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Although the importance of evaluating the effectiveness of conservation education programs cannot be underestimated, few evaluations of these programs and their resulting impact on the environment have been conducted. A partnership between scientists, educators, and local administrators on an evaluation program has been developed to evaluate a model of education program evaluation that includes short- and long-term evaluation of (1) knowledge and attitude change, (2) behavior change, and (3) positive biological impact. Previous work has shown short-term knowledge retention from this education program. In the current study follow-up evaluations were collected from students at 14 schools outside the Kalinzu Forest Reserve, Uganda. By comparing performance 30 days, 1 year and 2 years after the initial program we demonstrate that knowledge gain from this program is not transient. However, although knowledge is a prerequisite for appropriate conservation actions it does not guarantee appropriate behaviors will be performed. Anecdotal evidence of behavior change and positive biological impact is discussed within the context of the challenges with changing behavior and evaluating the true biological impacts of those behaviors. Ultimately, conservation professionals will need to partner with educators and social scientists to effectively measure the impact of conservation education and human-based conservation programs on primate populations and their habitat.

The social housing of males is of particular importance for captive managers of polygynous species. In this work, we highlight nine areas we believe are important to the successful formation and maintenance of all‐male gorilla groups. Although more data are still needed to complete our understanding of these groups, the general picture that emerges is that all‐male groups can be a functional social unit for male gorillas, the longevity of which might be improved by careful planning. It appears that the best time to form all‐male groups is when the animals are still immature, as males in this age class have been observed to form some of the most stable groups. Efforts should be made to diversify the groups in terms of rearing history, particularly with respect to hand‐reared males, and to limit the amount of hand rearing experienced by males. Groups probably should contain no more than three or four adult males. Exhibits should be designed to provide visual barriers, refuges for subordinate animals, the means to separate individuals, and possibly the means to isolate all‐male groups from mixed‐sex groups. Additionally, because it is likely that some males will have to be removed from all‐male groups, zoos need to design facilities that provide state‐of‐the‐art housing for solitary individuals. It is hoped that by identifying bachelor males early in life and establishing cooperative management plans across institutions, zoos will be able to provide beneficial, long‐term social situations for all male gorillas in captivity. Zoo Biol 23:189–203, 2004. © 2004 Wiley‐Liss, Inc.

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