Transforming primate conservation
Creating connections and lasting impacts for conservation and communities
Keywords: Primate conservation, education, knowledge assessment, questionnaire creation, amplifying awareness, intentional conservation, target audience
Maegan Leavendusky, Global Field Program 2024
This Master Plan is dedicated to Hannah Quintero whose never-ending enthusiasm
for all the creatures of this world inspired and motivated me to keep moving forward.
Introduction
Not many of us truly find our place in this massive world. After twenty years of working as a nurse, I left the field and went back to school in search for mine. My path has been bumpy and unpleasant at times. I missed movie dates with my family, baseball games, plays, and banquet dinners…all in search of what sometimes felt like an imaginary place. Fast forward five years and three Inquiry Action Projects (IAPs) later, I am sitting inconceivably still in the African dirt watching a troop of gorillas. I breathe in their unique pungent smell, a smell that fills my nostrils, and my soul. I watch their toes curl around a stick and their long arms swing as they climb trees in search of their next adventure. I hear their singing, grumbling, and belching. I listen as they beat their chests as each attempts to be the loudest, most intimidating of the group. I feel the dust hit my face as they run past me, some standing up on their legs, others on all fours. This is my place. No, this is not my physical home, but it is my emotional and spiritual home. This is where I am unabashedly, completely me. The gorillas not only provide me with space free of pressure, deadlines, and unanswered emails but with space to be connected to nature and all its inhabitants in a remarkably raw, vulnerable way. Here, with the gorillas, is where I found my place, and in fighting to protect them, I have also found my purpose.
Gorillas, the largest living primate, have a daunting future. The majority of primates face the same potential fate. Of the world’s 521 non-human primate species, approximately 68% are confronted with impending extinction (Chapman & Peres, 2021; Estrada et al., 2022). While gorillas have become my passion and driving force, protecting all primates has become my life’s work. Primate conservation was my primary focus during graduate school. Primate habitats and their threats, such as poaching, habitat destruction, and disease, are complex, multifaceted, and inextricable from human-world problems. Early in my graduate work, I decided to create a “primate experience,” both traditional and non-traditional educational methods, to provide accessible, engaging, and memorable experiences that helped establish a connection between people and primates. The connection would then hopefully inspire behavioral changes that positively impact the survival, protection, and conservation of primates. However, through online and field research along with personal communications, I discovered a lack of standardized and documented assessment, planning, and evaluation of education initiatives in primate conservation organizations (Bezanson et al., 2022; Chapman & Peres, 2021; Khalil & Clavijo, 2020). Many researchers and conservation educators are not intentionally researching their target audience’s cultural, social, and educational knowledge. (Please note that the absence of target audience research is typically due to lack of time and resources.) Assessment of peoples’ attitudes and perceptions towards conservation is an essential component in conservation (Ebua et al., 2011). Similarly, research reveals that education programs that do not have a foundational understanding of what a community knows or does not know will, more than likely, not have long-term, sustainable conservation outcomes (Bezanson et al., 2022; Khalil & Clavijo, 2020).
As I delved deeper into my studies, I discovered critical research findings that revealed how education programs lacking a foundational understanding of community knowledge risks the probability of ineffective conservation outcomes. This unexpected pivot exposed a need for deliberate, thorough, innovative, and collaborative changes within primate conservation. In response, I modified my Master Plan to encompass more comprehensive and inclusive approaches, focusing on the relationships between local community members and primate species. For sustainable co-existence to occur, primate conservation efforts must be multifaceted and customized to the communities they impact. The exclusion of local communities, whose lives are affected by conservation interventions, drastically reduces the effectiveness of areas to conserve great apes (Mitani et al., 2024).
Master Plan
My graduate work at Miami University in Project Dragonfly’s Global Field Program focuses on how to raise awareness and provide education within primate conservation. My research took many different routes to thoroughly explore this complex topic, and focuses on two sections: the why and the how. Section I explores why primates are important and need conservation efforts while Section II describes how primate conservation must be intentional for lasting impact. My portfolio showcases my expedition through graduate school, revealing my growth as a student and as a conservationist. My studies and field experience shaped me and revealed the necessary components of primate conservation. It is not solely primates that need to be incorporated in primate conservation; individuals, both local and global, are a part of an intricate network working together to save the world’s primates.
Section I: Why we should conserve primates
Primates are vital to the planet, yet their future is bleak. Their extinction would result in catastrophic consequences for the planet. Primates positively influence forest health, biodiversity, and regeneration (Estrada et al., 2022; Munstermann et al., 2022). Without primates, entire ecosystems could collapse. To conserve primates, one must first understand primates and realize their essential role on the planet. This section delves into why primates are extraordinary, essential, and worthy of saving.
Walk like a Gorilla - Issues in Evolution
Walk like a Gorilla Infographic
For the Issues in Evolution course, I examined the evolutionary implications surrounding the foot morphology (physical features) of two species of gorillas. My research paper, titled Walk like a Gorilla, explored physical differences, identified why gorillas are essential for understanding human evolution, and illustrated how similar gorillas are to modern humans. The infographic I created based on my research provided a visual tool to show the differences between eastern and western gorilla feet. I found many images of western and eastern gorilla feet yet no comparative, side by side images pointing out their differences. The infographic filled a gap in resources for a general audience whereas the written paper was for an academic audience.
This project transpired into something more than initially anticipated. The physical differences between eastern and western gorillas are distinct and considerable; however, why they are distinct proved to be substantial. The morphological features of the gorilla’s foot have ecological, behavioral, and evolutionary significance (Jabbour & Pearman, 2016). For example, the western gorillas, who live in forests and are the more arboreal of the two species, have feet that resemble modern human hands (See Figure 1). In contrast, the eastern gorillas, who live in mountainous terrain with vegetation, have smaller feet that resemble a modern human’s foot. Smaller feet are more conducive to flat surfaces and are more advantageous in heat retention, thus are considered an adaptation for cooler temperatures. In addition to ecological and behavioral implications, there are evolutionary implications associated with the morphological features of the gorilla’s foot. Molecular and morphological comparisons reveal that western gorillas possess a greater genetic diversity than eastern gorillas and that gene flow ensued from eastern to western gorilla populations (Thalmann et al., 2007). These implications which surround the foot of a gorilla broadened my understanding of the fundamental significance of gorillas within the study of humans, both past and present.
Walk like a Gorilla provided an evolutionary foundation for my primate focus. It added yet another layer demonstrating the importance of primates, specifically gorillas, while also providing further connection between them and humans. Plus, it demonstrated the importance of gorillas (and other non-human primates) in the present and future, and their significance in the past. When physical similarities are clearly visible, then people can make more connections, such as “they have feet like me.” Once a connection is made, then people are more apt to care and make positive behavior changes that help animals (Cialdini, Brown, Lewis, Luce, & Neuberg, 1997).
Gorillas on the Line Webpage - Biology in the Age of Technology
For Biology in the Age of Technology, a class that explores the increasing use of various types of technology in the field of conservation, I examined how technology can be an asset or a detriment to conservation efforts. I created an informational webpage with general gorilla facts and details on current technology threatening the gorilla population. Coltan, a mineral used in cell phones and other hand-held electronic devices, is abundant in the Democratic Republic of Congo, where approximately half of the world’s mountain gorillas live. Mining for coltan has caused severe gorilla habitat destruction (Litchfield et al., 2018). The current climate of increased use and dependence on technological devices, such as cell phones and gaming devices, as well as the constant purchasing of the newest “improved” devices, increases the demand for coltan. The target audience of the webpage is teenagers and young adults as they make up about half of the electronics sales. The webpage was developed and designed to fill a knowledge gap.
As part of this assignment, I collaborated with Eric Ronay, the founder of Eco-cell. Eco-cell is a Kentucky-based company that re-uses, resells, or recycles electronics; proceeds from the resell of the donated electronics goes to gorilla conservation organizations. What started as a request for guidance on a school project turned into not only a collaboration, but a friendship as well. Since my first contact with Eric, we have worked on several conservation projects together. While I am very proud of the website and all of the work that went into it, my biggest takeaway from this course is the connection that I made with Eric. Furthermore, because of our joint efforts on this project, African Wildlife Safari Park in Michigan started an electronics recycling program and added an Eco-Cell recycling container. This project was a remarkable turning point for me. Immediately upon submitting the assignment, I realized that I did not care what grade I received, which is completely out of character for me. I realized that all the work I did on the website and meeting Eric was more valuable than whatever grade I received. No received grade could even come close to representing what I gained from the project.
The connection and relationship that developed between myself and Eric has positively impacted gorilla conservation as we have increased awareness on the impact that mining has on gorilla populations and their habitats. In addition to the webpage, Eric and I have worked together on a virtual reality grant and an electronics recycling initiative for Girl Scouts of America. Just as with the Walk like a Gorilla infographic, I stepped outside of my so-called comfort zone for this project in considerable ways. I reached out to a complete stranger, I designed a webpage, and I recorded a video - all of which were instrumental in my growth, not just as a graduate student but as an aspiring primate conservationist as well.
Section II: Learning about target audience through research and assessment and identifying educational methods
This section explores the vital need for comprehensive, innovative, and inclusive approaches to primate conservation. Multidisciplinary approaches warrant collaboration of organizations in primate range countries, target audience research, identification of educational methods, including non-traditional methods such as virtual reality, and pre and post evaluation methods.
Creating the Primate Experience
The inception of my Master Plan, initially entitled “Creating the Primate Experience” is a direct result of my first Earth Expedition experience in Belize and the emergence of COVID-19. COVID-19 drastically changed the world, but it specifically revolutionized the way in which education was provided. My first Inquiry Action Project (IAP) in the program, which is a project that centers around critical thinking and questioning, involved delving into educational methods specifically surrounding primates. I wanted to know how people liked to learn about primates. To answer the question about which educational methods were most useful and popular, I conducted a literature review and survey. The literature review showed that non-traditional educational methods, such as YouTube videos, ZOOM presentations, social media platforms, and virtual reality, became increasingly more popular due to their accessibility and ability to reach a larger audience (Kling & Wright, 2018). Accordingly, conservation organizations used and depended on the internet and social media to educate the public, raise awareness, and fundraise (Freund et al., 2021). To better understand how education was being modified and provided, I created and administered a five open-ended question survey to 15 educators with various backgrounds, but who all teach about primates in some form or another within the United States. The focus of the survey was to identify common themes and learning methods, both traditional and non-traditional, observed by educators that appeared to foster an engaging, memorable, fun, and shareable learning experiences with primates.
Out of the 15 surveys emailed, I received 10 responses back. I used a qualitative method of content analysis and identified common words and/or themes that emerged. While 80% of the respondents recommended the use of live animals (whether it be in an in-person presentation or via ZOOM or YouTube video), only 70% recommended in-person presentations. 80% of the respondents reported that storytelling and the use of pictures, videos, and/or YouTube provide a fun and engaging learning experience. A table was created to show the collected data. Even though the sample size was small, the data pointed out that in-person presentations with live animals that involve storytelling, photographs/pictures, and videos are necessary components to provide primate education. Surprisingly, only 30% of the respondents reported using similarities between humans and non-human primates as a teaching method.
This was my first IAP in the program. It pushed me out of my comfort zone as I had never written a survey or analyzed data. I used to be someone who did not like to ask for help, I had no choice but to reach out and seek the guidance and expertise of others. Instead of feeling helpless, I felt empowered. I also felt invigorated by the process of inquiry and the data I received despite the small sample size. I decided to explore the potential use of virtual reality as a primate conservation tool. The data suggested that in-person presentations with a live animal are favored. However, the use of a live primate, unless it is inside an enclosure, is not possible; there are a myriad of issues that arise such as susceptibility of diseases and the underlying messages that are portrayed. Virtual reality could be the answer. It eliminates language and geographical barriers. It is accessible and safe. It can invoke a stronger sense of presence and engagement (Carter et al., 2020; Filter et al., 2020). It was at the completion of this project that I decided I needed to conduct another survey and continue researching virtual reality. I came out of this IAP with confidence and a sharper focus on my Master Plan.
Creating the Primate Experience: Learning to save primates - an examination into preferred learning methods
Continuing with my pursuit into virtual reality and attempting to determine innovative, non-traditional education methods for primate conservation, I completed a literature review and created yet another survey for my 2022 IAP. As mentioned in earlier projects, the appearance of COVID-19 has revealed the power and opportunity that can lie in creating connections and public engagement through digital technologies (Thurstan et al., 2021). For these reasons, primate education needs to consider the learning preferences of their audiences before planning and designing primate education (Bettinger & Leighty, 2021). Hence, I created The Primate Education Google survey, which concentrated on learners, i.e., the general public who are non-educators and/or non-academic. To build upon the survey from my first IAP, I created the Primate Education survey to identify common themes and preference, if any, to learning methods. One question specifically asked about virtual reality, which was purposeful as my intention was to incorporate virtual reality into my Master Plan. Eight questions were analyzed using quantitative and qualitative methods; multiple choice questions were analyzed quantitatively while the short answers were analyzed qualitatively by content analysis to find common words or themes.
First, the literature review uncovered a few points of consideration. Learning methods which include one, some, or all of the five senses demonstrate increased memory recall, increased engagement, and provide an optimal learning environment (Buchanan et al., 2018). This coincides with experiential learning. While it is not a new concept, experiential learning has considerable potential to revitalize conservation education by engaging and providing an opportunity for one to connect with nature (Marpa, 2020). Combining experiential learning and virtual reality is a possibility to be examined; however, there is a lack of research surrounding not only this combination, but on the stand alone use of virtual reality as a conservation tool. The results from the 47 completed surveys revealed that 83% of the respondents prefer in-person/live presentations. There was a high percentage of respondents that reported that television/documentaries (63.8%), YouTube (42.6%), and social media (38.3%) are also preferred learning methods. When asked if they would be interested in learning about primates using virtual reality, 63.8% of the respondents answered yes.
Together, the two IAPs revealed both the power and need as well as a lack of target audience research and understanding - something I had not considered early in my work. Accordingly, my Master Plan shifted and evolved, and my final year of the program was significantly impacted. Instead of creating a type of virtual reality for educational purposes, I took a step back and considered the totality of what I had discovered through literature reviews, surveys, projects, personal communications, and field experience. I was surprised that social media was not higher ranked within the preferred learning methods. Looking back, these two IAPs provided me with experience to create questionnaires which proved to be extremely useful with my final IAP.
Idea Wild Grant proposal for “Conservation Corner: Bringing Gorilla Conservation to Kansas through Virtual Reality” - Science Leadership & Media Workshop
For the Science Leadership and Media Workshop, a class focused on fulfilling publication and leadership requirements, I wrote a virtual reality conservation corner grant proposal for the Childrens’ Discovery Center. The conservation corner included three virtual reality headsets and gorilla trekking software. The virtual reality gorilla experience would provide a unique opportunity for individuals to see and hear gorillas and learn about their behavior. During the experience, visitors would see the gorillas move through the fog, hear them grumble and vocalize as they eat bamboo shoots, and learn about their social structure through watching interactions. Furthermore, this experience would elevate awareness about gorillas, provide engaging and memorable education, and foster a connection to nature. Also, Conservation Corner would expand the visitors’ understanding and help establish a connection to nature (Ahn et al., 2016; Buchanan et al., 2018).
The Idea Wild grant submission consisted of a literature review on virtual reality and its role in conservation, writing the proposal, drafting a budget, and collaborating with Caitlin Luttjohann, Vice President of Play and Learning at the Kansas Children’s Discovery Center. This project paralleled my graduate work in so many ways. For instance, writing a grant proposal is nothing like writing a synthesis paper or IAP; it is a distinct style of writing that entails a level of persuasiveness coupled with succinctness. I used footnotes instead of APA citations. I wrote expected outcomes instead of hypotheses. I wrote a cover letter instead of an abstract. I reduced my seven page proposal to a one page summary. All of these tasks added to my skill set preparing me for my next step.
While I did not get awarded the Idea Wild grant, I gained experience and confidence in a style of writing that was foreign to me. By writing concisely and succinctly, my writing skills improved. This experience was pivotal in many ways. For instance, as a student leader in the Spring 2023 Biology in the Age of Technology course, I was able to provide effective, beneficial guidance and feedback to those students who chose the grant option; this was extremely beneficial and critical because it was the first time the course was offering a grant submission as an option for the project requirement. Through this grant writing process, I was also able to work with Eric Ronay of Eco-Cell again; he helped me find virtual reality equipment and offered to recycle the headsets which was a requirement of the Idea Wild grant. Plus, my Master Plan expanded exponentially after I completed this project. That April, through my part-time job as Outreach Education Coordinator of GLOBIO, I co-wrote a grant for the Great Ape Conservation Film Project (GACFP). Phase one of the GACFP was fully funded and became my 2023 IAP. I am currently working on a grant proposal for phase two of the GACFP.
The Great Ape Conservation Film Project
In April of 2023, I co-wrote a grant proposal with Gerry Ellis, the Executive Director of GLOBIO. We were awarded the grant that fully funded the Great Ape Conservation Film Project (GACFP), a multi-year conservation education project. It is a partnership between GLOBIO and Ape Action Africa (AAA), a local NGO in Yaoundé, Cameroon, West Africa, to address the ever-increasing threats to great apes and their habitats (See Figure 2). Instead of concentrating on what people “should” know about primates, I began the intentional identification and research of a target audience followed by conducting knowledge-based assessments to figure out what people, i.e., a community living near a distinct species of primates, know and/or do not know. The knowledge assessments were conducted in local schools around Yaoundé to assess current knowledge and attitudes of great apes. The data collected from the surveys will be used to develop and create primate-specific, region-specific films. Thus, the Fall 2023 IAP concentrated on the planning, creation, and development of questions for the surveys by conducting an extensive literature review as well the collection of data and information through collaborations and personal communications with Education Officers from Ape Action Africa and Gorilla Rehabilitation and Conservation Education (GRACE). On top of the project, I applied for and received Institutional Review Board (IRB) approval through Miami University. IRB is a committee that reviews research projects involving human participants and ensures that ethical standards are met. IRB approval is especially significant as I hope to publish these findings, and most journals require IRB approval for publication.
Originally, the one objective was to review current research regarding the development and use of questionnaires to assess local Cameroonian students’ knowledge of and perceptions of great apes. However, it immediately became clear that the one objective needed to be modified and expanded. The literature review and personal communications revealed that target audience research and assessment along with evaluation, both pre and post, was not consistently occurring and minimal time was being spent on pre-planning, including obtaining a baseline knowledge assessment of target audiences, creating education objectives appropriate for the target audience while taking into consideration any language and literacy issues, and evaluation of the education provided. Additionally, the majority of primate conservation organizations are not talking to or collaborating with each other. It is vital to also mention that through personal communications and the application of Khalil & Clavijo (2020) identifying, acknowledging, and reaching a target audience is integral to the success of a conservation program, the word questionnaire purposefully replaced survey. The replacement of words is due to the heavy British influence in Cameroonian schools; the word survey has a negative connotation and is often used synonymously with the word test and invokes a “there is a right and wrong answer” which was not the desired outcome.
This project accomplished two goals. First, to scientifically, holistically, and appropriately conduct questionnaires in 14 Cameroon schools which will then drive the creation of primate and region specific films. Second is to create an inclusive, accessible, and collaborative template for providing individualized, culturally, and socially appropriate education within conservation organizations, especially great ape conservation organizations in primate range countries. It is rather fitting that my final IAP was my most challenging yet rewarding piece of graduate work. Because of this IAP, I was able to apply the knowledge that I had read and heard about. Here is where community-based conversation transformed from a concept mentioned throughout every Earth Expedition course reader to an applicable strategy. My IAP would only work with the collaboration and involvement of the staff at Ape Action Africa and the surrounding communities. This IAP equipped a new lens in which I now look through. It gave me insight into cultural issues that have the potential to affect the way in which conservation efforts are received by communities in primate-range countries. I discovered that taking extra time to get it right is exactly what should be done. It is what all the primates in the world deserve.
Conclusion
As my Master Plan shifted, developed, grew, and evolved, I did too. My initial plan was to create a “primate experience,” which in my mind, contained videos and images, possibly incorporating virtual reality, that could be accessed at any time, by anyone, and from anywhere to educate and raise awareness about primates. I did not do that. Instead, I created, developed, and was part of something much bigger and more impactful. I AM part of primate conservation. It is anything but simple. It involves people more than the actual primates that need to be saved. It involves learning French, hiring motorbike drivers, delays because of muddy roads or an escaped chimpanzee. It includes the communities living alongside primates and empowering them. Every article, interaction, synthesis paper, discussion, journal entry, and peer review contributed to my transformation. Not only did I get to travel to Belize, Borneo, Brazil, and Cameroon, but I got to meet, work with, and learn from phenomenal individuals and changemakers all of which strengthened my Master Plan, my studies, and my life as well.
I have always disliked it when someone asks for personal and professional goals. I do not want a life that is separated; I want one “life” where I am growing and thriving for a global, integrated purpose. Because of this program, I have made lasting connections and friendships with like-minded individuals along with powerful collaborations with primate champions. Additionally, I have had several leadership opportunities such as student leader, presenter at Washburn University and the Topeka Zoo, and GACFP project coordinator, which included designing and conducting a four day training. My time in Cameroon solidified my dedication to great ape conservation and emphasized the importance of doing what you love and love what you’re doing—I know that this is such a cliche, but it is absolutely true. My entire experience has been one of growth and transformation.
When I first started Project Dragonfly, I had tunnel vision. I thought of conservation as a straightforward field. Now, I experience and see conservation with a much wider global lens. I am more aware…aware of myself, my community, other communities. I have a more well-rounded understanding of habitats and communities and their delicate balance. I know my limits, and I know when to ask for help. I know that a collective approach produces a more powerful, sustainable impact.
It took a considerable amount of sweat (particularly under the sweltering Borneo sun), tears, and years to find my place. Five years later, I am writing grants, creating questionnaires, creating training workshops, and bumping down muddy roads to villages in West Africa with the mission to enact sustainable change for the future of all non-human primates. Presently, I am co-writing a grant for phase two of the GACFP and exploring the possibility of creating a book about gorillas (there is one for chimpanzees used by AAA in Cameroonian schools, but not one for gorillas). This is a concrete example of how what was learned as a direct result of the grant application and subsequent in-field research is used in a project that directly addresses the community and solves a problem that was found.
This is not the end of my transformation. It is, in fact, only my beginning.
Acknowledgements
My graduate school experience was enriched by countless incredible primates, both human and non-human! I could not have done it without my Borneo people (Megan Chapman, Lauren Fitzgerald, Sharon Glaeser, Kim Grendzinski, Olivia Johnson, Alicia Lamfers, and Kayla Muench) as well as Beth Armstrong, Demelza Bond, Laureli Cohen, Gerry Ellis, Laura Gilbow, and Eric Ronay. My family, especially Toby, loved, supported, empowered, and challenged me every single step of the way. Additionally, I am extremely grateful to Dr. Katie Feilen and Dr. Mary Sundal who warmly welcomed me into the world of primates and provided guidance, feedback, and a safe space for me to grow. And, last but not least, to my hero, Shufai, a one-armed Western Lowland gorilla, who overcame pain and suffering to be the powerful, gentle leader that he is. May I always draw strength from you, Shufai, to be the voice that protects and conserves those who need saving.
Maegan Leavendusky holds bachelor degrees in Nursing and Anthropology from Washburn University and a Master of Arts in Biology from Miami University. During her graduate studies, Maegan focused on primate conservation and completed field studies in Belize, Borneo, and Brazil. She was a student leader for the Biology in the Age of Technology course where she diligently worked to highlight peers’ strengths and abilities while offering individualized feedback to enhance their projects, master plans, and overall graduate experience. As a student leader, Maegan gained invaluable skills in collaborating with peers and discovered how much she enjoys being a resource for others in their pursuit of knowledge.
Maegan is passionate about the conservation of non-human primates. She works as the Outreach Education Coordinator for GLOBIO, a media conservation organization dedicated to protecting primates. She is the Project Coordinator for the Great Ape Conservation Film Project, which harnesses the power of storytelling to amplify conservation awareness and empower local communities. In addition to co-writing the grant proposal that funded the project, Maegan traveled to Cameroon, West Africa. Maegan and in-country partner, local NGO Ape Action Africa, assessed local awareness and attitudes towards non-human primates using questionnaires in local schools. Maegan plans to continue collaborating with NGOs and local communities to improve protection for non-human primates around the world and effect lasting change.
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Attributions
Background photograph of Transforming Primate Conservation: Gerry Ellis, February 2024
Photograph of Maegan in front of Gorilla sign: Gerry Ellis, February 2024
Photograph of Maegan with questionnaire facilitators at Ape Action Africa: Gerry Ellis, February 2024
All other photographs are by Maegan Leavendusky