Core Activities

2005 was another busy year for the organization. We led a Wildlife Tour to India, conducted an Applied Environmental Education Workshop in Namibia, held the third annual International Migratory Bird Day Festival in Rochester, ran the second rubber duck race as a charity fundraiser, continued our support for the Kangundo Wildlife Education Center in Kenya, expanded work as a community partner for Flying WILD, and awarded two John Judy Grants.

EECG conducted its first nature tour to India in January. The tour was very successful, and it will provide a good model for future efforts. Our Indian collaborators, the Tourism and Wildlife Society of India (TWSI) and Group and Individual Travel Service, provided outstanding support for the tour.

In April, we conducted the second Smithsonian/ EECG Applied Environmental Education Workshop in Namibia. The workshop was held at the Headquarters of the Cheetah Conservation Fund with a field trip to Etosha National Park. The 12-day workshop featured small group discussion, group projects, educational activities on the field trip, lectures, and guest speakers.

To conclude the course and synthesize information gained, the participants wrote a grant proposal to implement a new program or augment the work in which they were already involved. This was perhaps the best international workshop EECG has worked on in terms of logistics and overall positive attitudes. Fellow board member Bora Simmons joined Ed McCrea and Jim Massey to conduct the workshop

EECG awarded two John Judy Grants at the applied environmental education workshop in Namibia in April. We presented the main award to Benson Muramba from the Namibian National Museum. Benson's proposal focused on using youth presently participating in a museum education program to act as mentors for local youth who could not attend the formal program. The mentors will help set up biodiversity clubs in schools.

We also approved a smaller project, submitted by Josephine Henghali. Josephine works at the Cheetah Conservation Fund, but her project will take place in her home village. The project will attempt to find out why villagers capture and kill small mammals near their village (food? tradition? sport?) and to work with the community through social marketing and community participation to see if alternatives to this practice exist that could be adopted.

A well and water system were completed this year for the Kangundo Wildlife Education Center in Kenya. The center and village were also hooked up to the electric power grid. Ground was broken for actual construction of the center in early December. EECG is acting as the fiscal agent for the project with funds being raised by a "friends" group for the Center.

In December, BirdCOR, the local activity arm of EECG, held its third Flying WILD workshop for the Greater Rochester Area. In addition, we featured the Flying WILD program at the 2005 IMBD Festival. Teachers from both schools that held Flying WILD festivals presented exhibits on their programs at the IMBD Festival.

We received a small grant from the Council for Environmental Education that will enable us to proceed with more training in 2006 and to hold a planning meeting to map out the future of our Flying WILD program.

As part of strategic planning, we have refocused the BirdCOR program for the Greater Rochester Area around the Flying WILD program. The reorganization provides an easily understood anchor for BirdCOR and should improve outreach and fundraising possibilities.

In May, BirdCOR conducted the third annual International Migratory Bird Day (IMBD) Festival. Attendance was good, and there was a good mix of NGO, agency, and commercial exhibits and programs. Cooperation among several groups to hold the Festival was a particularly positive part of the activities again this year.

We were pleased to be able to emphasize the link between EECG and the Tourism and Wildlife Society of India (TWSI), our main Indian cooperator, at the BirdCOR Festival this year. We accorded co-sponsor status for the Festival to TWSI as they did for us at their Fair.

BirdCOR also conducted the second rubber duck race in June. Support for the race from local merchants was very good--150 prizes worth over $6,000. Revenue from this high visibility fundraiser increased from 2004.

In January, EECG conducted an applied environmental education workshop at the Cheetah Conservation Fund (CCF) Headquarters in Otjiwarongo, Namibia. The workshop was coordinated and funded by the Smithsonian Institution with project development and instruction provided by EECG in cooperation with CCF.

In April, BirdCOR, for which EECG was the managing member at the time, conducted its second International Migratory Bird Day (IMBD) Festival. The second festival built on the success of an IMBD Festival held in 2003, and was well attended.

In June, BirdCOR conducted a Rubber Duck Race to call attention to the need to conserve migratory birds and raise funds for activities in the Rochester, NY area. With almost 1000 yellow rubber ducks floating down the Erie Canal, the race made quite an impression and resulted in considerable publicity for BirdCOR and migratory birds.

In September, we held EECG’s second International Applied Environmental Education Course in Thailand. (This was the fifth in a series of courses that EECG has helped conduct in cooperation with the Smithsonian Institution and the Zoological Parks Organization of Thailand.)

EECG gave two additional John Judy Grants this year to fund education programs in Namibia and Thailand.

While we were in Thailand in September, we renewed the cooperative agreement between EECG and Burapha University and its Institute of Marine Science (BIMS). We discussed a variety of collaborative projects during our meeting at the Institute.

In November, we signed a cooperative agreement with the Kangundo Wildlife Education Center Committee. We then were able to transfer funds so that work on the education center detailed in the cooperative agreement could begin. The center is being funded by various donors including the Troy, OH Rotary Club with EECG playing a planning and facilitation role.

We completed final arrangements for an EECG Nature Tour to visit Project Tiger reserves in India. An enthusiastic group has signed up to help EECG inaugurate its nature tour program in January of 2005.

Through staff and its consultants’ consortium, EECG has the following capabilities:

Evironmental Education and Conservation Global (EECG) created the John Judy International Environmental Education Memorial Grants Program to honor the memory of John M. Judy, an individual who dedicated his career to environmental education in the United States and abroad. At the time of his death in the spring of 1995, John had recently retired from the Tennessee Valley Authority (TVA) where he had spent 20 years working to support and enhance environmental education in the Tennessee Valley. Over the years, his work for TVA covered a wide array of environmental education activities—from developing and operating TVA interpretive centers, to conducting multi-state environmental education leadership workshops for citizens groups, to managing TVA’s network of universities involved in environmental education.

As important as John’s work with TVA was, perhaps his most significant impact on the environmental education field was through his efforts to support environmental education beyond the borders of the United States.

John’s international work began with a request to assist with a workshop in India in 1982. Over the years, he traveled to India, Pakistan, and Jordan to work on a variety of environmental education projects. Later in his career, John worked closely with his colleagues in Russia to establish an environmental education network in the Rostov region. His good humor and multifaceted expertise, plus a willingness to provide support and advice once he returned home, quickly established him as a valuable friend to international environmental educators and environmental education.

Throughout John’s career, he was known for his quiet competency, his positive approach to education issues, and his willingness to take the time to listen. His thousands of colleagues can testify that John was very effective in furthering the field in which he so firmly believed.

Grants are awarded to support projects that are innovative, have potential for replication, and reflect a substantial personal commitment to environmental quality. Criteria for the award are simple, paperwork is minimal, and the spirit of John Judy guides the selection. As one stipulation under the grant, people or organizations receiving the award are required to acknowledge John Judy and his work in some manner in the funded project.

The new EECG John Judy Memorial Grants Program is funded by donations from John’s many friends and colleagues as a way of continuing John’s work in the environmental education field.

THE 2001 AWARD

In 2001, the John Judy International Environmental Education Memorial Grant Program was made an integral part of the environmental education course in Thailand that EECG co-sponsored. During the course, the participants were required to develop individual projects, based on their own situations that demonstrated how education could be used as a tool to correct environmental problems. As part of this activity, the participants were told that the best project would be selected to receive a $500 John Judy Memorial Grant.

Mr. Porn Chaichuan was awarded the 2001 John Judy Memorial Grant for the project entitled, "Children Working To Preserve Mangroves in the Town of Sattahip." Chief Petty Officer Porn is in the Thai Navy and runs an ecology camp and learning center. The center is near one of the last mangrove stands in the province of Chonburi on the Gulf of Thailand. Mr. Porn will use the grant funds for an education program to promote mangrove conservation. Target audiences include schoolteachers, staff members who manage navy-controlled mangrove areas, and students.

THE 2002 AWARDS (Two awards were made in 2002)

In the summer of 2002, EECG awarded two John Judy Memorial Grants. EECG awarded the first grant to Apidet Singhaseni, EECG’s primary cooperator in its environmental education efforts in Thailand. Khun Apidet used the funds to enhance the children’s environmental education program at Khao Kheow Open Zoo (KKOZ) where he is Director of Planning, Public Relations, and Education. The grant also enabled Mr. Apidet to participate in a study tour in the United States.

Under the grant, KKOZ staff were able to conduct expanded outreach programs at local schools using live animals such as a star tortoise, giant frog, guinea pigs, scorpions, a tarantula, and fireflies. The zoo also purchased cages and equipment for activities as part of the outreach program.

Mr. Apidet’s study tour to the United States included visits to zoos, parks and preserves, environmental nonprofits, nature centers, natural history and science museums, aquaria, historic sites, a government environmental agency, the education department of a private company, and a university with a major environmental education program. His objective in visiting these 27 sites in five states was to learn about their education programs, use of live animals in children’s programs, marketing and membership development, and management of volunteers. Staff at all the organizations and agencies were extraordinarily helpful in explaining their programs and providing useful examples and resources.

EECG awarded the second grant of 2002 to Khun Prachaya of Koh Chang National Marine Park off the coast of Southeast Thailand. Many visitors to this island national park use a guide from the local area to lead them on inland hikes to waterfalls and other natural features. However, most of the guides are untrained in communications techniques and are not well versed in the ecology of the area.

To provide support for local guides, Koh Chang National Marine Park and the Tourism Authority of Thailand have joined together to create the "Nature Trail and Ecotourism Program" at Koh Chang. This program’s goal is to train all of the local tourist guides. Khun Prachaya will use the John Judy funds to conduct the first training activity under this program. Training will involve 15 local guides from selected Koh Chang villages and 5 guides from tourist agencies. Guides will receive training in communications techniques, ways to enhance the ecotourism experience, minimizing negative impacts of tourists, English for tour guides, ecotourism philosophy and purpose, ecology of Thailand and Koh Chang, maintenance and construction of nature trails, and safety and first aid.

The training course will run for two days and will include a practicum on the trail. Guides who do well in the practicum will receive approved guide certification from the park authorities.

EECG is particularly grateful this year for a bequest from the estate of Betty McCrea through the North American Association for Environmental Education and a donation from Rebecca Judy.

THE 2003 AWARD

In conjunction with the international environmental education course we held in Thailand in the summer of 2003, EECG conferred its third John Judy Award to Mr. Lanchakorn Satsanguan. Khun Lanchakorn is an instructor at the Chanthaburi Campus of Burapha University in Thailand.

The Chanthaburi Campus of Burapha University where Khun Lanchakorn teaches is a relatively new branch of the university. It was established in 1996. (Chanthaburi is one of the provinces in Eastern Thailand.) The new campus has five buildings—two office and lecture buildings, one resident building for staff, and two dormitories for students.

The idea for his project came to Khun Lanchakorn when he noticed that each campus building used a substantial amount of electricity and water. The student body of about 500 undergraduate students showed little concern for energy and environmental conservation on campus. They frequently forgot to turn off lights and close water faucets. Khun Lanchakorn also noticed that the students used the elevator unnecessarily, used paper on one side only, and did not separate recyclable from non-recyclable garbage.

To help the students improve their environmental behavior, Khun Lanchakorn developed the winning proposal titled—Project to Conserve the Environment of Burapha University. The purpose of the project is to increase the awareness of students on campus about energy and environmental conservation and change the behavior of these students as they become conservation conscious.

The main target of the educational campaign will be the undergraduate students on campus. However, the project also aims to influence the behavior of university officers, instructors, guards, housekeepers, and food and beverage sellers on campus.

Contest winners will receive small grants that they can use to further conservation activities on campus.

THE 2004 AWARD (Two awards were made in 2004)

Namibia. In conjunction with the international environmental education course held in Namibia in the summer of 2004, EECG presented its fourth John Judy Award to Dr. Moshood Lawal of Nigeria. Dr. Lawal is a Chief Lecturer in Adeniran Ogunsanya College of Education, Director of the college’s Centre for Sandwich Degree Programme for the University of Ado Ekiti and an education advisor to the Nigerian Conservation Foundation.

Dr. Lawal will use the funds to conduct a three-day skills and resource material development workshop aimed at reducing the rate of incursion into the Gashaka-Gumti National Park for natural resource exploitation by local community members. The strategy used will be environment-related religious education since earlier, more traditional education programs aimed at this problem have been less effective than desired. The target audience for the workshop will include Christian and Islamic religious leaders, a selection of the national park’s protection staff, and village heads from the five local government areas around the park.

Dr. Lawal expects that after the workshop, the religious leaders will be able to identify, compile, and use relevant environment-related religious injunctions to preach environmental awareness and responsive actions to their congregations. It is hoped that this strategy will lead to the desired changes in the resource use patterns of congregation members. One product of the workshop will be a booklet with relevant environment-related religious injunctions drawn from the holy books. Religious leaders can then use the booklet as a resource around Gashaka-Gumti National park and near other protected areas in Nigeria.

Thailand. At the Applied Environmental Education Course held in Thailand in September of 2004, a John Judy Grant was given to Luciana Sitanggang from World Vision International (WVI) in Jakarta Indonesia. WVI is a humanitarian organization focusing on child issues with a community-based approach. Ms. Sitanggang will use the funds to start a waste reduction program at WVI’s headquarters in Jakarta. The program will directly reach the 100 persons working in the Jakarta office of WVI and then be recommended for adoption by the 700 persons working in other offices of WVI throughout Indonesia. Since WVI works in over 100 countries, there is considerable potential for a wide-ranging impact from the program. The project entitled, Promoting Environmental Awareness and People Involvement Through Reducing Waste at Work, will complement WVI’s community based initiatives that help communities and children live healthy lives and protect their environment. (Luciana points out the need for WVI to model the recommended behavior before advocating that communities with which it works adopt similar behaviors.)

THE 2005 AWARD (Two awards were made in 2005)

EECG awarded two John Judy Grants at the applied environmental education workshop in Namibia in April of 2005. The main award was given to Benson Muramba from the Namibian National Museum. Benson's proposal focused on using youth presently participating in a museum education program to act as mentors for local youth who could not attend the formal program. The mentors will help set up biodiversity clubs in schools.

A smaller project, submitted by Josephine Henghali, was also approved. Josephine works at the Cheetah Conservation Fund, but her project will take place in her home village. The project will attempt to find out why villagers capture and kill small mammals near their village (food? tradition? sport?) and to work with the community through social marketing and community participation to see if alternatives to this practice exist that could be adopted.

EECG’s Educational Philosophy

1. There seem to be many different types of environmental education in use today. What type of environmental education does EECG embrace in its activities?

Given that EECG’s mission is to improve environmental quality, we believe that a practical, applied style of environmental education is the most effective tool for accomplishing what we were created to do. The intended outcomes of EECG’s applied education activities are behavior changes and actions to conserve and enhance the natural environment.

EECG defines applied environmental education as follows: Applied Environmental Education is a systematic educational process that equips and motivates people to participate effectively in cooperative efforts to restore or enhance environmental quality.

2. Why has EECG chosen this particular focus for its environmental education activities?

EECG works in many countries where environmental problems are massive and immediate. In these cases, we feel that applied environmental education that can promote positive behavior change in the short-term must be partnered with long-term efforts to build environmental literacy.

3. What techniques does EECG use in its applied environmental education activities?

EECG believes that environmental educators can learn a great deal from the social marketing field. Social marketing works on the assumption that there are many reasons that a person might change a particular behavior. Sometimes basic knowledge or skills are missing that would enable a person to act differently. At other times, people may be persuaded to "exchange" their behavior for a different behavior for reasons that have notheing to do with knowledge or awareness. People will often change their behavior if they see that the new behavior is beneficial to them. Providing alternatives, economic incentives, or new philosophical or cultural insights may be an effective alternative or addition to basic education.

4. How do these strategies fit in with basic environmental awareness and literacy?

EECG sees both long-term and short-term strategies of environmental education as being necessary for sustaining environmental quality. Education strategies to promote awareness of and knowledge about the environment and environmental issues are obviously important. However, environmental education in the schools must go beyond this basic awareness and knowledge. Structured education programs where students can practice problems solving, acquire knowledge and skills, and gain a sense that they have the ability to make a difference are also needed if students are to become active participants in maintaining environmental quality.

5. Can you give an example of how social marketing can be an effective tool in promoting environmental quality?

In India, there has been a problem with harvesting of sea turtles for their supposed medicinal properties. An education campaign about the turtles that emphasized their endangered status and downplayed their medicinal value might have been effective, but it would not have offered the people catching and selling the turtles anything in exchange for stopping this behavior.

Instead of an educational approach, the supporters of turtle conservation developed an advertising campaign that focused on religious and cultural themes. They advertised the fact that the turtle was believed to be one of the avatars of the Hindu god, Vishnu. As a result, reports indicate that “…fishermen have suddenly stopped killing the turtles when they inadvertently catch them. They now release the turtles into the sea after worshipping them with flowers.” The villagers were willing to exchange the small monetary reward they received from selling the turtles for the perceived benefit of gaining favor with a major deity in the Hindu religion.

6. What if the behavior change you wish to bring about will create a hardship for those involved?

EECG believes that to be effective, conservation efforts must enhance the quality of life for those directly dependent on the planet's biological bounty and must promote the equitable sharing of benefits derived from the world's natural resources. People are not likely to change their behavior unless they see the new behavior as benefitting them in some way. Asking a woman to refrain from collecting firewood to cook food for her family is unrealistic unless a positive alternative is offered in exchange. That is why EECG emphasizes wildlife and nature related crafts and tours as ways for local individuals and communities to make needed money instead of engaging in destructive environmental behavior.

7. EECG’s emphasis on behavior change might seem to be at odds with many people’s idea of education. Aren’t you worried that your approach might be called persuasion and propaganda rather than education?

Actually, if we had to use terms other than education, we would call our approach “participatory democracy” with a healthy dose of “enlightened self interest.” Educational activities need to have clearly stated objectives, be based on an examination of broad perspectives on the issues, build on objective facts as they are known, embrace self-determination, and promote responsible action to conserve and enhance the environment. When these conditions are met, we believe that behavior change is an appropriate and necessary part of environmental education. EECG does not try to dictate what conclusions people should draw or actions they should take, but we do give them a systematic planning methodology to facilitate their thought processes and experience in relevant projects that can help them see how they can make a positive difference.

Our primary focus is adults, particularly adults who work in or can influence environmental quality—persons such as educators in parks or with conservation organizations, wildlife biologists, zoo personnel, environmental journalists, wildife tour operators and guides, policy makers, business leaders, influential individuals, etc. These folks have the access, expertise, and inclination to work for environmental quality. If given the educational tools, they can be even more effective in their daily jobs.

EECG works with teachers and school administrators rather than working directly with students. It is a more effective way to reach the students over the long term. EECG’s educational activities with teachers follow the organization’s overall philosophy of applied, environmental action oriented education. Teachers and administrators are shown ways that they can help their students become involved in activities to improve environmental quality so that the students will gain the knowledge, skills, self confidence, and motivation to be active in promoting environmental quality as adults.

10. Some settings such as parks and zoos would seem to have difficulty in implementing the in-depth, participatory type of education that EECG advocates. Can the EECG educational philosophy be applied in these settings, also?

The relatively short time that most visitors spend on educational activities in these settings works against any in-depth educational program designed to promote positive, long-term behavior change. However, at their best, education activities at these types of facilities can stimulate a desire to learn more about, and work for the protection of, the resources that these facilities showcase. Zoos and parks can also provide opportunities for schoolchildren to participate in educational projects and become ambassadors of postive environmental behavior in the community and with their partents. Zoos and parks can also provide positive examples of how humans can interact wtih the environment with minimum impact.

EECG has the following Corporate Beliefs

· Good strategic planning is the core of effective programs and activities and is the foundation of quality products.

· An international network of trained educators, nature-tourism professionals, managers, media specialists, planners, and government leaders can and will effect changes that protect and enhance the environmental quality in their countries.

· Many individuals and organizations worldwide want to be part of positive efforts for environmental change but do not have the knowledge or other resources needed for maximum effectiveness.

· Individuals, businesses, and foundations will support this type of international effort with cash and in-kind contributions.

· Tour operators can conduct nature-tourism activities in an ecologically sensitive and sustainable manner that will include the local people in development and presentation and will ensure their participation in any financial rewards.

· Degradation of the environment is caused by the action--intentional or unintentional--of individuals and communities and cannot be corrected without behavior changes on the part of those involved in causing the problems.

· Applied environmental education that incorporates environmental communications and social marketing techniques can be an effective tool in achieving positive environmental behavior.

· Techniques to preserve and enhance biological diversity cannot be successful if the various affected audiences are not active and positive particpants in the conservation process.

· People will not change their behavior unless they see the new behavior as benefitting them in some desireable way. Asking a woman to refrain from collecting firewood to cook food for her family is unrealistic unless a positive alternative is offered to the woman in exchange.

· The goal for environmental education in the schools should be to motivate and equip individuals so that they will participate wisely and responsibily in decisions about the environment. Such education must go beyond basic environmental awareness and knowledge. Also needed are extensive practice and participation that teach skills, establish positive behavior patterns, and support the empowerment necessary to stimulate future effective participation in maintaining environmental quality.

· Keeping our eye on larger goals while producing products that are practical, user friendly, and work on the ground.

· Working with people until they are comfortable with and can use the process or product.

· Placing a high value on hard work, persistence, friendship, loyalty, focus, synergy, honesty and integrity.

· Listening carefully to our partners and clients and treating them in a respectful, friendly, and supportive manner.

Definitions

The following terms are used in EECG documents. Their consistent use as defined is intended to improve clarity and promote effective communication.

Activity: A focused collection of actions designed to meet specific objectives. Various activities are conducted under each Program Area of EECG.

Applied Environmental Education: An umbrella term for EECG education activities that refers to a specific, applied, and targeted type of environmental education. Its intended outcome is behavior change and action to conserve and enhance the natural environment. The official EECG definition is as follows:

Discussion Papers: Internal documents for EECG staff and board members intended to facilitate review and discussion of a proposed policy or programmatic initiative. In many cases, the discussion papers become the basis for policy statements to be reviewed and approved by the board and implemented by staff.

Environmental Education: A multifaceted term that is used many different ways by many different groups. Not used in EECG documents. Instead, a more precise term such as “applied environmental education” is used.

Fact Sheet: One or two page documents intended to be used with various external audiences. Brief and to the point, they summarize key parts of EECG’s organization, beliefs, or activities. They are congruent with, and provide the content for, EECG’s web site pages and EECG brochures. However, they may differ in format and specific wording from these other communications tools. They are intended to be printed on EECG letterhead or sent over the Internet. They have primary use as briefing documents in an EECG folder for new board members, potential funders, etc.

Formal Applied Environmental Education: Education about the environment that takes place in the formal school system with teachers and students. EECG’s definition of “formal applied environmental education” really means applied environmental education in the formal education setting. The intended outcomes are to equip and motivate students (usually through their teachers) to work actively for a quality natural environment. Better general cognitive performance and higher environmental awareness are positive side effects of EECG’s formal applied environmental education efforts, not specific objectives.

Interpretation (Environmental Interpretation as opposed to Historic Interpretation.): A type of nonformal applied environmental education frequently employed in parks with visitors and family groups. The objective is to provoke the visitor into considering new things and stimulate interest in further learning. Exposure to interpretive media and personal services are usually brief and focus on specific tangible outcomes or understandings of basic concepts rather than more complex or detailed learnings. The applied environmental interpretation that EECG promotes is intended to bring about positive behavior changes either while visitors are on the site or after they return home.

Nonformal Applied Environmental Education: Education about the environment that takes place at nonformal setting such as parks, zoos, nature centers, etc. The audience is the casual visitor, frequently in family groups. EECG’s definition of “nonformal applied environmental education” really means applied environmental education in the nonformal education setting. The intended outcomes are to equip and motivate visitors to work actively for a quality natural environment. Better general cognitive performance and higher awareness are positive side effects of EECG’s nonformal environmental education efforts, not specific objectives.

Policy Statements: Specific, detailed statements intended to clarify and codify the official positions, procedures, and policies of EECG. These statements are often based on discussion papers. To become the official policy of EECG, the board must approve the policy statements. Once approved, the statements are included in the administrative manual and remain in effect until changed by board action.

Program: A word that frequently has vague and/or duplicative meanings as used in NGO management. (For instance, the word “program” is frequently used to mean both a single activity and a collection of activities that represent a major focus of an organization.) Because of this ambiguity, the term “program” is not used by EECG. Instead, the term “program area” is used to distinguish a major area of emphasis and action within EECG.

Program Area: A major area of action and emphasis within EECG. It is comprised of activities with a similar focus and emphasis that are pursed in order to achieve the objectives for that program area.

Public Communications (Environmental): A type of nonformal environmental education that frequently uses mass media to promote environmental quality. Target audiences are various segments of the public or specific policy and influence groups.

Revenue Center: Components of the Revenue Program that share certain characteristics. Each Center can have several activities under it.

Social Marketing (Environmental): The use of marketing and advertising techniques to promote specific changes in behavior in narrowly defined audiences. Environmental Social Marketing can be considered as a type of nonformal environmental education that uses specialized marketing techniques to change an audience’s environmental behavior.

Board of Directors

Neal Deaton--Exhibit Specialist and Wildlife Artist. Founder of Deaton Museum Studio for the creation of exhibits for natural science and historical museums. For over 40 years, he has set a standard of excellence in workmanship that has led to a nationally recognized name in the museum world. In addition to exhibit work, Neal is an award winning wildlife sculptor and painter. One of Neal's specialties is developing his exhibit study models into works of art such as the cast bronze grizzle bear and bison based on exhibit models for the National Park Service's Museum of Westward Expansion under the St. Louis Arch.

Sandra Jenoure--Math/Science Education Consultant to educational and commercial organizations. Former Science Coordinator, New York City Community School District 4. Thirty-three years experience as an Elementary/Middle School Teacher twenty of them as a Science Specialist. Fourteen years experience as an Adjunct Science Education Professor Hunter College City University of New York. New York State teacher of the year in 1992.

Linda Karbonit, DO, MPH. Staff Physician and Senior Instructor, Department of Occupational and Environmental Medicine, Strong Memorial Hospital, University of Rochester. More than 20 years experience as a practicing physician in obstetrics and gynecology and environmental and occupational medicine. Formerly Center Medical Director, Concentra Occupational Medical Center, Harrisburg, PA; Staff Physician, Louden County, VA Public Health Department; and in private practice.

Jim Massey--EECG Senior Vice President. Since 1986, also President of James Massey Enterprises, consultant in park, forest, sanctuary and ecotourism interpretation, formal environmental education, and public outreach. Over 30 years experience in natural, cultural, and recreational resource operations in the United States and abroad. Experience working with government resource, environment, and international development agencies. Also extensive experience working in the private sector in the

United States

and abroad.

Ed McCrea--EECG President. Formerly, Executive Director of the North American Association for Environmental Education (NAAEE), the world's largest association of environmental educators. Previously employed by the U. S. Fish and Wildlife Service (FWS) as senior staff specialist for international environmental education. Also was FWS director of domestic environmental education activities. More than 30 years of experience in planning, fundraising, organizational development, and management at the local, state, national, and international levels.

Augusto Medina, PhD.--Director of the Environmental Education and Training Partnership, University of Wisconsin. Responsible for the day‑to‑day operation of the Environmental Education and Training Partnership. EETAP is a consortium, funded by the U.S. Environmental Protection Agency, of 12 national organizations that are working to increase the capacity of education professionals to deliver quality environmental education programs. Prior to joining EETAP, designed environmental education programs, public awareness campaigns, and educational materials for World Wildlife Fund (WWF-US). Worked with numerous government and private conservation groups throughout Latin America and the Caribbean to develop and implement environmental education programs. While with WWF-US, conducted environmental education training workshops throughout Latin America the Caribbean. Also conducted Environmental education workshops in

China

and

India

Rudy Rudran, PhD.—Smithsonian Institution, National Zoological Park. Director of International Conservation Training at the Smithsonian Institution where he has organized and taught numerous international courses in conservation biology and zoo biology and organized courses in environmental education. Some 1700 participants from 81 countries have participated in Dr. Rudran’s Smithsonian conservation and environmental education courses. He has also established centers for conservation biology at collaborative overseas institutions that conduct training addressing local and regional conservation needs.

Deborah Simmons, PhD.--Professor, Northern Illinois University. Professor of Outdoor-Environmental Education at Northern Illinois University where she teaches courses for undergraduate and graduate students. Actively involved in environmental education research, evaluation, and professional development for thirty years. Nearly 20 years designing and implementing resident outdoor-environmental education programs in California, New Jersey, and Illinois. Taught courses, given presentations, and facilitated workshops throughout the United States and Canada as well as in Belgium, Chile, China, Greece, Japan, Jordan, Mexico, Russia, South Korea, and Ukraine. Served as a Peace Corps Volunteer in Dae Cheon, South Korea.

EECG produces revenue through consulting activities, donations, and a variety of fundraising promotions and events. These activities supplement grant funding and ensure that EECG has a well-balanced, diversified funding base for all programs. To further diversify its funding base, EECG is developing an on-line e-store that will feature wildlife arts and crafts produced by its international cooperators.

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