Management Plan - National Estuarine Research Reserve System

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IX. Education and Outreach PlanIntroduction◊The Wells National Estuarine Research Reserve isa regional center for education, training, and outreachon coastal, estuarine, and watershed ecology.Reserve education programs inform and engageaudiences in learning about coastal ecosystems,and how to manage them sustainably. Audiencesinclude thousands of regional residents and visitorsof all ages, as well as coastal management decisionmakers.Education programs translate researchinto readily available information and help promotestewardship of natural resources. They also providean information conduit between community decision-makersand Reserve researchers on sciencerelatedquestions and issues.Objectives and StrategiesObjective 1Design, implement, and support high-quality,science-based education programs that promotestewardship of the Gulf of Maine watershed andcoastal environments through understanding andappreciation of ecological systems and processes.Strategies◊ Complete a market analysis and needs assessmentto determine our niche in the K-12 environmentaleducation community.◊Expand the existing suite of coastal ecologyprograms for K-12 students in southern Maineand create qualitative evaluation methods forthese programs.◊◊◊◊◊◊Enhance docent training by developing aformalized training handbook and reviewingevaluation methods.Support citizen and student monitoring relatedto water quality, salt marsh restoration, invasivespecies, and endangered species.Develop public programs suitable for all agelevels.Expand access to the educational programs byincreasing handicap accessibility to programs,and implementing a formal outreach program.Develop and expand programs of joint interestto the Reserve’s Research and EducationDepartments.Develop programs that incorporate literature,the visual arts, and other artistic media.Enhance the educational content of the website.Objective 2Optimize educational use of the site and increasepublic awareness of its cultural and ecologicalsignificance.Strategies◊ Expand, improve, and promote the CoastalResource Library.◊◊Improve existing self-guided trail brochuresand create new materials.Enhance existing interpretive exhibits andprograms and develop new ones that focus onthe natural, cultural, and land use history ofthe site and south coastal Maine.◊◊Develop new trail and building signs thatinterpret the site’s natural history and thehistoric buildings.Make innovative use of the Forest LearningShelter, Teaching Laboratory, and other siteresources.Figure IX.1. An education staff person helps witha fish dissection.Objective 3Increase the use of science-based informationamong those who make decisions that affect coastalecosystems.68 Wells National Estuarine Research Reserve
Strategies◊ Work with partners to foster dialogue and collaborationthat improves coastal environmentalstewardship.◊◊Identify and translate emerging research andtechnology tailored to the needs of coastaldecision-makers.Respond to audience needs for science-basedinformation and technology to advance coastalstewardship and ecosystem management.◊◊◊◊Develop all education programs around specificlearning objectives that clearly identifythe knowledge and/or skills to be covered.Integrate an evaluation component whenpossible.Link programming to local and regional coastaland watershed issues.Involve local and visiting research scientists in◊◊Develop and evaluate innovative communicationstrategies and delivery methods thattranslate science effectively and support collaborativeenvironmental decision-making.Evaluate programs to determine how participantsapply the information and knowledgethat they obtain.Objective 4Increase the application of management-relevantresearch and monitoring results for environmentaldecision-making in support of ecosystem-basedmanagement.Strategies◊ Translate Reserve research results to resourcemanagement professionals using a collaborativestrategy.◊◊◊Facilitate the translation of research based oninput from those who will apply the findingsin their work.Assess the information needs, skill level, andtechnological capacity of those who could useresearch in their decision-making and translatescientific findings accordingly.Link research translation to measurable environmentaloutcomes.Guiding PrinciplesThe Wells Reserve’s Education Department andEducation Advisory Committee have developed aset of principles to guide education programs.◊◊Incorporate hands-on, discovery-based, interactivefield and laboratory experiences.Use new technologies and current educationalphilosophies.Figure IX.2. Local decision-makers vote on theirpriorities for the Kennebunk River watershed at aCTP workshop.◊◊educational efforts.Ensure cultural, racial, and gender equity in allReserve education activities.Coordinate with regional governmental andnon-governmental educational and researchinstitutions, organizations, and programs.Geographic ScopeThe geographic coverage of Wells Reserve educationprograms is southern Maine and southeasternNew Hampshire. The Coastal Training Programtargets this region, school programs attract teachersand students from a radius of approximately 30miles, and public programs reach a much expandedaudience through tourism.Management Plan: Education Plan69
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Wells National Estuarine Research R
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Table of ContentsAcknowledgments..
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Representation on the Reserve Manag
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Objectives and Strategies.. . . . .
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XIII. Volunteer Plan.. . . . . . .
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xiiWells National Estuarine Researc
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I. OverviewIntroduction to the Rese
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Exhibits and Interpretive Trails; P
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The Wells Reserve requires specific
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II. IntroductionThe Value of Estuar
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Figure II.3. Biogeographic regions
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1.2.3.Address coastal management is
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Department of of CommerceNational O
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16 Wells National Estuarine Researc
Page 32 and 33: III. Wells NERR SettingPhysical Set
Page 34 and 35: Figure III.3. The two principal wat
Page 36 and 37: Wells Reserve campus and adjacent s
Page 38 and 39: 230 bird species and at least 32 ma
Page 40 and 41: landscapes are assuming a suburban
Page 43 and 44: IV. Strategic Plan29
Page 45 and 46: Objective 2: Optimize educational u
Page 47 and 48: V. Accomplishments33
Page 49 and 50: Figure V.2. Chris Feurt, the CTP Co
Page 51 and 52: Figure V.4. The barn complex was co
Page 53 and 54: ◊With partners (U.S. Fish and Wil
Page 55 and 56: VI. Administration41
Page 57 and 58: RMAManagerEducationResearch & Stewa
Page 59 and 60: ◊The York County Audubon Society,
Page 61 and 62: The Reserve Manager serves as the c
Page 63 and 64: Figure VI.4. An October sunrise gra
Page 65 and 66: VII. Facilities andConstruction51
Page 67 and 68: ◊Make facilities available to par
Page 69 and 70: Figure VII.2. The Reserved Life Est
Page 71 and 72: Killing House (early 1900’s)This
Page 73 and 74: Estate and are currently privately
Page 75 and 76: VIII. Public Access61
Page 77 and 78: Figure VIII.2. An artist at work by
Page 79 and 80: Figure VIII.4. A family enjoys a wa
Page 81: IX. Education and Outreach67
Page 85 and 86: K-12 EducationThe Wells Reserve edu
Page 87 and 88: signs of wildlife, water quality mo
Page 89 and 90: irds, beach exploration, seasonal m
Page 91 and 92: X. Research and Monitoring77
Page 93 and 94: Figure X.1. Jeremy Miller (right) a
Page 95 and 96: System-wide Monitoring ProgramThe N
Page 97 and 98: tions concerning the sustainability
Page 99 and 100: permit, the Research Department als
Page 101 and 102: XI. Stewardship87
Page 103 and 104: ◊◊◊◊◊Protect pristine hab
Page 105 and 106: Reserve cooperates with the followi
Page 107 and 108: will monitor this site (and others
Page 109 and 110: Figure XI.6. The Wells Reserve Stew
Page 111 and 112: XII. Reserve Boundary andAcquisitio
Page 113 and 114: Proposed Changes to the Reserve and
Page 115 and 116: Figure XII.2 (top): The main stems
Page 117 and 118: By expanding its boundary the Wells
Page 119 and 120: forests, and wetlands. It has habit
Page 121 and 122: Conservation EasementThe Wells Rese
Page 123 and 124: XIII. Volunteers109
Page 125 and 126: Figure XIII.1. Beach Profiling volu
Page 127 and 128: XIV. Communications113
Page 129 and 130: images, and cultivates interest in
Page 131 and 132: AppendicesAppendix A: Memoranda of
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Appendix A: Memoranda ofUnderstandi
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Appendix A-1Management Plan: Append
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Management Plan: Appendix A127
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Management Plan: Appendix A131
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Appendix B: ConservationEasementsMa
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Appendix B-1Management Plan: Append
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Management Plan: Appendix B153
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Appendix C: State of MaineLegislati
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Appendix C-1Management Plan: Append
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Management Plan: Appendix C171
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Appendix D: Rules forPublic UseMana
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Appendix Das part of the Reserve. T
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Appendix D(a) No person shall remov
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Appendix D(a) Third through fifth g
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Appendix E: NaturalResource LawsMan
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Appendix Ecomponents of the Program
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Appendix Eability of these areas to
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Appendix ETowns experiencing less g
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Appendix Emust be in place before a
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Appendix F: FederalRegulations—NE
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Appendix Ffor resource management p
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Appendix F(b) The biogeographic cla
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Appendix Fzone. Key land and water
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Appendix Fminor construction projec
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Appendix Finterests therein, for an
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Appendix Fagencies and/or private o
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Appendix Fand the additional compon
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Appendix FResearch Reserve System.(
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Appendix FDC 20235. The following m
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Appendix FThis typology system refl
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Appendix Fthe boring clam Playdon,
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Appendix FC. Inlet type. Inlets in
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Appendix FB. pH Regime: This is ind
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Appendix G:CZMA—Section 315Manage
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Appendix GIn developing the guideli
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Appendix H:Wells National Estuarine
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Appendix HWells National Estuarine
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Management Plan - National Estuarine Research Reserve System

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