event which they enjoyed, often identifying more than one activity. The table below reports the number of times participants identified an activity as one they really enjoyed.

Live Animals / Face Painting / Figure Painting / Boykin Spaniels
Demo / Jewelry Making / Puppet Show / Measuring Animals / Wading/
Diving
13 / 9 / 6 / 3 / 2 / 2 / 1 / 1

Similar to the high school students and adults, the most popular activity was interacting with live animals. Face painting and the reptile/amphibian figure painting were also popular activities with this age group. Again, it seemed that the interactive activities were particularly interesting to the elementary and middle school students.

Elementary and Middle school aged youth were asked “Why did you enjoy the activities?” Three participants (9.4%) were unable to identify an answer. For those who answered this question, reasons were quiet varied. Participants most often responded that the whole day was fun, that they liked touching the amphibians and reptiles, or they enjoyed seeing the animals (reptiles, amphibians, and the Boykin Spaniels). Some participants thought it was important to have many choices of activities and others liked being able to take things home with them. Many of these participants also commented that they enjoyed the activities because they got to learn, saying things like, “[It was] fun and wasn't completely learning- learning was tied into fun” (Age 10); “because I got to learn” (Age 4); “because we get to pet a lot of them and ask questions” (Age 9).

When asked about ways that the event could be improved, most students did not have any suggestions. Some of the students commented that the event was great the way it was. The suggested changes included:

  • Being able to ride a train;
  • Needing more time to do all activities;
  • Fishing or more time to use the nets;
  • Being able to find turtles; and
  • Having reptiles and amphibians at the event to sell.

The two elementary/middle school students who took the survey on the high school/adult evaluation form also answered the question, “Because of today, are you more likely to try to learn more or become more involved with reptiles and amphibians in your community, and if yes, how?” Both participants replied that they would: “Yes, I will be nice to them” (Age 5), “Yes, because animals are important” (Age 10).

How Participants Learned About the HERP Celebration

Participants were asked an additional questionbythe evaluation team regarding how the participants learned about the HERP event. A total of 32 people answered this question. The following is a list of ways that people heard about the event and their respective counts:

Heard about the HERP event from… / Count
Camping in the area and found the event / 4
Internet link / 4
Friend told me about it / 3
Facebook / 2
Dr. Tomasek's field trip / 2
Through my child / 1
Child is a student at Elon Academy / 1
Chestnut Ridge Open House (Flyer seen) / 1
Parent works at the park / 1
Came to the park and found the event / 1
Friend from Alamance-Burlington Professional Development workshop / 1
I am a teacher-heard about it at school / 1
Blue Ridge Electric Publication / 1
Melanie Allen-I had to volunteer / 1
Parent works at UNCG / 1
Scouts / 1
Spouse works in the Alamance-Burlington School System / 1
Tidewater Electric Publication / 1

Running into the event by chance, the internet, and hearing about the event through friends or colleagues seemed to be the most prevalent methods of learning about the HERP event. A number of people mentioned that they had to contact the coordinating professor because important information (e.g. date, time of event) was not present on the advertisement they saw. This was most common for those who found the information online and on the Blue Ridge Electric flyer.