1.  EXECUTIVE SUMMARY

  1.1  The Zoological Society of London is comprised of two physical public sites (ZSL London Zoo and ZSL Whipsnade Zoo), the Institute of Zoology and the department of Conservation Programmes.

  1.2  The Zoological Society was founded in 1826 and has exhibited animals to the public at its Regent's Park site since 1828.

  1.3  ZSL is an education charity and the mission of the Society is to "Achieve and promote the worldwide conservation of animals and their habitats".

  1.4  ZSL London Zoo has a projected 2007 visitation figure of 1 million + (based on figure to June 2007) and ZSL Whipsnade Zoo has a projected 2007 visitation figure of 500,000 (as of June 2007).

  1.5  716 species are held at ZSL London Zoo and 211 at ZSL Whipsnade Zoo.

  1.6  The Education Department across both physical sites employs 17 fulltime staff, the Interpretation Department 11 full time staff.

  1.7  In 2006 ZSL London Zoo formally taught 85,688 students (up 11% on previous year) and at ZSL Whipsnade Zoo 29,335.

  1.8  In the first year of school "Outreach" activities from ZSL London Zoo 6,630 students were taught (exceeding first year target by 66%).

  1.9  The Institute of Zoology has 35 academic, post-doctoral and veterinary staff, 14 PhD students, 24 research assistants and technicians and 17 MSc students.

2.  THE ZOOLOGICAL SOCIETY OF LONDON

  The Zoological Society of London was founded by, among others, Sir Stamford Raffles in 1826 and in 1828 opened London Zoo at its present Regent's Park site to its fellows for the purpose of scientific enquiry. In 1847 the Society opened the doors of the zoo to the general public. The mission of the Society, a registered educational charity, is to "Achieve and promote the worldwide conservation of animals and their habitats". ZSL pursues this mission by:

—  keeping and presenting animals at ZSL London Zoo and ZSL Whipsnade Zoo in accordance with best practice;

—  giving priority to species that are threatened in the wild;

—  increasing public understanding of animals and their welfare and of the issues involved in their conservation;

—  maintaining an outstanding education and information programme, particularly for schoolchildren and families;

—  undertaking field conservation programmes, both in Britain and abroad; and

—  developing its role as a leading centre for research and conservation biology and animal welfare;

fulfilling its role as a learned society and force for zoology and animal conservation through publications, scientific meetings, lectures, the award of prizes for outstanding achievement and the promotion of conservation policy.

2.1  The Living Collections

  ZSL London Zoo maintains 716 species and ZSL Whipsnade Zoo 211 species. The Living Collections are maintained to fulfill a number of purposes. Many of the species are in IUCN mandated international breeding programmes, some of which are coordinated by ZSL. While many species in these programmes are held as "genetic lifeboats", a number of species are maintained for ongoing breed and release programmes, particulalry British Native Species, such as the corncrake (Crex crex). A strong Curatorial team is responsible for the maintenance of the collection, conservation breeding, field conservation elements and scientific research in the collection.

  2.1.2  All the species presented to the public can be used as teaching tools for formal classes at the sites, while non-formal and informal learning takes place aided by graphic interpretation available at all enclosures. Live interpretation at both sites, though animal displays and explainers, enhances the learning experience for visitors. The Education Department has 17 staff across both sites. Six staff have formal teching qualifications and four have science degrees. The Education Department has responsibility for all formal teaching at the two sites and this includes science teaching compatible with national curricula studies, including adaptations for feeding, movement and climate, classification at various levels from basic identification of different body coverings to the key features of vertebrate taxonomic groups. In 2006 ZSL London Zoo formally taught 85,688 students (up 11% on previous year) and at ZSL Whipsnade Zoo 29,335 students. In the first year of school "Outreach" activities from ZSL London Zoo 6,630 students were taught (exceeding first year target by 66%). The Outreach programme has generated very positive feedback, encouraging young people to consider careers in science, "Pupils really enjoyed this talk and felt it was very informative—some are thinking of becoming zoologists or vets in the future". Sam Shoetan, Trinity Catholic High School.

  2.1.3  The Interpretation Department has 11 permanent staff over both sites (though this rises to more than 40 during the summer months). The It is responsible for the inetrepretation of the work of the Society at the physical sites. This does not only cover the animals exhibited, but also the work of the IoZ (see below) and the Conservation Programmes department (see below). This interpretation is through both graphic displays and the use of live interpretation. The live interpreters give presentations at animal enclosures at both sites and in the amphitheatre at ZSL London Zoo.

  2.1.4  In addition to visitor learning outcomes the zoo acts as a training ground for undergraduate and graduate students. In addition to the IoZ staff (see below) ZSL employs a Scientific Officer. ZSL works with a number of local and UK wide universities and last year 20 undergraduates and three MSc students pursued projects at the zoos. To date in 2007 10 undergraduate level and five MSc level and 1 study associated with a PhD is ongoing. Typical projects include: (1)  Factors affecting population dynamics in captive Partula snails, (2)  The success of mixed species exhibits to the promotion of natural behaviour within captive a Cebuella pygmaea group, (3)  The establishment of the extent of nuchal region involvement in social interactions in the Potto. In addition students on the two IoZ taught Master's courses (see below) utilise the zoos as part of their teaching.

  2.1.5  All the activities of the zoos, including interpretation of the scientific work of all divisions of the Society, must be paid for by income generated by gate receipts, donors and grant income.

2.2  The Institute of Zoology

  The Institute of Zoology (IoZ) is the research division of the Zoological Society of London. It is a government funded research institute specialising in scientific issues relevant to the conservation of animal species and their habitats. The Institute is based at ZSL's Regent's Park site in London. IoZ core funding comes from the Higher Education Funding Council for England. Additional research funding comes from UK research councils and research charities. The Institute has 35 academic, post-doctoral and veterinary staff, 14 PhD students, 24 research technicians and 17 MSc students. IoZ achieved a rating of 4 during the latest research assessments.

  2.2.1  The majority of the work of IoZ is disseminated through the scientific press in peer-reviewed journals. ZSL, through its meetings and publications department, publishes a number of journals including Conservation Biology, the Journal of Zoology and International Zoo Yearbook. The meetings and publications department additionally organise a series of monthly scientific meetings throughout the winter (approximately September-June)(see attached 2006-07 series). These meetings are open to the public and free of charge and serve to advance public understanding of science. They are generally held on the second Tuesday of the month and take place in the meeting rooms of the Society at Regent's Park. This excellent venue can seat ~250 participants. A number of larger conferences are symposia are also held.

  2.2.2  IoZ, in conjunction with the Royal Veterinary College, provides two taught MSc courses each year. The MSc in Wild Animal Health teaches the principles and practice of managing all aspects of wild animal health, both in captivity and the wild. The MSc in Wild Animal Biology provides advanced training in the principles of biological science, wildlife research methodologies, interventions in wildlife, management of captive and free-living wild animals and epidemiology, diagnosis and control of wildlife disease. Both courses include external and ZSL lecturers. In addition full use is made of the available animal collections as a teaching tool.

2.3  Conservation Programmes

  ZSL conducts field conservation in more than 40 countries worldwide. The conservation work of the Society is collated under 6 programmatic areas; Marine and Freshwater, Native Species, Island Ecosystems, Carnivores and People, Deserts and Rangelands and Bushmeat and Forests. Staff across all departments at ZSL contribute to these projects. Costs of running the programmes and individual projects come from gate receipts from the zoos, donors and grants.

  2.3.1  All of ZSL's field conservation is underpinned by sound science. Communication of this work is disseminated to the public through onsite graphics, live interpretation, the website, press releases and scientific publications. The recent Gorilla Kingdom exhibit at ZSL London Zoo interprets the gorilla conservation work of ZSL in Gabon.

2.4  The ZSL website

  ZSL has an integrated website providing information on all aspects of the Society's work. In 2007 Jan-April 555,000 unique site users were identified. In 2006 a total of 1.25 million unique site users were identified with nearly 19 million page views accessed.

3.  ZSL AS A SCIENCE AND DISCOVERY CENTRE

  ZSL has a number of attributes that make it a unique site for Science and Discovery Learning in the UK. ZSL carries out its own high quality science research, field conservation and conservation breeding activities across its mission areas. It reaches approximately 1.5 million visitors each year at its physical sites at ZSL London Zoo and ZSL Whipsnade Zoo. ZSL London Zoo serves an urban population that has limited access to wildlife within the capital and is increasingly disconnected from nature. In addition 1.25 million unique users access its website each year. Presenting this science based work to the public is a core mission area for the Society.

  3.1  Zoos reach an even spread of all social groups within the UK. In comparison traditional science centres and museums have disproportionately higher numbers of A, B social groups (Museums, Libraries and Archives Council 2004). As these social groupings may already have disproportionate access to science materials, zoos represent an important conduit to achieve higher levels of public understanding with respect to science.

  3.2  Zoos are generally regarded as an enjoyable day out, in a green setting, where the public can also learn about the natural world. There is a burgeoning body of evidence to indicate that patients in hospitals recover quicker from illness when given views of natural settings (Ulrich 2001) and that subjects on treadmills benefit more from exercise when shown images of green landscapes (Pretty et al 2003). The learning benefits of green spaces has yet to be identified, however, it is clear that extensive opportunities exist within the zoo setting for learning of all kinds.

4.  EXAMPLES OF SCIENCE LEARNING AVAILABLE AT ZSL

  Zoos have been acknowledged as important contributors to not only the education of children but that of adults through lifelong learning initiatives. All BIAZA (British and Irish Association of Zoos and Aquariums) zoos have endorsed the DfES Learning Outside the Classroom Manifesto. In addition the recently completed MIRP (Multi-institutional Research Project) study at US zoos had a number of important findings including:

—  Visits to accredited zoos and aquariums prompt individuals to reconsider their role in environmental problems and conservation action, and to see themselves as part of the solution.

—  Visitors believe zoos and aquariums play an important role in conservation education.

—  Visitors believe they experience a stronger connection to nature as a result of their visit.

  A number of different examples of science learning opportunities and events at ZSL are presented below.

4.1  Sense-ational Science

  Sense-ational Science was an interdisciplinary science event held at ZSL London Zoo for National Science and Engineering Week 2007 (the event ran from 10-25 March). It was funded by NESTA (National Endowment for Science, Technology and the Arts), Zoological Society of London (ZSL) and the RCUK (Research Councils UK). It was devised by staff of IoZ and aided by education staff. The event explored how animal senses are essential for survival, why scientists study them and how this scientific research has enlightened technology and benefited society. It aimed to enthuse visitors about science and inform them on what scientists do. Each sense (sound, vision, touch, smell and taste) was explained using animal examples and the science behind each sense could be explored through 13 interactive experiments. These included: Stinky Smell Pipes, where visitors could test their ability to detect and identify different smells at varying distances from the source; a Giant Spider Web, where visitors could experiment with their sense of touch, using the web's vibrations to locate their prey; and brain-teasing Prism Glasses, which shifted the viewer's vision by 10 degrees, making simple coordination activities almost impossible. Visitors also had the chance to meet scientists who were actively involved in sense-related research. Each day a different scientist gave a 15 minute talk and engaged in lively discussion about their work with the public. Speakers included Prof Francis Ratnieks from Sheffield University who talked about how social insects use pheromones to communicate and find food; Dr Patrick Miller from St Andrew's University who talked about how whales find food in the deep ocean using echolocation. During the 16 day run (10-25 March 2007), Sense-sational Science was enjoyed by over 5,000 members of the public and school children.

  It should also be noted that the Sense-ational Science event was chosen as the launch venue for the 2007 National Sceince and Engineering Week. The event was opened by Malcolm Wicks, MP, Minister of State for Science and Innovation and Lord Brown, President of the British Association for the Advancement of Science. This was the first occasion where the week was launched away from its traditional home of the science museum.

4.2  Climate change exhibition

  ZSL Curatorial staff are working in conjunction with the ZSL Interpretation Department to produce a climate change exhibition which will be displayed at ZSL London Zoo from September 2007. A grant of £20,000 was obtained from the Mitsubishi Corporation to produce this exhibition. This will focus on the effects of climate change on biodiversity and what mitigating actions we can all take to lessen the effects. A key challenge for the government is in promoting more sustainable living practices, particularly with respect to households. Zoos provide a unique setting to explain the science of climate change, the likely effects of unmitigated release of carbon from human activities, and how this relates to the natural world. Through examples, using the species that ZSL can present in its Living Collections, it is envisaged that more tangible connections can be made and that this will lead to care, and thereafter behavioural change. Extensive climate change information is already available on the ZSL website.

4.3  Changing Science Exhibitions at ZSL

  In a central visitor path at ZSL London Zoo a series of exhibition "monoliths" have been erected. These permanent exhibition boards are utilised to display changing (approximately every 3-4 months) exhibitions of the work of the Society. Recent exhibitions include (1) "Spermatology", an exhibition of the reproductive conservation biology research undertaken at IoZ, (2) Zoo Vets, an exhibition of the work of the Vet Teams across the Society (see below) and (3) the current exhibition "EDGE of Extinction". The current exhibition discusses a new methodology for prioritising species for conservation action and discusses the threats to species today and some of the more charismatic species that have already been lost.

  4.4  An innovative example of science teaching within the zoo is the Animal Navigation project. This is a NESTA (National Endowment for Science, Technology and the Arts) project in which ZSL was funded to design, test, develop and produce headsets and navigation environments which allow visitors at ZSL London Zoo to "dress up" in technology in the form of rat or bat headsets enabling them to understand how animals rely on other senses than sight to navigate and "see" their environment. This project allows visitors to learn about how bats and rats navigate the world through a fun technology-based innovative experience; informing and inspiring our visitors about animals and their conservation in a new way for zoos.

5.  CONCLUSIONS

  The examples given above are a small snapshot of the ongoing science and discovery teaching at the ZSL physical sites and across the Society as a whole. ZSL is uniquely placed to deliver high quality and effective science learning for a broad social spectrum of the public and is committed to both child focused and lifelong learning.

  5.1  The scientific value of zoos has been undervalued, yet zoos are important reservoirs for high quality research, not only of applied science but in basic understanding. The recent Nature paper on the discovery of parthenogenesis in Komodo dragons at London and Chester Zoo's demonstrates this clearly (Watts et al 2006).

  5.2  Zoos can allow access to science learning to high numbers of visitors (1.5 million at ZSL), particularly those from C/D social groups.

  5.3  To date, no central government funding is available to ZSL to interpret science to its visitors.

  5.4  Increasing teaching (inclusive of understanding and thereafter behaviour change) of science based sustainability messages will be required to meet UK carbon reduction targets. Zoos are uniquely placed to do so, particularly urban zoos such ZSL London Zoo.

June 2007

REFERENCES

AZA (2007) Why Zoos and Aquariums Matter: Assessing the Impact of a Visit to a Zoo or Aquarium

(http://www.aza.org/ConEd/Documents/Why—Zoos—Matter.pdf)

Museums, Libraries and Archives Council (2004) Visitors to Museums and Galleries 2004.

Pretty, J et al (2003) Green exercise: complementary roles of nature, exercise and diet in physical and emotional wellbeing and implications for public health policy. CES Occasional paper. University of Essex.

Ulrich, R S (2003) Effects of healthcare environmental design on medical outcomes in Design and Health: Proceedings of the 2nd International Conference.

Watts, P C et al (2006) Parthenogenesis in Komodo Dragons, Nature:444 p1021-1022.