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Engaging Youth Botanic Gardens Conservation International Education Review Volume 14 • Number 1 • May 2017 Engaging Youth Attracting attention and interest in plant conservation Youth development through scientific inquiry Engagement through wild flowers Reaching out to youth audiences APPLY FOR LEARNTOENGAGE INTERPRETATION AND WORKING WITH DIVERSE AUDIENCES MODULES NOW! DO YOU WORK AS AN EDUCATOR IN A BOTANIC GARDEN OR MUSEUM IN ITALY, PORTUGAL OR THE UK? LearnToEngage is an exciting new suite of professional development modules for botanic garden staff museum educators. This blended learning course (a mixture of online and on- site learning) will enhance engagement of your audiences and support the vital educational role played by botanic gardens and museums. We are currently accepting applications (from Italy, Portugal and the UK) for the Interpretation and Working With Diverse Audiences modules. Closing date: 30th June. Find out more and apply on the LearnToEngage website https://www.learntoengage.eu/en/ LEARNTOENGAGE SURVEY BGCI, in collaboration with Royal Botanic Garden Edinburgh, Nottingham Trent University, Jardim Botânico da Universidade de Lisboa and MUSE Museo delle Scienze are currently designing the content for two modules of a brand new modular, blended learning course aimed at botanic garden and museum professionals. To achieve this we need to establish ‘best practice’ and identify training needs in Science Communication and Research and Evaluation as base line research. We would be very grateful for your help in this. Please complete the survey and share it with your colleagues. There are only 25 questions so it should not take you too long! We really appreciate your time! https://www.surveymonkey.co.uk/r/RE_Scicomm_LTE Roots Volume 14 • Number 1 FIRST WORD TALKING TO TEENS EDITORS Liliana Derewnicka ... 04 THE NYBG EXPLAINER PROGRAM: YOUTH DEVELOPMENT THROUGH SCIENTIFIC INQUIRY Sarah Miles, New York Botanical Garden ... 06 TREES ON THE MOVE - REACHING OUT TO YOUTH AUDIENCES Karen Price, The National Arboretum ... 10 Liliana Derewnicka Helen Miller YOUNG PARENTS BY CHOICE: ATTRACTING ATTENTION AND INTEREST Education Co-ordinator Head of Education IN PLANT CONSERVATION and Training Teodolinda Balcázar, Enrique Lozada andJavier Caballero, Center for the Adoption of Mexican Plants in Danger of Extinction Botanical Garden of the Institute of Biology ... 13 Forthcoming Issue Volume 14 Number 2: A WALK IN THE PARK? - SCIENCE, YOUNG PEOPLE AND THE HORTUS Developing a new education programme Dr. Paul Keßler and Hanneke Jelles, Hortus Botanicus Leiden Cover Photo : Garden Apprentices Tyrell Little and ... 17 Nina LaLuz-Rivera working in the Children’s Garden at Brooklyn Botanic Garden. Photo by Saara Nafici, A NEW DIRECTION FOR HORTICULTURAL WORK EXPERIENCE courtesy of Brooklyn Botanic Garden Donna Thomas, Ballarat Botanical Gardens ... 20 Design : John Morgan www.seascapedesign.co.uk BGCI would like to thank the co-editors for their “COTÉ COURS - LEARN DIFFERENTLY AT THE BOTANIC GARDEN” work in the production of Roots Co-editors were : AN INNOVATIVE SCHOOL WORKSHOP FOR SCIENTIFIC TWELFTH GRADERS Amelia Frizell-Armitage Laura Asther and François Labolle, Botanical Garden of the University Chris Hobson of Strasbourg ... 24 GROW FOR IT! YOUTH ENGAGEMENT THROUGH WILD FLOWERS Roots is published by Botanic Gardens Conservation International (BGCI) . It is published twice a year. Tim Owen, Royal Botanic Gardens, Kew ... 28 Membership is open to all interested individuals, institutions and organisations that support the aims TWENTY YEARS OF THE RSPB PHOENIX FORUM of BGCI. Tony Garrett, Royal Society for the Protection of Birds ... 32 Further details available from: • Botanic Gardens Conservation International, Descanso House, 199 Kew Road, Richmond, Surrey TW9 3BW PIONEERS IN PUBLIC ENGAGEMENT UK. Tel: +44 (0)20 8332 5953, Fax: +44 (0)20 8332 5956 HAZRA MOOSA’S STORY ... 34 E-mail: [email protected], www.bgci.org • BGCI-Russia, c/o Main Botanical Gardens, Jody Fuchs and Hazra Moosa Botanicheskaya st., 4, Moscow 127276, Russia. Tel: +7 (095) 219 6160 / 5377, Fax: +7 (095) 218 0525, BRIGHT THINGS - GREAT RESOURCES E-mail: [email protected], www.bgci.ru CLASSROOM WALLCHARTS FROM THE BRITISH ECOLOGICAL SOCIETY • BGCI-Netherlands, c/o Delft University of Technology ... 35 Julianalaan 67, NL-2628 BC Delft, Netherlands Tel: +31 15 278 4714 Fax: +31 15 278 2355 RESOURCES E-mail: [email protected] www.botanischetuin.tudelft.nl ... 36 • BGCI-Canarias, c/o Jardín Botánico Canario Viera y Clavijo, Apartado de Correos 14, Tafira Alta 35017, Las Palmas de Gran Canaria, Gran Canaria, Spain. Tel: +34 928 21 95 80/82/83, Fax: +34 928 21 95 81, E-mail: [email protected] • B GCI-China, 723 Xingke Rd., Guangzhou 510650 China. Tel:(86)20-85231992. email: [email protected] www.bgci.org/china • B GCI-Colombia, c/o Jardín Botánico de Bogotá, Jose Celestino Mutis, Av. No. 61-13 – A.A. 59887, Santa Fe de Bogotá, D.C., Colombia. Tel: +57 630 0949, Fax: +57 630 5075, E-mail: [email protected], www.humboldt.org.co/jardinesdecolombia/html/la_red.htm • B GCI(US) Inc, c/o Chicago Botanic Garden, 1000 Lake Cook Road, Glencoe, Illinois 60022, USA. E-mail: [email protected], www.bgci.org/usa BGCI is a worldwide membership organisation established in 1987. Its mission is to mobilise botanic gardens and engage partners in securing plant diversity for the well-being of people and the planet . BGCI is an independent organisation registered in the United Kingdom as a charity (Charity Reg No 1098834) and a company limited by guarantee, No 4673175. BGCI is a tax-exempt 501(c)(3) non-profit organisation in the USA and is a registered non-profit organisation in Russia. Opinions expressed in this publication do not necessarily reflect the views of the Boards or staff of BGCI or of its members. 03 BGCI • 2017 • Roots • Vol 14 (1) FIRST WORD TALKING TO TEENS ©NYBG eenagers are unruly, rowdy and undisciplined. Their potential to cause “Museums can demonstrate Ttrouble and lack of interest in authority can make them a problematic stereotypical perceptions of their and unrewarding audience to engage with. But, is this stereotype warranted or fair? audiences, in much the same way that the general public has preconceptions Anylmadu (2016, p.6) suggests that “Teens are often seen as problematic by museums, either because they are thought of as a tricky group to about museums. Certain groups are engage, or as potentially disruptive museum visitors”. sometimes seen as not ‘right’ for a Undeniably there are barriers to young people’s participation in museums, ‘proper’ museum environment – botanic gardens and other cultural and scientific organisations. A recent for example, teenagers are perceived report on Access of Young People to Culture, explains that the most significant barriers are money, geographical constraints, time, as well as more by some institutions to be loud culturally constructed issues such as attitudes, social environment and the and disruptive” fact that the offer may not meet the needs of the group (EACAE, 2010). Anylmadu (2016, p.6) This issue of Roots aims to address some of these issues and stereotypes and highlight some of the successful ways in which botanic gardens and other organisations are engaging with teenagers, both in and outside “major obstacles are money school hours, as well as the ways in which dedicated young people can contribute to botanic gardens. constraints, attitudes (not only of the public in general but of young people There are many reasons why botanic gardens should attempt to reach young people. A recent report from Harvard’s Natural Environments themselves), geographical limitations Initiative Working Group (2014, p.19) explains that “early experiences in (dichotomy between urban and rural nature influence subsequent environmental attitudes and concern for stewardship and sustainability”. However, it is not only important to instil environments, lack of physical access an appreciation for nature, an understanding of the environmental impact such as transport), time (at least in of an individual’s life and how this impact can be controlled. Effective out- door learning can also have positive effects on a teenager’s broader the perception of young people), education, for example encouraging greater achievement in science social environment, and also what is (Rios and Brewer, 2014). on offer meaning that the offer does In addition, there is a growing body of knowledge on the importance of not always meet with the needs and spending time outdoors for health and wellbeing, for adults, young people and children alike. The RSPB’s report, Every Child Outdoors, lists benefits of necessities of the young public.” time spent outside on young people’s physical health, mental wellbeing and (EACEA,2010, p. 13) personal and social skills. For example “Children with stressful life events are more likely to develop mental health problems. There is evidence that children who experience stressful events in their lives are less stressed and have a higher global self-worth the more they are exposed to nature” (2010, p6). 04 BGCI • 2017 • Roots • Vol 14 (1) • 04-05 How do we create experiences that meet the needs of this age group? “As well as developing knowledge Unfortunately much of the research out there does not include the voices of and understanding, and having the individuals concerned. The Access of Young People to Culture report highlights that “There is still little information available on the evaluation of health and wellbeing
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