Roots,
Botanic Gardens International Education Review. Botanic Gardens Conservation International. Vol. 12, Num. 1, June 2015.
Keith P. Tomlinson, Jules R. Maloney, Carolyn B. Ramwell
From 2012 to 2014
Meadowlark Botanical Gardens (MBG) initiated a marketing strategy with multiple
Title I Schools in the suburban Washington DC region through a grant from the
Volgenau Foundation Title I schools are defined if 40% or more of the students
receive supplemental lunch programs and classroom instructional support.
Annually this federally funded program provides over $14 billion to 56,000
schools in the United States for students at risk of academic failure and
living at or near poverty.
Identifying needs and expectations of Title I schools
Student populations at Title I schools are frequently living in homes with limited financial resources and social mobility. There is often a direct correlation in academic underperformance (Borman, G.D., & D’Agostino, J.V. 1996) The program focused on appealing to the unique organizational objectives of Title I schools. We took into account curricular and psycho-social strategies for classroom success in these schools. Field trips reinforced classroom science curriculum and student socialization. Parent and teachers are expected to participate beyond class management. Parents attend field trips as chaperones, their presence is a perfect opportunity to encourage return visits with the entire family. In this process we strived to combine formal and informal learning steeped in the aesthetic medium of the garden.
In marketing these
programs Meadowlark staff considered the students and schools from a holistic
perspective, including staff support to encourage field trips. It was realized
teachers typically needed more planning support than non-Title I schools. The
combination of demands in Title I schools makes for a challenging teaching
environment. Many of the students speak English as a second language (for which
there is special support). This, in turn, leads to learning challenges
associated with text and instructional material. I addition, teachers must
follow a curriculum dictated by state administrated Standards of Learning
(SOLs).
We marketed teacher
engagement as a specific need from the beginning in combination with the
distribution of ideas; mainly the idea that conserving plant diversity is
central to human well-being at the regional, national and global level. As a
result, several teacher workshops were held at the garden. These focused on
Meadowlarks Potomac Valley Native Plant Collection. Thus, the topics included
floristics, river basin geography, clean water access and biodiversity
conservation in general.
Collectively our
strategy as a public garden for this program focused on the unmet needs of
Title I schools. These include: exposure to a high quality natural setting;
support with integrating SOL mandated science curriculum, teacher training and
actively celebrating the cultural and linguistic diversity of the students.
Integrating the particular garden experience to the underserved audience
In the Washington, D.C. Region most of the nature Title I students are exposed to is highly urbanized. City parks and recreation facilities near Title I schools typically feature paved ball courts, poorly maintained turf and exotic or invasive trees. It’s common that these areas receive less care and funding in municipal budgets. We specifically marketed the garden to teachers as an exceptional space, both aesthetically and biologically. Moreover, we integrated the natural science SOLs into field trip topics. This provided teachers with a curricular foundation to take back to the classroom.
With the educational aesthetic and cognitive objectives established as marketing priorities, we also consider the basic tenants of child well-being and physical activity. Most field trips the MBG will involve walking about three kilometers. The 38 hectare property features both paved and mulched trails. Students negotiate these trails at variable walking speeds with interspersed breaks for interpretation. We actively encourage running on our “Great Lawn”. In addition, children are allowed to roll down an adjacent hillside. These actives lend a discreet yet robust physical element to the day’s activities. Several studies clearly illustrate the benefits of physical exertion and increased learning potential (Rauner, R., et al., 2013). Every garden will have differing resources that engender physical activity as part of the field trip experience. But the specific inclusion of such activities is strong marketing tool.
This grant funded program was specifically tailored to Title I schools and educators. Funding allowed teachers to earn a modest stipend for attending a two day workshop. Email, Facebook, websites and tradition mail were used to market these specific workshops. Personal contact with school Principal’s was also useful. Teachers are encouraged to work with MGB staff to foster a continuum of formal
and informal
learning collaboration bring the garden and school together. We also offer
school visits to supplement teacher led activities. This can include developing
school yard gardens.
Audience
satisfaction and post program evaluation
While Title I students are at the heart of the program, teachers are the best evaluators of the experience. Our post trip evaluations solicit comments in three specific areas:
Keith P. Tomlinson,
Manager, Meadowlark Botanical Gardens, Biology Fellow Washington D.C. Academy
of Science
Jules R. Maloney, Program Specialist
Carolyn B. Ramwell, MSN, Pediatric Nurse Practitioner, Martha Jefferson Hospital Faculty, University of Phoenix
References:
Borman, G.D., & D’Agostino, J.V. 1996, Title I and student achievement: A meta-analysis of federal evaluation results. Educational Evaluation and Policy Analysis, 18, 309-326.
Louve, R, 2012, The Nature Principle. Algonquin Books of Chapel Hill
Tomlinson, K., A. Tomlinson 2010, Educating for Sustainable Horticulture. Roots: Botanic Gardens Conservation International Education Review. Vol. 7 # 2.
Tomlinson, K., Becht, G., Brodkey, D. 2005, Conservation Collections at Meadowlark Botanical Gardens, USA: Supporting the International Agenda and Educating the Public. Botanic Gardens Journal, Botanic Gardens Conservation International, Vol.2 #2.
Rauner, R., Walters, R., Avery, M., Wanser, T. 2013, Evidence that aerobic fitness is more salient than weight status in predicting standardized math and reading outcomes in fourth- through eighth-grade students. Journal of Pediatrics. Aug; 163(2):344-8.
While attending the
workshop teachers were given a newly published map of the Potomac River Basin
designed specifically for classroom use. The map emphasizes the physical
geography of the river basin and highlights the areas of geologic and botanical
interest. Grant funding also paid for travel expenses from school to the
garden. This was a particularly welcome aspect of the grant as schools systems
cut field trips first when budget short falls occur. Collectively, these
incentives proved to be a highly effective marketing strategy in bringing
groups to MBG.
While Title I students are at the heart of the program, teachers are the best evaluators of the experience. Our post trip evaluations solicit comments in three specific areas:
-Field trip
planning process, including-reservations, pre-trip materials provided, friendliness
& responsiveness, program content and interpreter quality.
-The Program,
including-content & activities, content relevance for your students,
activities were engaging for students and overall satisfaction level.
-The Educators, including-your
assigned educator was organized, your educator was well prepared, your educator was knowledgeable.
Increasing the
visitation of underserved audiences requires more planning and outreach in the
marketing process. Marketing strategies will by necessity vary from one
institution to another based on spatial assets, collections, staffing and
specific school needs. While these programs are potentially attractive to
donors, funding should be included in annual operating budgets when possible.
Ideally, social relevance for botanical gardens will increase with programmatic
diversity and effective marketing. From conception to execution reaching
underserved audiences is a unique challenge. Public gardens that rise to these
challenges offer an important service to individuals and groups. Effective
marketing need not be a commercial enterprise. Effective marketing need not be
a commercial enterprise; it's a social contract endowed by the recognition that
every person counts, regardless of social or economic standing. This integrated
approach to marketing benefits students, teachers and gardens mutually.
Vienna, Virginia
USA Email: ktomlinson@nvrpa.org
Jules R. Maloney, Program Specialist
Meadowlark
Botanical Gardens
Vienna, Virginia
USA Email:jmaloney@nvrpa.org
Carolyn B. Ramwell, MSN, Pediatric Nurse Practitioner, Martha Jefferson Hospital Faculty, University of Phoenix
Charlottesville, Virginia
USA. Email:cramwell@gmail.com
Borman, G.D., & D’Agostino, J.V. 1996, Title I and student achievement: A meta-analysis of federal evaluation results. Educational Evaluation and Policy Analysis, 18, 309-326.
Louve, R, 2012, The Nature Principle. Algonquin Books of Chapel Hill
Tomlinson, K., A. Tomlinson 2010, Educating for Sustainable Horticulture. Roots: Botanic Gardens Conservation International Education Review. Vol. 7 # 2.
Rauner, R., Walters, R., Avery, M., Wanser, T. 2013, Evidence that aerobic fitness is more salient than weight status in predicting standardized math and reading outcomes in fourth- through eighth-grade students. Journal of Pediatrics. Aug; 163(2):344-8.