Draft educational goals for Adrian Archbold Center at Archbold Biological Station

1. DRAFT
Learning Goals for the Lodge and
Learning Center
• Hilary Swain, Archbold Biological Station
• Refer to the RMI Archbold LLC Charrette
reports (2) for how learning goals fit into
overall LLC goals .

2. LLC goals….serve as a learning
fulcrum, buildings
physically/conceptually shaped by
surrounding environments
A. Learning Center
– buildings and decks.
• Learning is an explicit focus for buildings. Active learning.
Integrate learning throughout entire interior and deck
building complex
– Exterior space, outdoor environments
• Integrate active learning into all surrounding outdoor space
and built environment (pavements, walkways etc) and extend
to gazebo in the midst of restoration area and out to scrub
ecosystem, and new LLC nature trail.
B. Lodge
– Emphasis on the Florida scrub. Thoughtful self-
reflective learning, a peaceful place of quiet
contemplation, visual comfort, and inner learning.

3. Learning Center - Learning Goals
1. House existing environmental education (K-12), Discovering FL Scrub and Getting to
know the Real FL, college classes, workshops, etc and meet all the goals for these
programs.
2. Teaches to all levels – e.g. K-12, college classes, visiting professional groups, and
public visitors (the proverbial K-gray).
3. Develop new learning program focused on LC that will allow visitors/ occupants to
compare conditions for humans in the built environment (LC) simultaneously with
conditions in the surrounding ecosystem (scrub) for plants and animals. Occupants
will be able to contrast responses in the natural environment with their decisions
about sustainable living in the built environment.
4. Introduce visitors to Archbold, history , research, and to rest of campus
Visitors
Compare and Contrast
conditions
responses
consequences
NATURAL SYSTEM BUILT ENVIRONMENT
Deepen understanding Deepen understanding of
of scrub ecosystem and interactions building and facilitate
appreciation of ecology sustainable living

4. Learning Center Goal #1
House existing environmental education (K-12) programs
• Environmental education (K-12) curricula
– Discovering FL Scrub
– Getting to Know the Real Florida
– Develop new curricula focused on the cycles of heat, light, water, carbon featured in the LC
• Education staff will re-locate to new education office in the LC.
• Interpretative Display Room will provide dedicated display
space, with a focus on current K-12 exhibits. Education staff
need to design space and seek professional input for
displays, furnishings, and layout for exhibits.
• Most K-12 education activities will take place, as at
present, outdoors:
• On the large outside K-12 deck north of the LC – will be set up with picnic type
tables. Need row of outdoor grill storage lockers (like Polk County nature center)
• Request for a gopher tortoise “crawl though burrow” to run under the deck
• Add new “outdoor” components from the LC programs into K-12 programs
• New start and finish and trail access from LC for K-12 activities on the Station
Nature Trail.

5. Goal #2. Teach to all levels, K-Gray
• Hierarchical learning approach to learning. Approaches and materials will be structured and
geared up to different levels of knowledge, understanding, and interest. Learning materials
will be developed for a wide variety of audiences including (but not limited to):
1. Audiences that can understand Simple concepts. Knowledge of definitions,
understanding specifics, recall, describe methods and processes, finding clues.
• 3-5th grade
• Home-school groups
• Other elementary school visits organized by schools from outside our district
• 4H programs, FFA, boy scouts, etc 2
2. Audiences that can use the science material discussed and apply to
other situations. 8th grade levels.
• LP Middle School honors program
• Envirothon, other FFA programs
• Membership level for Conservation groups and environmental not-for–profit
organizations.
• Local community leaders (county commissioners, planning staff).
• Non-Scientific Staff at ABS
• General public visitors.
• Arts and Humanities groups
• Media

6. Teach to all levels, K-Gray (cont.)
3. Advanced understanding, higher cognitive skills. Able to assemble all the parts of
the LC to form a complete understanding. Able to combine components into new and
different situations. Able to judge value of materials & methods, and provide quantitative &
qualitative evaluation of effectiveness. Able to compare, contrast, and relate to other
buildings and approaches.
• Highlands County high school internship program
• College classes
– South Florida Community College classes and internship program
– Visiting university and college classes visiting Archbold
• Visiting academic scientists (university faculty, post docs, graduate students), small
scientific meetings
• Local, state and federal agency staff, other natural resource specialists, both those using
the LC and others primarily visiting research labs at the Station.
• Leadership and staff level of conservation groups and environmental not-for-profit
organizations.
• Professional architects, surveyors, engineers.
• Local builders and contractors, and suppliers.
• Scientific Staff

7. 3. Proposed new learning program focused around
Learning Center; approaches to interpretation
• Self evident and self explanatory design (e.g. watch rainwater coming down clear
downspout, draw outline of shadow from different seasons falling on outside
walls)
• Showing (hands on, use) and interaction
– Building (interact with switches, lights, toilets, faucets, viewing data streams
, etc)
– Natural system (examples out in scrub on nature trail, viewing data streams
from nature,)
• Traditional outreach and learning (displays, posters, explanatory signage, touch-
screen computers with modeling of alternative scenarios)
• LC is a “Portal to the scrub” – spike curiosity to see what is happening “today” out
in the scrub
• Ensure that STEM (Science, Technology, Engineering and Math criteria (NSF) met.
• Adaptive learning – feedback mechanisms for visitors to tell us how to refine
design and building operations, also inform how visit changed their behavior
(home, work etc)
• Incorporate formative and summative evaluation throughout.
• Encourage repeat visits (can’t do all in a day)

8. Interpretation at the LC will focus on telling four stories
(cycles of - heat, light, water carbon HeLiWaCa) to deepen
understanding, develop awareness, and change behavior
Under the same (current) exterior conditions
NATURAL SYSTEM BUILT ENVIRONMENT
What is happening What is happening
in the scrub? in the built environment?
NATURAL SYSTEM BUILT ENVIRONMENT
“Ambassadors” OCCUPANT
•Scrub oak Human occupants (you/me!)
•Florida scrub jay
•Gopher tortoise
•Spider/ant/or bug
Visitors in the Learning Center will be presented with a wide array of interpretive materials (scaled at
different levels of understanding - see goal 2) to allow them to view and understand, from a STEM
perspective ,the current conditions (heat, light, water and carbon) in the scrub. Scrub conditions will be
conveyed by four ambassador species , representing a range of functions, behavior and responses to
HeLiWaCa conditions. Visitors will be able to compare environmental conditions in the scrub
simultaneously with the cycles of heat, light, water and carbon in the built environment of the LC (as
experienced real-time by visitors). Interpretive materials will include science, engineering and
technology , and math explanations. Materials will convey that choices about how to develop and
occupy the built environment , has impacts on the natural ecosystems, locally and globally.

9. “Locations” for interpretation in the LC
• Interpretation for the 4 cycles will be everywhere throughout the LC, in the
car park as one approaches, using every building surface (walls inside and
outside, plumbing, ceilings, floors, etc) in every room, corridor, and corner
of the LC. Outside interpretation will be embedded within decks, structures
such as cisterns and septic, views of roof, landscaping, on paths towards the
gazebo and around the new LLC nature trail.
• Remember public can enter and access corridors, decks and bathrooms
anytime Archbold main gates are open. Does not have to be staffed full-
time. Most interpretation will be accessible to the public passing through
because it will be incorporated into covered building areas but largely NOT in
climate controlled rooms, so doesn’t matter if rooms are occupied or locked.
• Have info kiosks clearly labeled at entrance as to what one can do. Locate
other kiosks through main corridors and outside use any available locations.
• Use simple color code “large color dot or button” system like red green blue
and yellow buttons (representing heat, carbon, water and light) to suggest
“find out something here about …”.
• See next few slides for simple ideas of interpretation for the four themes.

10. HEAT INPUTS
Monitor BUILT ENVIRONMENT
NATURAL SYSTEM
Temperature, RH
T˚C
ROOF
OAK CANOPY HEAT thru Solar-
WINDOW thermal
T˚C
RH Water
Oak/FSJ
Monitor RADIANT HEAT COMFORT ZONE
T˚C
Gopher
Shade T˚C SOIL T˚C N,S,E,W,WALLS
Spider/Ant
5,10,20 CM
Cold Cool Warm Hot
FSJ Roost/ Foraging shade panting Monitor Power
Response Matrix for Cool/Heat
Gopher Deep in Top of Forage Deep in
If T˚C+/-, RH +/- burrow burrow burrow
and time +/- then
Spider Deep in burrow burrow Hunting
ground Hi Metab.
Oak Leaf Photo- Photo- Leaves
damage synthesis synthesis curl/drop

11. HEAT STORY;
locations of
features are not Cool
final just for Gopher burrow
illustrative Crawl through
purposes. Temperature &
RH sensors
outdoor
WHAT IS
HAPPENING Interpretive
IN HEAT TO displays
FSJ, OAK, GOPHE showing heat
R, SPIDER levels and
control in the
building
compared
with the
Lines on N, S, E, W natural
walls to show where system
shadows fall through
year, overhangs etc Info kiosks or
Integrated info

12. LIGHT
INPUTS
NATURAL SYSTEM BUILT ENVIRONMENT
Monitor Solar Rad Monitor Power for Light
Moonphase
OAK CANOPY
Monitor PAR
ROOF
Photosynthesis PV
Oak/FSJ Lines and angles on
Monitor NSEW walls to show
Gopher where sun hits
Shade Inverter
Spider/Ant different times of year.
Response Matrix Light Lo LightMed Light Hi Dark Outdoor night
What is lighting
FSJ foraging sentinel shade roost
happening ….
If light +/- Gopher top burr. foraging burrow burrow
and time +/- then Spider hunting burrow burrow hunting

13. LIGHT STORY;
locations of
features are not
final just for
illustrative Oak
purposes.
Star gazing
from deck at
night
WHAT IS HAPPENING TO
FSJ, OAK, GOPHER, SPIDER
in different light levels
Look up at PV Look up at
roofs and see
angles at
Show how which light
minimizing enters
light pollution building
at night

14. WATER
BUILT
NATURAL SYSTEM ENVIRONMENT
Rain INPUTS
WATER
TOWER
ROOF
OAK CANOPY
Photosynthesis
DOWN
SPOUT
Treatment
Oak/FSJ OAK ROOTS SOIL Moisture wetland CIST
Gopher 5,10,20 CM ERN
Spider/Ant SURFICIAL SEPTIC
ET Pan
AQUIFER Rain gauge
Drought Lo Rain Hi Rain Flooding
FSJ Drink Drink off eat/bug Shelter
Response Matrix dew leaves s frogs
What is Gopher conserve foraging burrow burrow
happening
If water is Spider Forage Forage Hide Life
burrow threaten PUMP
and time +/- then FLORIDAN
Oak Drop Conserve Hi Roots
leaves Use GW growth flooded AQUIFER

15. WATER STORY;
locations of
features are not
final just for Oak
illustrative
Restored
purposes. Greywater
“rain garden” Wetland
tank Treatment
treat paving
Swale
WHAT IS HAPPENING TO
FSJ, OAK, GOPHER, SPIDER Septic drainfield
HUMAN Look up at
WATER USE water tower
ET pan
Rain Gauge Peer down a virtual well
(touch screen) thru
the aquifers . GW levels
DOWNSPOUT
“rain garden” CISTERN
treat paving

16. NATURAL SYSTEM
CARBON BUILT ENVIRONMENT
Building – use RMI’s GREENFOOT model to
CO2 show rate at which paying back the carbon
Methane “mortgage”
•Embodied carbon in construction
•Carbon release from operations (fossil fuel
energy use, methane from septic)
•Offsets from PV power generation
FL scrub •Mitigation via reduced campus power use
carbon cycle
FSJ Treatment wetlands
Gopher
Spider/Ant Soil microbial
Septic
night day
FSJ Respire CO2 Respire CO2
Response Matrix
If time day/night Gopher Respire CO2 Respire CO2
then Spider Respire CO2 Respire CO2
Oak Respire CO2 Photo-synthesis
Fix carbon

17. How much carbon is
CARBON STORY; embodied in the
locations of building? Many locations
features are not to describe construction
final just for
illustrative
purposes.
Interpretive
WHAT IS displays
HAPPENING showing heat
carbon in levels and
FSJ, OAK, GOPHE control in the
R, SPIDER building
compared
with the
natural
system
Lines on N, S, E, W
walls to show where How much carbon
shadows fall through is used to operate
year, overhangs etc building – Info kiosks or
monitors showing Integrated info
power use

18. Carbon (continued) If we manage to get additional funding
for the walkway between the Main Bldg. and LLC
Learning experiences on the Walkway will increase
understanding of the carbon cycle in natural and
built environments, enhance attitudes towards
sustainable behavior, and cultivate lower impact
lifestyles. Tie carbon learning strategies of the Walkway
into the overall learning goals for the Learning Center
roof of walkway will be built of PV panels
Have three overlook platforms (looking to west over scrub beyond the rr line) along length of walkway
Build six 2’ x 3’ wayside exhibit panels on each of the three walkway platforms, with aluminum mounts
and fiberglass embedments:
Platform 1 - two exhibit panels to explain PV solar energy generation on the walkway.
Platform 2 - two panels to interpret carbon storage and sequestration in the FL scrub, creating
awareness of carbon and energy flow through the ecosystem, and effects of fire.
Platform 3 – two panels on strategies for climate adaptation including: (i) managing our 8,840-acre
preserve to reduce non-climate stressors such as aquifer recharge; (ii) role of prescribed fire to reduce
catastrophic wildfire; (iii) control of invasive species; (iv) importance of protecting centers of biodiversity;
(v) monitoring climate and environmental oscillations.
Build a touchscreen display in the Learning Center, and for www.archbold-station.org to link real-time
performance of solar PV power generation with climate data (streaming via wireless from Archbold’s
weather station), and a virtual “pay-back” carbon meter (like a mortgage repayment) to show the relative
contribution of the Walkway and Roof PV towards offsetting the carbon debt of the LLC.

19. LOCATIONS CONTINUED for goals 1,2,and 3 in the LC:
The K-12 groups will use the K-12 deck for most of their activities leaving
adults and other groups to “wonder” through the main corridors and out
to NE deck. General public interpretation should not use the K-12 deck.
• South wall of the Lobby could be used to create an inset/booth/niche for
digital touch-screen displays that show e.g. sensor information about
outdoor and built environments, a video simulation of plunging down the
aquifer, (computers etc would be inside and secured, but video screens
could be outside under these covered decks and screened in corridors).
• The display/interpretation room dedicated largely to FL scrub K-12
displays, but could be open to the public 8-5, as long as no kids in there.
• The long wall between the interpretive display room and the corridor
opposite the bathrooms will be built as two-way open case glass displays
(seen from inside room or from corridor). Suggestion to place a series of
dioramas, showing both above ground and below ground, for the 4
ambassador species (and any other species that would fit) (FSJ, oak,
gopher and ? Harvester ant (see if Walter Tschinkel would make us a metal
caste of an underground ant nest). This location is where visitors could get
information on what is happening to ambassador species under given
light, heat, and water conditions in the scrub.

20. • LOCATIONS CONTINUED:
Nancy Deyrup suggestion to build a fiberglass “gopher burrow that kids
could wriggle through to explain life underground and in the sand – maybe
go under the K-12 deck?
• We have a mounted female bear coming – do we put this here in display
case in LC (have place on corner of interpretive display room set up if
needed) or place it in the Bears Den Lounge?
• The suggestion is that the two meeting room be named the Maehr and
the Smoak Rooms in honor of Dave and Mason. Information about Dave
and Mason at the joint entrance to these two rooms.
• Lots of self evident interpretation and simple signage inside and outside
so folks can understand the building, and landscaping, wetland treatment
area, and easy ways to assess e.g. how full is the water tank or the rain
cistern? where does sunlight fall on walls at different times of year? how
do rain gardens work? where is the septic tank, or stormwater treatment?
• Need a small covered shady place where folks (groups of 5-6) could sit
and watch Islands in Time, other videos, without disturbing other users.
• Need docent program to guide people through facilities (opportunities for
volunteers here – those that cannot manage a scrub hike but could do
kiosk or Learning Center) .

21. Yellow: proposed new LLC Nature Trail (350 yards)
Proposed LLC Nature Trails A small loop trail starting from the LLC, crossing the
bridge over the ditch, head via the gazebo (small
shaded pavilion on the east side of the ditch), in
midst of restored wetland, walk to south then head
north on sand scrub trail, loop back and return to
gazebo).
Has some very fine scrub on each side, can view
effects of fire management. Education Department
to develop new LLC Nature Trail Guide and
signposts etc to explain the FL scrub ecosystem
and reinforce the four learning cycles goals
introduced in the LC building (heat, light, water and
carbon).
Red : link to original longer Scrub Nature Trail,
which will be maintained but public will start and
finish the Scrub Nature Trail, from the LLC. Will
need t o edit existing trail guide and web pages to
align with new start and finish.
A small gazebo will be constructed on the existing
concrete pad of the old bee house to provide a
shady peaceful place to relax and look back west to
the building. We need a architectural design for the
gazebo.
The gazebo lies in the midst of a small restoration
wetland completed after the old aviaries etc were
torn down

22. 4. Introduce visitors to
Archbold, history , research, rest
of campus
• ecological research
• land management
• history of the Station as a research organization,.
Starting point to tour of historic campus. National
Historic Register status etc (new self directed tour guide
leaflet).
• history of the site and historical buildings on the
campus (maybe also address their 1930 sustainability
design features)
• How to support Archbold (donations/volunteerism etc).

23. B. Lodge Interpretive Strategies
• A focus on learning about the Florida scrub species and
ecosystem and Archbold research
• Learning implicit not explicit. Less active than Learning
Center
• More focused on the “why” of the ecosystem rather than
the mechanistic “how”.
• Facilitate community “nature journaling” and “natural
history notes” for visitors. Input – walls, notice-
boards, building surfaces, digital picture frames
electronic blogs, etc for wildlife
obs., photos, drawings, lists etc.
• The second floor deck will be an important location for
all Lodge visitors to “drink in the scrub”. Might need to

24. Lodge Interpretive Strategies
• To facilitate learning, provide a biological sense of identity to rooms and
encourage visitors to use different bedrooms on return visits. Each bedroom
named after a different scrub species (14 bedrooms, 14 species). Featuring photos
and drawings to illustrate themes of life
history, phylogeny, biogeography, adaptations to life in the scrub for each species.
Post a couple of recent articles/reprints. Consistent design approach but have each
lab responsible for development of species-specific materials. Scientists to choose
and collate and prepare photos drawings etc on representative species (involves
staff in design)
• maybe consider whether four bathrooms could represent four of the wetland
types at the Station (e.g. cutthroat, maidencane, hypericum, bayhead)?
• Suggestion that the Lounge be known as the “Bears Den” with black bear art (good
place for the donated FWTF bear giclee) and interpretive materials (like a map of
movements) and other materials. Other ideas?
• Corridors in the Lodge and the Lounge will be the locations for large notice boards
(? cork), white boards, for visitors to post “photo”, “nature journaling” “today’s
natural history observations” and “natural history notes”. Computer in lounge to
serve as electronic visitor natural history blog , digital photos, maybe color printer
too? Collect materials in scrap books (?electronic) over time to build visitor guest
book.

25. Lodge Linking Nature and Literature
“On These Walls: Inscriptions and Quotations”
• Use the strategy from the Library of Congress and provide
places in the Lodge for inscriptions and quotations (see recent
book by John Cole) . Think of placing some quotes high
up, others in corners and nooks, so there is a sense of
discovery.
• Go back through the Board meetings and select some most
noble nature-inspired quotes (Silver Swan contributions).
Establish a small board committee to select the best of the
best. Invite new quotes from staff and the Archbold
community for consideration.
• Use quotes to elevate the Lodge as a place where we pay
homage to nature ,and to aspire to the noble side of nature.
Collectively, the inscriptions will inspire us with words.
• What media to use for inscribing quotes? Can’t be too
expensive but should have some aesthetic sense of

26. Lodge and Learning Center –
Linking Science and Art
• Provide permanent display space in Learning Center (meeting
rooms, lobby and lodge lounge) for artwork (e.g. Mollie
Doctrow scrub woodblocks, Maehr bear giclee, Richard
Archbold mural giclee, other scrub artwork. All in rooms with
AC .
• Consider Keith Goodson mural of the Florida scrub -half
height in the Lodge or Learning Center (? location)
• Allocate indoor space for rotating exhibits (photos/artwork ),
probably in the lobby. Needs to be climate controlled. Get
feedback from e.g. Mollie Doctrow on locations.
• Lodge to include artwork and photos, digital photo frames in
each “species bedroom” and in the Lounge.

27. LLC Learning opportunities related to
design and construction
• Target the builder and construction industry in the
community, students, govt. agencies and public officials, workforce, South Fl
Community College SFCC etc
• Have them participate in design process.
• Consider an early workshop on LEED design for local construction
community (can we get Economic Development to sponsor this?).
• Systematically document the construction process from design to ribbon
cutting with photographs, video and interviews. Consider a blog for whole
design team to capture process.
• Link construction process with science technology, engineering and math
STEM goals for curricula development (e.g. with SFCC).
• Develop training tools and modules that can be used for local builder
community and trainees (workforce development etc). Seek input from
architect and mechanical engineer to develop outlets for these.
• Ensure all planning materials, design drawings etc are publically available
on the web.
• Develop a tour and instructional materials for the building and
construction industry for the new buildings.

28. Funding for education and outreach
• There is no budget at present for educational and outreach displays.
• Some education can be included as part of building design( the explicit and self-
explanatory aspects)
• Seek NSF Informal Science funding for education aspects of the four themes for the
building. Up to $100,000k. Hilary Swain.
• Seek NSF REU supplement for help with developing education program using
technology? Seek NSF RET supplement for teacher help with education displays related
to research activities. Hilary Swain.
• Seek funding from SWFWMD and SFWMD for education displays related to water
(indoors and outdoors).
• Seek advice from FLMNH and the Lab of Ornithology at Cornell for help with design
ideas. Specifically seek museum help on species displays ). Work with Association for
Science interpretation
• Seek advice from Mollie Doctrow (SFCC) on art exhibits and museum displays.
• Seek professional team to partner with for grants applications (consider contract with
Wilderness Graphics, Tallahassee to design materials.
• Look to Foundation funding for additional education displays (Education staff).
– Vaughan Foundation for native landscaping.
– Others
• Private support for sponsoring education exhibits. (Education staff).

29. Learning and Outreach for LLC;
evaluation considerations
• Is the LLC serving multiple audiences and diverse populations including
students, educators, citizens, and leaders?
• Are the transformational elements of the LLC enhancing science, math,
engineering and technology STEM education for audiences; link
specifically to FL science curricula standards .
• Can the integration of self-explanatory design, simulations, and
technology increase student or visitor proficiency in STEM fields ?
• Visitors will access, and manipulate and use databases from the natural
and built environments?
• What is the appropriate balance between LLC based activities and
outdoor, nature-based activities?
• We will evaluate how visiting the LLC and our delivery of knowledge may
change visitor decisions or actions related to the environment or
sustainable living ?
• How do we maintain green approaches for learning and outreach so
materials so do not undermine the LEED

30. Next steps to consider
• Staff and LLC Committee evaluate these draft ideas (May 2009)
• Write up a draft Lodge and Learning Center Education and Outreach Plan (end of June 2009).
• Appoint small outside advisory committee (teachers, museums, learning centers,
environmental educators) to review draft plan and provide input (June through Sept) .
Complete Lodge and Learning Center Education and Outreach Plan, produce, post Final Plan .
• Submit NSF Informal Education grant request (date not yet announced, sometime this fall) to
seek funding for the four cycles interpretation materials (this program does not focus on K-
12). HS plus education staff. (sometime late summer early fall).
• Education staff to visit and report back on other “good ideas” from e.g. 4-5 Florida nature
centers (this summer)
• Education staff seek input, complete design and budget for Interpretive Display room & K-12
deck (initial design in summer to include in architectural plans, detailed plans by late fall)
• Education staff to link four cycle ideas to state science curriculum and start to develop new
curriculum. Work with county science coordinators.
• Apply to SFWMD and SWFWMD for interpretive display for water cycle. fall).
• Science staff (lab heads) to work with museum and other colleagues to develop “Ambassador
Species” physical displays, display cabinets etc.
• Science staff to pick representative species for each bedroom to include in design (if that is
desired direction) and start to collate materials.
• Identify other sources of potential funding for interpretation.
• Develop an IT plan for interpretive materials (fall - Kye, Kevin Patram and HS).
• Start to work on evaluation tools (education staff).