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Harriet Alexander Nature Center <br />Implementation Planning Session One <br />2 February 2013 <br />Page 2 <br />Regional or local? <br />Volunteer/staff after hours? <br />Work session participants were asked to work in small groups to consider the <br />experience of the Harriet Alexander Nature Center, thinking about what is working and <br />what is not working. Responses were recorded on "Issue" sheets by each group to <br />identify the key concerns the group believes need to be resolved to direct the <br />experience of HANC toward the basic ideas framed in Exercise One. Responses included: <br />After hours staffing: should it be volunteer responsibility or staff? <br />Volunteers know what belong; HANC property. Compensate for non- <br />traditional hours. <br />Volunteers need to have orientation, training, support. Set up <br />training days. Volunteers not trained in at all. Can't answer phone <br />questions. Volunteers need information on who to call to answer <br />questions. <br />Key issue— staff iing. Looking at potential disaster and Nature Center <br />staff not dedicated. <br />Other nature centers have a different philosophy. Council needs to <br />understand that HANC needs to be supported—financially and <br />personnel if wanting to be comparable. <br />Publicity—to many people don't know about HANC; signage— <br />placement, perpendicular; visual; help make site a destination. <br />Hard to distinguish between HANC and WRC; pathway signage. <br />Need to work with schools more; expand staffing to be able to go <br />out to schools; seek grants for additional support; need to get kids <br />into community. <br />Reference library—up to date, accessible, 21s' century. <br />Connecting to new ways to market nature center. <br />Connecting to other web cams around station or region to create a <br />larger volume of educational displays; web cam for osprey or other <br />animal nests. <br />Connection programming for field trips to state science standards to <br />increase interest from and value to local schools; promote to <br />elementary and secondary science teachers; if they can justify <br />meeting educational curriculum goals; reach out to them to find out <br />what would be useful or valuable to their curriculum. <br />Interactive educational components; real animals, electronic/multi- <br />media activities and learning experiences. <br />Educational connection with DNR—set up tracking collars on deer in <br />Roseville, computer visual to watch movements; Jim Boardson is <br />