Restoration projects as teaching laboratories: The EcoQuest New Zealand model

Eradication or control of invasive non-indigenous species is a major component of ecological restoration projects in New Zealand.  Restoration projects are numerous and efforts to protect native biota span the range from offshore island sanctuaries and “mainland island” projects where the aim is elimination of invasive species to poison and trapping efforts designed to suppress population sizes of invasive species. These projects provide substantial teaching opportunities. The EcoQuest Education Foundation and the University of New Hampshire are partners in an undergraduate study abroad program in applied ecology. Service learning is an integral part of the curriculum, and as part of the program, students are required to conduct a Directed Research Project which is service-learning based. EcoQuest works closely with conservation organizations to ensure that all student projects have scientific and societal relevance. Projects are chosen on the basis of appropriateness for student learning and are designed to provide data that will enhance science, policy, and management associated with restoration projects. Students apply the ecological, policy, restoration, and management knowledge that they gain during the semester and gain additional experience at research design principles, data management, and writing.  Students produce a substantial report and present the results of their projects to stakeholders at an end of semester mini-conference. Examples of restoration projects for which EcoQuest students have contributed include baseline monitoring of ecological conditions for the 4700 ha Maugatautari Ecological Island project, the largest mainland island created via pest-proof fencing, assessment of effects of predator control in the Hunua Ranges, and effects of predator control regimes for Ark in the Park open sanctuary in the Waitakere Ranges. Because students embrace service learning, the EcoQuest approach to research projects results in student enthusiasm for the work, ownership of the projects by students, and real contributions to projects with local relevance.