Subject:  Alliance Opening Meeting Notes |
Author:
Ken- CT
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Date Posted: 13:01:30 09/19/03 Fri
If you'd like this in Word format, please email me separately.
Opening Meeting
Ruth suggested putting up smaller topics on newsprint, and sign if you want to talk about certain things like afterschool programs.
Bill- all Audubon’s are having financial issues, and in spite of this, how do we stay on our mission?
Our image- what people think of when they think of environmental info. When someone participates in a Mass Audubon, they perceive all other Audubon programs are the same. Therefore, we need to communicate more, since our colleagues influence the public opinions of our own organizations.
How would you define an Audubon program?
• An interpretive program of the local natural history.
• Hands-on, outdoor experience. Learning by experience
• An indoor/outdoor learning experience led by passionate, knowledgeable leaders.
• Fosters continuing interest, stewardship
• Personal touch- knowing your teachers, parents, participants
• Place based
• Provide lessons that classroom teachers won’t or can’t provide (enrichment)
• Provide entertaining programs to make the environment fun
• Weave in conservation message with adult programs
• Aren’t just for the naturalist- involving your local community
• Makes science real
• We strive for quality over quanitity- define quality by small groups, great learning experience vs. making more $$ with more kids
• Adaptable we can do 2 kids or 200 in a group
• Because we’re non-profit- are we driven by the bottom line? Depends on your role in the organization? Do we make sacrifices based on the bottom line.
• Based on science. People looked to us for accurate, complete information based on research
• Backyard habitats- adjusting what our audience wants
• Safe entry point for people who are interested in environment-we’re accessible. We’re not looked as eco-terrorists.
• Affordable? Relative to who you’re targeting
• Education that gives us a connection to nature, advocacy. Creating a desire to learn more about local issues.
What does your public think an Audubon program is?
• Pomfret- an informative natural history walk for birds or flowers for our “exclusive club”.
• School teachers- an outlet for enrichment of their curriculum, though some still just want a field trip
• Ecotravel- a carefree opportunity to travel to birding destinations near or far. Many know they’re $$ are helping CT Audubon’s other programs.
• Chris K- There is a large segment who doesn’t know about us, intimidated about us, they think it’s all about birds. Aren’t you just about the birds.
• Louise- Suburbanites think it’s a safe place to send their kids outdoors. Organized.
• General public not knowing. Those who know us- younger kids oriented. Or opposite- just for adult birders.
• Viewed as experts of nature. Viewed as land grabbers. When pre-registration is required, they think we’re exclusive.
• Exclusivity- Term “society” has elitist connotation. Limited publicity, sometimes only hear about programs from membership mailings.
• Organizational identity- National vs. state independents
• Good place to have a B-day party.
• After an unusual program they expect the unexpected. Want to see animals (zoo-like). Entertainment expectation. Expert of all outdoor topics- including gardening.
• Teachers expect a certain level of quality. Expect certain activities year after year- have their favorite things. Pressure for it to see the same.
• Mary- ecotravel- expert leaders, workshop on birding skills. Organized leaders.
• Expertise in science curriculum connections. Like show and tell method.
• Teachers- that naturalist will do all the work (prep). Burden on us. Some teachers want show and tell, others want student-centered learning.
• Many need us to help them meet their state curriculum standards. Not just going out to enjoy nature anymore.
• Expect us to be aware of all environmental issues in the state. And know who will know about it.
Who do you think your market is? What’s your niche?
• Jeff- K-6 classrooms
• Local families that want outdoor, educational experiences that are inexpensive.
• Adult programs- the elderly.
• Some centers- adult programs don’t fly at all.
• Schools are K-6, but afterschool or summer is lower ages (under Gr 3) Compete with sports,
• Older kids- animal care more responsibility-stewardship
• ME- adventure style programs
• Middle schools- citizen science (CT, MA) or service learning are successful (NH, RI has service learning camp) These older kids have been doing the same thing over and over, need something new that will keep them connected. Grow through the ranks. Most summer staff were camp graduates.
• New center- 15 teen volunteers. Many didn’t know anything about Audubon- urban kids that want an outdoor experience with science.
• Connecting some schools with the research department (NJ). Recording nocturnal migration. (Building in a coolness factor).
How is your center an Audubon Center, rather than a regular nature center? Are you taking steps to convey that it is an Audubon Center?
• Coastal center- integrating 3 parts of mission in our programs
• Pomfret- merging education and conservation, center is gateway to an IBA
• Birdcraft and Mass Audubon- connections to the history of Audubon movement.
• Public expects programs ongoing. Want organized interpretation and information about the sanctuary.
• Bird focus- viewing area, bird feeding, live animals and birds at the center. Information around birds.
• The drive within the staff to reach the public. More passive at non-Audubon centers?
• More conservation efforts. RI known for land acquisition.
• Our network of other centers. We’re part of a bigger picture.
• Name recognition- we know we’re over 100 years old environmental organization, so they have expectations of what we do. Local nature centers don’t have that recognition.
• Regardless of the inside scoop, our own perception of the outdoor world there is an umbrella impression of what Audubon is. We live in that shadow, but it is great for us too. People expect us to know all the other Audubon centers across the country, but we treat it as a liability, rather than embracing this perception.
• NJ- national chapter will sponsor field trips for their local schools.
What makes us still relevant? Since other orgs have taken our financial resources, especially with trend in land conservation, and where does that leave us?
• Trend is to schedule the child’s life, so parents look to us for enrichment. Same with already established afterschool programs that we can serve them with outreach programs.
• Is it all market driven? Not really- look to us as experts, connections to the environment. TNC, etc’s success is because of us.
• Look to us for help with advocacy of local environmental issues. Keep a live connection with your local community. Image of a local TNC branch office from the corporate office, but not the same as a local
• ANS- advocacy, education and conservation on a local level, which no one else does all of these things for you. This makes them relevant to their community.
• Are will relevant since we don’t seem to be able to raise the $$ still? How can we fulfill our mission when the public doesn’t perceive a dollar value to our services.
• Most Audubon lands have been donated- since we don’t have $$ to acquire, but we’ll help other orgs to buy land when possible.
• Staying relevant is about staying up to-date. We don’t put a lot into staff development. We need to help schools adapt to new state standards, responding to new teacher’s needs. Need to forsee the shifts, especially with public programming.
Bill- at the Alliance we’ve always come up with good ideas, but haven’t always acted and realized the cooperative opportunities we can do to work together, and build our overall effectiveness. A collective vision for the year.
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