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Missoula, MT, October 6, 2011 – The Disney Worldwide Conservation Fund (DWCF) announced that Ecology Project International (EPI) has been awarded a one-time $25,000 grant to support its project: “Empowering Costa Rica’s Conservation Leaders.”

DWCF awarded $2 million to conservation projects around the globe in 2011, the highest amount ever contributed in a single year. EPI is one of nearly 100 grant recipients recognized for helping to preserve habitats, protect endangered species, foster kids’ connections to nature and ensure future generations can enjoy wildlife and wild places.

EPI’s Advancement Director and Co-founder, Julie Osborn says, “We are thrilled to have Disney’s support to empower the next generation of conservation leaders in Costa Rica. Their support will help us reach more students than ever during 2012.”

EPI’s Costa Rica program involves teens in the protection and research of critically endangered leatherback sea turtle. Youth patrol beaches to protect nests, gather vital data about the nesting leatherbacks, and move the nests when necessary to protect against human and environmental threats. Through their field experience, youth are inspired to educate others on how to integrate conservation into their daily lives.

“EPI’s conservation education model is an innovative approach to sustainable conservation. By involving local youth alongside professional researchers in the protection of leatherback turtles, EPI’s project is building capacity in local communities to protect their natural resources,” says Kim Sams, Director of Conservation Programs, Corporate Citizenship, for The Walt Disney Company.

Disney Worldwide Conservation Fund previously funded EPI’s Costa Rica program in 2008.

About the Disney Worldwide Conservation Fund
Since 1995, DWCF has awarded nearly $18 million to support conservation programs in 111 countries. Projects selected for funding must address a critical conservation need, offer education and community engagement, an ability to influence decision makers and solid scientific investigation. For a complete list of grant recipients and to view The Walt Disney Company’s most recent Conservation Report, visit http://www.disney.com/conservation. Learn more about Disney’s citizenship efforts at http://www.disney.com/citizenship

About EPI
Launched in 2000, EPI is the only organization that involves young people from the US and Latin America in hands-on science and conservation projects that protect threatened wildlife and habitat in Costa Rica, Mexico, Galapagos Islands, and Montana, bridging the gap between science and cultures, and empowering the next generation of conservation leaders.

To learn more about EPI, visit http://www.ecologyproject.org, call (406) 721-8784, or email EPI at info@ecologyproject.org.

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“Environmental Education grants are extremely competitive and this year’s grantees represent the best of the best,” said Wendy Dew, EPA Region 8 environmental education coordinator. “These are innovative projects that will advance community awareness and shape the next generation of environmental stewards.”

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Though it would be nice if it were that easy, there are a few key strategies that will allow any educator (novice or veteran) to make the most of their time – before, during, and after their field experience.

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While on the island, the students also cleared out blackberry bushes, an invasive plant that is choking out native vegetation in Scalesia forests, an important part of the ecosystem there.

“It was a really hands-on way of doing something you know is really good for the environment there,” said Laura Ann Westwood, 16.

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By Christopher Elliott, from the May/June 2011 issue of National Geographic Traveler

What do America’s schools have against travel?

In Darien, Connecticut, the public high schools’ attendance policy warns: “Inexpensive airfares are not an excuse for extended student vacations.” Fairfax County, Virginia, a suburb of Washington, D.C., also discourages absences for family trips, and at least one of the county’s high schools, Annandale, seems to have an outright travel ban. “Family trips and vacations will not be excused,” states the posted attendance regulations. Notably, school-sponsored sporting events are generally exempt.

Alright, I get it. Mom and Dad sipping piña coladas while Junior lands cannonballs in the resort pool on a school day—it’s just wrong. I don’t care how cheap the Priceline tickets to Cancún were. And this kind of truancy certainly won’t help American students, already lagging behind their Chinese counterparts in math and science.

Read Scott’s comments and full article

In this story, Scott speaks about what inspired him to start EPI and the risky steps he took to make his dream become a reality.

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The awards are part of the Governor and First Lady’s Math & Science Initiative, which promotes education and careers in math and science. Math tutor Kay Reeves, “Chicks in Science,” and environmental educator Ashton Fink also received Math and Science Awards for their work in bringing math education to at-risk youth, involving girls in science and technology careers, and introducing Montanan students to ocean studies in California.

“We are excited to recognize these exceptional Montanans who are examples of how helping your neighbor can strengthen our communities,” said Jan Lombardi, Executive Director of the Governor’s Office of Community Service.

EPI’s Executive Director, Scott Pankratz, accepted the award on behalf of EPI.“Thanks to the First Lady and Lt. Governor for recognizing the work of Montanans who are helping make this state such a great place to live and work. I was honored and humbled to be among the award recipients from the Governor’s Office of Community Service.”

This award is an outgrowth of Governor Brian Schweitzer’s and First Lady Nancy Schweitzer’s joint interest in science: Brian is a soil scientist and Nancy is a botanist. Together they want to help students discover the wonders of math and science. The Governor and First Lady’s Math and Science Initiative invites Montana’s youth to discover the many opportunities to learn about science and math in K-12 schools and higher education, find out about career opportunities and explore Montana’s splendid surroundings.

EPI has been carrying out that effort for over a decade and for seven years in Montana, specifically. During this time, more than 400 Montana teens and teachers have participated in EPI’s hands-on science education and conservation programs in Costa Rica, the Galapagos Islands, Baja, and Yellowstone, helping protect leatherback sea turtles, whales and marine life, native habitat, and Montana wildlife.

In particular, EPI’s only US program in Montana has been so well received that since its establishment in 2005, participation in the Yellowstone Wildlife Ecology Program doubled in 2008 to 2009, and in 2010, participation of Montana youth quadrupled, with overall participation increasing 119%.

EPI attributes the success of the program to the interest of Montana teachers in strengthening science education and introducing high school students to career possibilities in science and conservation, and also the capacity to offer the courses at a very low cost, thanks to the generous contributions of private donors and foundations, such as the National Forest Foundation, Charlotte Martin Foundation, and the Homer A. and Mildred S. Scott Foundation.

EPI focuses on the involvement of rural, underserved youth so that they may have the opportunity to be inspired by science and nature, and find the support to pursue higher education and a leadership role within their communities. Last year, EPI involved its first Native American group last year, from Wolf Point.

While EPI is proud of the science skills and knowledge of conservation gained by their youth participants, the increased confidence of these teens and their resulting desire to make a difference in the world is what truly inspires EPI staff.

George Flynn, a Wolf Point high school student and 2010 participant in EPI’s Yellowstone course, says, “This has been a great experience. And I don’t mean just the science and lessons – but just being out here with EPI in such a positive environment. Life can be tough on the Res and it feels good to be around people who support you and believe in you.”

EPI is the only organization that involves young people from the US and Latin America in hands-on science and conservation projects that protect species and habitat in Costa Rica, Mexico, the Galapagos, and Montana’s Greater Yellowstone Ecosystem, bridging the gap between cultures and empowering the next generation of conservation leaders, making a difference in the world one student at a time.

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Missoula In Motion (MIM), a program of the Office of Planning and Grants, was founded in 1997. MIM strives to educate Missoulians on their transportation options for both school and work commutes. Through various outreach projects and events, including the Way to Go! Club, MIM promotes the many sustainable transportation options offered in the Missoula community in an effort to reduce congestion, pollution and stress, while promoting both individual and community health.

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STUDENT APPLICATIONS ARE NOW AVAILABLE AND ARE DUE BY 9:00 PM MOUNTAIN STANDARD TIME ON JANUARY 28, 2011.

Learn more

Check out our brochure to find out more. Contact Julie Osborn to sign up or for any questions! Space is limited!

“I discovered the beauties of a culture completely different than the one I know in America.” – Valentina Parisi, San Ignacio participant, 2010

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Learn more about EPI’s Yellowstone Wildlife Ecology Program.

Montana Naturalist is a full-color, 20-page, educational magazine published three times a year by the Montana Natural History Center and distributed free to members, school groups and the community at large. Along with a calendar of events and MNHC news, the magazine contains feature articles about the flora and fauna of Montana, their ecology, habitats and conservation issues. There are also short articles about Montana people and organizations engaged in nature education/conservation, space for photography and creative writing, and a Get Outside Guide aimed at younger readers and families.

No entry fee is required.

Travel essays deal with the idea and experience of travel: whether the writer has traveled to the other side of the world, down the block or anywhere in between . . . even for a day.

To enter, submit a 500-word personal essay about:
• A favorite travel destination;
• An inspiring or memorable travel experience; or
• A travel activity you love to do.

A team of BATW judges will evaluate your essays. Judging criteria includes accuracy, originality, creativity, proper use of language, syntax, grammar, and a sense of self or place.

Three prizes will be awarded:
$200 First Prize + Official Awards Certificate
$100 Second Prize + Official Awards Certificate
$ 50 Third Prize + Official Awards Certificate

Honorable Mentions will also be awarded

Rules of Entry:

•Contestants must be current Bay Area high school juniors or seniors or community college English or Journalism students.
•One entry per student.
•Essays must be 500 words (or less) in length. Entries exceeding the 500-word limit will be disqualified.
•Stories must include the author’s full name, address, telephone number and email address. Also include your school’s name, location, and the name of your English or Journalism teacher.
•Please include an affidavit at the end of the story attesting that the entrant is the sole creator of the essay.
•Entries will be accepted by e-mail only, beginning November 1, 2010. All entries must be e-mailed by January 1, 2011, to:
contest@batw.org

Entries may be submitted in the body of the email (note information to include above) or in MS Word. If submitted in MS Word, entries must be double-spaced with name, address, phone number and email address on the top of the page.

The first 150 entries from Bay Area high school juniors and seniors and community college students are eligible to participate, including those attending public, private and/or parochial high schools. Home-schooled 11th and 12th grade equivalent high school students are also welcome to submit.

The “Bay Area” refers to the counties of Alameda, Contra Costa, Marin, Napa, San Francisco, San Mateo, Santa Clara, Solano and Sonoma.

Contest winners will be notified by telephone no later than January 31, 2011 and will be invited to read their essays in person at the awards ceremony at the BATW meeting to be held at Books Inc. at Opera Plaza in San Francisco at the Feb. 19, 2011. BATW may also post winning entries on the” BATW website”:http://www.batw.org.

Bay Area Travel Writers (BATW), based in San Francisco, is a non-profit, professional organization of travel writers, editors and photographers with outstanding achievements in travel journalism. These professionals share their unique stories in newspapers, magazines, books, websites and other worldwide travel publications.

Contest Coordinators:
Erin Caslavka
Elisa Southard

“EPI is thrilled to be able to offer this award, to keep our inspired participants involved in conservation and show how youth really can make a difference in the world,” says Julie Osborn, EPI’s Advancement Director and Co-Founder.

Through EPI’s Alumni Awards program, youth who have participated in EPI’s experiential education courses in Costa Rica, the Galapagos Islands, Mexico, and Montana are eligible to apply for cash prizes to launch a conservation project in their communities.

Winner of the $500 Conservation Leader prize, Allysa Veigel, will be launching a vlog and website dedicated to informing other youth about on-the-ground marine biology work and how to pursue it as a career. Working alongside a professional marine biologist at an aquarium, Allysa will document the daily work involved, as well as using her website (http://www.thesaltytruth.com) as a public forum to discuss careers and contemporary conservation issues.

Alyssa was a participant in EPI’s 2010 Whale Ecology Program in Baja California Sur, Mexico. In EPI’s program, Alyssa collected whale sampling data alongside professional researchers in the Sea of Cortez, to monitor the diverse whale species and document biodiversity in region.

Speaking of her experience in the Whale Ecology Program, Allysa says, “I was an actual scientist working alongside the other marine biologists living my passion of marine biology. Every day was a one “once-in-a-lifetime” experience after the next.”

Allysa’s idea for this project stemmed from her own challenges of trying to learn about the realities of a career in marine biology. A resident of Texas, Allysa has few opportunities experience actual marine biology work or how best to prepare for a marine biology career.

EPI’s field office in Mexico also distributed awards this round; one to a high school student and one to a local teacher, both of whom participated in EPI’s programs in Mexico.

High school student, Paola Vallarino, received the “Youth Leadership Conservation Award” to put on a workshop for local teachers on how to incorporate environmental education and conservation into elementary classrooms. Paola will also put on a workshop for high school and college students on how to use green technologies in their daily lives, followed by a round-table discussion to raise awareness about human impacts on the environment, both locally and internationally. Paola was granted $580 for this project.

The winner of the “Teaching Award in Conservation” went to Guadalupe Flores, who participated in developing “Northern Route,” an educational trip for young people in areas of high biodiversity in Baja California Sur, to inform them about sustainable development in this region. Guadalupe was awarded $1,700 to complete this project.

This is the second round of EPI’s Alumni Awards, the first of which were granted in February, 2010. The first awards went to Alexis Jackson and Elise Zarri, both California residents, to fund research on fisheries in the Gulf of California and a public education campaign at the Oakland Zoo about effects of palm oil and sustainable sources.

EPI will launch a third round of Alumni Awards in 2011, which will be announced through their website and social media pages. EPI plans to spread this program to their additional field sites in Costa Rica and the Galapagos Islands. Only people who have participated in one of EPI’s field courses will be eligible to apply.

To date, more than 7,300 people have participated in EPI’s programs. EPI’s unique approach to environmental education enhances conservation through the creation of a scientifically literate public with direct experience in nature, and a populace that is better equipped to make informed decisions about natural resources important to their community’s economic and environmental health.

For more information about EPI, visit http://www.ecologyproject.org or email info@ecologyproject.org.

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President of the NFF, William Possiel, says “I have no doubt that significant benefit will come to the Gallatin National Forest and nearby communities.”

During the field season of EPI’s Yellowstone Wildlife Ecology Program, approximately 100 youth will be involved in conservation projects in partnership with the US Forest Service (USFS). EPI partners high school youth and teachers with scientists, so that students learn science hands-on by contributing to conservation efforts, with the ultimate goal of empowering youth to be conservation leaders in their communities and the world.

“I have learned how everything, even things that are too small to see, can have a monumental effect on the ecosystem. This has changed my thinking because now I know how everything has an effect,” says 2010 Yellowstone Wildlife Ecology Program participant, Kevin Clark.

The majority of these youth participants are Montanans, with the remaining coming from states all around the U.S. The last two years, EPI has also hosted a course of students from Latin America.

In the 2011 field season, EPI participants will be assisting USFS researchers monitoring grizzly bears and snowshoe hares, and determining the extent of whitebark pine infestation and disease. The results of these research projects are ultimately used in land management plans to address conservation issues, as well as for understanding the current health and functioning of the forest.

Since the launch of the Yellowstone Wildlife Ecology Program, over 180 youth have participated in data collection and habitat restoration, contributing more than 3,100 service hours to public and private conservation efforts and research in the Gallatin National Forest and the Greater Yellowstone Ecosystem.

EPI also has three additional field sites for conservation education, studying leatherback sea turtles on the Caribbean coast of Costa Rica, the giant tortoise in the Galapagos Islands, and marine mammals and sea life in Baja California Sur, Mexico. Since 2000, over 7,300 youth and teachers worldwide have participated in EPI’s experiential science and cultural education programs. For more information about EPI’s programs in Montana and Latin America, please visit http://www.ecologyproject.org.

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Read the full article, covered by KPAX News.

The web site – a partnership of Schlumberger Excellence in Educational Development (SEED) and AGI – has been created to provide educational materials, activities, and other resources for Spanish-speaking students and teachers, as well as English speakers, in U.S. and SEED schools around the world. The resources featured on the site have been developed by SEED, AGI, and other geoscience organizations.

Visitors can view dozens of lessons, posters, fact sheets and other materials in Spanish or English. Materials provide users with introductory information on Earth science, as well as in-depth items on earth, water, air, and life science. FREE toolkit!

The American Geological Institute is a nonprofit federation of 47 geoscientific and professional associations that represents more than 120,000 geologists, geophysicists and other earth scientists. Founded in 1948, AGI provides information services to geoscientists, serves as a voice of shared interests in the profession, plays a major role in strengthening geoscience education, and strives to increase public awareness of the vital role the geosciences play in society’s use of resources, resiliency to natural hazards, and interaction with the environment. Visit their website regarding questions and contact information.

This online professional development offering presents Lessons from the Deep: Exploring the Gulf of Mexico’s Deep-Sea Ecosystems Education Materials Collection, a selection of lessons about deep-sea ecosystems in the Gulf of Mexico based on ten ocean exploration expeditions sponsored by the National Oceanic and Atmospheric Administration’s (NOAA’s) Office of Exploration and Research (OER) between 2002 and 2009. Some of these sites are within a few miles of the Deepwater Horizon well. Additional background information will be introduced about the unique geology of the region and behavior of oil in seawater. The purpose of this professional development offering is to:

• Provide a foundation for student inquiries into the unique deep-sea ecosystems of the Gulf of Mexico, with particular focus on deepsea corals and cold seep ecosystems and the importance of these ecosystems;
• Provide an understanding of the technologies used to investigate these ecosystems; and
• •Build capabilities for comparing data from past OER expeditions with new information from ongoing research in the Gulf.

This offering is free for all participants and will be available 24 hours a day, 7 days a week. Educators will have the option to receive one graduate extension credit ($100 for the credit) or obtain a certificate of completion.

Register!

The Galapagueños spent 12 days camping in the Yellowstone area around Gardener and Cooke City, as a part of EPI’s Yellowstone Wildlife Ecology Program. During this experiential education course, students help researchers from the US Forest Service monitor grizzly bears and whitebark pine, aid US Fish & Wildlife in a bluebird population study, and help the Nature Conservancy with habitat restoration.

“I always wanted to be a doctor, but thanks to this course I understand that biology and conservation is for me. I hope to find a scholarship and return to America to study,” said Galapagos student, Donaldo Navarrete.

Typically, Montana youth and others from around the US enroll in EPI’s Yellowstone Program. However, this year, Galapagos student alumni (who participated in EPI’s Galapagos Ecology Program in the spring) were able to study wildlife and ecosystems completely unlike anything they have ever experienced. This trip exposed them to predators of a size they had never before seen, and gave them a chance to experience western Montana culture and history. Many students expressed interest in pursuing advanced education in biology after the course, and were clearly moved by the Montana experience.

“The course was the greatest thing in all my life,” says Pablo Alcivar.

When the students return to the Galapagos Islands, they will visit with local Galapagos newspaper and television journalists, sharing what they learned on course in Montana and showing video footage. Then they will give talks in schools about their experience, as well as presenting reports on their trip, describing Yellowstone, comparing the ecosystems in Montana and Galapagos, and conducting an in-depth study one species found in Montana. These will be presented to their peers and teachers within their schools.

“Hearing these kids talk about the beauty and wonder of Montana, while knowing that their reference point is the Galapagos Islands makes you realize the power of this course and also how lucky we are to live in this great state,” says EPI’s Executive Director and Co-Founder, Scott Pankratz.

In addition to the Yellowstone and Galapagos programs, EPI also offers conservation education courses to high school youth in Costa Rica and Baja California, Mexico. The majority of the students who participate are local to the site. This year, EPI celebrates its 10th anniversary, since Co-Founders Scott Pankratz and Julie Osborn took their first group of local kids to study leatherback sea turtles in Costa Rica. Now, EPI has involved over 6,000 youth in their programs, mainly from Latin America and the US; most come from under-served, rural communities with few resources. For more information about EPI and its programs, visit our website or call (406) 721-8784. ###

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EPI wants to help you continue to be an active conservation leader. That’s why we started the Alumni Awards, to give you cash to carry out a project that makes a difference.

The first place Conservation Leader award is $500, the Explorer award is $250, and the Rising Star award is $100.

Applications are due September 30, 2010. You can find out more here, or email Kelsey at kelsey@ecologyproject.org.

This is an all-expenses-paid semester (i.e., the fellowship includes tuition, room, board, fees, RT travel to the Duke Marine Lab, and costs for a Beaufort Signature Travel Course) for undergraduate students interested in pursuing a PhD in marine science.

Visit Duke’s website for complete fellowship information.

Starting in 1934 Peterson introduced the world to simple, user-friendly handbooks – “field guides” – for identifying birds and other natural subjects. The millions of birdwatchers and other naturalists Peterson trained through his books formed the backbone of the environmental movement. His Field Guide to Birds is widely recognized as one of the most important books of the 20th century.

Miss Blanche Hornbeck was Peterson’s seventh grade science teacher whom Peterson credited with sparking his lifelong fascination with birds at the age of 11. The Institute’s key role of providing nature education-based professional development to teachers is based on Peterson’s belief in the power of teachers to influence the lives of others.

The nature education work of recipients of the Blanche Hornbeck Award must be place based, fostering knowledge of and responsibility for the natural world where teacher and/or students live, as well as outdoor based, innovative, and current.

Pankratz is co-founder and head of Ecology Project International, a conservation education organization that engages kids in hands-on research projects to save endangered species and habitats in Costa Rica, Galapagos, the Sea of Cortez in Mexico, and the Greater Yellowstone Ecosystem in Montana. EPI’s unique program partners local youth with research scientists in the field. As a result of their experiences young people take leadership roles in their communities to bring about environmental awareness, spearhead stewardship efforts, and many of them choose careers in natural science and conservation.

In addition to Pankratz, the Peterson Institute is honoring two other outstanding nature educators with its Blanche Hornbeck Award: Rebecca Nystrom of Jamestown, New York, who has shared her love of nature and natural science with hundreds of college students and community members through courses and public programs for over three decades; and Rod MacVicar of Port Moody, British Columbia, a 40-year veteran environmental educator who leads young people to help restore and steward the coastal marine environment of Vancouver Harbour.

For more information about the Roger Tory Peterson Institute, visit http://www.enaturalist.org/.

EPI’s program was among 95 projects selected for funding by the Conservation Fund, which allocated just over $1,000,000 overall. This is the second time EPI has received a grant for their work in Galapagos from Sea World & Busch Gardens, most recently in 2006.

Julie Osborn, EPI’s Advancement Director and Co-Founder, says, “We are thrilled to receive the generous support of Sea World and Busch Gardens to enable local residents’ involvement in hands-on conservation in Galapagos.”

Since 2006, 400 Galapagos high school students have participated in EPI’s program, partnered with 400 students from the US. Both local and international youth volunteer with researchers at the Galapagos National Park’s tortoise rearing center, monitoring hatchlings in efforts to rehabilitate the species in the wild. Tortoise eggs and hatchlings cannot survive in the wild due to introduced predators. EPI’s program is the first involvement of local youth in the Park’s captive breeding program.

The explosion of invasive plants in Galapagos is destroying native habitat and poses a significant threat to the survival of the giant tortoise and other native flora and fauna. In addition to working with the hatchlings, youth help remove invasive species like blackberry and passion fruit plants, as well as learning about the challenges of living and working within a unique and fragile ecosystem.

“Students return from an EPI course with more confidence, more knowledge, and more respect for their surroundings,” says Marco Hoyos, Director of Environmental Education of Galapagos National Park. “As a result, they are able to appreciate the importance of protecting the environment where they live.”

Many Galapagos youth have never visited the National Park, even though it covers 97% of the archipelago. Surrounded by urban sites, they often do not have the opportunity to see the wildlife that makes Galapagos incredibly distinct from the rest of the world, or be actively involved in conservation of the islands.

EPI’s mission is to change that reality, and give youth the opportunity to work alongside scientists on real conservation research projects, and learn how they can make a difference in the world, both at home and abroad.

Carolina Jácome Ávila, a 2009 EPI participant from Galapagos, explained how EPI’s program impacted her and her fellow students: “We learned how to love our island of Santa Cruz and to take care of the animals and plants on the island.”

To date, more than 6,000 people have participated in EPI’s programs in the Galapagos Islands, Ecuador; Costa Rica; the Sea of Cortez in Mexico; and the Greater Yellowstone Ecosystem in the U.S. In all of these programs, EPI reaches out to local youth, to immerse them in the outdoors, and apply science to real-world projects with researchers to aid conservation efforts. Inspired by the natural wonders of the world, and convinced by their experience that they can make a difference in the world, students are better equipped to make informed decisions about natural resources important to their community’s economic and environmental health.

These awards encourage young people to advance their education and/or work on critical conservation issues.

Prizes will be awarded to three individuals whose proposals best demonstrate the potential to positively affect an important conservation issue of the candidate’s choice.

The award could be used to implement an independent project or to fund participation in an already existing program in a conservation-related field. Special consideration will be given to projects with cross-cultural components; however, this is not a requirement of the award.

There are three award levels:
o $500: Conservation Leader
o $250: Explorer
o $100: Rising Star

To apply, you must submit the following:

• A cover letter
• Completed application
• Your most recent school transcripts
• Three letters of recommendation from academic, work, or personal contacts who can attest to your potential for success in your chosen project

All applications must be postmarked on or before January 31, 2012. We cannot accept incomplete or late applications.

Please submit application materials to:
Alumni Awards for Conservation Leadership
Ecology Project International
315 South 4th Street East, Missoula, MT 59801

For more information, email us or call our office at 406.721.8784.

Go to application

Commenting about EPI’s “beautiful website,” Fritz says, “It is inspiring to see young people experience and understand nature.”

Each week Fritz chooses a cause, or organization, to feature in her weekly blog.

Missoula-based EPI currently operates experiential conservation education programs in Costa Rica, Ecuador’s Galapagos Islands, Mexico’s Sea of Cortez and in the Greater Yellowstone Ecosystem of Montana and Wyoming. During these courses, students learn science in a hands-on setting in some of the most unique places in the world, and contribute to conservation projects with scientists to address issues threatening keystone species and native habitat.

Most EPI participants are local Costa Ricans, Mexicans, and Ecuadorians, joined by others drawn from around the world to collaborate with their peers in cultural activities and science research. EPI is the only organization that partners local youth with researchers to collaborate on conservation projects.

Students take part in real-world scientific efforts to improve conservation in areas unique in terms of biodiversity – sites that are frequented by thousands of international tourists each year. With EPI and research teams, local youth protect and monitor Leatherback sea turtles; restore native habitat for the giant Galapagos tortoise; collect data on whales and other marine mammals to create a conservation zone in Mexico; and help with land management and wildlife monitoring in Yellowstone. Teachers of the students learn experiential education methods, to enhance scientific learning in their classrooms.

The idea behind EPI was born when EPI co-founders Scott Pankratz and Julie Osborn were living in Costa Rica during the 1990s. They realized that despite the ample presence of international research teams and prolific scientific studies, many critical habitats and species continued to decline. The gulf between local people and the scientific community was extensive: eggs from the critically endangered Leatherback sea turtle were sold at local markets and piles of trash washed up on the beach. Most researchers they interacted with were foreigners, and few spoke any Spanish.

Scott had recently finished a graduate program in experiential education at the Teton Science School in Wyoming, and Julie had completed her Master’s in biology at Stanford University. They combined their knowledge of education and science in 1998 and launched the first EPI course in 2000, involving 61 local Costa Rica youth and their teachers. EPI will celebrate its 10th anniversary this year.

To date, more than 6,000 people have participated in EPI’s programs. EPI’s innovative approach to environmental education immerses youth in the outdoors, during which they apply science to real-world projects with scientists to aid conservation efforts. Inspired by the natural wonders of the world, and empowered by their experience that they can make a difference in the world, students become better equipped to make informed decisions about natural resources important to their community’s economic and environmental health.

You may see Fritz’ article about EPI here.

March 19, 2010, Missoula, MT – For the first time, Billings high school students will join conservation education nonprofit Ecology Project International (EPI), in wildlife monitoring and habitat restoration in the Greater Yellowstone Ecosystem, thanks to a $1,000 grant from the Homer A. & Mildred S. Scott Foundation.

The Scott Foundation, based in Sheridan Wyoming, focuses on youth and supporting projects that contribute to community vitality.

This grant will fund scholarships for up to 20 students from Billings West, Billings Senior, Billings Central Catholic, and Skyview high schools to participate in a six-day field science course with EPI. Scholarships will be awarded to the first 20 students who apply for the Yellowstone Ecology Program, during the upcoming field season in June 2010. Courses will run throughout August; interested students can contact EPI for application information.

During the course, students will help land management agencies like the U.S. Forest Service collect research on threatened species, such as the grizzly bear and whitebark pine tree. It is a rigorous academic program, in which participants spend 30-40 hours learning about ecology, biology, geography, and Yellowstone’s unique history and culture. Students will also take part in dynamic activities to build teamwork and leadership skills, and spend their week camping, using low-impact methods.

After five years of running popular field programs at EPI’s sites in Costa Rica, the Galapagos Islands, and Mexico, EPI added the Yellowstone Ecology Program in 2005. Since then, the program has grown rapidly – participation from 2008 to 2009 more than doubled, and interest in the 2010 program is high.

Students who participate in the course come from increasingly diverse backgrounds; in 2009 EPI hosted its first-ever Costa Rican student group to participate in the Yellowstone Ecology Program. This unique program included a home-stay with Montana youth, who had participated in the Costa Rica program the previous year. This exposure to different cultures and perspectives is a unique experience for the Montana students, many of whom do not have the financial means to travel internationally and meet youth from other countries. Many students find the cultural exchange component of EPI’s programs the most meaningful.

Montana student Andy Vale describes his experience with a Costa Rican peer: “I sat down and he said, ‘How are you?’

“I was like, WHOA! He had never spoken any English. It was obvious to me that he had asked somebody ‘How do I greet this person?’

“I said, ‘Good, how are you?’ And he looked at me with this huge smile, shaking his head like, ‘I don’t know what you’re saying, man.’

“And I gave him a thumbs-up and asked ‘Bien?’ And he said, ‘Bien.’ And that was our conversation and we sat there together and watched the sunrise.”

For more information about EPI’s work in Montana and abroad encouraging conservation for the next generation, visit http://www.ecologyproject.org, call (406) 721-8784, or email info@ecologyproject.org.

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February 3, 2010 Missoula, MT – Ecology Project International (EPI) gave two awards to two of its past participants to help fund projects that seek to protect biodiversity and educate the public, as the first round of its new Alumni Award Program, which provides incentives for its former participants to continue conservation work, rewards them for their efforts, and stimulates conservation work or research that would not be possible otherwise.

Alexis Jackson, a graduate student from University of California Santa Cruz (UCSC), received the $500 first prize to fund her research on grouper populations and fisheries management in the Gulf of California. The second-place winner, receiving a $250 award, is a Bishop O’Dowd high school student from Oakland, CA, Elise Zarri. Zarri will be completing her Gold Award from Girl Scouts, with her project to establish a citizen education exhibit at the Oakland Zoo to inform the public of the effects of palm oil harvesting in Borneo, which results in loss of habitat for endangered species like the orangutan, sun bear, and hornbill.

Award winners were selected based on numerous criteria, including their ability to explore creative and innovative concepts, opportunity to develop leadership, and addressing the three goals of EPI: conservation, education, and cultural exchange.

Both Jackson and Zarri were participants in EPI’s Costa Rica program. Zarri went on the trip in 2008, which she says “was an amazing experience, because we got to work directly with the Leatherback turtles.”

Jackson, who went to Costa Rica with EPI in 2002, is now a PhD candidate in Ecology and Evolutionary Biology. She received numerous awards during her undergraduate studies at Yale, and has established herself as a top student at UCSC.

“Alexis is a very special and talented student who holds tremendous promise as a marine scientist,” says Jackson’s professor Paul Barber, who recommended Jackson for the award.

Executive Director of the Oakland Zoo and Zarri’s nominator, Joel Parrott, says Zarri’s project “is an excellent example of how an individual can get involved in conservation issues and make
a difference” – which is exactly what EPI strives to do, through its experiential education programs.

Missoula-based EPI currently operates in Costa Rica, Ecuador’s Galapagos Islands, Mexico’s Sea of Cortez and in the Greater Yellowstone Ecosystem of Montana and Wyoming, engaging students in hands-on learning to explore the ecology of these biodiversity hotspots, and help address critical conservation issues threatening indigenous animals and habitat.

Most EPI participants are local, joined by others drawn from around the world to collaborate with their peers in cultural activities and science research. This cultural exchange is often the most powerful experience of the course, as local students discover and learn to cherish the unique aspects of their environment, and international participants see first-hand how they can impact people around the world.
Students are partnered with working scientists, and contribute to scientific projects focused on improving conservation, such as protecting and monitoring Leatherback sea turtles; restoring native habitat for the giant Galapagos tortoise; collecting data on whales and other marine mammals to create a conservation zone; and restoring migratory corridors for wildlife and surveying whitebark trees for blister rust and pine beetle infection. Teachers, both local to the field site and also visiting (accompanying their students), also learn experiential teaching methods, to enhance scientific learning and literacy in their classrooms.

While living in Costa Rica during the 1990s, EPI co-founders Scott Pankratz and Julie Osborn recognized that despite the ample presence of international research teams and prolific scientific studies, many critical habitats and species continued to decline. The gulf between local people and the scientific community was extensive: sea turtle eggs were sold at local markets and piles of trash washed up on the beach. Most researchers they interacted with were foreigners, and few spoke any Spanish.

Scott had recently finished a graduate program in experiential education at the Teton Science School in Wyoming, and Julie had completed her Master’s in biology at Stanford University. They combined their education and science expertise in 1998 and launched the first EPI course in 2000, involving 61 local Costa Rica youth and their teachers.

To date, more than 6,000 people have participated in EPI’s programs. EPI’s unique approach to environmental education enhances conservation through the creation of a scientifically literate public with direct experience in nature, and a populace that is better equipped to make informed decisions about natural resources important to their community’s economic and environmental health.

For more information about EPI’s work in Missoula and abroad, visit http://www.ecologyproject.org, call (406) 721-8784 or email info@ecologyproject.org. ###

January 20, 2009 Missoula– Ecology Project International (EPI) will expand its international youth education program on the ecology of the Gallatin National Forest in the Greater Yellowstone Ecosystem (GYE), thanks to a recent $20,000 grant from the National Forest Foundation (NFF).

The NFF headquarters are based in Missoula, Montana. In commenting about EPI’s program, NFF President William Possiel says “I have no doubt that significant benefit will come to the Gallatin National Forest and nearby communities.”

The non-profit partner of the federal United States Forest Service, the NFF funded EPI’s Yellowstone Ecology Program for the first time in the program’s five year history. The Yellowstone Ecology Program engages young people in environmental stewardship and conservation projects in the Greater Yellowstone Ecosystem, such as conducting grizzly bear DNA studies, monitoring bluebirds, and collecting data on infestation of whitebark pine trees.

During summer 2009, 13 students from Costa Rica joined the team; the NFF grant will allow international student group from Ecuador’s Galapagos Islands to participate.

To date, EPI has worked with approximately 300 students from Montana, and more than 100 participants from around the US in the Yellowstone Ecology Program. Students are chosen to participate in
EPI programs based on their motivation and demonstrated interest, rather than only classroom performance or financial resources.

In recent years, schools are increasingly cutting funding for field trips and parents may not be financially able to make up the difference, so young people have fewer learning experiences in the field, a potential danger for the future land management of sensitive areas like the GYE.

Last summer, EPI students learned about the threat of losing whitebark pine stands to blister rust and pine beetle infestations. Whitebark pines are an important source of food for grizzly bears, taken off the endangered species list in 2007, so their uncertain future could result in a serious imbalance within the entire ecosystem.

While students learn about problems and issues, they also are empowered through knowledge and applicable scientific skills to become part of the solution.

“EPI has opened my eyes to the vastness of the world and the human impact upon it. It has shown me the problems of the world as well as the tools to fix it” says Missoula Hellgate student Raven Dryden, who participated in the Yellowstone Ecology program in 2009.

EPI’s unique approach to environmental education enhances conservation through the creation of a scientifically literate public with direct experience in nature, and a populace that is better equipped to make informed decisions about natural resources important to their community’s economic and environmental health. To date, more than 6,000 people have participated in EPI’s programs in Costa Rica, the Galapagos Islands, Mexico, and Montana.

EPI has been offering experiential field courses since 2000, and launched the Yellowstone Ecology Program in 2005. The 2009 program season involved 68 individuals, a growth rate of 183% from 2008, demonstrating the great interest in, and need for, environmental education. EPI plans to involve more Montana students in 2010.

To learn more about EPI’s work in the U.S. and internationally, visit http://www.ecologyproject.org, call (406) 721-8784, or email EPI.

See the published article the Billings Gazette. ###