Program Summary Results

Conservation Education - State of the States

Each state fish and wildlife agency was asked to complete a survey providing information about the agency's overall conservation education approach (rather than individual initiatives). Thirty-seven states contributed information about their efforts.
 

Alabama

Name of agency: Alabama Department of Conservation & Natural Resources

Effective conservation must effectively develop a citizenry of "wiser users." The wise use and management of our natural resources has been described as the state of harmony between people and land. Conservation education must provide hands-on, interactive learning experiences and outdoor opportunities that promote awareness, appreciation, knowledge, and responsible human actions concerning wildlife and related natural resources.

ADCNR encourages all employees to participate in public outreach forums. The Information and Education Section of the Administrative Division conduct structured workshops, events and programs. The five divisions of the department provide other programs and events.

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Please list specific conservation education programs conducted by your agency along with the department/division/section and a brief description of each:
Administrative Division - Information Education Section (I&E)
1) Project WILD/Aquatic WILD: 6-hour workshop for formal and nonformal educators; A K-12 interdisciplinary, supplementary curriculum which teach students HOW, not WHAT, to think about wildlife and wildlife habitat.
2) Project WET (Water Education for Teachers): A 6-hour workshop for formal and nonformal educators; A K-12 interdisciplinary & supplementary curriculum
3) Make A Splash: A one-day water festival for 5th grade students and their teachers; A hands-on water education event.
4) Becoming An Outdoor Woman: A 3-day workshop teaching women 18 years old and older, basic outdoors skills.

Describe your agency's conservation education approach:

ADCNR provides learning opportunities through workshops and outdoor events. When participants are involved in exciting, hands-on learning experiences they are more likely to be motivated to learn. Creating a motivated audience helps us promote awareness, knowledge and appreciation which fosters responsible actions concerning wildlife and related natural resources. When the conservation education instruction is provided along with outdoor experiences, people are more likely to become a more responsible citizenry.

Do you have a strategic plan for conservation education?

No

Is conservation education used as a conservation management tool in your state?

Yes

(for either, please explain)

The growth of Alabama's conservation education initiatives reflect an internal culture change, through which our agency is becoming increasingly convinced that effective natural resource conservation must successfully engage, educate and manage the human dimension.
Effective conservation must effectively develop a citizenry of "wiser users." Department employees use every opportunity to convince the public that they are, indeed, users of the natural resource and therefore are responsible for the "wise use and management" or those resources.

Rate integration of conservation education in your agency:.

Sufficient

What are constraints to improving integration?

The two primary constraints are: (1) Trend toward mult-task "public relations" staff rather than "specialists" who work full-time delivering one or two conservation education program and, (2) The challenge of collaboration across separate but similar administrative Divisions is perhaps the greatest constraint. The Alabama Department of Conservation & Natural Resources is comprised of five separate Divisions: Marine Police, Marine Resources, State Parks, State Lands, Wildlife & Freshwater Fisheries. The ADCNR's Administrative Division fulfills a variety of centralized services (e.g. Legal, Personnel and Information & Education) to benefit the Department and all of its Divisions. Though constitutionally linked beneath the DCNR umbrella, each Division functions with a degree of autonomy, including the ability to administer educational programs independently or in cooperation with the I&E Section.

How do you evaluate effectiveness of conservation education efforts?

Participants complete an evaluation form immediately following a program or event. These objective instruments help us evaluate the participants' impressions of the workshop or event. We do not have a valid and reliable method in place to make an objective evaluation the long-term effectiveness of our conservation education efforts.

What are primary barriers to evaluation?

The lack of personnel available to: 1) construct evaluation instruments and methods for long-term effectiveness of our conservation efforts; 2) collect the data; and 3) interpret the results.

What are the strengths of your agency's approach to conservation education?

The successes seen from our educational efforts are due in part from the materials and programs themselves. A great diversity of programs provide a great range of learning opportunities. . .from formal and nonformal educational workshops to various types of "Step Outside" events. All programs engage the participant in meaningful learning experiences that promote a better understanding of wildlife and related natural resources. But a greater portion of our educational successes is due to the ADCNR employees who participate in the educational efforts. Employees from all divisions are eager and willing to share our commitment to promoting the conservation ethic.

What are the weaknesses of your agency's approach to conservation education?

The strengths of our educational outreach efforts are becoming our weaknesses. We are providing more and more variety in outdoor learning opportunities. Expanding on the number and types of educational programs and events offered is done at the expense of older, established educational programs. Our diversity of programs has changed workloads and requires employees to prioritize tasks. To maintain the quantity and quality of the programs and events we offer, employee specialization is needed. The bottom line is . . . we need more full-time conservation education employees.

What opportunities do you see for improving conservation education efforts in your agency or nationally?

1) Working more closely with the Department of Education to provide teacher in-service programs which correlate more closely to current educational issues.
2) Better networking on the national level between individuals involved in developing and evaluating conservation education programs.

What future issues or challenges in your state or nationally do you foresee impacting conservation education?

1) Correlating our conservation objectives to the every-changing, mandated, educational objectives and issues.
2) More challenges associated with taking children outdoors. . .expenses and liabilities seen by school systems.
3) Providing more outdoor skills workshops for different target groups.
4) Providing more outdoor learning events for all types of audiences.

What are your expectations of the Summit on Conservation Education?

1) To learn how other states have solved some of their problems of program development and evaluation.
2) To develop national standards/strategic plan for conservation education.

Contact Information

Name: Jerry de Bin, Chief, Information & Education
Organization: Alabama Department of Conservation and Natural Resources

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Alaska

Name of agency: Department of Fish and Game

To support the mission of the Alaska Department of Fish and Game: to protect, maintain, and improve the fish, game, and aquatic plant resources of the state, and to manage their use and development in the best interest of the economy and the well-being of the people of the state, consistent with the sustained yield principle.

Of the six divisions within the Alaska Department of Fish and Game, the Division of Sport Fish and the Division of Wildlife Conservation are the only two divisions to fund formal conservation education programs.
In the Division of Sport Fish, information and education services is one of eight core activities of the division. The divisional outreach program informs and educates the public regarding sport fishing opportunities, regulations, and the life histories of fishes and their habitat needs.
In the Division of Wildlife Conservation, the wildlife education program dedicates 75% of its efforts to address management issues such as high-volume nuisance bear calls and adherence to a moose hunting moratorium in a region of the state where regulation is not a realistic solution, and 25% towards school-aged youth, including Project WILD, a volunteer in the classroom program, educational kits, and the Alaska Wildlife Curriculum.

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Sport Fish:
S.T.R.E.A.M. Program
Through hands-on educational experiences such as classroom salmon incubation and salmon dissections, support the Salmonids in the Classroom primary curriculum. Specific components include Classroom Salmon Incubation, Classroom Fly Tying, Classroom Ice Fishing, and the Sport Fishing Regulation Cover Art Contest.
Aquatic Mobile Classroom Program.
Brings watershed science to primary, intermediate, and adult audiences on the road and marine highway systems of Alaska. Specific components include aquatic invertebrate labs, stream sampling/water quality labs, salmon dissections, fly-tying, and t-shirt printing.
Fly Fishing Mentorship Program
Partnering with 4-H clubs to raise awareness of angling ethics, fish biology and habitat requirements, angling opportunities, and angler safety.
Rural Alaska Outdoor Skills Program
Partnering with village elders to provide individually-tailored skills-based classes such as water safety, firearms safety, watershed health, stream surveying, fly-fishing, and fly-tying. Students range from intermediate to secondary grades. This program is often the first exposure rural youth have to conservation education principles. Currently offered in villages in Southeast Alaska and in northern Interior Alaska.
Becoming an Outdoors Woman Program
Partnering with local outdoor enthusiasts to offer hands-on experiential workshops.
Special Events & Special Requests
Providing personnel, seminars, and hands-on activities at outdoors shows, the Alaska State Fair, and other state and agency fairs, picnics, family fishing days, etc. Providing conservation education materials upon special request by state legislators, primary and intermediate educators, media, etc.
Media and outreach:
Articles in local and regional papers; local, regional, and national magazines and journals; and through electronic media such as radio, addressing management issues and research projects. General conservation education principles are also disseminated through public information handouts about sport fishing opportunity and by staff at public information centers.
Alaska's Wild Salmon and Alaska's Wild Salmon Teacher's Guide (published on-line):
A stand-alone guide to salmon lifecycle, habitat requirements, management and research, with an accompanying on-line teacher's guide aimed at middle school students.
Division of Wildlife:
Wildlife Management Issues Education: A wide array of projects and products addressing different management issues ranging from hunting issues to safety to habitat conservation and enhancement.
A sampling:
Bear safety materials for different audiences in different areas of the state and for different user groups (hunters, anglers, campers & back country travelers, road system tourists, etc.)
A publication on Alaska's upland game birds for hunters and viewers.
A newsletter developed with members of a local advisory committee explaining the origin and details of a new 5-year hunting moratorium, sent to all box holders in the moratorium area.
Project WILD:
Project WILD
Project WILD Aquatic
Project WILD Early Childhood Program
Science & Civics
Alaska Wildlife Curriculum
Management-related teaching units:
Moose management (9-12)
Deer Ecology (9-12) (Temperate Rain Forest)
Fire Ecology (Boreal Forest)

Teaching kits:
Loons
Raptors
Skulls (including taxonomy)
Wolves
Alaska's Tundra
Classroom Volunteer Program
Bear Natural History and Safety
Wood Frogs (currently under development)
Lectures and Presentations:
Too numerous to mention. To community groups, through the universities and nature/science centers, festivals and special events.
Media and outreach:
Articles in local and regional papers, as well as radio programs addressing management issues and current research projects.

Support of Non-Game Program
Revision of the publication The Alaska Owlmanac
Development of training materials and programs for citizen science efforts
Habitat Education
Fire Ecology and Succession in the Boreal Forest
Temperate Rain Forest Education
Amphibian volunteer presentations in schools
Support of the Wildlife Viewing Program
Provide expertise
Publication in progress: Seward Peninsula Natural History Guide

Describe your agency's conservation education approach:

Our major approach is to provide ongoing, long-term, school-based, conservation education and outreach programs. We provide skills training, such as ice fishing and citizen science training, and education to larger sectors of the public through lectures, media, the web, and print.
We provide training and programs to non-formal educators and to university students. Staff also partner with state and federal natural resource agencies in cooperative education and outreach efforts.
Staff work directly with Early Childhood educators, K-12 students and teachers, and school districts. We also work with communities, tribal organizations, species-specific working groups such as the Western Arctic Caribou Herd Working Group, and a wide spectrum of conservation organizations.
Staff also provide information and address questions from the public about fish and wildlife on a daily basis. All possible cross-division educational resources are posted on one web page entitled "Teacher Resources".

Do you have a strategic plan for conservation education?

No

There are conservation education goals and objectives in the Division of Sport Fish strategic plan, but no conservation-education specific strategic plan as yet. http://www.sf.adfg.state.ak.us/statewide/stratplan/sphome.cfm
In the Division of Wildlife Conservation, during the divisional strategic planning process, an education work group was formed. The results of that work group provide guidance for the wildlife education program. The Division of Wildlife Conservation's strategic plan is not in a format that provides clear, everyday direction for education.
http://www.wildlife.alaska.gov/management/planning/strategic_plan/strap.cfm

Is conservation education used as a conservation management tool in your state?

Yes

(for either, please explain)

Division of Sport Fish: No. Division of Wildlife Conservation: Yes (see Programs, above).

Rate integration of conservation education in your agency:.

Sufficient

What are constraints to improving integration?

Both divisions face funding challenges and overbooked staff. Funding sources for conservation education are unstable and vary greatly from year to year. Applicability constraints by federal funding packages limit our ability to integrate game and non-game conservation education efforts.
Staff resources are stretched across great geographical and sometimes, cultural, differences, both inside and outside the agency. Integration often requires substantial effort on the part of busy education staff.
We will soon receive more funding for non-game species than for game species, which will substantially impact the view of conservation education as a resource that game management staff can use.

How do you evaluate effectiveness of conservation education efforts?

In the Division of Sport Fish, a regional formal evaluation process is in draft. The Division of Wildlife Conservation hopes to do a formal evaluation within the next two years, pending funding.
Currently, both divisions evaluate projects and publications independent of each other, with evaluation built into new projects as developed. Instruments include paper-based teacher and student surveys administered both pre- and post-activity/lesson, and web-based surveys and page hit counts. Telephone surveys and large-scale direct mail surveys are rarely, if ever used. Some programs, such as Project WILD, already have evaluation strategies.

What are primary barriers to evaluation?

Evaluating the overall effectiveness of our programs is difficult because both divisions have a multitude of projects and products that are separate from each other in target audience and methodology.
For media (radio spots and television programs) and large scale special events such as outdoor shows, effective evaluation is challenging due to time and funding constraints.

What are the strengths of your agency's approach to conservation education?

Alaska is perhaps unique among states in that the majority of both our game and non-game wildlife populations are thriving, so that our conservation education approach, rather than focus on threatened species, can instead focus on and reinforce what we are doing right to keep populations thriving and harvest sustainable.
The majority of our conservation education programs are also correlated to the Alaska state content standards.
Furthermore, in the Division of Sport Fish, our conservation education programs enjoy broad acceptance and popularity with school districts, partner agencies, and among key legislators. Our approach also reaches a large number of people with just a few staff members, who are recognized statewide. The majority of Sport Fish conservation education staff also have biology degrees and experience, and are thus perceived as "experts"
The Division of Wildlife Conservation approach using of conservation education to address wildlife management issues also means we are expert in reaching Alaskan adults and families.

What are the weaknesses of your agency's approach to conservation education?

The weaknesses to our approach are the weaknesses to any current conservation education program that relies on federal funding and/or "soft" money. These funding sources are unstable in that the dollars provided and match requirements vary greatly from year to year, requiring enormous high-overhead time and effort on the part of conservation education staff and state administrative staff to make programs whole.
In order to grow the program to underserved audiences and to make programs consistent across the state, a significant increase in stable, reliable conservation education funding is required.

What opportunities do you see for improving conservation education efforts in your agency or nationally?

The Division of Sport Fish is in the planning stages of partnering with the state university system in producing a sport fishing guiding certificate.
If there are any additional opportunities to specifically include conservation education in current or new federal programs, we are poised to grow forward through strategic planning and evaluation efforts.

What future issues or challenges in your state or nationally do you foresee impacting conservation education?

We are doing the best we can, given the costs of conservation education materials, tools, and travel in Alaska are very high, and conservation education staff are at maximum capacity.
Among many audiences, conservation education is perceived as a "luxury," an extra not directly related to either No Child Left Behind performance standards or management of wildlife populations.
Another challenge is the very narrow sideboards imposed on most conservation education funding, sometimes requiring major program changes in order to qualify for the funding. Conservation education funders don't seem to want to fund existing programs, or fund long-term programs. Instead, they provide funding for "pilot" programs and expect agencies to somehow come up with long-term funding for new programs. Many of the newer grants are often only for 1-2 years, which creates unrealistic expectations and unmeasureable results given the fact that any program that seeks to measurably change human attitudes and behaviors must be in place for at least 5 - 10 years.
The trend among program administrators, grant funders, legislators, management biologists, school districts, and other stakeholders to insist on measurable "hard data" results creates evaluation challenges given the abstract, intangible messages of conservation education.
And we all face the challenging perception (from audiences both inside and outside the agency) that conservation education means educating people against harvest and sustained use. Alaskan external audiences are also suspicious of perceived "Outside" influence.
In addition, nationally there is a lack of regular media interest in and coverage of conservation education issues. More people are concerned with getting a parking spot close to the mall entrance rather than the importance of watershed health, for example.

What are your expectations of the Summit on Conservation Education?

To be informed of the efforts, threats, and solutions of other states.

Other comments:

In the Division of Sport Fish there is a strong relationship between conservation educators and biologists. Educational staff work plans are developed in concert with regional and local area management staff, who provide direction and evaluation of project content and effectiveness. Educational staff support biologists' needs for education.
Division of Wildlife Conservation enjoy an excellent relationship with management and research staff. Educational staff work plans are developed with regional management staff, biologist provide ongoing information and evaluation of project content and effectiveness. Regional supervisors provide support in prioritizing projects.

Contact Information

Name: Lisa Olson, Southcentral Region Information Officer II
Organization: Alaska Department of Fish and Game

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Arizona

Name of agency: Arizona Game and Fish Department

Conservation education is defined by this agency as the skill based educations programs. They consist of Hunter Education, Boating Education, Aquatic Education, Shooting programs (scholastic Clay Target and Archery in the Schools) and at times Off Highway Vehicle Education.

Conservation Education is part of the Information and Education Division. Other educations programs, are Environmental Education, Wildlife Building, Wildlife Center, Ben Avery Shooting Range and Statewide Shooting Ranges.

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All Education Programs are in the Information and Education Division.
Hunter Education

All classes are taught by volunteers. The instructors contact our office letting us know when and where the next class will be held.
*To be certified, students must attend ALL listed dates and be a minimum ten years of age.
Class Descriptions
Basic Minimum. 20 hour Basic Hunter Education Class (Firearms)
Combo Minimum 28 hour Basic Hunter Education Class and a NBEF/IBEP Bow Hunter Education Class (Firearms and Bow hunting

Sport Fishing Education Program
It is an educational program, designed to promote awareness, appreciation and support for Arizona's recreational fishing opportunities. It is also designed to help anyone become more proficient in basic fishing techniques. Our instructional programs are conducted in a safe, non threatening manner and are especially designed for the beginning angler. This statewide program is designed to take advantage of the many fishable waters available in both rural and urban areas of the state. From urban lakes, to our largest reservoirs, to White Mountain streams, our program strives to provide a quality educational experience for young and old alike.

Boating Education

The 8-hour certified class includes instruction in boat registration requirements, Arizona and Federal boating laws, equipment requirements, navigation rules, boat trailering, aids to navigation (buoys), alcohol and boating accidents, and more.
Most insurance companies offer discounts on boat insurance for completing the class.
Classes are added on a regular basis, call (602) 789-3235 for the most current information or to register.

Shooting Sports
Scholatic Clay Target and Archery in the Schools.

Describe your agency's conservation education approach:

Our approach varies by program. However, in general we are trying to reach every interested individual to create awareness, understanding, and interest in conserving our natural resources while having fun.

Do you have a strategic plan for conservation education?

No

Is conservation education used as a conservation management tool in your state?

Yes

(for either, please explain)

Hunter Education is required.

Rate integration of conservation education in your agency:.

Good

What are constraints to improving integration?

Funding issues.

How do you evaluate effectiveness of conservation education efforts?

Short term assessment tools are used for participants in the programs. We have done some long term studies also.

What are primary barriers to evaluation?

Population are very fluid thus making it hard to gather long term data.

What are the strengths of your agency's approach to conservation education?

We have all the major education program in one area of the agency.

What are the weaknesses of your agency's approach to conservation education?

We have not completed a strategic plan for our education programs.

What opportunities do you see for improving conservation education efforts in your agency or nationally?

Generally need more integration of programs.

What future issues or challenges in your state or nationally do you foresee impacting conservation education?

It can be very difficult to have coordinated programs when education units are housed in different areas of the agencies. (nationally)
The staffing issues continue to be a problem. (not budget)

What are your expectations of the Summit on Conservation Education?

Sharing ideas

Contact Information

Name: Don Winslow, Chief of Education
Organization: Arizona Game and Fish Department

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Arkansas

Name of agency: Arkansas Game and Fish Commission

The process of providing information/instruction that increases public awareness and knowledge to create positive changes relating to conservation issues. These efforts are designed to enhance the understanding of Arkansas' natural resources.

Conservation Education is primarily developed within the Education and Outreach Division. Fisheries, Wildlife Management, Communication and Enforcement all have components within their operations, but the Education Division is the primary support division charged with this responsibility at this time. Currently there are eleven divisions in our agency structure.

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The Education Division is responsible for:
*Hunter Education: Mandatory Certification Program covering all aspects of Hunter Conservation and Safety.
*Project WILD: National program that sponsored by AGFC in Arkansas, providing teacher training workshops focusing on conservation activities. Two additional programs under Project WILD are School Yard Habitat and the Jr. Duck Stamp programs.
*Boating Education: Mandatory Certification Program covering all aspects of Boater Education and Safety.
Watchable Wildlife: This program educates and encourages individuals to view wildlife at various sites of the state.
Education Centers: Four Education Centers provide hands-on learning experiences dealing with target ecosystems for site-specific areas of the state. These centers serve as student fieldtrip sites and teacher training centers for the AGFC.
Nature Centers: Four AGFC Nature Centers (two of which have been completed) provide the general public a facility to experience our natural resources through various methods of interpretation. (Trails/wayside exhibits, classroom hands-on learning, etc.)
Conservation Scholarship Program: AGFC provides numerous education programs through the sale of the special automobile license tags. Students majoring in natural resources careers compete for $2,000 and $3,000 college scholarships through this program.
Internship Program: Qualifying students compete for summer internship programs at the AGFC. Students work with biologist, enforcement officers, education personnel to acquire college credit hours and gain on the job training experiences.
Becoming an Outdoor Women (BOW): Teaching women about outdoor skills and the natural resources is the object of this exciting program. In addition to the traditional BOW weekend, Beyond BOW weekends have been developed for individuals who are seeking education on specific areas of interest.
Underwater Arkansas: Underwater Arkansas is a new program developed for divers to explore and learn about aquatic ecosystems. Developed for educators, certified divers are invited to dive with aquatic biologist and learn about fish and underwater ecology.
Total Outdoors Teaching Experiences (TOTE): Training teachers through hands-on experiences concerning various natural resources related subjects provides additional avenues for class room and field trip education. The TOTE program provide teachers with state mandated in-service training opportunities, distributes educational equipment to schools and provides funding for fieldtrips to Wildlife Management Areas, Nature and Education Centers, and other natural resource areas.
4-H RES-Q: A partnership program with the University of Arkansas Cooperative Extension Service, the RES-Q program provides fieldtrips for schools at an education center. Curriculum includes Forestry, Wildlife, Aquatics, Canoeing, Fishing, Nature Mapping and numerous other curriculums. Students attend for one day or two-day/one night programs.
Master Naturalist Program: Educating volunteers to facilitate programs at Nature Centers, Education Centers, and schools are a new area that AGFC is exploring. This is a new area that has not yet been developed.

Describe your agency's conservation education approach:

The Arkansas Game and Fish Commission plays an important role in keeping the Natural State true to its name. The mission of the AGFC is to wisely manage all of the fish and wildlife resources of the state while providing maximum enjoyment for the people. Through hands-on education, various media outlets, curriculum and literature, and face-to-face contacts, the AGFC is meeting the needs of both traditional and non-traditional audiences. The agency is aware that the audience has expanded since the passing of the state conservation sales tax. At that time the need was assessed to include and support conservation education on a broader scale.

Do you have a strategic plan for conservation education?

No

Strategic plans are being developed in various components of education projects and programs at this time.

Is conservation education used as a conservation management tool in your state?

Yes

(for either, please explain)

Through various programs, education is utilized in aquatic monitoring, wildlife management, urban wildlife interface issues, and needs for public lands.

Rate integration of conservation education in your agency:.

Sufficient

What are constraints to improving integration?

Agency and division priorities need to be established,
Communication between divisions,
Dedicated education positions and support staff.

How do you evaluate effectiveness of conservation education efforts?

Participant evaluations,
Test scores for Hunter Education and Boating Education,
Repeat request from schools and organizations,
Tracking general public number at facilities,
Request for education materials.

What are primary barriers to evaluation?

Time allocation, funding, and staff to compile data,
Inadequate multi-culture survey needs.

What are the strengths of your agency's approach to conservation education?

Statewide network,
Network with various agencies,
Expand our programs into area that need additional support and education,
Good working relationship with Federal and State agencies,
Variety of avenues to disseminate education opportunities,
Stable funding base that other state organizations do not have available.

What are the weaknesses of your agency's approach to conservation education?

Need a strong link with Department of Education,
Public awareness of education opportunities within the agency,
Varying agency priorities,
Dissemination of information to general public.

What opportunities do you see for improving conservation education efforts in your agency or nationally?

Environmental education grant possibilities,
Development of additional national education grants,
Developing Master Naturalist Program for volunteers,
Developing state and national partners to reduce overlap of educational materials,
Set national priority for programs and curriculum.

What future issues or challenges in your state or nationally do you foresee impacting conservation education?

Increased urban population,
Lack of experience mentors,
Increased competition for recreational time,
Continued portrayal from media of outdoorsmen and hunting heritage,
Minority participants,
Wildlife Viewed as nuisance verses wildlife resource,
Potential funding diverted for formal/traditional education mandates.

What are your expectations of the Summit on Conservation Education?

Agency leaders to be exposed to the diversity of issues that can impact environmental education.
The importance of environmental education.
Target national goals and open a dialogue, this dialogue will continue through the year.
Summit will generate that will help agency leaders make decisions.

Contact Information

Name: Neil Curry, Chief, Education and Outreach Division
Organization: Arkansas Game and Fish Commission

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Colorado

Name of agency: Colorado Division of Wildlife

The Division of Wildlife will provide comprehensive wildlife education and information programs to promote a stewardship ethic toward wildlife and the environment; increase public understanding of issues affecting wildlife and, in particular, how human actions affect wildlife and wildlife habitat; increase public awareness of the opportunities that exist for enjoying wildlife and how to take advantage of those opportunities; promote ethical and responsible use and enjoyment of wildlife resources; increase public understanding of and tolerance for the wide range of legitimate human interactions with wildlife; educate and inform decision makers, landowners, and the public on potential impacts of their actions on wildlife and how to minimize those impacts.

Education is a Section within the Public Services Branch of the agency. There are three branches: Public Services, Support Services, and Wildlife Programs.

How many full time employees in your agency have conservation education as a primary duty?

14

1. Wildlife Watch, Education Section: Public workshops on wildlife viewing skills.
2. Project WILD, Education Section: Teacher workshops on wildlife education.
3. Wonders in Nature/Wonders in Neighborhoods, Education Section: Comprehensive, six-year natural resource education program for urban schools.
4. Hunter Education, Education Section: 8-10 hour workshops required for all license buyers born after January 1st, 1949.
5. Angler Education, Education Section: Fishing education program for youth.
6. Hunter Recruitment: Youth hunting program involving mentors and skills training.
7. Teaching Environmental Education Naturally, Regional Education Coordinators: Three to five day teacher workshop where they learn about local resources and sites to take their students and teach about wildlife.
8. Becoming and Outdoor Woman, Education Section: Three day workshops for women on outdoor skills.
9. Hunting Skills Clinics for adults, Education Section: Lecture style clinics on hunting techniques and skills for various game species.

Describe your agency's conservation education approach:

Our education efforts are divided into two groups: Formal Education and Non-Formal Education. Formal education includes all our school-based efforts including Project WILD. Non-formal education includes hunting skills, angler education and Becoming and Outdoor Woman. All of our education programs are based on the following vision statement:
As Colorado's population grows and wildlife interests become more diverse, the Divison provides programs, services, information and activities that meet a broad spectrum of the public's needs and interests. The resulting public support helps ensure the Division's capacity to carry out its mission.
We have developed Wildlife Education Learning Objectives that guide all our education programs:
Objective1: The Division of Wildlife

Objective 2: Characteristics of Colorado Wildlife
Objective 3: Habitat

Objective 4: Wildlife Management
Objective 5: Wildlife-related Recreation

Do you have a strategic plan for conservation education?

Yes

Is conservation education used as a conservation management tool in your state?

Yes

(for either, please explain)

Wildlife stewardship and awareness can build support for Division programs, enhance collaboration between hunter, anglers, viewers, property owners and others, help avert potential human/wildlife conflict, and promote decision that are good for wildlife.

Rate integration of conservation education in your agency:.

Good

What are constraints to improving integration?

The organizational structure that separates the three branches of the agency make collaboration between branches a bit more challenging. But collaboration is being accomplished through good cross-branch communication.

How do you evaluate effectiveness of conservation education efforts?

This is a challenge. It is easy to count participants and evaluate their satisfaction of the workshop or program. But, evaluating the effectiveness in terms of changed behavior and attitudes is something we have not been able to accomplish.
We have depended on national evaluations for Project WILD. We completed an extensive evaluation of the urban school-based education (WIN/WIN) using expertise from Ohio State University. This type of evaluation is expensive.
We have recently hired a full time program evaluator and he has begun evaluating all the programs within the agency.

What are primary barriers to evaluation?

1. Cost is the primary barrier. Good evaluation is not cheap.
2. Another big barrier is the inability to conduct evaluations within the public school system. Schools have so many mandatory tests in place that it is not possible to ask them to include additional evaluations for our purposes.
3. The barrier we are working to overcome right now is the ability to track participants over time. With increased technology in our license services it is now possible to track workshop participants relative to license purchases.

What are the strengths of your agency's approach to conservation education?

Our conservation education mission is strong and imbedded in the agency mission. The result is that the education efforts have a direct connection to the overall agency goals.

What are the weaknesses of your agency's approach to conservation education?

What opportunities do you see for improving conservation education efforts in your agency or nationally?

This summit is a great step in the right direction. Communication among the states and federal agencies allows us to share information and successful programs. Many of the great ideas and programs in Colorado originated in other states and were adapted for our needs.

What future issues or challenges in your state or nationally do you foresee impacting conservation education?

1. Urbanization will continue to be an issue. The percentage of residents who grow up with a land ethic is shrinking. This affects recruitment into hunting and fishing as well as basic understanding of wildlife and wildlife habitat.

What are your expectations of the Summit on Conservation Education?

I am expecting the summit to result in a clear vision of the future of conservation education. I would like to see the participants articulate what messages and education programs are important and warrant national and state level support and involvement.

Contact Information

Name: Jeffrey A. Rucks, Chief of Education
Organization: Colorado Division of Wildlife

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Connecticut

Name of agency: Connecticut Department of Environmental Protection-Bureau of Natural Resources

Teaching individuals the principles and practices of natural resource management.

There is no separate all encompassing unit within the bureau. Conservation education is incorporated into the various programs conducted by the Fisheries, Wildlife and Forestry Divisions.

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BNR-Wildlife Division: Master Wildlife Conservationist Program - The Master Wildlife Conservationist Program is an adult volunteer training program. Volunteers receive eight weeks of training in wildlife conservation, ecology, management and interpretation. Upon completion of the coursework, the Master Wildlife Conservationist Program conduct interpretive walks, library programs, school presentations, habitat enhancement projects or assist wildlife biologists with their research.
BNR-Wildlife Division: Sessions Woods Conservation Education Center - lectures and exhibits about Connecticut's wildlife resources.
BNR-Wildlife Division: Connecticut Wildlife Magazine - articles about Connecticut's wildlife resources.
BNR-Wildlife Division: Conservation Education and Firearms Safety Course - Connecticut's hunter safety course.
BNR-Fisheries Division: Connecticut Aquatic Resources Education - The program is comprised of free classes and outdoor workshops which foster resource stewardship, promote an understanding of aquatic systems and fishery management decisions and encourage both an understanding and utilization of aquatic resources.

Describe your agency's conservation education approach:

Limited agency resources preclude the development of an all encompassing conservation education unit. Therefore, conservation education is integrated into other agency programs where practicable.

Do you have a strategic plan for conservation education?

No

Is conservation education used as a conservation management tool in your state?

Yes

(for either, please explain)

Volunteers trained in the Master Wildlife Conservationist Program are often used as volunteer assistants on management programs.
Education programs at the Sessions Woods Conservation Education Center teach landowners how to manage habitats for wildlife.

Rate integration of conservation education in your agency:.

Sufficient

What are constraints to improving integration?

Staff time and funding.

How do you evaluate effectiveness of conservation education efforts?

Questionnaires distributed and reviewed for some of the conservation education activities. Some of the more formal programs include a final exam.

What are primary barriers to evaluation?

No good method to assess participants retention and understanding of concepts.

What are the strengths of your agency's approach to conservation education?

Program personnel are well aware of the importance of conservation education and try to incorporate it into their activities as time and conditions permit.

What are the weaknesses of your agency's approach to conservation education?

No dedicated staff or funding for a comprehensive conservation education initiative.

What opportunities do you see for improving conservation education efforts in your agency or nationally?

Our Master Wildlife Conservationist program is relatively new, but has generated positive results. We hope that the continued interest and participation by volunteers will assist in providing conservation education to Connecticut's citizens.

What future issues or challenges in your state or nationally do you foresee impacting conservation education?

Staff and resources are already overextended trying to cover a multitude of responsibilities.

What are your expectations of the Summit on Conservation Education?

Sharing of ideas concerning successful conservation education programs and discussion of potential regional/national collaboration on conservation education initiatives.

Contact Information

Name: Peter Good, Supervising Wildlife Biologist
Organization: Connecticut DEP-Wildlife Division

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Delaware

Name of agency: Department of Natural Resources and Environmental Control

The Delaware Department of Natural Resources and Environmental Control (DNREC) defines conservation and/or environmental education as programs and materials for teachers, students and youth groups and adults that increase knowledge, awareness and understanding of environmental issues, leading to appreciation of our natural resources and responsible stewardship.

DNREC's five divisions - Fish and Wildlife, Soil and Water Conservation, Parks and Recreation, Water Resources and Air and Waste Management support a wide array of educational programs ranging from teacher training and classroom presentations to programs on wildlife, wetlands, aquatics, natural and cultural heritage, and hunting and boating safety.
The Divisions of Fish and Wildlife and Parks and Recreation environmental education programs include Delaware Department of Education performance indicators to help teachers find programs that enhance lesson plans and help meet state standards. Programs also are provided in several state run facilities specifically for home schools. All Divisions respond to requests for speakers and programs whenever possible.

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Hunter education courses (DFW) are required of all hunters born after January 1, 1967 and are recommended as a refresher for even experienced hunters. The goal is to put safe, ethical and educated hunters in the field. Programs for certification include advanced turkey, muzzleloader, bow hunting, trapping, deer hunting and migratory waterfowl hunting. Knowledge of wildlife management and conservation practices are also emphasized during all courses offered.
Boating Education (DFW) Since 1994, successful completion of a boating safety course is mandatory for anyone born after January 1, 1978 to operate a boat, including personal watercraft. Classes are offered statewide and the Division of Fish and Wildlife's Boating Office will provide volunteer instructors to private and non-profit organizations, special interest groups and public/private schools at no cost. Materials and any education aids needed for the programs are also provided free of charge.
Aquatic Resources Education (DFW) provides a wide variety of programs that serve a diversity of audiences and objectives, including: field trips, outreach to schools, curriculum projects, teacher training, citizen action stewardship programs, and fishing/outdoor experiences for under-served populations. There is a strong emphasis on aquatic resource issue-related themes, particularly: fisheries management, wetlands values and ecology, watersheds and biological monitoring.
Project WILD and Aquatic WILD (DFW) addresses the issues of habitat and wildlife and man's relationship to the natural world. The hands-on activities develop not only science skills, but other disciplines such as social studies, language arts and math. Teachers K-12 can obtain the workbooks by attending in-service training (2.5 credits).
Project WET (DWR) is an interdisciplinary water education program intended to supplement an educator's existing curriculum. Its goal is to facilitate and promote the awareness, appreciation, knowledge, and stewardship of water resources through the dissemination of classroom-ready teaching aids. Teachers K-12 can obtain the guides by attending in-service workshops (2.5 credits).
State Park Environmental Education and Interpretive Field Studies Program (DPR) offers flexible activities suited to the grade level of the student. Most programs are offered on-site at most state parks, in the classroom or at other requested locations. These studies encourage an environmental ethic in our natural, cultural and historic world, and stress small group interaction. Programs are designed for public and school groups and teachers.
School Programs at the St. Jones Reserve (DSW) provides students with an opportunity to learn what makes an estuary unique and provides them with the tools to make difficult decisions about the future of these valuable resources. Educational programs target K-12 with emphasis placed on middle school grade levels. Programs can be tailored to meet the needs of any grade level.

Describe your agency's conservation education approach:

There is a strong focus on a "train-the-trainer" approach. This involves offering a variety of workshops that provide a wealth of resources to teachers and youth leaders to "pass on" to their students, as well as recruiting and training volunteers to deliver and carry out a broad range of conservation education initiatives.

Do you have a strategic plan for conservation education?

No

At present there is no unified agency strategic plan, although individual programs, such as the Aquatic Resources Education Program, the St. Jones Reserve and the Delaware Hunter Education Program, do prepare annual plans and reports for their respective federal granting agencies (USFWS & NOAA).

Is conservation education used as a conservation management tool in your state?

No

(for either, please explain)

Not in a defined way at present, though one could make a case that several of the existing programs serve a conservation management purpose. Examples of this are: the Green Eggs & Sand project, which involves fisheries biologists and managers in presenting at workshops that provide educators with a solid grounding in natural resource management using the Delaware Bay horseshoe crab/shorebird management controversy as a case study, and the Delaware Adopt-a-Wetland Program, which has worked with wildlife biologists from the state's Natural Heritage Program in developing tools and approaches to get citizen volunteers involved in monitoring amphibians, invasive species and other animals and plants of conservation concern.

Rate integration of conservation education in your agency:.

Poor

What are constraints to improving integration?

Providing staff devoted to JUST conservation education within the agency as a whole. Developing and implementing processes that enable agency educators to have access to, and collaborate with, management levels on issues of relevance to the agency - finding the time and capacity to think and act proactively (in terms of outreaching/educating on issues) as opposed to putting out fires.

How do you evaluate effectiveness of conservation education efforts?

Short term: Comprehension of educational programs presented. In example, when a student walks out of a hunter education course, can he/she define carrying capacity?
Long term: Will that student continue to support our environmental efforts? How?
End-of workshop evaluations are a typical tool. Annual user surveys of particular curricula, loan kits and other materials, are also used to get a sense of whether and how much educators are applying what they took from a workshop in reaching target audiences. In some programs, pre/post assessment instruments have been developed and applied to gauge effectiveness re: specific teacher/student learning objectives/outcomes.

What are primary barriers to evaluation?

Personnel, funding - it takes considerable time and resources to adequately assess impacts of programs, especially in terms of behavioral outcomes.

What are the strengths of your agency's approach to conservation education?

DNREC's strengths come from a core group of dedicated staff whose primary goal is to create public awareness on the importance of conservation of our natural resources and how to utilize them safely. As previously stated, individual employees from all five divisions will respond to educational requests from schools, youth organizations and event organizers providing presentations, lectures and hands-on activities. The Division of Parks and Recreation's Educational Programs are very structured and successful and this is attributed to the tremendous resources on some of the state parks.
The ability of both the ARE Center and St. Jones Reserve to foster collaboration between biologists, managers and educators in designing and delivering conservation education programs is noteworthy. Both Centers have benefited in having facilities that support this mix of staff (instead of separating the educators from the scientists as often occurs). There have also been substantial successes in terms of developing partnerships with and promoting volunteer participation from, area colleges, businesses, non-profit organizations and other governmental agencies, enabling a much more extensive reach and spread of programs than would otherwise be possible given limitations of staff and funding resources.

What are the weaknesses of your agency's approach to conservation education?

Our agency's weakness is lack of a structured educational program that includes all five divisions working together with one common mission. We should be networking more with outside conservation organizations and educators, utilizing their resources and educational programs.

What opportunities do you see for improving conservation education efforts in your agency or nationally?

On September 8, 2004, the Secretary of DNREC met with Division Directors and a core group of staff representing all the Divisions within DNREC to announce a new approach to accomplish the mission and principles of the Livable Delaware Green Infrastructure Initiative. Green Infrastructure is Delaware's natural life support system - a strategically planned and managed network of natural areas, parks, wildlife areas, streams and wetlands, riparian corridors, greenways, cultural, historic and recreational sites, forests and agricultural lands all with conservation value. These green infrastructure components support native plant and animal species, maintain natural ecological processes, sustain air and water resources, agricultural enterprises and contribute to the health and quality of life for Delaware's communities and people. A coordinated approach between non-governmental organizations, individual private landowners and state agencies will insure that the green infrastructure necessary for a Livable Delaware is achieved and preserved during a time of intensive development in the State. Coordination will avoid encroachment on individual programmatic mandates while accomplishing mutual conservation objectives shared by all partners. This approach does not seek to direct or control, but rather, provide a forum for interaction and cooperation which will allow all of the participating agencies to pool expertise and experience while leveraging funds to implement existing plans based on sound scientific knowledge.
A coordinator has been appointed to provide scientific leadership and support for the conservation work of the Agency. He will lead and manage an interdisciplinary team of staff and technical experts responsible for supporting and improving DNREC's conservation strategies. An outreach/education specialist for wildlife habitat and biodiversity will provide educational programs, participate in outreach events and interact with land owners and the public.
The Green Eggs & Sand project - as a case study for educating about a priority agency resource management challenge, for the way it engages biologists, managers and stakeholders in working with educators, and as an example of an effective multi-state conservation education partnership - could serve as a model for developing and implementing similar programs elsewhere in the nation. There is also tremendous potential under the new State Wildlife grants (assuming they build in more contingencies for funding educational activities) to engage educators in developing programs that address key agency habitat and species of concern issues, while engaging and training the public as volunteer stewards and monitors of those resources.

What future issues or challenges in your state or nationally do you foresee impacting conservation education?

Exploding human populations in Delaware are degrading the environment and much of our diversity is being lost through the destruction of natural habitat. Funding to facilitate educational programs and support staff will be needed to meet these challenges. Managing of limited resources relative to multiple user group/stakeholder interests is another challenge. Educational reforms (e.g. new curriculum standards and accountability measures) also puts a greater onus on natural resource agency educators to work with other agencies (particularly state education departments) in ensuring that natural resource topics and interests are built into and correlated with emerging educational frameworks.

What are your expectations of the Summit on Conservation Education?

To view what other states are doing with conservation education and to implement ideas into our Agency's programs. To network with educators from other state agencies and share some of the successful approaches we've taken in Delaware.

Contact Information

Name: Dawn Failing, Trainer/Educator
Organization: DE Division of Fish and Wildlife

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Florida

Name of agency: Florida Fish and Wildlife Conservation Commission

Conservation Education
The imparting of knowledge (about fish and wildlife resources) through
any of several means including instruction, training or facilitation.
Conservation Education is a process that enables people to:
acquire knowledge;
develop necessary skills for safe and enjoyable participation in
recreational activities;
build concern;
analyze and evaluate issues;
make informed decisions;
and take responsible action on behalf of Florida's fish and
wildlife resources.

Conservation Education programs are a sequence of planned
educational experiences and materials intended to reach a particular
set of objectives. Programs can be small or large and range from
short-term, one-time events to long-term community efforts. Audiences can be formal (teachers and students) or non-formal (adults and/or
children in a variety of settings).

Conservation Interpretation: "...an educational activity
which aims to reveal meanings and relationships through the use of
original objects, by firsthand experience, and by illustrative media
rather than simply to communicate factual information." (Tilden,
1957). Environmental interpretation usually occurs in parks and
natural areas with non-captive audiences (visitors).

Conservation Outreach: Communications services that engage staff with external constituencies, are generally introductory in nature, seek to recruit participants and often foster partnerships with audiences we serve. Outreach activities include, but are not limited to, traveling exhibits, trade shows, and events and presentations not usually part of a formal or non-formal education
program.

CE is embedded throughout the agency. There is a central office of Community Relations that provides coordination, consultation and evaluation.

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Habitat and Species Division --
**Project WILD, Schoolyard Wildlife, Black Bear Curriculum guide, Jr Birder (also within Recreation Office)- programs targeting educators and students
**exotic species work yet to be determined, could include expanding the Florida Cats Indoors materials
**manatee, black bear water bird disturbance, -- nonformal programs targeting adults with action/behavioral change messages

Fish and Wildlife Research Institute -
**Marine Quest - public outreach day with a special school field trip day preceding public day
**manatee and sea turtle education -- includes "suitcases" for teachers to borrow,
**publications development addressing pressing issues called "Sea Stats"
Hunting and Game Management Division --
**Hunter Safety,
**Mottled Duck, Alligator -- nonformal targeting adults (sometimes children) with action/behavioral change messages

Law Enforcement Division -- Boating Safety
Marine Fisheries Division -- general outreach, rules and regs pubs,
kids fishing clinics, Ladies Let's go Fishing clinics and a school
program out of Cedar Key
Freshwater Fisheries Division -
**Joe Budd Aquatic Education Center -- field trip program for local schools, also hosts a summer camp
**Kids Fishing clinics
**Bass Education Center under development,
**Hooked on Fishing -- national drug prevention and fishing program
Recreation Office
*Jr. Birder - mainly distributed through Recreation Office as the first level of a birder achievement program called Wings Over Florida. Teacher implementation mostly handled through Habitat and Species Division
*Chinsegut Nature Center - provides community programs such as seminars, festivals, work days for volunteers, teacher workshops.
*Interpretation on FWC lands - developing interpretive kiosks, wildlife viewing infrastructure and site/recreational opportunity publications

Describe your agency's conservation education approach:

CE and outreach are embedded within agency divisions, there is no central CE office. Each division is then empowered to develop their own specific CE or outreach effort. Role of central Community Relations office where the Conservation Education Coordinator works is to provide guidance, consultation and evaluation.

Do you have a strategic plan for conservation education?

Yes

Is conservation education used as a conservation management tool in your state?

Yes

(for either, please explain)

In some cases such as with black bear, mottled duck and alligator but generally there is more outreach and training than actual CE

Rate integration of conservation education in your agency:.

Sufficient

What are constraints to improving integration?

Agency recently reorganized and we are just now developing implementation strategies, so the agency is still in the midst of great change and is still working out the operational bugs. With time some of the issues we are struggling with now will be resolved resulting in a functional integration model.

How do you evaluate effectiveness of conservation education efforts?

several methods depending on program or project
pre/post testing in teacher training workshops
exit surveys at festivals
behavioral observations before and after in behavior change projects
baseline phone survey with post phone survey utilizing treatment and
control groups sometimes with behavioral observation
postage paid return cards

What are primary barriers to evaluation?

in house experience base, knowledge of methodologies and knowledge of data crunching
time
funds

What are the strengths of your agency's approach to conservation education?

Each division is now empowered to supervise their own CE, outreach and graphics staff. These staff are better positioned to address the needs of the division. CE staff are now able to provide direct input to agency operational planning within a division, giving voice to CE as a management tool. One overall CE coordinator is able to assess agency programming and outreach as a whole thereby preventing redundant or ineffective efforts.

What are the weaknesses of your agency's approach to conservation education?

*Not viewed as part of agency core mission
*Many implementers, fewer staff skilled in program development and
evaluation
* More outreach, fewer programs focusing on behavioral change or actions
* Lack of sufficient CE staff
* Some issues have dedicated funding sources (hunter safety, boating safety and marine fish) and others do not.

What opportunities do you see for improving conservation education efforts in your agency or nationally?

*Adopting new standards and guidelines, providing new professional development opportunities and providing coaching/mentoring to staff,
*New team approach provides more collaboration and ideas sharing
*State Wildlife Grants and strategic planning process states are undergoing now appears to be an opportunity to provide new funding to states.

What future issues or challenges in your state or nationally do you foresee impacting conservation education?

Establishing CE as a core function and securing its value with agency leaders
Finding balance between recruiting and retaining recreational users (hunters, anglers, paddlers, hikers, birdwatchers) and the role of CE as a management tool that can potentially target nontraditional audiences.
Eliminating instinct to cut CE first in budget reduction measures.
Changing demographics and priority of environmental issues
Seeking more balance between information/awareness level efforts and behavioral change.

What are your expectations of the Summit on Conservation Education?

Learn about new research, trends and new models for increasing effectiveness and relevance of CE programming within agency landscape
Learn new strategies that states can use in unison to leverage CE as a means of achieving fish and wildlife conservation goals
Gain improved ability to link CE and conservation and communicate that connection to policy makers

Other comments:

Good survey! Looking forward to learning and sharing ideas!

Contact Information

Name: Judy Gillan, Conservation Stewardship Coordinator
Organization: Florida Fish and Wildlife Conservation Commission

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Georgia

Name of agency: Department of Natural Resources

In Georgia, conservation education is defined as programs and activities that seek to cultivate an appreciation and understanding of the state's diverse natural resources. Our primary goal is to foster wise stewardship of these natural resources. We also promote safe and ethical natural resource-based recreation through our conservation education and outreach efforts. Conservation education occurs through a wide variety of mechanisms including programs at regional education centers, teacher workshops, interpretative activities at state parks, hunter and boater education, Project WILD and Project WET, presentations to stakeholders' groups, and other more general outreach efforts such as media relations and special events.

The Georgia Department of Natural Resources has six working Divisions, which are the Coastal Resources Division, the Environmental Protection Division, the Historic Preservation Division, the Pollution Prevention Assistance Division, the State Parks and Historic Sites Division and the Wildlife Resources Division. The Divisions that are the most engaged in conservation education activities are the Coastal Resources Division, the State Parks and Historic Sites Division and the Wildlife Resources Division. While the Environmental Protection Division also has several very active education and outreach programs, they are more focused on environmental issues than conservation issues.
While conservation education plays an important role in each of these three Divisions, it is incorporated into the organizational structure of the agency rather than as a stand alone Education Section. For example, the Charlie Elliott Wildlife Center, which is our largest regional education center in the state, is housed under the Game Management Section of the Wildlife Resources Division and the individual that runs this facility is a Senior Wildlife Biologist by training. Other parts of the Division provide funding for support staff and programs.

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All associates of the Georgia Department of Natural Resources are involved in education and outreach activities in some way. These activities include presentations as requested to schools or other local groups, participation in special events such as Outdoor Adventure Days, or one-on-one interaction with agency constituents. Some of the more formal conservation education programs offered by the Department are listed below:
Regional Education Centers (WRD) - The Wildlife Resources Division operates six regional education centers throughout the state. These centers provide opportunities for field studies and/or outreach programs to school systems and groups within an hour and a half drive of their location and focus their programming on wildlife and habitats in the region. Educator workshops also are provided through these facilities. More than 3,000 educators and 40,000 students participate in programs through these centers annually.
Project WILD (WRD) - Project WILD is administered by the Wildlife Resources Division through a network of volunteer workshop facilitators who distribute the curriculum guides to educations at six-hour teacher workshops. WRD also hosts four advanced Project WILD workshops each year, which provide educators opportunities to learn more about a specific species or ecosystem and earn professional learning credits. Since 1990, Georgia has hosted an average of 60 workshops annually, reaching an average of 1,170 teachers.
Interpretive Programs at State Parks (Parks) - The State Parks and Historic Sites Division operates 63 sites statewide including 46 parks and 17 historic sites. All of the historic sites and nearly half of the parks have interpretive staff to provide programs for the more than 12 million people who visit each year. Programs include recreational activities, special events/festivals, programs for school children and other groups, and daily "regular" programs including hikes, tours, etc., many of which are devoted to educating the visiting public about the unique cultural and/or natural resources at a particular site. A Junior Ranger Program is available statewide and strives to educate children about Georgia's natural, cultural and recreational resources.
Hunter Education (WRD) - The Wildlife Resources Division has taken great strides in recent years to make the mandatory hunter education course more accessible throughout the state. In addition to the traditional classroom technique for delivering the hunter education curriculum, students now have the opportunity to work through the coursework at their own pace, using a free CD-Rom that is available at all Law Enforcement Section and Game Management Section offices throughout the state. After they have worked through the CD-Rom, students can sign-up for a one-hour classroom review and the proctored hunter education test in order to complete their certification. This approach to hunter education has reduced the amount of staff and volunteer time required to administer the course. Approximately 15,000 - 20,000 students participate in hunter education in Georgia annually.
Boater Education (WRD) - Boating education is not mandatory in Georgia, except for some certain ages in order to have privileges to operate certain vessels (for example, children ages 12 - 15 must take a boating education course to operate a personal watercraft without the supervision of an adult). The Wildlife Resources Division offers limited boating education courses and also works with partners such as the U.S. Coast Guard Auxiliary to provide courses throughout the state. In addition, an on-line boating safety course is available at boat-ed.com.
Coastal Ark (CRD) - The Coastal Resources Division uses the Coastal Ark as a mobile classroom to engage local governments (including elected officials, planners, zoning boards and building inspectors), school children and the general public in watershed based wetland outreach activities, training opportunities and technical assistance. The Coastal Ark reaches approximately 9,000 people annually.

Describe your agency's conservation education approach:

The Georgia Department of Natural Resources' approach to conservation education is to engage in activities that have the potential to reach the largest number of people with the limited resources that are available at the present time. In the case of some of the regional education centers, we have partnered with local school systems to help fund positions and facilities. With hunter and boater education, we have worked to provide alternative delivery methods to make the courses more accessible
While conservation education programs for children and youth remain in high demand, changes to the education requirements in the State of Georgia make it more and more difficult for schools to allocate time and funds for field trip opportunities. Therefore, it is extremely important that we continue to get educators interested in conservation education so that they can take this information into their classrooms. For every teacher that we reach, we can impact a potential of 25 - 30 children annually.

Do you have a strategic plan for conservation education?

Yes

The Department of Natural Resources does not have an overall plan for conservation education at this time; however, the Wildlife Resources Division has developed a comprehensive five year plan for their part of the agency that includes the development of an annual conservation theme for use by regional education centers, Division staff and others.

Wildlife Resources Division Education Plan FY05-09 (145kb PDF file)

Is conservation education used as a conservation management tool in your state?

Yes

(for either, please explain)

Conservation education is used as a wildlife management tool, but not to the level of its potential. For example, individuals undergoing certification for hunter education learn such principles as habitat management, deer population, and conservation ethics. Teaching individuals to be wise stewards of their environment and encouraging them to get involved in conservation issues are central themes to all conservation education programs.

Rate integration of conservation education in your agency:.

Poor

What are constraints to improving integration?

The agency as a whole could benefit from better integration of conservation education programs and initiatives. The Wildlife Resources Division has taken a major step forward in this approach this year by introducing an annual conservation theme (ACT) and providing standardized resources and materials to all Division associates. They also have implemented an evaluation system that will provide insight into how well this information was incorporated into the overall Division's outreach and education efforts at the end of the year. However, better integration of this approach to conservation education with other Department Divisions and programming would only help to improve the overall messaging for the agency.
There are several constraints to improving integration. Overall, the Department of Natural Resources really has very few full time associates that are dedicated to conservation education. In many cases, those that are involved in conservation education at the regional level are doing so because of their interest in this area and not because it is their primary job responsibility. With challenging budget situations placing more responsibilities on fewer staff members, finding time to keep programs afloat - let alone coordinate and integrate them - is difficult. In addition, staff is spread out throughout the state and work for many different supervisors who place varying priority levels on conservation education compared to other job duties. Funding also remains one of the greatest challenges facing all conservation education programs.

How do you evaluate effectiveness of conservation education efforts?

Because of the nature of many conservation education programs, such as interpretive programs at state parks, evaluation much beyond the number of participants is difficult. The Wildlife Resources Division has implemented a tracking system for conservation education programs to evaluate the topics and messages delivered through all of its education efforts. Evaluations also are conducted for most teacher workshops and some student outreach/day use programs. However, the agency has not conducted regular human dimensions research on attitudes towards conservation education to determine if these educational efforts are having an impact.

What are primary barriers to evaluation?

The primary barrier to evaluating conservation education is the collection of data. It is easy to count the number of participants in a program. It is much more difficult to determine if the that program will have a lasting impact or change attitudes or behavior in a way that will make them wise stewards of the environment or interested in outdoor recreation without determining their baseline level of understanding or interest and following up with their actions at a later time. A participant's responses to a survey conducted at the end of a program can tell you whether they felt the program was beneficial, but we must be dedicated to the long-term evaluation of our education programs in order to determine if they are truly having an impact.

What are the strengths of your agency's approach to conservation education?

The greatest strength of our approach to conservation education is the enthusiasm of our staff members. Our agency has increased its outreach and education efforts exponentially over the last decade, even in the face of funding challenges, primarily due to the interest of selected individuals within our ranks. The strength has allowed us to take a very localized approach to conservation education, using the unique resources and wildlife in each region to engage teachers and educators in that part of the state. In addition, working to identify partnerships for funding conservation education, such as partnering with school districts or working with conservation organizations, have been critical to the success of these programs.

What are the weaknesses of your agency's approach to conservation education?

The greatest weakness of our approach to conservation education is that it consistently is ranked against other responsibilities of the agency such as wildlife management and law enforcement for funding and other resources. A recent survey in the Wildlife Resources Division showed that approximately one-third of the Division's associates rated education as extremely important for the next decade. However, when personnel time and financial resources must be allocated, conservation education tends to fall behind other more traditional programmatic areas.

What opportunities do you see for improving conservation education efforts in your agency or nationally?

Conservation education has always been one of my greatest interests, and I worked to start one of our first regional education centers when I was a regional supervisor. As the new Commissioner of the Department of Natural Resources, I am interested in improving our conservation education efforts and improving communications among various Divisions within our Department to share programs and resources. All of our Divisions have good programs underway, but as a Department we could have a stronger impact on Georgia citizens if we worked on developing some common messaging.

What future issues or challenges in your state or nationally do you foresee impacting conservation education?

With all of the changes and standards facing the education community, state fish and wildlife agencies are going to have to continue to be creative and flexible in their approach to conservation education.

What are your expectations of the Summit on Conservation Education?

My expectations for the Summit on Conservation Education is to learn more about the national trends in conservation education and to identify ways that state fish and wildlife agencies can do a better job of coordinating our efforts and sharing successful programs. Project WILD is an excellent example of educators working together to develop a program that is now used nationally and is incorporated into most agency education efforts in some way. The Archery in the Schools program, developed in Kentucky, is another example of a successful initiative that was developed by one state and now is spreading across the country. With limited staff and funding for conservation education, it is imperative that we continue to encourage networking among those working in this field.

Contact Information

Name: Noel Holcomb, Commissioner
Organization: Georgia Department of Natural Resources

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Idaho

Name of agency: Idaho Department of Fish and Game

We do not have a standard definition. However, our actions suggest that conservation education includes both a recruitment/retention and a stewardship emphasis. Conservation education is more of an "old school" term where environmental education is new schools (and most likely not as welcome a term in conservative Idaho). It is a matter of semantics in many ways. We would like to create an environmentally literate citizenry in Idaho, where a majority of the public realizes the value of their natural resources and would vote to protect them. Yet, this is not by any means a "preservationist" tactic. We firmly believe that the more people who get out and use the resources will be mire likely to protect them.

Conservation education is nested in our Communications Bureau (formerly known as I and E). Communications is one of eight IDFG Bureaus. Directly under our Bureau of Communications Chief are two positions that supervise the rest of the bureau staff. The Conservation Information Supervisor and the Conservation Education Supervisor. All IDFG education planning, management, and direction comes from the "education" side. Program leaders in Hunter education, Project WILD, MK Nature Center, and soon Aquatic Education all report to the Conservation Education Supervisor.

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Hunter Education: nested under our Bureau of Communications and mandated by state law, we have a part-time statewide hunter education coordinator with a 6 other part-time regional staff spread across the state and one full-time HE coordinator in our busiest region near Boise.
Aquatic Education: currently lacks a program leader. In the midst of a total revision with RBFF. All current efforts are regionally directed and include FFD, clinics, rod loaner programs, and trout in the classroom.
MK Nature Center: A full-time director with three part-time support staff operate this nature center adjacent to our Boise headquarters. The center provides programming for area schools and the public at large.
Project WILD: A part-time state coordinator manages this program which includes introductory workshops and two week-long summer field seminars.
Nose to Nose: A full-time staff member travels to schools around the southwest Idaho area and does clasrroom programs, primarily with taxidermy. A similar program is done in northern Idaho with a part-time staff memeber funded jointly by IDFG, USFS, and BLM.
Wildlife Express: a tabloid newspaper sent to schools who pay for a subscription. This monthly magazine also comes with a teachers guide so that educators can use each month's species to relate to multi-disciplinary subjects.
Regional Programs: At each regional office, one staff member (Full-time in 6 of our 7 geographical regions) has mixed responsibilities to act as a public information officer and do education when appropriate. Many of these staff have built their own localized programs.

Describe your agency's conservation education approach:

We are undergoing a major transition in our approach. For years, our programs were conducted with little or no evaluation. They were simply done because people felt they were the right thing to do. We are taking a hard look at all our programming, hunter ed, Aquatic ed, project WILD, nature center programs, etc to see what we are getting accomplished. One by one, we are evaluating each major program. We hope to draft a plan for each and weave them into a broader education plan for ther agency asa whole. This would also include our "information" side which produces materials (such as videos) used in education. In the future, our education programs should cross-promote each other, meet the needs of the educational community, meet the needs of the general citizenry, be proactive in terms of IDFG needs, and use evaluation as a tool to measure our success.

Do you have a strategic plan for conservation education?

No

Is conservation education used as a conservation management tool in your state?

Yes

(for either, please explain)

We are beginning to use more conservation education to influence our management programs. For example, Mule deer management is a huge issue in Idaho. We highlighted Mule Deer in our youth tabloid, Wildlife Express
and hope to conduct Project WILD workshops on the same specific topic. Last year, we were ahead of the curve when we created materials for schools about West Nile Virus before it was found in Idaho. We will be designing materials about wolves in the near future as our state takes over management of these species.

Rate integration of conservation education in your agency:.

Sufficient

What are constraints to improving integration?

Communication! We need to work closely with all of the "on the ground" folks who are doing research and conducting management programs. They, in turn, cannot think of themselves as only the managers but as links to the public through our bureau.

How do you evaluate effectiveness of conservation education efforts?

How to you evaluate when they have not truly been measured. Do Idaho citizens value wildlife more now then they did 20 years ago when we started project WILD? We would like to say yes and one can always find anecdotal evidence but we have further to go than that. Hunter Education has proved successful because our injury rates, like those of other states, has declined since mandatory hunter education was passed. All in all, we need to create measurable means of evaluation.

What are primary barriers to evaluation?

Knowledge of proper way to conduct them is one. Education is more difficult to evaluate then other things, especially long-term education so it is easier to ignore the need for evaluation. Funding could be an issue depending on how we conduct the evaluation. Lastly, cultural obstacles could be an issue. Some folks may not want their program evaluated.

What are the strengths of your agency's approach to conservation education?

I believe the strength is the transition we are making. We are committed to evaluate the programs we are doing and use evaluation into anything new we produce. We are using creative methods to help defray costs like using a subscription base for our youth tabloid. Our budget in the past for this program was near $50,000 and the tabloid was distributed to any school who wanted them. Yet there was no value to them and no sense of how many were used in the classroom. Now teachers paying the subscription rate are much more likely to use them in lesson plans that we have developed for them. The magazine reached far fewer students but most likely is used in greated depth. Further more, the cost of the program is 75% less than it used to be.
We are also thinking outside the box. IDFG used to create videos about Idaho wildlife based on natural history of specific species, a market flooded now.
(Just watch animal planet). More recently, we have used broader themes for vidoes and included children in the production to make it fit the classroom more effectively. Our first attempt at this entitled "Fast Food: A Predators World" took two national video honors.
Another strength is the structure of all education program leaders reporting back to a central position (conservation education supervisor) who has the responsibility to know what is going on statewide and nationally.

What are the weaknesses of your agency's approach to conservation education?

Staff and money are always the first two. We have few full-time conservation education positions and as a result, it takes longer to get things accomplished.
This is also bad for overall moral. Communication is also a problem and this is closely linked to structure. Regional staff, although they should be on board to follow bureau directives are not necessarily mandated to do so because direct supervision comes locally.

What opportunities do you see for improving conservation education efforts in your agency or nationally?

As mentioned earlier, the commitment to change and use a "best practices" approach will move our programs forward and make them more effective. The summit may be the best attempt to move things nationally!

What future issues or challenges in your state or nationally do you foresee impacting conservation education?

Funding is a huge issue. Nationally, we need to develop a funding strategy.
Proactive vs reactive needs to be the national motto for state agencies. We must built programs around the needs of the future and not the past. This also
includes the balance between recruitment and retention programs vs stewardship.
Most agencies continue to throw ropes out to potential hunters and fishermen in the hopes of recruiting them to the sport yet research continually shows the public in an opposite direction. While our customer base should not be ignored, we must also look down the road at the overall citizenry. To remain credible with this audiences, we must address broader needs.

What are your expectations of the Summit on Conservation Education?

I believe the summit is a starting point and an opportunity to network and brainstorm with those primarily responsible for the progr