Acknowledgements

This Collaborative Learning Program has been supported through matching resources from the

• College of AgriLife Sciences, Texas A&M University

• United States Department of Agriculture, Cooperative State Research, Education, and Extension Service, Division of Natural Resources

• National Science Foundation, Program in Science Ethics and Society

Within Collaborative Learning networks, student learn from teachers and vice versa. Bridges between the diverse cultures of educators and scientists are forged when participants are passionate about positive problem-solving. Innovations in technology shape the science and suggest portals for communication that otherwise would not be possible. In the process, scientists are challenged to think in innovative ways that make their work more relevant for society. Therefore, it is difficult to give credit for ideas that arose through synergistic dialogue. Many participants have contributed over the last decade and will continue to contribute through the life of this program. We are grateful to all who facilitate the ripple effects of expanding networks of collaborative learning. .

Jane Packard wishes to extend special appreciation to:

• Dr. Larry Griffing and participants in the "Micro and Macro Living Worlds Team" of the 2005 summer academy of the Instructional Technology and Science in Teaching and Learning Center funded through the National Science Foundation at Texas A&M University
• Students in the undergraduate classes of WFSC 422, and graduate classes of WFSC 632, who provided feedback resulting in upgrades to instructional materials and procedures
• Suzanne Agan, who kept alive the vision of sharing these materials through professional development networks for teachers, and persisted courageously in taking the next steps toward making the vision a reality while completing her graduate education;
• Graduate and undergraduate students in the Biodiversity Stewardship Lab, who have contributed the products of their inquiry projects to expand the number of portals on this website, encouraging learning through a variety of ambassador animals that appeal to diverse learners.
• Drs. Priscilla Weeks, Environmental Anthropologist at Houston Advanced Research Center and Michael Paolisso, Associate Professor in Applied Anthropology at the University of Maryland who have focused my understanding of post-modern constructivist approaches to integrating qualitative and quantitative knowledge to better understand how diverse citizens view science through a variety of cultural lenses..
• Mentoring scientists who awakened my passion for science through undergraduate research experiences, shaped my professional development during collaborative graduate research projects, and inspired me to share knowledge beyond the academic community: Drs. Erich Klinghammer, Konrad Lorenz, L.David Mech, Ulysses Seal and Donald B. Siniff.
• Individual animals who have served as ambassadors into their worlds: Lucki, Erich, Quito, Nikita, Cerce, Manitou, Nipples, Greyback, Alpha Male, Sybille, Lil' Fella, Lucifer, Toby, Crooked Tail and members of the Druid, Rose and Chief Joseph packs.

Suzanne Agan included these words of acknowledgement in her professional paper (Agan 2009:v):

"I would like to thank several other key people at Texas A&M University for their assistance. This work was also made possible with the help of John Milam for allowing me to participate in his professional development of the wolf workbook and to those teachers who gave wonderful feedback. The professional development was made possible through the National Science Foundation (NSF) funded ITS in Teaching & Learning Center. This program was designed to help bridge the gap between educators and scientists which is perfectly in line with the vision of the wolf workbook and my background as a scientist who has moved into the field of education. Thank you also to Nedaro Bellamy for sharing with me her past experiences and research with the development of the wolf workbook through the Rice Model Lab at Houston Independent School District (HISD)."