A creative new way of teaching high schoolbiology could inspire students to seek careersin science; along the way some importantbat research is being conducted .. .

Bats 101: High School Student

BY STUART PERLMETER WITH PAT GREENLEE

1 N OUR CHANGING WORLD, skill inthe sciences is becoming increas-ingly important for students leav-ing high school. Yet they gradu-

ate with limited knowledge in scienceand little confidence or interest in thesubject. Educators, politicians, andbusiness leaders alike are concernedthat students in the United States con-sistentl y rank at the bottom of thestandardized testing barrel on mathand science scores in developed coun-tries. Although the demand for im-proved scores has been assigned as atop educational priorit y, more andmore school districts are strugglingwith shrinking dollars to fund pro-grams thal could help.

These facts became increasinglyfrustrating for me as a biology teacherfor the Springfield Public Schools inSpringfield, Oregon, and as a parentof school-age children. It occurred tome that one of the failures of highschool science education, as it is nowtaught, is that man y students see littleconnection between classroom con-tent and the real world. In attemptingto come up with a solution, I decidedthat maybe what students needed wasthe opportunity to pursue science indepth, focusing on a single topic."Why not bats?" I asked m yself. I hadlong been interested in these misun-derstood mammals, and much morestudy was needed. Could a field pro-gram based on bats help enhance stu-dent understanding of biology and

Stuart Perimeter is a science teacher for theSpringfield School District and a graduatestudent in biology at Brock Fenton's lab atYork University in Toronto. He is also agraduate of BCI's first Bat Ecology FieldWorkshop in 1989. In 1990 Stuart wasselected as Oregon Teacher of the Year. PatGreenlee has worked for the Forest Servicefor 20 years and is currently Coordinatorfor Threatened, Endangered, and Sensi-tive Species for the Willamette NationalForest.

4 BATS. Vol. I I. \ o. 4. lVmter 1993

and Field Researchstimulate an interest that would pro-duce a group of life-long learners?

I began to construct an image ofhow this new education model wouldlook. The success of such a projectwould be greater, I felt, if a partner-ship could be forged with either astate or federal wildlife agency, whichwould also benefit and could assist inthe field classroom. Before presentingmy bat research field-class plan to theschool administration, I called theWillamette National Forest office inEugene. I arranged a meeting with PatGreenlee, the Coordinator for Threat-ened, Endangered, and SensitiveSpecies for the Willamette NationalForest, to discuss my vision of theproject and solicit feedback from her.

When I arrived at Pat's office to finda Bat Conservation International pos-ter predominating amongst the filecabinets and stacks of documents, Isuspected that a cooperative projectwould be a "match made in a cave."Although we worked for two unre-lated public institutions, we clearlyshared a common fascination withbats and interest in the education ofYoung minds. We decided to collabo-rate on a program that, while basedon bats, could also be applied to avariety of field sciences in manylocations.

First, the program we envisionedwould immerse high school studentsin a larger, more complex classroom.In the forest ecosystem, they couldreadil y apply skills and technicalknowledge learned in the schoolclassroom while developing self-con-fidence, responsibility, and socialskills. Second, the program wouldcreate a new model for public schoolteachers, combining teaching with theresearch traditionally found onl y atthe university level. A blend of teach-ing and research also leads to thestimulation of new ideas and reduces"teacher burnout." While the pro-gram could be designed to addressmany subjects, ours—based on

bats—would also gather much-needed baseline data on the distri-bution pattern and night-roostinghabits of bats. The information voidon the ecology of Townsend's big-eared bat (Plecotus townsentiii), a spe-cies listed as threatened by the Ore-gon Department of Fish and Wildlife,was of particular interest to us. Wehoped to gather whatever informa-tion we could on their declining num-bers. Finally, the program woulddemonstrate to students that the sci-entific process is more than a randomcollection of facts and figures and thatit can be a world of discover y and fun.

We both felt that this model for re-shaping the delivery of high schoolscience education had an unlimitednumber of possibilities. When Patgenerousl y offered the Forest Ser-vice's help in funding the cost of theproject through a challenge cost-shareagreement, I knew we were off to asolid start.

The next step was to convince

Opposite page: Gathering baseline data onthe ecology of Townsend's big-eared batsin the Willamette National Forest was oneof the project's goals. The species is threat.ened in Oregon and is a candidate forfederal endangered species listing.Above: A irnee Hart scans the forest usingradio tracking gear to pick up signs ofhats. She found dai'-roosting sites for long-legged myotis in several large snags.

11TS. Vol 11 \o. 4 lVInter 144 1 5

school district officials that the studs'of bats could easil y tit into the regularhigh school curriculum. Using thelatest jargon of theme teaching, weadopted the Order Chiroptera.Counting, measuring, classif y ing, de-scribing, writing, and public speakingabout bats would allow our young re-searchers to practice all of the skillswe expected of students receivingtheir high school diploma. More im-portant, this project would force themto think creativel y, something oftenmissing from textbook-driven curric-ula. The school district agreed, allow-ing me to reduce my teaching assign-ment to participate in field researchone day a week, and providing trans-portation to the field sites.

Selecting students as research as-sistants became the next challenge.Eligibilit y was based on a combinationof grades, motivation, and a willing-ness to sacrifice lunch time withfriends and to give up weekend jobsand social lives. In return we offeredthe students the opportunit y to re-

trieve a tangled bat from a mist netwhile their legs went numb fromstanding in the frigid mountainstreams of Oregon, to engage inheated debates over whether the batin hand was a Myotis lucifuxus or aMyotis volans, and to be deprived ofsleep after counting bats underguano-laden bridges until dawn.What average high school studentcould possibl y turn down such an ex-citing proposition?. Their parents, onthe other hand, were happy to seetheir progeny with an outlet for theiryouthful energy and exploringminds, and were grateful to have theirphone lines free on weekends.

Fifteen students signed up for theproject—tar more than we had envi-sioned spending our weekends with.The question was how to pare downthe numbers without damaging egosor stifling enthusiasm. Weeding outcame naturall y via a Saturday fieldtrial, covering over 400 miles, crawl-ing through two lava tubes, and fi-nall y scaling the steep sides of the Fort

Rock escarpment in eastern Oregon.The outing started at tour in the morn-ing and ended as we rolled into theschool parking lot after eight thatnight. In the end, the onl y sounds res-onating from the small yellow schoolvan were synchronized snores.

At our next meeting, natural selec-tion had clearl y prevailed and re-duced our budding bat researchers toa more reasonable number of seven.In-school bat classes began duringlunch hours. These training sessionscovered anatomy, flight, echoloca-tion, classification, and behavior. Stu-dents learned how to handle live bats,what physical features to look for intelling one species from another, andwhat to measure on a bat. We as-signed each student readings on a va-riety of topics, which we discussedthe following week. Responsibilitieswere determined, and first-aid proce-dures and common safet y were cov-ered at the field sites.

In late March of 1992, we took ourgroup of prospective bat biologists ontheir first real expedition. We focusedon the art of setting up mist nets andusing bat detectors to monitor bat ac-tivities. The students quickl y learnedthat field research often goes unre-warded; we captured no bats that firstevening. The bat detector and a flash-light beam further demonstrated thefrustrations typical of field biology byrevealing big brown bats (Evtesicusfuscus) foraging just above our mistnets.

Over the next eight weeks the batteam from Springfield High Schooltook six additional trips to samplebats at various locations in the Willa-mette National Forest. At each ofthese sites, we set mist nets acrossstreams and examined bridges to de-termine if they were used as nightroosts. As the nighttime temperaturesincreased from Ma y to Jul y, so did thediversity of bats. After weeks of han-dling the small, less descriptive Myo-tis bats, the students' faces lit up withastonishment and awe when the firsthoary bat (Lasiurzis cinereus) was cap-tured in our mist net. The bat's com-paratively large body and teethcaused even our most confident stu-dents to hesitate. Despite great excite-

Stuart Perimeter( left ) and Aimee

Hart ( right 1 work onidentifting a hat thatthey have caught intheir mist net. AlexRvhak. a young visi-tor. looks on inamazement.

Roil Rows, sl HIN,FIELD NEW,

liArS. N,' 4 Winter 1491

AS THE FIRST SEASON of the projectprogressed, we watched the stu-

dents transform from an inex-perienced and uncertain group of in-dividuals into a cohesive and knowl-edgeable team. Throughout thecourse of the first year, we witnessedthem fumbling with snagged mistnets and dealing with clouds of dust,swarms of mosquitoes, treacherousfooting under bridges and in streams,and long, sleepless nights. Like piecesto a 'ukt puzzle, each student madea contribution to the overall picture ofthe project. Aimee Hart channeledher love for numbers toward meticu-lous data collection; Micah Yoder's pa-tient and gentle nature proved invalu-able at removing seriousl y entangledbats from the nets; and Jesse Fit-tipaldi's inquisitive mind and endless

energy produced challenging ques- As the jhrst season of the project progressed,lions that often led us in a quest forreasonable answers. tve watched the students transform from an

The students were quick to learn

that life under a bridge is very differ- ine.,x-perienced and uncertain group of individualsent from day to night. By day these into a cohesive and knowledgeable team.bridges appeared to be nothing more

than barren slabs of concrete devoid of life. By night they served as Chirop-

tera truck stops, teeming with large In the first year we surveyed 35 males. This practice varied from

numbers of bats briefl y resting be- bridges. We recorded six bat species, bridge to bridge and depended on the

tween forays for insects. A host of including both little (Mvotis hicifugus) time of year sampling was done.

other nocturnal creatures shared ref- and big brown hats, long-legged mvo- Despite our hard work and suc-

uge with the bats. We found cave tis (M. Mans), California mvotis (Al. cesses in other areas, at the end of the

crickets with enormous legs that califoriticus), long-eared bats (Al. ez ,o- first year we still didn't have much

seemed to empower them with Olvm- tis), and Townsend's big-eared bats data on the elusive Townsend's big-

pian jumping abilities, a variet y of using these bridges for some level of eared hat. Except for the occasional

other insects that defied our attempts night-roosting activit y . As the season male found night roosting under a

at classification, and wood rats in progressed, we consistentl y observed bridge, we knew little more than

search of vet another item to add to a change in species. Little brown hats when we began. That situation, how-their collection of valuables. One were replaced by the larger long- ever, changed in Jul y 1992.

thing was consistent: bats clung to legged mvotis, and the rare Town- I was then preparing to depart for a

these artificial caves in large numbers, send's seemed to be easil y intimidated 'ear at York Universit y in Ontario,

often forming clusters of over 100 in- from the roosts by other species. Canada, to start a Master's programdividuals, with as many as 500 under Also, females were significantl y more with Dr. Brock Fenton. In the midst ofa single bridge. likely to use these night roosts than packing up m y famil y for the move to

Josh Foshav ( right ). Micah Yoder (center I.and Todd Perimeter ( left ) set up a mist netover a stream for a night's work. As theproject progressed students found their in.

talents and became part of a«Viesil'e team.

ment at the capture, they nominatedme to extract the large hoar y bat fromthe net.

SA IS. Vol. II, No. 4. Winter 1`lq.; 7

Tips on Establishing Research Partnerships BetweenSchools and Wildlife AgenciesTHE education-field-researchmodel developed by Stuart Peri-meter and Pat Greenlee for highschool science classes has the po-tential to effect change in the wayscience is taught and to encouragestudents to pursue careers in biol-ogy. They have prepared thefollowing tips to help othersinterested in establishing suchprograms in their own schools.

Establishing CooperativeRelationships

Identify a teacher and wildlifeagency official with the dedicationto commit and follow throughwith such a Oi oiec i.

Establish clear objectives forboth parties in the partnership. In-clude provisions for how responsi-bilities will be delegated and howmuch financial support will beprovided by the school district andother agency.

3. Involve school administratorsin planning and developing theproject. A supportive admin-istrator can help you clear unfore-

seen hurdles.4. Establish a good working rela-tionship with parents of the stu-dents involved in your project.They can be powerful allies ifschool administrators or boardmembers question the value of theproject.

Selecting Students as ResearchAssistants

Have a clear set of criteria forselecting students. Keep the num-ber small enough to ensure thateach student will be kept busywith work (this number will varydepending on the nature of theresearch).

Student participation in theproject should be contingent onapproval from all their teachersand an understanding that theymust maintain good grades in alltheir classes.

Being Prepared for FieldResearch Trips1. All students who will handle

bats must be vaccinated againstrabies. Approach the local medicalsociety or a public health clinic tohelp defray the cost.

Conduct pre-trip visits to fieldsites to locate adequate living ar-rangements and to identify safetyconcerns. Make sure students areclear about safety procedures andhow to respond if an emergencyshould arise.

Make checklists to ensure thatall food items and equipment arebrought. Establish a chore sched-ule for the students.

Educating the PublicContact the local press and tele-

vision about the project. Newsstories are a great way to demon-strate to the public that cost-effec-tive and innovative programs aretaking place in education.

Whenever possible, have thestudents conduct talks or work-shops in schools or for the publicat large.

Toronto, I received a call from JesseFittipaldi. I dropped what I wasdoing, called Pat, and headed off toconfirm Jesse's discovery : a small cavelocated in a steep, rocky hillside onprivate property, with a maternitycolony of between 50 and 75 Towns-end's big-eared bats. Earlier that yearwe had received permission from theowner to conduct a preliminar y sur-vey for bats and had thus far foundonly two Townsend's and a handful oflittle brown bats.

Overjoyed, we recontacted theowner. Our concern and enthusiasmmust have been contagious, as heagreed to restrict access to the cave,ensuring protection of the colony.

This single experience far exceededour expectations for the project. Lessthan a year before, these studentsshowed the fears and apprehensionsabout bats common to man y people.Now they found themselves identif y

-ing a rare bat species and play ing aninstrumental role in protecting itscritical habitat.

Another aspect of the project al-lowed the students themselves to be-come teachers, giving presentationson the importance of bats in eco-system management and putting onworkshops for schools, public organi-zations, scientific societies, and wild-life professionals. The integration ofmany academic skills was obvious

and convincing when watching thesearticulate and self-confident youngadults surrounded by an eager groupof elementary-age children or officialsof the forest management team for theWillamette National Forest.

Even more impressive was theirpresentation to Forest Service officialsin June 1992. In fact, it was instrumen-tal in securing funding for the secondyear of the project. In Spring 1993Jesse Fittipaldi and Aimee Hart wereinvited to present their work at theNorthwest Scientific AssociationSymposium. Warmly received, theydemonstrated to members of thescientific communit y in the North-west that the work coming out of this

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BATS. Vol 11 \:o lVInter 1401

One of the main fo-cuses of the projectwas to examinebridges for roostingbats. The studentsdiscovered that asmany as Jive speciesat a time may use asingle bridge forsome level of activityduring the course ofa night.

We watched these students gain a level of self-confidence, responsibility and knowledge thatwill never be measured by any standardizedscience test

repay the students for all their com-ments about aging. As the y huffedand puffed their way up the steepslopes of H. J. Andrews, struggling tomaintain their balance while carryingthe heavy 5-element antenna andscanner, we had difficult y containingour laughter. We reminded them that

forest radio tracking would probablyqualify for alternative credit in thephysical education department at thehigh school.

Preliminary results for at least onespecies, the long-legged myotis, indi-cate that they choose to day roost insnags that have a very large diameter

ROB ROMIG, SPRINGFIELD NEWS

project was more than just anotherfield trip.

WE CONTINUED THE PROGRAM thissummer with four students

who were able to devote full time to it.This season we spent considerablyless time netting bats because we wereconcerned that the long hours of te-dious and sometimes uneventfulwork would prove difficult for the stu-dents. The students, however,quickly adapted to our long nightlyroutine and became nocturnal crea-tures themselves.

Our study area for the next twoyears will be the Douglas fir, westernhemlock forest of the H. J. AndrewsExperimental Forest near Blue River,Oregon, a research facility operatedby the U.S. Forest Service. The focusof the project has shifted from a broadsurvey of bridges to developing amore detailed picture of the dynamicsof night roosts at four specific bridges.We are now examining the relation-ship between ambient temperature,night-roost temperature, and occu-pancy rate.

Unlike barns or other buildingsused as night roosts, which are oftenoccupied by one or two species, apeek under the bridges in our studyarea may reveal as many as five spe-cies at one time. Through our work atthese night roosts, we hope to deter-mine if patterns of species diversitychange with the season. We have alsodiscovered that these same crowdedbridges are not totally lifeless in day-light hours. To date, we have docu-mented six male Townsend's big-eared bats using these sites as dayroosts.

In addition to our study of nightroosts, we began examining how for-est age and structure influence theselection of diurnal roost sites for vari-ous bat species in the forest eco-system. Using a temporary adhesive,we secured radio transmitters to sev-eral small insectivorous bats for fourto five days. Radiotelemetry helpedus to locate maternity roosts and de-fine the variables that make them suit-able for day roosting. Radio trackingin a forest environment proved to bechallenging—a perfect opportunity toBATS, Vol. 11, No. 4. Winter 1993 9

MERLIN D ICTTLF

The success of this project has the potential toshow other federal and state wildlife agencies thatvaluable wildlife data can be collected throughsimilar joint projects with public schools.

(over 40 inches DBH*) and that havesome degree of hark peeling awayfrom the trunk of the tree. During the1994 field season we hope to attach atleast ten additional transmitters toseveral other hat species and compareday roost sites.

THIS PROJECT HAS offered me theoccasion to fulfill my commit-

ment to teaching as well as m y desireto conduct research on bats. Westrongly believe that allowing publicschool teachers a professional devel-opment system will go a long wa y to-ward keeping good people in the s ys-tem. Conducting research has theadded benefit of demanding that ateacher stay abreast of the latest scien-

*Diameter-breast-height, the diameter of a treemeasured 4' 6' from ground level.

tific developments so that these ideascan be integrated into the classroom.

For Pat, the success of this projecthas the potential to show other fed-eral and state wildlife agencies thatvaluable wildlife data can be collectedthrough similar joint projects withpublic schools. Projects of this natureoffer the Forest Service a cost-effectivemeans of collecting data, while pro-viding public school teachers with areal working laboratory in which toconduct scientific exploration.

This intense interaction with asmall group of students has offered ushope that when young people are pro-vided with an opportunit y to learn,grow, and work hard, they respondpositively to the challenge. Their com-mitment and dedication to the projectfar exceeded our expectations. Thesestudents not only proved to be out-

Long-eared hats were frequentl y foundnight-roosting tinder bridges. Next year theproject will compare the roost dynamics offour different bridges.

standing research assistants, theyalso became ambassadors of bat con-servation to their peers, younger stu-dents, and the public at large. Evenmore, they gained a respect for, andknowledge of, the natural environ-ment and its inhabitants, and theywelcome their lifelong responsibilityto care for it. They proved that apowerful mechanism for producingeffective change in the educationalsystem is to allow students to im-merse themselves in a project wherethey trul y feel ownership.

Perhaps most important, wewatched these students gain a level ofself-confidence, responsibilit y, andknowledge that will never be mea-sured by any standardized sciencetest. Four o: .students from theproject's first year have now enteredcollege and have chosen some area ofthe sciences as their major. When wefirst started working with them, theirgoals for education leaned more to-ward careers in business or other aca-demic endeavors.

As night passed into day on our lastfield trip of the season, the glow ofour campfire warmed the tired lines ofour faces as a pair of hoary bats for-aged above our heads. We had talkedour way through vet another night.Cradled by nature and the darkness,solutions to a wide range of social, po-litical, and environmental issuesseemed simple and obtainable. Suchclarity prevails in nature.

Around these nightl y fires, we cov-ered a curriculum far more diverseand detailed than any single highschool class could ever hope to coverwithin the confines of classroomwalls. We were drawn together not bya bell signaling the beginning and theending of class, but by the small,winged mammals unaware that theyhad contributed to the education ofthis team of learners who continue toteach, inspire, and challenge oneanother.

10 BATS, Vol. 1I, No 4. Winter 1993