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How to proceed? What to do? Impulsive/Immediate vs Contemplative/Slower vs
No communication/No action

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NYSDEC's Diversity Resources for the Outdoors, Sci, & EJ

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NYSDEC's Diversity Resources for the Outdoors, Sci, & EJ

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we have worked on this as a way to provide voice in EJ/EID resources in Outdoors/EnviroSci
https://www.dec.ny.gov/education/120591.html

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Diversity Resources in the Outdoors, Science, & Environmental Justice

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resources to explore more voices and wider points of view in the Outdoors, Science, and Environmental Justice

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Racism is a public health problem.

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The BLM murals are wonderful, but just making them is insufficient. What is actionable to make change?

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Characteristics of White Supremacy Culture

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Characteristics of White Supremacy Culture

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Staff have been working together on identifying these characteristics within our own org and looking for shared language to call it out as we see it.

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- Virtual programs/camps more available to participants well beyond the "traditional" audience. Such as those that can't travel to ISEI site (transportation barriers, geographic barriers)
- Transportation funds (buses) to support field trips. Challenges arise with schedules, using non-district buses, etc.

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Nothing to Add: A Challenge to White Silence in Racial Discussions

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Nothing to Add: A Challenge to White Silence in Racial Discussions

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From Robin DiAngelo, author of White Fragility, on the roots and effects of white people not speaking up during discussions of race and racism.

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Listening

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Just what is going on with white people? Police shootings of unarmed African Americans. Acts of domestic terrorism by white supremacists. The renewed embrace of raw, undisguised white-identity politics. Unending racial inequity in schools, housing, criminal justice, and hiring. Some of this feels new, but in truth it's an old story.

Why? Where did the notion of "whiteness" come from? What does it mean? What is whiteness for?

Scene on Radio host and producer John Biewen took a deep dive into these questions, along with an array of leading scholars and regular guest Dr. Chenjerai Kumanyika, in this fourteen-part documentary series, released between February and August 2017. The series editor is Loretta Williams.

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Just what is going on with white people? Police shootings of unarmed African Americans. Acts of domestic terrorism by white supremacists. The renewed embrace of raw, undisguised white-identity politics. Unending racial inequity in schools, housing, criminal justice, and hiring. Some of this feels ne

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- No public transportation to organization. Barrier to potential staff, interns, volunteers.
- Part of a larger entity with its own unique protocols/policies, as well as our own within entity. Benefit and challenge.
- Teams and departments working independently of each other to make change and create culture, and sometimes these work together and against each other.

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- Staff forums- no name tags (trying to remove 'rank/position'), speak openly with peers (of all levels.) Zoom/TEAMs platform
- Use outdoor spaces within school grounds to extend teaching/classroom spaces, or use nearby grounds (at ISEI) for alternative teaching spaces.
- Staff newsletters to communication information, resources, opportunities
- Staff working on the "culture" of the organization, but also of the teams within organization. What is our shared culture, how our individual cultures work within (and outside of) the organization
- Individual goals for staff (and by staff) include DEIA components- professional training/growth and change/actions.

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Half day? Cost? Protocol? Something else during summer time?

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Online Workshop: Virtual Camps and Strategies to Reach Underserved Communities and Underrepresented Groups (Recorded) | NISE Network

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In response to the COVID-19 impact on all of our communities we're hosting an online discussion with our NISE Network partners to share resources and strategies around launching digital summer camps and engaging and supporting our underserved and underrepresented communities.

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As an additional resource, I wanted to let you know that the CDC is currently developing specific guidance for day and overnight camps and has connected with ACA and Y-USA to engage them around their work. In addition, ACA and Y-USA are also working with independent experts in public health, epidemiology, infectious disease medicine, and organizational design to provide educational resources for camps to assist them in meeting the guidance required by CDC. This CDC guidance specific to running camp is expected to be in place by no later than the end of April. ACA and Y-USA resources will follow very soon after that, as they need to take the full CDC guidance into account.

That guidance should be very helpful in determine when and where camp may be able to operate in a safe manner and as the best public health partner possible.

If you have specific questions, feel free to email us at aca@acacamps.org, and we can direct your question to the appropriate person.

NOTE: ACA staff typically does not post on our open forum. Given the complexity of the situation, we are making occasional exceptions to this practice.

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COVID-19 is a scary thing to look at head on. As camps, we worry about what we may face this summer, and what it may mean for the future of our camp. We have a choice: to cross our fingers and hope or take steps to protect our campers and staff. This session will cover what you need to know, what you need to be ready for, and how a small number of actions on your part will save you money and headaches in the long run.

Learning Objectives:

1. Understand the concepts of hazards, vulnerability, and risk as they apply to COVID-19 and your camp

2. Review key information about COVID-19 and how it is managed on an individual basis, and at a facility.

3. Identify immediate short-term, and long-term losses that are possible if camps do not have an adequate plan for managing a COVID-19 case/cases

4. Identify key capacities and plans to have ready

5. Understand the importance and benefits of a custom all-hazards emergency plan, compared to using an online stock emergency plan

Presenter Bio:
John Carr is an emergency planner and educator from Maryville, Missouri. He serves as Director for the Center for Camp Safety and Emergency Preparedness, a group focused on generating educational resources and research related to safety and readiness for camps. John's day-job is serving as Emergency and Disaster Management Program Coordinator at Northwest Missouri State University. John's camping experience started in college as a camp staffer, and has continued on to serving as standards chair for his local camp, as well as his current work with the center. John holds a Master's degree in emergency management from North Dakota State University, and is currently pursuing his Doctorate in Emergency Management at Jacksonville State University in Jacksonville, Alabama.

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Webinar - Camp Preparedness 2020: Quarantine Operations and Emergency Planning for this Summer

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COVID-19 is a scary thing to look at head on. As camps, we worry about what we may face this summer, and what it may mean for the future of our camp. We have a choice: to cross our fingers and hope or take steps to protect our campers and staff.

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From AMNH draft proposal for a camp day structure

Daily Schedule at a Glance

9:00 am – 9:45 am Remote synchronous session #1  | Introduction to the Museum and question of the day, Hook, possible small group discussion, preview/agenda of the day to come
Remote learning  | Participants use online resources (videos, images, interactives); Participants do a project or activity and/or craft, either self-guided or with recorded instruction
12:30 pm – 1:00 pm Remote synchronous session #2   | Check in, review morning content, link to Museum resources, introduce afternoon content; Possibly to combine with live session #3
Remote Learning  | Participants continue on-line exploration, and/or do a scaffolded extension of the project/activity/craft; Participants prepare for final live session (e.g. form a question for a guest scientist)
2:30 pm – 3:15 pm Remote session #3   | Welcome a guest scientist or topic expert for a discussion; review daily experience and content; connect to the Museum and preview the next day’s program
Take-home Content   | On-line resources or self-guided hall visits

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Article from NYT.

How can we prevent this public health crisis from setting us back 30 years?

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"I'm personally very reluctant to touch things in public right now," said Ellen Stofan, the director of the Air and Space Museum. "And if we can't find a way to do it safely, we're not going to do it at all."

Image

Touch screens, like these at the International Spy Museum, pose a problem for museums during the pandemic. Credit... Justin T. Gellerson for The New York Times

"If we can't be hands-on, can we be feet-on?" Ms. Eyl asked.

The unfortunate news at the Natural History Museum of Los Angeles County is that, for the near term anyway, it will have to close a very popular part of its permanent "Paleo Play Zone" exhibit, which opened in 2019. In normal times, children use miniature paleontological tools to find reproduced fossils in the sand of a "dig pit." But it is impractical to clean the tools and the sand between visitors at the fake excavation site.

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No Touch, No Hands-On Learning, for Now, as Museums Try to Reopen

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"I'm personally very reluctant to touch things in public right now," said Ellen Stofan, the director of the Air and Space Museum. "And if we can't find a way to do it safely, we're not going to do it at all." "If we can't be hands-on, can we be feet-on?"

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Designed for K-3 students, so may be familiar to campers. Built to sharing digital media. Designed so that parents can see what their kids are doing.

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What is it we can actually do to address inequity and designing for that instead of status quo?

Design might include rotating where the programs are being offered - some at the facility and some online.

Design also needs to include the needs of the staff - who can be present in-person vs those that can only do virtual programming due to exposure.

How to design programs that are fiscally responsible - institution needs funds & how to make sure it doesn't lead to exclusion.

Usual funders are not able to offer the same level of funding at this time, so more difficult to support programming.

Some audiences need programs to address their child care needs. Others want their children to be engaged in something new and worried about their children being exposed to the virus.

What are the reasons to reopen now when we are so short on funds? Are we ready to support children in terms of safety? Who are we actually serving in our community? Which essential workers are we prioritizing?
We need to ask these questions of ourselves and our institution.

Are we prepared to be the first contact of the students after shelter in place?

What opportunities are we not providing to our educators or do we not even know what their needs are to continue in this field?

At one institution, educators have experience with anti-bullying, mindfulness, design-thinking etc. Are we taking this opportunity to learn and get better and strengthen our practices so we can serve our learners more effectively. Even if this situation doesn't go on forever, how can we evolve and prepare ourselves to support all learners.

RoP helps educators by providing support in pedagogy and community.

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In-Person vs Virtual -what is possible?

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- Phased reopening
- Timed ticketing
- Bringing back volunteers, slowly
- Relying on CDC guidelines & Municipal

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Who even is the audience? How do you define your audience when now the whole world is available for virtual programming?

What about Zoom office hours? Can someone just be available for a few hours a week to talk to the public?

How to decide on programming when no one knows exactly what will be possible?

Virtual programming can be an asset, not a limitation! Go places you wouldn't normally go with people you wouldn't necessarily meet before!

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Continuing to engage volunteers and staff (PT/FT) 

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Continuing to engage volunteers and staff (PT/FT) 

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- in ways beyond operational efforts and information. Wellness, daily care, humor
- Find ways to have connectivity, especially when new information may not be readily available
- How do we address the tough questions: When can I come back? Why can't I come back? Why can't I do what I have always done? Why aren't I coming back?
- Providing training and PL

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Shifting engagements to be more demonstration (no hands-on and close interactions.) 

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Shifting engagements to be more demonstration (no hands-on and close interactions.) 

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-Continuing to go virtual with content
-Facilitating visitor flow/movement, less interpretation

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Rethinking visitor expectations, as well as staff expectations for "the visit"

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Rethinking visitor expectations, as well as staff expectations for "the visit"

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- Preparing staff to recognize change
- Clearing sharing change and information with staff, vols, visitors
- How do we prepare staff/vols to address questions about change
- How might these new expectations impact our "teaching/learning" practices, such as Turn and Talk, Hands-on activities, etc.

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Asking for help from others that are tackling re-opening first!

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Asking for help from others that are tackling re-opening first!

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- Utilize protocols, strategies and approaches (and their updates/modifications)
- Share your information so others can benefit
- Seek out like-sized, localized and similar focused organization

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What will our practice and professional field look like in  the future/"new normal?"

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What will our practice and professional field look like in  the future/"new normal?"

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- How much will be lost?
- What can we recreate better and with DEIA at the forefront?
- What will be the new innovations in our practice?