Peru Development Delegation Summary


Published on

On behalf of NAAEE, NABT, and NCGE, 15 delegates were chosen to travel to Northern Peru in August 2010. This presentation is about those who sought to participate and who are participating on behalf of international exchange in education

Published in: Education
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Peru Development Delegation Summary

  1. 1. PERU DEVELOPMENT DELEGATION August 12 th -19 th 2010 Introduction of Applicant Response And Traveling Delegation
  2. 2. Summary of Applicant Response National Council of Geographic Education North American Association of Environmental Education National Association of Biology Teachers
  3. 9. Meet the TRAVELING Delegation All delegates were chosen through a scoring system that highlighted experience and background and ability to develop and execute international study exchange through leadership of field expeditions for academic and service exchange in future years.
  4. 10. ALBERT RYDANT Professor Department of Geography Keene State College NCGE I am currently a Professor of Geography with some 26 years of teaching experience. I teach Cultural Geography, Geography of Latin America, Natural Resource Management, and courses in Economic Geography. I have taught in the US, Canada, England, and Austria. Current research interests include fieldwork pedagogy (an article is scheduled for publication in the Journal of Geography in December 2010) and re-migration process of the aged in  NH and Austria. I have led more than 20 field courses, 5 to Latin America. Most of my trips have been in cooperation with other universities as a means of broadening our student's experiences. I am passionate about global learning and truly believe the best way for students to learn about other cultures is to experience them directly.
  5. 11. Paul Nagel <ul><li>Associate Professor and Coordinator </li></ul><ul><li>Louisiana Geography Education Alliance </li></ul><ul><li>NCGE </li></ul><ul><li>In August 2010 I will be starting my seventeenth year in education, with the last eight at Northwestern State University. When I was an undergraduate at the University of Minnesota (1987-9991) majoring in history with a minor in geography, I never thought I would be a teacher. I had visions that I would work in a museum or for the government in some capacity. I could never have been more naive about one of my passions in life –  </li></ul><ul><li>teaching. The joy as I teach and see the students make the connections is indescribable. Since joining the faculty at Northwestern State University, I have taught both online and face-to face classes. By far the best moments of my day are when I am in front of my students and not the computer. I continually get very high student evaluations for how I teach my courses and the passion I bring to the classroom. I teach a variety of undergraduate and graduate education courses, but I also am able to work with in-service teachers. My ability  </li></ul><ul><li>to work with small and large groups has not been lost on others as I have been invited to present at numerous national and regional conferences. My ability to work with others will be an asset in helping promote a global perspective in education. </li></ul>
  6. 12. Jerry Mitchell <ul><li>Research Associate Professor </li></ul><ul><li>University of South Carolina </li></ul><ul><li>NCGE </li></ul><ul><li>I have been a geography professor for 12 years, teaching World Cultural Geography, Environmental Issues,  Disaster Planning, and Geography Education. My passion, in short, is to provide teachers and students with knowledge about the world so that they can excite their students about those places outside their local geographies. I am currently the director of a geography education center and the coordinator for my state  </li></ul><ul><li>geographic alliance. My day-to-day activities revolve around in-service and pre-service teacher training, curriculum development, and the successful acquisition of external dollars to make geography education a reality for the students in my state. I believe that my experience on this trip can be useful for other geography educators, and I hope to learn much from other attendees as well. My students will benefit from the strategies I can learn from other educators and I also hope to improve my content knowledge so that I can be more effective in the classroom. </li></ul>
  7. 13. Marsha Alibrandi <ul><li>Associate Professor of Teacher Education </li></ul><ul><li>Fairfield University </li></ul><ul><li>NCGE </li></ul><ul><li>During the 15 years I taught High School Social Studies (1975-1990), I ran an archeological Field School for 3 years on a salvage archeology site. I advocated for and began teaching geography as the 9th grade course in Social Studies. I learned early in my career that hands-on (before it was an education buzz-word) learning was the best way for students to grasp concepts. Also during those years, I was a founding member of an Environmental Education Collaborative on Cape Cod where I taught, and worked with local environmental organizations, Woods Hole Oceanographic Institute and community college faculty and staff to coordinate, design and prepare curriculum and resources for watershed education. These were used widely in the early days of watershed education initiatives in the New England states. In 1989, I attended the Summer Geography Institute at the National Geographic Society and that began my continuing association with NCGE. These activities led me to a graduate program where my dissertation was a funded (National Geographic Society and EPA) watershed education project providing resources and collaborating with state providers on professional development throughout the 4 states of the Connecticut River watershed (VT, NH, CT, MA). During the years of the project, I became a member of the NAAEE, and attended the Portland, Maine NAAEE conference. I subsequently helped organize a long-running environmental Education Conference through UMass that incorporated that Conference's Round Table format for Massachusetts students and teachers that ran for 7 years, and reported on our findings at AERA. While writing the dissertation, I returned to my home on Cape Cod and secured funding for a local Land Trust after-school water quality monitoring program (River 2000) that ran for four years funded by the Massachusetts Community Service Learning Coalition in which students tested a source-to-sea stream for physical, chemical and biological health. Students learned all of the required testing protocols as well as GIS. The project was funded for 4 years, and continues at the local level. In my first faculty position at North Carolina State University, I also coordinated, designed and published online curriculum on Environmental History with the Forest History Society of Durham, NC, Duke University and local educators, presented nationally at the NAAEE conference in San Padre, TX. That curriculum, currently hosted online, on a Blue Web 5-star award. I was a working member of the North Carolina Geographic Alliance. </li></ul>
  8. 14. Kristy Lee Snider K-12 Social Studies Educator NCGE I have been teaching social studies since the fall of 1996. My first year, I taught high school students social studies and physical education at an alternative school for students who had mainly gotten involved in drugs. It was an amazing experience, as I learned that each of those kids really just wanted someone to care about them. We took them camping, hiking and taught them things about life. I left that job for better pay two hours away and have been teaching social studies subjects ranging from American cultures and world geography to ancient civilizations. I also created and teach a course on Native Americans and another on challenges in our environment at the local intermediate unit for teachers. I live for hands-on experiences which help me to be a better educator and person. I took students to Italy for a ten day trip, traveled as a Fulbright scholar to Ghana, West Africa, studied at Columbia University as a Gilder-Lehrman scholar, taught at an Upward Bound program for economically depressed children, and served as the Geography Action Asia coordinator as well as the Beyond Borders coordinator for Pennsylvania through the National Geographic Education program. This year I was asked to serve on the Pennsylvania Geography Education Board and look forward to presenting at several venues in the fall through that opportunity and as the Geography Awareness co-coordinator. I am passionate about education and about making it applicable to life, and exploring how our world became what it is, how we all impact one another both environmentally and as peoples in different parts of the world. For many years, I have coached and directed the school musical and have learned that hard work pays, but also that having fun while doing that hard work makes it all worthwhile. To that end, I expect a lot of myself, my students and I am determined to make that happen while reaching students on multiple learning levels and while having fun. I enjoy anthropology and archaeology of any area of the world, but particularly native groups. I have taken students on digs and myself have had the opportunity to work with the Pennsylvania Historical and Museum Commission and the National Parks Services on native digs. I also am interested in environmental workings and am eager to continue to see how things work on earth with one another. In terms of history and geography, I'd be lying if I limited myself. I created a unit on medieval Europe this year, which led me to create a unit on the geography of diseases. Last year, I created a unit on mummification and natives in Peru. I often am inspired by information to research further and create hands-on opportunities for my students because I believe those are the ones that impact learning the most.
  9. 15. Catherine Hibbitt K-12 Science Educator NABT I have been teaching full time for 14 years, with students ranging from the first through 12th grades. My current position encompasses middle and high school science, and includes courses Introduction to Physical Science, Advanced Placement Biology, Microbiology, Comparative Anatomy, Marine Science, and a course that I developed specifically for my current school called Science of the Arts. The possibility to be a part of the Peru Delegation struck me as particularly exciting, as an overarching understanding of science in a cross disciplinary and global perspective has been a key component in a significant amount of my curriculum development and teaching experiences.. All my courses, focus around the need to connect challenging laboratory and field science with bigger perspectives – environmental, social, and historical - of the world as a whole. My teaching philosophy can be summarized as “science is exciting, everywhere and for everyone”. I strive for my teaching to reflect a global perspective of science:  understanding scientifically challenging concepts and skills both as a discipline alone, but also as a significant part of the arts, history, society, and environmental fabric of our changing world. Understanding the world – and the workings of the world - is of critical importance to our students, as humans, history, and the sciences are being brought together in this century as never before through travel, communications, biological and environmental changes, and resource needs. Thus this opportunity to learn about northern Peru in the company of educators and scientists from fields as far ranging as archaeology, social science, biology and geology has significant appeal. It is this much more global perspective that I strive for in my classes. For example, in addition to many laboratories and discussions, my AP Biology classes each year read E.O. Wilson’s book “The Creation” which presents the need for understanding and preservation of world biodiversity. In recent years I have increasingly incorporated case studies focusing on biodiversity, archaeology, environmental changes. I feel that I have been successful in maintaining a high standard of science in my courses while emphasizing the importance of understanding the place of the discipline – biology - within a larger human existence and understanding. I see the opportunity to be a part of the Development Delegation to Peru as a tremendous chance to bring my experience in cross-disciplinary curriculum development, as well as enhancing my own understanding of this fascinating region .
  10. 16. Elliott Bennett Head of Science Department Martha's Vineyard Regional High School NABT I have been teaching biology/environmental science for over 20 years. I love teaching ecology and currently  teach a class on natural history which emphasizes field work. In this course students learn how to collect,  census and identify field specimens. I enjoy teaching hands on, using the outdoor environment and &quot;real&quot;  biological field techniques to teach various principles such as population ecology. I have traveled to Costa  Rica several times with students as well as Bermuda to do field studies and learn about the natural history of  that area . I feel that such experiences open the students up to learning not only the content, but culture  and to the adventure of travel. I believe my greatest asset to creating a global perspective in education  is my desire to collaborate and create field ecology curricula that can be used in any setting. My school is  involved with the Ilearn project, which is a global project, connecting classrooms around the world. This year  one of my goals is to join one of the projects, or create one that allows my students to compare ecological  communities from our island to an area that is similarly geographically isolated. I enjoy working in a team  setting, love meeting people and experiencing new ideas and adventures. I love to travel and enjoy learning  about different countries, especially studying their natural history.
  11. 17. Kelly Worden Assistant Professor Red Rocks Community College NABT I have been involved in international education, either as a student or as an instructor, ever since I was in  college. As an undergraduate student, I participated in a wildlife management program in Kenya; the  extraordinary experience ingrained the value of a global perspective and global education in me for life. As  a graduate student at UCLA, I was a teaching assistant and later, the instructor, for the field biology  quarter which frequently took students to foreign counties (e.g. Nicaragua, Thailand) for several weeks at a  time. Currently, I am one of the instructors for our field biology course which takes a group of up to 24  students into the field, often to foreign countries (e.g. Costa Rica), every spring. My involvement in these  programs has given me the opportunity to experience the value of a global education including knowledge of  ecological issues, biodiversity, and cultures of different countries. There is nothing that can compare to  sharing these educational opportunities with students who so frequently lack a global perspective. I am an  ecologist by training and am passionate about exposing students to the inter-relatedness of flora and fauna  and the importance of biodiversity. Successfully teaching and managing a group of students in the field and  in a foreign country is very different than in a classroom and not all instructors are able to do so. I take  pride in the experiences I have had which continue to teach me how to be the best field instructor I can be  and, fortunately, my students often attest to the successful experiences they have had. My experience has  also shown me, however, that not everyone see the value in taking students into the field particularly when it  involves an international experience. Field courses and programs are very difficult to establish and even  when in place, often experience pressure to be eliminated. Whether it is financial concerns or constraints or  a perceived lack of value, global field programs are often under attack. I am fortunate to work at an  institution that has an already established international field program which is supported both by faculty and  the administration. This is unusual, particularly at a 2-year institution, and I look forward to continuing  this tradition at Red Rocks Community College for many years to come.
  12. 18. John Moore Professor:Biological Science Education Specialist and Advisor Cuenca Ecuador Centre Program Director Taylor University President (2009) of the National Association of Biology Teacher  NABT Courses Taught : Introductory Plant Biology, Principles of Cell Biology,Non-majors Biology,Genetics Laboratory, Natural History of the Rocky Mts.(Summers), Science Methods Campus Activities: Curriculum Management Committee,Global Council Representative, Director of Cuenca Ecuador Programs, Taylor University Health Professional Alumni Faculty Representative Educational Research and Professional Interests Science Education, Cognitive Learning,Developed  Bioenergetics Modules  for NABT Professional Positions Held President (2009) of the National Association of Biology Teacher (NABT) Chair (2003) NABT 4-Year College and University Section, Council of Science Society Presidents, Co-Chair of Math and Science Education Committee Advance Placement (AP) Faculty Advisor and Question Leader, Advisory Board STEM Initiative in Indiana Board Member (1999-2006) Hoosier Association of Science Teachers, Inc.Conference Committee HASTI 1998-2006, Past President of the Indiana Association of Biology Teachers, Reviewer for the American Biology Teacher, Reviewer for the College Board Presidential Letters in American Biology Teacher: “ The Year of Science.” American Biology Teacher, VOLUME 71, NO. 1, JANUARY 2009 “ Teaching Students Evolution with Patience, Respect, and the Nature of Science.” VOLUME 71, NO. 2, FEBRUARY 2009, “We Need More Mr. Ps in Biology Education: Strong in Biology, Strong in Science, and in Science.”VOLUME 71, NO. 3, MARCH 2009, “Denver in November! Make an Impact in Biology Education.” VOLUME 71, NO. 4, APRIL 2009, “Sustainability.” VOLUME 71, NO. 5, MAY 2009, “From the President.” VOLUME 71, NO. 6, AUGUST 2009, “Informing Their Discretion.” VOLUME 71, NO. 7, SEPTEMBER 2009, “Developing A Community of Scientists & Science Educators: Now Is the Time!: VOLUME 71, NO. 8, OCTOBER 2009, “Irrational Fear” or “Irrational Complacency”: VOLUME 71, NO. 9, NOVEMBER/DECEMBER 2009”        
  13. 19. Ian Signer Executive Director- EcoEd NAAEE I have worked at the juncture of formal and informal education for more than 20 years. I am most passionate  about the interface between the natural and social/cultural worlds, and have been lucky to convey this passion to diverse audiences in a variety of positions - from program manager for National Geographic's Geography Action! program, to the director of education programs for the Wildlife Conservation Society's Africa region.  I am especially skilled as a cross-cultural educator and have trained teachers throughout the world. In the past year, I have worked with educators in Malaysia, Australia, Belize, Rwanda, and Abu Dhabi, in addition to diverse teachers here in the United States. Topics have ranged from statistics to social marketing, learning theory to ecosystem response to climate change. In addition to on-the-ground teaching I have extensive experience in curriculum development, including authorship of several units for California's Education and the Environment Initiative (including the two 200-page 7th Grade units on the empires of the Americas).
  14. 20. Janet Ady Chief, Division of Education Outreach National Conservation Training Center NAAEE My experiences in education have primarily been in the non-formal arena as an environmental educator with the  U.S. Fish and Wildlife Service. I did train as an elementary and as a secondary biology teacher, however, and  taught high school level for one year as I was beginning my career in environmental education. I have worked  as an outdoor school naturalist, a youth conservation corps educator (high school level) and as an educator at  an environmental education center. Much of my work as the Regional Environmental Education Coordinator for the  Fish and Wildlife Service in Alaska was with teachers, designing in-service workshops and credit courses. At  the national level, I am responsible for training conservation professionals to work with teachers and  students to teach about wildlife conservation topics such as migratory birds, endangered species and wildlife  habitat restoration. I am leading the national Connecting People with Nature and the Youth in the Great  Outdoors initiatives for the Fish and Wildlife Service, developing our capacity to reach out to young  Americans as partners in conservation. I have always made connections at the global level, recognizing that  wildlife does not know nor observe political boundaries. One of our education programs, the Shorebird Sister  Schools Program, connects schools along the international flyways of migratory shorebirds, and is in Spanish,  Portuguese, Russian, Japanese and French as well as English. I have developed public education programs about  migratory birds in Mexico, and have led environmental education workshops in Russia. My travels to Baja  California confirmed the importance of educating people all along the migration routes of Grey Whales, as they  travel from calving waters there to the northern Arctic. I pent six months working on a farm in Norway, and  traveling through Europe to Spain, and a month in Western Samoa visiting my husband's Peace Corps family. I  have also hosted and trained international groups from Mexico, Russia, Egypt and other countries at our  training center in Shepherdstown, West Virginia and in Washington, DC. I have supported my staff to  participate in international training opportunities whenever possible, as I feel that it is not possible to  succeed in conserving our natural resources without a solid global perspective.
  15. 21. Ashley Dayer PH.D Candidate/Private Consultant Cornell University NAAEE Dedicated to wildlife conservation academically and professionally for over ten years, I focus on the human dimensions of bird conservation, aiming to enhance conservation success through effective and strategic education and communications. I am currently pursuing my PhD at Cornell University in the Human Dimensions of Natural Resources. In addition to conducting research, I was awarded a Cornell University College of Agriculture and Life Science’s Land Grant Fellowship to conduct extension education activities for two years.  I collaborate with Cornell Cooperative Extension, Audubon New York, New York Forest Owners Association, and the New York State Department of Environmental Conservation to implement and explore the effectiveness of outreach programs designed for landowners interested in wildlife habitat. I also serve as a private consultant in conservation education (primarily bird related) program development, communications planning, and education evaluation. I additionally fulfill leadership roles in environmental education and bird conservation networks through my affiliation with Cornell Lab of Ornithology. I participate in Bird Education Alliance for Conservation as Chair; Partners in Flight Education and Communications Working Groups as Chair; The State of the US Birds Communications Team; and North American Bird Conservation Initiative Communications Committee.  I recently served as the Co-Chair of the Environmental Education Association of Oregon and the 2009 Conference Planning Chair for the North American Association of Environmental Education. My environmental education and human dimensions interests developed from observing unaddressed conservation challenges for the wildlife populations that I studied as an ecologist. I determined I must shift from studying these animals to sharing information about them and their habitats with others who were largely unaware of conservation issues. My first education jobs included creating education programs for Maui Forest Bird Recovery Project and Oregon Islands National Wildlife Refuge System, and most recently for Klamath Bird Observatory, where I served as the  Education and Outreach Director from 2006-2009. In my position at Klamath Bird Observatory I worked on three projects to create birding trails and related educational materials for school, family, and adult groups. I very familiar with the birding trail movement in the US and its tripartite goals of tourism development, community development, and conservation, which I believe is a great link to the goals of the Peru project.  Birds are ideal for a global perspective in education as birds do not know boundaries. They rely on  hemispheric collaboration for conservation as they migrate hundreds and thousands of miles. I recently served as the Managing Editor of the “Saving Our Shared Birds: Partners in Flight Tri-national Vision for Landbird Conservation”, a scientific publication of US, Canada, and Mexico partners that calls for international collaboration in bird conservation. I am committed to enhancing education opportunities, and resulting conservation, through partnerships between areas where birds migrate.
  16. 22. Anne Shenk Director of Education, Adjunct Faculty State Botanical Garden of GA, University of Georgia NAAEE I currently serve as Director of Education at the State Botanical Garden of Georgia, University of Georgia, as well as Adjunct Faculty in the Math and Science Education Department, UGA. In this capacity I developed and co-direct four statewide and international environmental education programs including: Our Shared Forests (, Garden Earth Naturalists (, The Endangered Plant Stewardship Network (, and The Certificate in Native Plants. In the past 10 years I successfully sought funds for and lead four groups of educators on trips to Ecuador. I will describe these global learning experiences in more detail in the following sections. Prior to working at the Botanical Garden I taught, directed and designed science education programs, pre-K through 12, in a variety a formal and non-formal settings in New York, Rhode Island, Colorado and with the Peace Corps in the Fiji Islands. In my role as Adjunct Faculty I teach in-service environmental education courses. Service learning, eco-justice and citizen science are three components that I feel compelled to weave into my teaching. I have expertise in grant writing having received over 30 awards. As Richard Louv in ‘Last Child in the Woods’, so aptly stated, “The woods were my Ritalin. Nature calmed me, focused me and yet excited my senses.” A stint in the Peace Corps in the Fiji Islands teaching 10th grade biology and middle school science, further influenced who I am as an educator. I went on to explore 21 countries and 37 U. S. states as part of my experiential education about Earth, the environment and myself. My passion for environmental education led me to serve as the board of the Georgia Environmental Education Alliance (EEA) in several capacities including President in 2007. I also served as managing editor of the EEA newsletter, Conference Chairperson for the annual conference, and Vice President. I have also served on several other environmental and education Boards in Georgia as well as on the Board of the Maquipcuna Foundation, Ecuador. I obtained a Masters in Science Education from the University of Northern Colorado. In brief, I would be a valuable asset to the Peru expedition as follows: my successful track record writing grants to lead international travel groups; my ability to successfully build programs with multiple partners (Our Shared Forests, Garden Earth Naturalists, Endangered Plant Stewardship Network); my creativity in curricula development; my dedication to the field of environmental education; my passion to make the world sustainable for the next 7 generations.
  17. 23. Natalie Zayas Lecturer California State University NAAEE I have taught undergraduate students at California State University, Monterey Bay for 9 years. I have taught &quot;The Nature of Science&quot; and now the course is &quot;Introduction to Environmental Science.&quot; I have 120 students each semester. I have also designed the course as a hybrid and online section and have taught them both.  Before teaching at the university, I taught enrichment courses through The Lyceum of Monterey County, teaching reading and science courses to PreK-Adults. I designed curriculum based on age and interest - from classes on dinosaurs to physics to studying ecosystems. I have also taught on online AP Environmental Science course through the University of Virginia's Curry School of Education. I taught this course for 2 years and then helped redesign it to work curriculum around the new AP exam. I also taught environmental science courses I wrote to high school students in a summer program titled, Imagine College. One summer the course was on ecosystems, focusing on native and non-native species and interactions between humans and nature. The second year the course was on climate change and included environmental justice issues from around the world relating to human lives changing due to climate change. My work at CSU Monterey Bay allows me to teach (one of my passions) and better yet teach about the environment, connectedness and the nature of science (all three  passions), and even better I get to see students change their minds, realize how they play a part in the big picture of our world, and watch them grow as people. All of my teaching experience has been a joy, and a large part of my life. I am often told my passion comes through everyday - which in turn excites students. I have used a global perspective in my teaching when teaching about climate change, water issues, population issues and environmental justice. I am always looking for more ideas and experiences to bring in a global perspective. We live in a global world and students seem to enjoy this in their studies. I am going on a study trip to the Ukraine in October to study and learn more about nuclear energy. I think this will be an amazing opportunity to tie in the global perspective. I feel when educators go and see and learn in other countries they bring back the experience to their students in a way that books and videos just can not do. On another note I am in the process of finishing my dissertation. I conducted a study in which I am comparing my online course to my face-to-face course on the development on environmental literacy. I gathered quantitative data but also took a participatory action research approach to learn more from students regarding my teaching style  and specific curriculum. Such a trip as this will add to my knowledge base for future research projects.
  18. 24. Michael Mahan Assistant Professor of Biology NABT I am extremely passionate about the teaching of science. I have a personal mission to help educate the next  generation of science teachers with that passion for science. I have a doctorate in Science Education,  Biology, from Ball State University in 1986. I have taught Biology at Ball State and Anderson University, and  also at Kean University in New Jersey. I taught Science Methods at Ball State, Kean, and at Armstrong  University in Savannah. I am currently teaching a Biology 3500 course for life science teachers and will  teach a course in the Biology department in the fall for elementary educators. I have taught High School  Science in Indiana, Ney Jersey and Georgia. I have current valid teaching licenses in all three states. In  the college of education I am assigned to teach an introductory course in multicultural education for the  first time.
  19. 25. Guillermo Knell <ul><li>Guillermo grew up in the city of Lima, Peru and received his B.S. degree in Biology at Ricardo Palma University in Lima. He also finished his M.S. degree in Ecotourism at Agraria University in the same city. </li></ul><ul><li>  </li></ul><ul><li>On 1994, he began his experience in the tropical Rainforest. Nevertheless, he had already worked with the Conservation and Ecology Association (ECCO, Peru) on three projects that dealt with amphibians and reptiles in the dry and humid forest of the northern part of Peru. On 1995, he joined Rainforest Expeditions, a private ecotourism company which operated three eco-lodges in the southeastern part of the Amazon, the Tambopata River. </li></ul><ul><li>  </li></ul><ul><li>Early on, he had worked as a naturalist guide who was in charge of the night-time walks through the forest. Later, he began to work in other aspects of nature interpretation such as designing eco-touristic-activities for the company and managing logistics and coordination’s for filmmakers and their crew in the Tambopata National Reserve. These responsibilities and tasks enabled him to have the opportunity to join the BBC crew, Icon Films, Galateé Films and other important companies as a tour and expedition leader. Aside from these jobs, Guillermo spent several months involved in a project that developed educational materials to promote the conservation of the Amazonian and cloud forest fauna for the visitors. In order to remark the importance of these projects, it is significant to mention that it was supported by the Abercrombie & Kent Global Foundation. </li></ul><ul><li>  </li></ul><ul><li>Guillermo spend various years working as a free-lance guide with companies and tour operators conducting tourism in the Amazon. This professional experience gave him the opportunity to join many trips as a naturalist guide in explorations cruise ships to the Amazon basin, High Artic, Antarctica and West coast of South America. Along with his tourism work, Guillermo also did consulting with non-governmental organizations that worked in ecotourism projects and natural interpretation issues with native communities and riverside people in the Amazon basin. </li></ul><ul><li>  </li></ul><ul><li>During 2003-05, he lived in Chicago and worked in the Environmental and Conservation Programs at the Field Museum. As an International Program Field Manager in the conservation of the Amazon Basin and organized Rapid Biological Inventories in remote areas. Currently, he is still involved in several ecotourism projects that work in the Natural Interpretation area in Peru. </li></ul>
  20. 26. Laura Alegria <ul><li>US Market Specialist </li></ul><ul><li>PromPerú </li></ul><ul><li>Lima, Peru </li></ul><ul><li>Laura Alegria is in charge of the tourism activities held in the US market East Coast.Major in Tourism Management and working for PromPeru since 2004. She has promoted Peru is several important travel activities such as the New York Times Travel Show 2010, Educational Travel Conference ETC and Travel Weekly webinars. </li></ul>
  21. 27. Sandy Doss <ul><li>Sandy is a former science teacher with an enthusiasm for educational and environmentally sensitive travel that is unmatched in the travel and education industry! Some might say “ADHD” all grown up! Her proficiencies with biological content, educational methodology, and field-based study programs working in collaboration with formal and informal education and students representing all backgrounds, have established Holbrook as the premiere provider of educational travel programs for students, professional development field studies for educators, and specialty natural history travel programs for non-profits. </li></ul><ul><li>As the author the Prom Peru Grant on behalf of Holbrook Travel, Sandy is eager to establish further opportunities within K-16 education to foster global exchange and community-based international studies on behalf of the life and social sciences. The partnership between PromPeru and Holbrook and then between NAAEE, NABT, and NCGE provides a remarkable foundation for cross-curricular and international exchange. </li></ul>