Use of standardized methods to improve extinction-risk classification

Standardized classification methods based on quantifiable risk metrics are critical for evaluating extinction threats because they increase objectivity, consistency, and transparency of listing decisions. Yet, in the United States, neither federal nor state agencies use standardized methods for listing species for legal protection, which could put listing decisions at odds with the magnitude of the risk. We used a recently developed set of quantitative risk metrics for California herpetofauna as a case study to highlight discrepancies in listing decisions made without standardized methods. We also combined such quantitative metrics with classification tree analysis to attempt to increase the transparency of previous listing decisions by identifying the criteria that had inherently been given the most weight. Federally listed herpetofauna in California scored significantly higher on the risk-metric spectrum than those not federally listed, whereas state-listed species did not score any higher than species that were not state listed. Based on classification trees, state endemism was the most important predictor of listing status at the state level and distribution trend (decline in a species’ range size) and population trend (decline in a species’ abundance at localized sites) were the most important predictors at the federal level. Our results emphasize the need for governing bodies to adopt standardized methods for assessing conservation risk that are based on quantitative criteria. Such methods allow decision makers to identify criteria inherently given the most weight in determining listing status, thus increasing the transparency of previous listing decisions, and produce an unbiased comparison of conservation threat across all species to promote consistency, efficiency, and effectiveness of the listing process.     

A novel application of cultural consensus models to evaluate conservation education programs

Conservation professionals recognize the need to evaluate education initiatives with a flexible approach that is culturally appropriate. Cultural‐consensus theory (CCT) provides a framework for measuring the extent to which beliefs are communally held and has long been applied by social scientists. In a conservation‐education context, we applied CCT and used free lists (i.e., a list of items on a topic stated in order of cultural importance) and domain analysis (analysis of how free lists go together within a cultural group) to evaluate a conservation education program in which we used a children's picture book to increase knowledge about and empathy for a critically endangered mammal, the Javan slow loris (Nycticebus javanicus). We extracted free lists of keywords generated by students (n = 580 in 18 schools) from essays they wrote before and after the education program. In 2 classroom sessions conducted approximately 18 weeks apart, we asked students to write an essay about their knowledge of the target species and then presented a book and several activities about slow loris ecology. Prior to the second session, we asked students to write a second essay. We generated free lists from both essays, quantified salience of terms used, and conducted minimal residuals factor analysis to determine presence of cultural domains surrounding slow lorises in each session. Students increased their use of words accurately associated with slow loris ecology and conservation from 43% in initial essays to 76% in final essays. Domain coherence increased from 22% to 47% across schools. Fifteen factors contributed to the domain slow loris. Between the first and second essays, factors that showed the greatest change were feeding ecology and slow loris as a forest protector, which increased 7‐fold, and the humancentric factor, which decreased 5‐fold. As demonstrated by knowledge retention and creation of unique stories and conservation opinions, children achieved all six levels of Bloom's taxonomy of learning domains. Free from the constraints of questionnaires and surveys, CCT methods provide a promising avenue to evaluate conservation education programs.