Silence: A Novel Co-Produced Experience To Build Community Awareness Of Biodiversity Loss

Authors

DOI:

https://doi.org/10.15402/esj.v10i1.70861

Keywords:

biodiversity loss, co-production, community conservation, experiential sound, sonic world

Abstract

The current sounds of our world are under threat of disappearing. Undergraduate students and interdisciplinary university teams are at the forefront of generating collaborative research opportunities to create community awareness of biodiversity loss and conservation practices. Recent conservation research has focused on how local communities can begin to reverse the trends of biodiversity loss by using private residences and urban spaces. The inclusion of native plants in backyard gardens is an accessible way to promote ecological restoration. In this co-produced instructional exhibit, “Earth Day Celebration: Silence,” we introduce a novel experiential event that connects instructional design with community collaboration. The event was designed to explore the ways in which society can become engaged in the preservation and protection of biodiversity and our sonic world. 

Author Biographies

Kristen Bellisario, Purdue University

(corresponding author) is a Clinical Assistant Professor at John Martinson Honors College Purdue University. She is an interdisciplinary STEM researcher and educator interested in natural sounds using machine learning techniques to help with the real-world problems of biodiversity loss, noise pollution, and co-habitation of wildlife and people. Email: kbellisa@purdue.edu 

Christie Shee, Purdue University

is a Visiting Clinical Assistant Professor at John Martinson Honors College at Purdue University. She specializes in plant-insect interactions and is interested in the intersection of the sciences and cultural representations of the environment. 

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Published

2024-04-26

How to Cite

Bellisario, K., & Shee, C. (2024). Silence: A Novel Co-Produced Experience To Build Community Awareness Of Biodiversity Loss. Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning, 10(1), 55–63. https://doi.org/10.15402/esj.v10i1.70861

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Section

Reports from the Field

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