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Hello Jasmine, it was a pleasure to read your thoughts this week as we unpack this Edward Hyams passage. I wanted to reply to your post as I felt you touched on things I had not yet delved into.

Appreciating history, and by extension nature, of the world around us is of great importance. As you say, if we do not stop to consider the stories involved in their creation, their existence, and how they interact, then we are merely “passengers” along for the ride. Philosophically, in this manner I do think the interpretation of our history and nature is fundamentally a part of our humanity. We have the benefit and privilege of not merely moving through life out of necessity and survival, but with the cognition and ability to think through these bigger pieces spatially and temporally in relation to one another. This is a beautiful thing.

While beautiful, it is also daunting and at times overwhelming. If all natural history is significant and important, how do we choose what to carry forward? We are limited by our own time and resources, as well as any gaps in our current understanding, and so it is impossible to address it all. As with Hyams’ train analogy, we are also ever moving forward, and history and nature is being shaped around us as we speak, creating new stories all the time.

I choose to move forward in interpretation with optimism that we are each choosing aspects of the world that we are most passionate about to interpret and share with others. And, I have hope that by continuing to share these stories, that we can shape what our future history will hold with informed knowledge of our past.

Unpacking Edward Hyams Quote - Unit 6

History is not a station. It's a train that keeps moving whether we notice it or not. However, we often treat history as if it were frozen in time, a collection of isolated moments that exist only when we pay attention to them. Hyam points out how ridiculous this is. It's like saying that a train station only exists while we're standing in it. What if history is the train itself? What if we're not only passengers, but also track layers and conductors too?

This is exactly why interpretation is important. It's not just about retelling what happened. It is about molding people's understanding of the past and how they relate to it in the present. Nature functions in the same way. We look at a landscape and perceive it for what it is now, whether it is a park, a forest, or a river, but do we consider the stories that shaped it? Do we acknowledge how human actions have impacted ecosystems, how the land looked before highways and roads were constructed through it, and how climate change has pushed species further north? If we don't, we're just passengers, watching the scenery go by without wondering how we got here.

However, interpretation is more than just selecting which details to draw attention to. It also matters what we leave out. Interpreting Cultural and Natural Heritage emphasizes that good interpretation connects people both emotionally and intellectually (Beck et al., 2018). But it is equally necessary to acknowledge the missing voices and story gaps. Consider how national parks are frequently portrayed as untouched wilderness, conserved for future generations. That narrative is comforting, but it ignores the fact that many of these sites were home to Indigenous communities who were forced to move to make space for conservation initiatives. If we overlook this, we are not only delivering an incomplete story. We choose to overlook the whole truth. It's like pointing out a landmark from a train window but failing to say who built the tracks.

Writing is its own form of interpretation. It's easy to get into the habit of just listing facts, but that's not what makes people care. Interpretation should encompass more than just information. It should evoke a sense of connection, making individuals feel the weight of what they're learning. That is why Silent Spring altered the public's perception of pesticides. Rachel Carson did not simply discuss the science behind DDT. She helped individuals picture a world without birdsong and experience the silence of a toxic landscape (Beck et al., 2018).

If history is a train, the real question is where we're headed. This is the responsibility of interpretation. It reminds people that they play a role in molding the future, and that the stories we tell shape how people perceive the world. Whether it's a forest, a battlefield, or a blog post, how we tell a story influences whether people pay attention or let history pass them by. We can choose to watch from the window or take control of where the tracks head next.

Unpacking this quote really made me think. Edward Hyam puts it in a way that takes a second to process, but he’s right. History and nature don’t just sit still. They keep moving, and so do we. It’s kind of a wild thing to realize.

References

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage: For a better world (Rev. ed.). Sagamore-Venture Publishing.

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Interpreting through History - Unit 6

Edward Hyams put forth a passage that is both insightful and thought-provoking. Even his first words, referring to a lack of merit in ancient things, gave me pause. I attribute intrinsic worth to history, out of deference and respect for what has transpired, and for how it has led the world to be what we live in today. This particular quote reminded me though that there is no specific value or quantification we can put on history, and that as individuals our respect and care for it may vary widely. This may affect our role as interpreters, as we are naturally more inclined to see value in this and want to share it with others. Our audience though may be more diverse in their initial views on the past, and this could pose challenges with conveying our stories - or, more optimistically, be seen as an opportunity to share ours and create value for others.

Dún Aonghasa, Aran Islands. Photo by Ashley Mann

I also liked this part of Hyams’ words for forcing me to question why I value historical entities. Hyams proposed that preserving the entirety of something, including its past, helps maintain the integrity of it. While I initially rejected this idea of needing to understand something for the sake of completion, on further reflection it does ring true. I feel that individual aspects of history - be it our world’s biological, natural history, geopolitical history, architecture, or cultural items - are of value in and unto themselves, without needing to be placed upon a tapestry of history. Each has their own story to tell. And yet, when we acknowledge their importance individually, naturally the next set of questions and yearning is to understand how they fit into the context of the time, how they were shaped by the past, and how they themselves shaped the future. And so we come full circle to acknowledge that it is difficult to find something significant in isolation, as curiosity will bring us to expand into everything else that is intertwined to find meaning and connection.

Indeed, “interpretation breathes life and meaning into past events, architecture, and artifacts” and it is this strive for meaning that gives the need for interpretors (Beck et al., 2018). Without this sense of duty to preserve and tell the story of our world, our role would not exist. As we have explored this week, the benefits of our history is to not only inform and educate our lives, but to enrich them (Beck et al., 2018).

I look forward to exploring this Hyams quote in greater detail with my classmates, who undoubtedly have found their own nuances to extrapolate upon. For those still pondering, how has this Hyams quote challenged your own views on why we value history?

References

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage: For a better world (Rev. ed.). Sagamore-Venture Publishing.

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Thank you Kattrina for bringing up an important topic that we haven’t yet addressed this semester. We have been learning about the various methods and technologies available to us in nature interpretation, such as podcasts, blogs, and recorded videos. However, it is the reality that social media and the internet have given greater accessibility to all sorts of information. Sadly, not all of that information is scientific or factual. Some correct information based on research studies may also be taken out of context, misconstrued or made devoid of greater nuance in order to make it ‘fit’ within a digestible, “click-bait” style article for greatest views.

The Courselink material this week had us reflecting on how much science we should be including in our interpretations, versus less scientific but more approachable words. I do think it is important to use accessible language, and to speak in a memorable, audience-capturing way. However, this should not come at the expense of the science itself. By this I mean that it is okay to use more common language to describe scientific facts, but the facts themselves should remain as accurate as possible. This is especially imperative given the culture we live in, where misinformation abounds. As Kattrina alluded to in her post, even people passively using social media will be inundated with short clips and headlines. People not fully engaging with material will have still seen it, and over time unless other information is sought out, those small pieces may be accepted as truth by the public. As interpreters, we face the challenge of having less accessible scientific material to the public, and needing to bring that forward in a cohesive, interesting, palatable way.

Education is Everything: Nature Interpretation Though Science

Nature Interpretation through Science 

After completing this week’s readings, my thoughts lie with how crucial it is that we develop proper education for others for the good of society. Education is so powerful in general. In the same sense, a lack of education can be very detrimental. We see a lack of education more than ever nowadays with the quick spread of information on the internet. 

In the age where we have social media at our fingertips, it is so easy for fake news to spread quickly. If you take 5 minutes to scroll on any social media, whether it's TikTok or Instagram, and so on, you will likely be flooded with several opinions on many different matters, whether you were looking for them or not. So, now more than ever, especially regarding the current state of the environment, it is important that we spread the word to others on basic scientific and media literacy, and how to fact check what they are hearing. 

There are many current environmental issues, whether global or local to a specific region, that are crucial for a general population to understand so a change can be made! For many of you, climate change may be what comes to mind. As we know, climate change affects everyone, and we live in a time where we need scientific knowledge to collaborate with “citizen science” as referred to by Wals et al. (2014). According to Wals et al., “citizen science” refers to “community-based local monitoring of changes in the environment using simple data acquisition devices and communication tools” (2014). Ultimately citizen science can foster an engagement between the public and science in terms of environmental issues, and collaboration between the public and local/global scientists. In this way, we can translate crucial scientific knowledge and ensure community accessibility and understanding of environmental science to take action in the form of environmental stewardship. 

I am so thankful for my scientific education and ability to read and understand articles, or hear a fact and be able to look for backed up articles and trusted sources to confirm it. I know this is not the case for everybody. Environmental education and scientific education must be able to work in tandem in an accessible and public-friendly manner, and this has been proven to be effective in helping society learn about addressing "sustainability challenges” (Wals et al., 2014). 

There are many steps that can be taken in enhancing the integration of environmental and scientific education, including educated, trusted people taking to social media to describe how we can truly trust science. For me personally, learning about the scientific method helped me learn to trust science a lot, as well as truly respect the hard work that scientists and researchers put into their careers.  

Nature interpreters, as nature experts, have the power to bridge the science-environmental education gap, and promote important discussions in the public.  Of course, interpretation programs should be fun and engaging, but since the interpreters and the programs themselves have the privilege of connecting with the audience, the messages they choose to send can be very powerful and deep.

Research was done in California and Virginia, where they examined two regional naturalist programs, to get a sense of how participants took action in their communities and demonstrate environmental stewardship (Merenlender et al., 2016). As a result, it was found the participants in the programs generally “increased their content knowledge about ecosystems, had greater confidence in conserving them, and continued to engage as citizen scientists after completing the program” (Merenlender et al., 2016). This is great, and shows that passion and participation in educational programs can really inspire people to help change the world for the better. 

Everyone has the power to be environmentally responsible. Some people just may not have the education to spark that passion for science and the environment. Interpreters can play a huge role in this where they may inspire and educate the public in a way that helps them understand and feel passionate towards the environment. It would change the way they interpret the nature around them, knowing more important context about the environment backed by science, and knowing how to trust science. Knowledge is everything! 

Something that really impacted me was hearing about the “Climate Clock,” which you can learn more about by clicking this link: https://climateclock.world/

This clock encourages us to act in time to limit global warming and reach “zero emissions”. I encourage you to check it out. 

Was there any moment/something you learned that really sparked your passion for science and the environment?

Let me know,

Kattrina 

References 

Merenlender, A. M., Crall, A. W., Drill, S., Prysby, M., & Ballard, H. (2016). Evaluating Environmental Education, citizen science, and stewardship through naturalist programs. Conservation Biology, 30(6), 1255–1265. https://doi.org/10.1111/cobi.12737

Wals, A. E., Brody, M., Dillon, J., & Stevenson, R. B. (2014). Convergence between science and environmental education. Science, 344(6184), 583–584. https://doi.org/10.1126/science.1250515

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Interpreting through Science - Unit 5

Admittedly, I had become accustomed to having a prompt for my thoughts, so having the space for free writing this week was both exciting and a bit daunting!

However, I am inspired to write based on one of our Courselink material videos, the TedTalk “For the Love of Birds.” The feather the presenter had with him was from Arusha National Park in Tanzania, where I was fortunate enough to have visited this past August. I was in the country for a 2-week ecology course through the University of Ottawa, and so it is rather fitting that we are learning about interpretation through science, as I can now reflect on how that experience was shaped by the interpretations we received.

Arusha National Park, Tanzania. Photo by Ashley Mann

The course involved numerous safaris with specific ecology-focused guides, as well as our professors who had extensively travelled the region in past years. We also benefited from the safari drivers, who’s memorization of the parks and wildlife was wildly impressive on its own. Some places, such as Mkomazi national park where there is a rhinoceros breeding program, or Oldupai Gorge with its museum, also had specific speakers to listen to and ask questions of. Lastly, our fellow students on the course served as teachers, as we each came into the course having researched a particular topic that we could then share.

Though I didn’t realize it at the time, each of these opportunities for knowledge transfer were being done with our current ENVS 3000 course material in mind - thinking of the information, the audience, how to best convey it, and balancing the science with the storytelling. For me personally, I much prefer the use of storytelling. I find this more memorable, and so it is more likely to stay with me after the experience has finished. Also, while scientific facts or taxonomy can be looked up elsewhere, some stories or histories are best heard or experienced from the people and region that they occurred in. 

For example, climate change has impacted the snow coverage on Mount Kilimanjaro. While this is a well-known statement, it is much more profound seeing this change with your own eyes. We were able to visit a reforestation project locally, where attempts are being made to reclaim sparse agricultural farming land back for the previously existing high-density forests. This is being done to contain more water in the area, by having it trapped in the trees rather than lost as ground run off. Increased water in the area would not only benefit the surrounding communities who depend on it, but return the lost dew and precipitation on the mountain. While this is something you can read about, to be present on a site where this is occurring, to be able to physically partake in the planting process, and to then visit a nearby site from a previous year’s planting to see what our actions will lead to in future years is all much more poignant. This has a greater lasting impact. 

Fig Tree Arch, Arusha National Park. Photo by Ashley Mann

While I may not be a TedTalk speaker myself, I appreciated seeing the reminder of such a memorable, influential trip that continues to impact me and my lifestyle choices to this day. This is a reminder of the lasting effect nature interpretation can have on those involved.

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Evening Sana, that was a joy to read! Thank you for your beautifully worded post. Your words resonated with me, and I felt you did a wonderful job articulating the wonder of trying to understand the natural world around us. Your post reads like poetry, a form of art itself. 

I appreciated your thoughts that interpreting in an artful manner isn’t about being ‘correct’ or ‘right’. While our historical or informative portions of interpretation should be more factual, the art and beauty aspects are open-ended, personal, and changeable as our own experiences and perspective grow. Giving space for reflection, discussion, and introspection is important. It is our job as interpreters to foster this journey, and to encourage it in others. Finding meaning in the world around us is a lifelong, fulfilling pursuit. We are fortunate to have the time and resources to be able to put energy into exploring this part of our humanity and as living beings in this vast world.

Your words that “no single interpretation will ever capture the full essence of nature, but each perspective adds to the larger conversation” also struck me. Be it a famous painting by the Group of Seven, or our own personal thoughts of a Canadian landscape on a hike, we all have a way of interpreting the nature around us. Through this course I hope we are all encouraged to share our expressions of nature, and nurture it in others. I think as students of science we can often forget to look at the ‘big picture’ or to simply appreciate the world around us, and so i'm grateful for the reminder this course gives to do so.

Unit 4- The Art of Interpretation

Who am I to interpret nature through art? It’s a question that both humbles and motivates me. It humbles me because nature is vast, complex, and beyond any one person’s full understanding. But it also pushes me to contribute my own perspective, to engage with the landscape in a way that feels personal and meaningful.

Beauty is subjective, but how we interpret it matters. Rita Cantu once wrote, “If the songs are not sung and the stories are not told, danced, painted, or acted, our spirits will die as well.” This idea resonates with me—without creative expression, our connection to nature can fade into the background of daily life. Art, in any form, keeps that connection alive.

The Group of Seven captured this idea well, painting Canada’s landscapes with an energy that made them feel alive. Their work inspires me in my own occasional painting practice. For me, painting is more than just an artistic exercise—it’s a way to slow down and pay attention. It allows me to see nature differently, to engage with it rather than just pass through it.

I’ve always been drawn to trees, particularly how they change through the seasons. A bare winter tree standing against a blizzard isn’t just a cold, skeletal form—it’s a symbol of resilience. In spring, that same tree bursts with life, a reminder of renewal. Each season tells a different story, and painting those transformations helps me understand and appreciate them more deeply.

At its core, interpretation isn’t just about depicting beauty—it’s about helping others see it too. Whether through painting, writing, or simply noticing, we all have the ability to share our perspective and, in doing so, foster a deeper appreciation for the natural world.

So, who am I to interpret nature? I’m someone who takes the time to look, to listen, and to express what I see in my own way. And that’s all any of us can do. No single interpretation will ever capture the full essence of nature, but each perspective adds to the larger conversation.

Interpreting nature through art isn’t about getting it “right.” It’s about engaging with the world in a way that feels meaningful. Painting reminds me to pay attention, to notice the small details, and to appreciate the beauty that surrounds me. And if that appreciation inspires someone else to do the same, then the interpretation has done its job.

A recent painting of mine captures a tree in a blizzard, inspired by the current winter weather!

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Interpreting Art - Unit 4

Our course so far has encouraged self-reflection and challenged our views on concepts around nature interpretation. This week’s topic however is a deeply introspective contemplation, as we balance our scientific background with art.

It is easy to think of interpretation as primarily an educational or informative endeavor. However, art is an extremely vital, if intangible, component to this experience. This can be seen in the importance of art in welcoming a broader audience, such as through the use of music or dance. Such performances may not have been traditionally associated with the environmental site but offers an opportunity to connect to the public in a new way and serve as an invitation into further site offerings. The inclusion of both entertainment and information is a delicate balancing act though. When done well, our textbook identifies this as a “happy medium [bringing] history, art, and science alive with exciting encounters that stimulate and satisfy people.”

Serengeti sunrise. Photo by Ashley Mann

Beyond the performance aspect of art in nature interpretation, we also have the gift and beauty of art itself. This can vary greatly between people; what one considers art or beauty may not be the same for another person. I may see beauty in observing the interactions of wildlife, where someone else may only see nuisance animals. Or, perhaps we both view a painting, but each take away a different meaning and emotional reasoning behind the artist’s choices. Art is evocative, but what it evokes in each of us can be different, and shaped by our own experiences, emotions, and appreciation for the world around us.

With the awareness that art can be a personal, individual experience, it is important to me that we move away from the mindset of explaining art to one of enhancing it. While we may not have all the answers (nor should there always be answers to everything), it is important to encourage thinking and creating memories for visitors. I also feel it is important to keep art, historical and environmental sites accessible on an intellectual level. It can be easy to inadvertently withhold access by creating barriers to access, even if by perception only. The public may not seek out experiences offered if they feel it is not directed to them, or they may become disconnected if they feel the interpreter is overstepping and claiming what the art should mean for that visitor. Art does not need to be something held aloof away from anyone, or that you need a certain amount of education to understand or appreciate. Again, what we take away from art is our own personal meaning.

As an interpreter, I would like to aspire to not gatekeep the beauty of the natural site i’d be sharing. It is a privilege to share whatever knowledge I may have with others, and to not simply instruct them but to encourage their own journey of connection, introspection and appreciation for the world around them. It is with this good intention that I find myself willing to take on the challenge of interpreting art; as indeed, it is a humbling task.

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Hi Brendan, it’s great to have a conversation get kick-started from these blogs. Thank you for my first question back in a reblog this semester!

While there’s a ton of unique, specific things that can be done to be more inclusive, I think my answer to your question will just be an overarching approach, which may fit more universally. My personal approach when looking at if something is inclusive or not, is to try to put myself in that person’s shoes and go through that experience with that status in mind.

This approach came about because I work at a vet clinic, and we sometimes do this exercise where we go through the process of an appointment from the client’s perspective, as we then see things from a different viewpoint and can recognize things to be changed. For example, I initially thought we were doing well for wheelchair access, until when I went to use the system myself. I realized the wall-mounted button to open the automatic door was actually located too close to the door, and that the wheelchair would be hit by the opening door before the person could maneuver backwards out of the way. If I had just walked around the clinic looking for things to improve, I don’t think I would have appreciated the nuance of this, and simply noted that we had a button.

From an accessibility standpoint, imagining ourselves going through a nature interpretation or other experience from the perspective of someone using a mobility device, another language, or with hearing or vision loss can be beneficial. This helps by allowing us to identify specific things for our exact location or business that can be changed, rather than a vague, non-specific intention that marketing sometimes communicates. Additionally, I think this does have an extra benefit in that having empathy in this manner really does force us to consider that person’s unique challenges, and we can take that consideration with us elsewhere in life. My example in my original post of my partner not being able to access French service at our local hospital carried forward with me, and I found myself evaluating different places and services for their language offerings or signage. In this way, it transcends from a ‘checklist’ item to do for your job, to a mindset of inclusivity for everyone in all areas of day-to-day life. While we can’t fix everything ourselves, there is so much room for improvement in society that improvement on anyone’s part, big or small, would be progress forwards.

Privilege & Accessibility - Unit 3

I appreciate that this week we are exploring how privilege, accessibility and openness to all audiences affect nature interpretation. While I would like to think that I am open and inclusive, even some of the examples this week in our course and textbook were situations I had not previously considered. Working towards inclusivity is therefore not a set goal to be reached, but an ongoing, expanding outlook that will permeate through interpretative careers. We should always be striving to continually improve our approach and understanding of the audiences we may interact with.

My personal definition of privilege would mean an inherent, unearned, sometimes invisible attribute or bias that benefits that individual or group. This can include privilege due to economic, societal, physical or medical, familial, racial, or lingual factors. I acknowledge my own privilege in that I had a family that not only took interest in travel and outdoor experiences, but also had the monetary means to do so. For those with financial insecurity, spending money on adventures in nature or for interpretative experiences may be inaccessible. Likewise, transportation to and from sites that offer these learnings may not be reachable.

(Cliffs of Moher, Ireland. Photo by Ashley Mann)

Accessibility due to language is also an important factor. Living in Ontario, I have enjoyed the ease of English as my first language. However, having had a partner from Québec whose first language was French, I underestimated how difficult accessing the same services was. I incorrectly presumed that, being another official language of Canada, at least official places would have bilingual offerings. Unfortunately, even government or medical services often would not have someone readily able to offer service in French, which led to an increased need for self-provided translation. If this language barrier existed in such official locations (despite advertising otherwise), I can only imagine the lack of access in tourism and other businesses. My presumption would extend further in that other, foreign languages may also not be accommodated. I applaud some of the efforts being made by some parks to include multilingual interpreters, signage, and audio guides to help enable better access for all.

One perspective that I gained from this week’s material is that inclusive actions can benefit multiple groups of people, regardless of whether or not they are a traditionally underserved population. Audio guides as above, for example, may benefit speakers of other languages, but also children who cannot yet read, and elderly or individuals with some hearing loss. Our textbook (Beck et al., 2018) noted that we should treat disabilities “as a continuum rather than categorizing people with disabilities as a separate group.” This is an open, welcoming mindset particularly when we note that most people will, at some point in their lives, be affected by temporary or permanent health impairments. Ultimately, improved access can only benefit us all.

Lastly, I did want to comment that efforts at inclusivity should be made with authenticity, and not as a checklist item to complete for marketing purposes. Consumers appear to be increasingly aware of advertising efforts by corporations that may or may not have viable practicality behind them. As nature interpreters intent on connecting with people, it is important that genuine efforts are made, so that true accessibility and experiential learning can occur without avoidable limitations.

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Hi Katelyn, thank you for your contribution this week! I wanted to respond to your blog post as you expanded even further than the information in our course and textbook. This was through your identification of marginalised groups being more heavily impacted by environmental degradation, and more limited in their ability to campaign or influence the factors leading to this change. I thought this was a very insightful commentary!

This recognizes the cycle that can occur when underprivileged groups are barred from having access to knowledge about, or the resources to act on, environmental decisions locally. These populations may not have had access to the natural environments around them due to limited finances or transportation, and in turn may not understand the importance and value of such places. If these sites are further damaged or destroyed, the benefits of these areas are lost, and negative ecological consequences may follow. This could affect the flood risk, wildlife, and agriculture locally, which may further negatively impact the homes, health and livelihood of these local people. Conservation efforts are important, but can take time, money and resources that they may not have. It is therefore important that we make efforts to ensure equitable access to environmental sites, and also that we diversify such efforts to include places that may not be as supported by local communities. We need these locations to survive in order to then enable access and teaching opportunities for future generations. Involving new generations in nature, along with politically addressing the socioeconomic factors leading to the initial disparity in privilege, are both key to preserving our surrounding environment.

What role does “privilege” play in nature interpretation? Please include your working definition of privilege.

Working Definition of Privilege: Privilege refers to unearned advantages or rights granted to certain individuals or groups, often based on aspects like social, economic, or cultural factors, that provide them with more opportunities or better treatment compared to others who may not share those same characteristics. 

When it comes to nature interpretation, privilege can influence who gets to participate in outdoor activities, who gets represented in nature narratives, and who has the resources to explore and engage with the environment in meaningful ways. For example: 

Access to Nature: People from wealthier backgrounds might have more opportunities to visit national parks, nature reserves, or go on eco-tourism trips, while those from marginalized communities may face financial, logistical, or even cultural barriers to accessing these spaces. 

Representation in Nature Narratives: Often, the dominant narratives in environmental education and nature interpretation are shaped by the perspectives of privileged groups, such as white, middle- or upper-class individuals. This can result in a lack of diverse voices or perspectives in how we interpret and value nature, excluding important cultural and historical connections to the land. 

Environmental Justice: Privilege also plays a role in how environmental issues are experienced. Marginalized groups are often disproportionately affected by environmental degradation or climate change, but they may have less agency or opportunity to influence environmental policies or participate in conservation efforts. This may leave them feeling less connected to conservation as a whole and less willing/able to participate in conservation activities. 

My connection to nature would not be as profound had I not been granted certain privileges. For example, 

Access to nature – growing up my parents were able to take me on camping trips multiple times a year, aswell as going backcountry camping in Algonquin once a year. They would also often take us on hikes/bike trips. These trips mostly occurred in the spring/summer months when my sister and I were not in school, but my parents were still working full-time. My parents' ability to take time away from work to take us on these excursions is an example of how privilege can impact our connection to nature. 

Growing up outside of the city – larger cities are often notoriously lacking in accessible green spaces. This leaves people who inhabit them, and their families, with less access to nature. This effect is exacerbated for those who rely on public transit for their means of transportation – as public transit doesn't typically go to nearby conservation areas, even if they are only a few minutes out of town (ex. Guelph lake) As someone who grew up outside of town with a forest and a pond near my house and having a family car, my access to nature was much more immediate/frictionless. 

Cottage life- owning a cottage (especially these days) is increasingly expensive and is more and more out of reach even for the middle class. My parents recently bought a cottage in 2021 when the market was very favorable. While it required us to move to a townhouse and rent the cottage out when we weren't there to be able to afford it, there is still an aspect of privilege to be able to afford a second property at all. 

Overall I am very grateful for the privilege i have experienced throughout my life and how it has contributed to my connection to nature.

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Privilege & Accessibility - Unit 3

I appreciate that this week we are exploring how privilege, accessibility and openness to all audiences affect nature interpretation. While I would like to think that I am open and inclusive, even some of the examples this week in our course and textbook were situations I had not previously considered. Working towards inclusivity is therefore not a set goal to be reached, but an ongoing, expanding outlook that will permeate through interpretative careers. We should always be striving to continually improve our approach and understanding of the audiences we may interact with.

My personal definition of privilege would mean an inherent, unearned, sometimes invisible attribute or bias that benefits that individual or group. This can include privilege due to economic, societal, physical or medical, familial, racial, or lingual factors. I acknowledge my own privilege in that I had a family that not only took interest in travel and outdoor experiences, but also had the monetary means to do so. For those with financial insecurity, spending money on adventures in nature or for interpretative experiences may be inaccessible. Likewise, transportation to and from sites that offer these learnings may not be reachable.

(Cliffs of Moher, Ireland. Photo by Ashley Mann)

Accessibility due to language is also an important factor. Living in Ontario, I have enjoyed the ease of English as my first language. However, having had a partner from Québec whose first language was French, I underestimated how difficult accessing the same services was. I incorrectly presumed that, being another official language of Canada, at least official places would have bilingual offerings. Unfortunately, even government or medical services often would not have someone readily able to offer service in French, which led to an increased need for self-provided translation. If this language barrier existed in such official locations (despite advertising otherwise), I can only imagine the lack of access in tourism and other businesses. My presumption would extend further in that other, foreign languages may also not be accommodated. I applaud some of the efforts being made by some parks to include multilingual interpreters, signage, and audio guides to help enable better access for all.

One perspective that I gained from this week’s material is that inclusive actions can benefit multiple groups of people, regardless of whether or not they are a traditionally underserved population. Audio guides as above, for example, may benefit speakers of other languages, but also children who cannot yet read, and elderly or individuals with some hearing loss. Our textbook (Beck et al., 2018) noted that we should treat disabilities “as a continuum rather than categorizing people with disabilities as a separate group.” This is an open, welcoming mindset particularly when we note that most people will, at some point in their lives, be affected by temporary or permanent health impairments. Ultimately, improved access can only benefit us all.

Lastly, I did want to comment that efforts at inclusivity should be made with authenticity, and not as a checklist item to complete for marketing purposes. Consumers appear to be increasingly aware of advertising efforts by corporations that may or may not have viable practicality behind them. As nature interpreters intent on connecting with people, it is important that genuine efforts are made, so that true accessibility and experiential learning can occur without avoidable limitations.

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Great job Jessica on your blog post this week! It has been interesting to see everyone’s future goals and how nature interpretation takes shape for our various dream roles. Your enthusiasm is palpable in your blog, and I hope all of our passions will shine through in our respective endeavors.

I wanted to especially highlight your comments on creativity as a skill. It is an exceptionally difficult thing to quantify or assess, and so I feel it is sometimes undervalued by those in academics. However, I feel you are correct that creativity in the manner in which you connect with others, how you deliver your message, and being open to new options is all vitally important. Your examples of using music or art to help connect with your audience were notable also. I don’t recall if I have seen others mention these tools so far this week, so well done for highlighting this! It served as a good reminder to me that there are continually ways to think outside the box and expand upon my preconceptions of what interpretation could be. Ultimately, as you say, it is all done in an effort to connect with the audience to have a lasting impact.

To that end, your mention of interpretation as being an act of teaching also stood out to me. It was a simple comment but it resonated with me. While slightly nuanced, it shifted my view of the interpreter as a somewhat aloof lecturer to that of a more engaged, dynamic instructor. Thank you for giving me another perspective to consider as we move through this course.

My Ideal Role as a Nature Interpreter

Nature interpretation is about building connections between people and the natural world, between facts and emotions, and between curiosity and understanding. To me, being a nature interpreter means not only sharing knowledge, but also inspiring a sense of stewardship and wonder in others. My ideal role as an interpreter would hopefully blend my passion for the natural world with my love for teaching and creativity, and it would be rooted in fostering meaningful experiences in nature.

The Role

In my ideal nature interpretation role, I would work in a protected area such as a national park, marine protected area (MPA), or wildlife sanctuary somewhere here in Canada. I envision guiding small groups of visitors on interpretive hikes, tidepool explorations, or wildlife viewing excursions. These experiences would allow me to help people connect with their surroundings on a personal level, whether that’s identifying animal tracks on a forest trail, admiring intertidal species, or listening to the unique calls of birds as the sun rises.

Beyond in-person interactions, I’d also want to engage with a broader audience through social media. Creating accessible, interesting, educational content—such as blogs or videos. I think this could help extend the reach of interpretation to people who are unable to visit these places in person. A hybrid approach would mean I could ensure that nature’s stories are shared widely, and inspire diverse audiences.

Skills and Expertise

To thrive in this role, I think I’d need a mix of scientific expertise, communication skills, and creativity. My education thus far in biological sciences and zoology has provided me with a solid foundation in ecology and animal behavior, while my interest in conservation also keeps me learning. I do recognize technical knowledge alone isn’t enough though. Interpretation is sort of about storytelling. It’s like taking complex concepts and translating them into narratives that resonate emotionally with people.

Public speaking, leading activities, and guiding groups would be essential skills for me to lead engaging programs. Interpersonal skills are essential. Being approachable and enthusiastic would help me create a welcoming atmosphere where visitors feel comfortable asking questions and sharing their thoughts. Creativity would also play a big role too I believe — designing interactive activities, coming up with memorable metaphors, or even incorporating art or music to appeal to different learning styles.

Additionally, I’d definitely need to polish my practical skills like time management, adaptability, and conflict resolution. Outdoor work clearly involves unpredictable variables — weather changes, diverse group dynamics, and wildlife that doesn’t follow the script, etc... The ability to stay flexible and upbeat is key! 

The Impact

By helping people connect emotionally with nature, I would hope to inspire a sense of responsibility for its protection. That’ll always be the main goal. Whether I’m introducing someone to their first glimpse of a moose in a wetland, or explaining the delicate balance of a coastal ecosystem, I’d want visitors to leave with a deeper curiosity, respect, and appreciation for the natural world and their place within it.

Being a nature interpreter is so much more than just sharing facts. It’s about awakening curiosity and empathy. My ideal role would combine fieldwork, education, and creativity to cultivate meaningful connections between people and the environment. If I can tailor my skills and passion to this vision, I’d hope to make a lasting impact on both individuals and the landscapes they come to love. 

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Future Role as an Interpreter - Unit 2

I initially was uncertain of how to connect my dream career of working in veterinary medicine with that of an environmental interpreter. However, a large part of a veterinarian’s role is communication on behalf of various animal species. This communication involves interspecific signals, as they read the body language and behaviour of the animals they work with. It also involves both written and verbal methods of communication with pet owners, farmers, researchers, government bodies, law enforcement (when necessary) and the general public as a whole. Some of the verbal communication can also take place over the phone, where the lack of body language can be limiting. I imagine this challenge will be similar in our podcast endeavor, where we will have to rely on tone and inflection to help convey more than just the words themselves.

I am fortunate to currently work at a mixed animal practice, which also serves a local zoo in our area, a government-run bird sanctuary, and is a triage point for turtle rescues in Ontario. As you can imagine, this gives many opportunities for involvement beyond the traditional companion animal scope. It is imperative that the general public and involved animal guardians are given correct information, and that they receive this information in a manner that will resonate with them. Particularly in emotional or emergency situations, it can be difficult for people to remember information, however critical. It is the job of the veterinary team to help convey the necessary information in an appropriate manner, and involves taking into account the person’s current level of knowledge, language barriers, preferred method of communication, and assessing whether further follow-up is needed to ensure the information was retained.

My successfully stabilised turtle

To be successful in this role, beyond the scientific knowledge I would also need skills such as quick-thinking, comfort with public speaking, emotional intelligence, compassion, flexibility and a willingness to adapt to changing circumstances. An ability to multi-task is necessary, as the communication to people may be occurring at the same time as managing the animal patient themselves, which sometimes also poses a safety threat. Additionally, being adaptable to the environment is important, as communication not only happens at the hospital, but also on farm regardless of weather, in rural areas for emergency calls, or in peoples’ own homes. These more obscure locations may provide individual challenges as factors outside of our control come into play, such as distractions, other noise, and lack of equipment or services (ie. electricity, internet or cellular access).

Myself at a Birds of Prey demonstration with one of our patients

Lastly, it is worth acknowledging that society has increasingly transcended to social media and other online methods of communication. It would be naive to think clients and the general public aren’t utilizing these options, either by intentionally seeking out information, or by unintentional absorption of information presented to them by others online. Learning how to interpret and communicate animals’ behaviour and wellness to an online audience will likely continue to be of vital importance. This may be done through social media, blog posts, or podcasts. I look forward to gaining more experience in this area as the course progresses, so that my future self can be at her best in representing the animals of the world around us.

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Hi Armaan, thank you so much for your great first blog post! I really appreciated your commentary regarding the experience of connecting with nature from a suburban living situation. I am from Burlington myself, though my grandparents owned a crop farm out in Norfolk county. My childhood memories are therefore contradictory, as I have the small local city parks contrasted against the vast crop fields (including hiding amongst the corn - which was taller than myself).

I empathize with your definition of a “sense of place”, as I too see it as an innate experience and connection. I appreciated our textbook giving us the reminder that developing a “sense of place” for others is part of the overall goal of interpretation. While we are only just starting to learn how to do this, there is obvious passion and care for places in nature of significance to yourself and our other classmates. It has been warmly fascinating to read everyone’s connections to their various examples of nature, be it local or abroad.

Thank you for sharing your connections, and the challenges others face in reaching them due to a lack of access geographically. Hopefully by sharing the meaningful impact and value in our natural world we can help to protect it so that it remains viable and more accessible to all.

P.S. “Zico” is adorable, and I hope he enjoys being out in nature as much as you do!

Welcome To my Blog - Unit 1

Hello and welcome to my nature blog for the ENVS3000 course!

My name is Armaan Dosani and I am a third-year biological science student here at the University of Guelph.

Growing up in a suburban area with a family that values sports and an active lifestyle, I believe that the outdoors has always been our escape. As a family, we made sure we were in touch with nature, even though Whitby, where I grew up, is not renowned for its natural beauty. Playing soccer in the summer sun or pond skating in the winter has always been a big part of my family's and my lives. Even Zico, our family dog, enjoys our regular outings into the surrounding landscapes, whether it's a relaxing walk in our neighbourhood or a visit to Heber Downs, a nearby conservation area.

Often, people who live in suburban regions find it challenging to maintain a connection with nature because of the constant shifting or lack of access to nature. Despite these difficulties, my family and I were able to connect deeply with nature. Perhaps it is because we simply love nature, or perhaps it is because they are first-generation immigrants who cherish the beauty of the country that took them in. These daily activities have influenced my emotional and physical attachments to the environment. These are more than simply exercises; they are significant engagements with the surroundings that enhance my "sense of place"

The concept of “sense of place” as discussed in our textbook is portrayed in my lifestyle. It's about connecting on a level that goes beyond the physical and becomes an integral part of who we are, not just about identifying with a place. My neighbourhood is more than just my place of residence; it's an extensive range of experiences that improve my life and connect me to nature.

Whether I’m skating across a frozen pond, running along a soccer field, or walking my dog each activity ties me to this place. These experiences allow me to live in the moment yet feel connected to something timeless and fundamental about my home environment.

These activities and nature provide a deep sense of peace and belonging that is frequently lacking in highly metropolitan areas. Although it's still an urban setting, living in a suburban neighbourhood with conservation areas allowed me to feel more connected to nature. I can escape the stresses of everyday life and rediscover something wholesome and reestablishing when I have direct access to nature. Every game of soccer I play, every stroll Zico and I take, and every changing of season in my neighbourhood all contribute to a narrative that is both unique to me and applicable to others. The story is about my connection to nature, community, and home.

As we progress in this course, I want to learn more about how dynamic interactions with nature continue to influence how I see the world and myself. I'm excited to share these thoughts and hear other people's perspectives on how their surroundings affect their sense of place.

Thank you for joining me on this journey, and I can't wait to dive deeper into the ties that bind us to our beloved earth.

Me and my dog "Zico" on a walk in my local conservation area (Heber Down Conservation Area)

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Week 1 - Let the journey begin!

Hello, Bonjour, Aaniin… and welcome to my blog! While I greatly enjoy reading or listening to the musings of others, this is the first time where my ‘voice’ becomes front and centre in this manner. It is both exciting to undertake, and also admittedly quite intimidating - I want to be able to do the nature and world around me justice!

I am originally from the GTA, where the parks and wooded areas I once grew up with are sadly seen to be disappearing with each visit back. As a returning, mature DE student, I now call the Georgian Bay area of Ontario home, for which I am grateful to be surrounded by an abundance of outdoor landscapes and flora.

Living in this region now for some years, I have also been kindly offered some indigenous perspectives, teachings and overall appreciation for the nature surrounding me. Given this experience, I now bring a mixed perspective as a former child ‘tourist’ to this area, an evolving scientist, an open-minded student, and a humbled human being. While I can still sometimes feel like an encroaching outsider, it is a wonderful thing to still have the sense of awe for the generational knowledge and spirituality of nature to the local communities. I am aware that my current understanding doesn’t yet encompass the full magnitude and importance of the plants and medicines around me, but it is a journey to learn.

(McCrae Lake Conservation Reserve, photo by Ashley Mann)

Elsewhere, I have been fortunate to travel and have seen some of the diversity Earth has to offer. While I enjoy the traditional city tourism and hospitality, the open landscapes nearby typically form the more impressive and lasting memories. Photos generally do not do such experiences justice, as they don’t capture the scents in the air, the sensation of the temperature or wind, the noises of the wildlife or water, or the general atmosphere one finds themselves in. Large credit is due to those able to capture such places successfully through interpretation efforts, nature photography, and documentaries. I have many of my own memories in such places, and hope they are preserved so that I may one day share those experiences with my children.

From an education standpoint, my focus has been on health and medicine, particularly veterinary medicine. My love for animals, both companion and wild, also gives me appreciation for the fauna in nature as well as the ecosystems they call home. I aim to be as respectful as possible of the environments I encounter so as to not disturb the wildlife. Hypocritically though, I acknowledge for myself that I am better at not disturbing designated parks and reserves I visit, and less respectful of my own home property where I try to conform my lawn and garden to traditional Western expectations.

(Giraffes in Serengeti National Park, photo by Ashley Mann)

Overall, my relationship with nature is evolving, varied, memory-making, and humbling. I look forward to delving into this further with all those in the course this semester, and learning from others’ experience and perspectives. Best wishes to all, let the journey begin!

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Disclaimer

This blog was created for Ashley Mann's ENVS 3000 W25 coursework, of University of Guelph. 

The opinions expressed here represent my own and not those of the University of Guelph. 

The University of Guelph is not responsible for the accuracy of any of the information supplied by this blog.