Week 5

The Phoenix Zoo incorporates various theories/concepts from both the biological sciences and education concentrations in their daily operations. Four theories which seem most influential are: operant conditioning and the scientific method, and Maslow’s hierarchy of needs and learning styles.
Operant conditioning, a concept from the field of psychology, describes a unique way in which an animal learns. The process involves consequences, whether positive or negative, to a behavior and the likelihood that that behavior will be strengthened or weakened. In other words, if an animal performs a specific behavior and receives a reinforcement immediately following the behavior, the likelihood that the animal will continue the behavior is strong. If the animal receives a punishment after performing a behavior, they will likely not participate further. At the Phoenix Zoo, this concept is utilized in animal husbandry and training. Animals are positively reinforced (that is presented with a desirable consequence) immediately following a desired behavior. When it comes time to do blood samples, for example, it is important for the animal to willingly present a part of its body. Operant conditioning allows the zoo keepers to train the animal for such circumstances.
From a biological sciences perspective comes the theory of the scientific method. The scientific method, put simply, involves several steps in scientific reasoning. To begin, one must make an observation of a puzzling phenomenon. Ideas are then generated and a tentative hypothesis (or many hypotheses) is formulated. The hypothesis is then tested and results obtained. From these results, conclusions can be drawn which either support or do not support the hypothesis. At the Zoo, the scientific method is utilized by researchers and guests alike. The signage throughout the Zoo takes on a scientific method approach. For example, a sign at Monkey Village explains what to do if you cannot see a monkey – to look in the trees. The puzzling observation of monkeys in trees is then explained – they spend about 98% of their time in the safety of the trees.
Maslow’s hierarchy of needs is an educational theory which involves the needs of a child (or adult, for that matter) placed in a hierarchical fashion with respect to motivation to learn. Ranging from basic to advanced, the hierarchy begins with physiological needs (such as shelter, food, and water) and ends with self-actualization needs like creativity and problem solving. The Zoo utilizes this concept when it comes to learning because the basic needs of safety and love must be met before higher levels of learning can take place. For example, a child cannot grasp material about orangutans if they are in danger of overheating in the summer sun. Another example involves love and belonging, the second level of the hierarchy. If a child does not feel comfortable and accepted by a leader, he will likely not be motivated to learn.
Lastly, the concept of learning styles is utilized. Crucial to education, learning styles involves understanding different methods children use to learn. Some children might be visual learners, while others learn more effectively by using their hands (kinesthetic). The Phoenix Zoo attempts to accommodate various learning styles in many of its programs. Signage catering to visual learners can be found throughout the zoo, while videos with sound can be found at many exhibits for those who are auditory learners. Kinethetic learners can also benefit from the Zoo’s hands-on learning experiences such as the Monkey puzzle box where the child must maneuver letters around in a box with just their fingers. By understanding the various learning styles, the Zoo can be sure they are reaching out to all types of learners.

Week 4

For such a large organization, the Phoenix Zoo does a great job attempting to create an interdisciplinary work place in which all departments and positions work together towards a common goal. While there is certainly an element of hierarchy present (volunteer, part time staff, full time staff, managers, supervisors, etc) the departments do work together quite often and there is a high level of communication throughout all levels of employment. The Phoenix Zoo seems to operate in both a multidisciplinary and interdisciplinary manner. On a multidisciplinary level, there are various departments with their own staff and their own responsibilities. For example, the experiences department, of which I am an intern, responsibilities range from park signage to animal information presentation and guest satisfaction. Another department, which is much different from mine would be the park operations department, which involves the maintenance and responsibilities associated with the daily use of the zoo itself. Where the interdisciplinary aspect comes in to effect is in situations where two or more departments collaborate. For example, the experiences department often works closely with the animal resources department. Rather than considering each department a separate entity, these two areas come together to ensure animal and guest safety and satisfaction during animal presentations and information sessions. Generally, each department is structured in a hierarchical fashion, with a larger number of volunteers making up a large portion of the department and a fewer number of supervisors. This interdisciplinary approach allows for much greater success when it comes to getting people excited about nature. For instance, without the marketing department, the animal resources group would have less attendance at their animal presentations and less of an opportunity to influence them. The conservation department would not be nearly as successful if it was not for the education department working to get the message out to our guests about conservation issues. All in all, the Phoenix Zoo does a tremendous job incorporating all departments and all levels within the zoo to present a quality product.