The Nature Project

8/12/2019 The Nature Project

http://slidepdf.com/reader/full/the-nature-project 1/38

The Nature Project : Grant Proposal

1

The Nature ProjectYouth to youth activism for a planet in need

Scott McFall, Helena Oskoui, Mario Vasquez, Fiona Yang, YinJing




2

28 Milpas StSanta Barbara, California 93101March 14, 2013

Jon Ramsey, Senior Grant Coordinator New Horizons Foundation211 Berkshire RoadPasadena, CA 91104

Dear Mr. Ramsey:

As the Director of Development for The Nature Project — a non-profit organizationdedicated to providing environmental education for high school students — I have beencommissioned with procuring financial support for our organization’s efforts. Essentially,we are requesting a grant of $100,000 to allocate in the following ways: to providescholarships for graduating seniors who have demonstrated immense dedication to The Nature Project; to cover some operating costs; and to increase the outreach programs andcommunity enhancement activities throughout the year.

Because of the New Horizons Foundation’s history supporting several non-profitorganizations geared towards education, environmental awareness/sustainability, andcommunity enhancement, we at The Nature Project believe our mission is worthy ofconsideration. By establishing programs to promote environmental education for highschool aged children, The Nature Project seeks to provide future generations with a passion for the environment. Our sustainable system of training students who can later become volunteer instructors allows program participants to become truly connected tothe natural environment in which innovation, creativity, and resourcefulness may thrive.

Unfortunately, statewide budget cuts are limiting the availability of environmentaleducation for students in the Santa Barbara area. The proposed budget cuts for the SantaBarbara Unified School District in 2013 total roughly $10 million. By supporting The Nature Project, the New Horizons Foundation will play a pivotal role in reestablishing theimportance of environmental education, conservation, and sustainability for our youth.

We at The Nature Project would like to thank you for this wonderful opportunity, andwill be in contact with your organization by no later than Thursday, March 14th.

Sincerely,

Scott McFallDirector of [email protected] (805) 788-2332

mailto:[email protected]






3

Table of Contents

EXECUTIVE SUMMARY ............................................................................................................................................. 5 1.0 The Nature Project Overview .................................................................................................................... 5 1.1 Statement of Need .......................................................................................................................................... 5 1.2 Program/Project Description ................................................................................................................... 5 1.3 Evaluation of Program Success ................................................................................................................ 6 1.4 Future Funding ................................................................................................................................................ 6 1.5 Budget Overview ............................................................................................................................................. 6

2.0 STATEMENT OF NEED ...................................................................................................................................... 8 3.0 PROGRAM AND PROJECT DESCRIPTION ...................................................................................................... 13 4.0 MEANS OF EVALUATING SUCCESS ............................................................................................................... 18 4.1 FUTURE FUNDING .......................................................................................................................................... 19

5.0 BUDGET ........................................................................................................................................................... 21 6.0 CONCLUSION ................................................................................................................................................... 27 7.0 WORKS CITED ................................................................................................................................................. 30 8.0 APPENDIX- EXAMPLE CURRICULUM ........................................................................................................... 33 R ENEWABLE AND NON-RENEWABLE E NERGY SOURCES & CONSERVATION ................................. 33 8.1 APPENDIX- RÉSUMÉS .................................................................................................................................... 36




4

Executive Summary

Section 1.0




5

Executive Summary

1.0 The Nature Project OverviewThe purpose of this document is to provide an overview for The Nature Projectenvironmental education program. Originally founded in 2010, The Nature Project provides after school environmental/sustainability/conservation education for high schoolstudents in the Santa Barbara area. The Nature Project instructors teach using a Californiastate standard curriculum derived from both high school and college level courses inenvironmental sciences and pedology/edaphology (classification of soils and influencesof soils on natural organisms). We believe this method of instruction instills students witha passion for preservation. Having spent three years working with this age group, we believe that the members of our program hold the power to create positive change in thecommunity and are the key to developing an understanding for the natural world.

1.1 Statement of Need

The Santa Barbara Unified School District has proposed budget cuts close to $10 millionfor the 2013 calendar year. Such cuts drastically reduce the number of extracurricularactivities available for each student, including programs related to environmentaleducation. With the funding from the New Horizons Foundation, The Nature Project will be able to connect students to the natural world for three more years. Furthermore, twoadditional graduating high school seniors who have participated in the club for aminimum of two years will qualify for a $5,000 scholarship upon program completion,

made possible by the New Horizons Foundation’s generous support of our efforts.

1.2 Program/Project Description

Partnering with the local Santa Barbara high schools (Dos Pueblos, San Marcos, andSanta Barbara High), The Nature Project has bi-monthly Saturday meetings. Havingestablished satellite clubs in each school, we can increase interest and participation in our programs, enabling us to reach a broader and more expansive demographic of high schoolstudents to attend these meetings, helping us reach our goal of increasingenvironmental/conservation awareness. The first meeting focuses on classroom style

education led by our instructor interns and takes a hands-on approach to environmentaleducation, following a California state standard curriculum. The second meeting consistsof a community outreach fieldtrip focusing on the material presented in the precedinglesson. Conservation projects have thus far included Gaviota Coastal Cleanup and ArroyoHondo Preserve Conservation. Money from The New Horizons Foundation will help provide materials for the classroom meetings, such as workbooks and readers, andtransportation/other costs associated with the community outreach projects.




6

1.3 Evaluation of Program Success

The Nature Project evaluates the effectiveness of its programs using two approaches:

1.

Instructors will take attendance at each meeting, tracking not only the frequencyof student appearances, but also the satisfaction levels for each student using anadvanced index to evaluate overall satisfaction. If attendance decreases by 20% ormore each year, or if overall satisfaction yields comparatively low averages between schools, we will reevaluate our program and alter our methods toincrease efficiency.

2. Internal staff will conduct annual evaluations to measure:

The progress of each student’s individual environmental education. If 80%of participating students receive above average scores on the standardized

tests, we will not only consider our program a success, but we will alsowork closely with the 20% or fewer students that did not score as well.

The satisfaction/recommendations of the instructor interns as to any problems or successes they have had working with The Nature Project. Byevaluating our interns, we hope to demonstrate the fluidity of The NatureProject’s programs; we value and will use any and all feedback from bothinterns and program participants.

1.4 Future Funding

The Nature Project currently partners with The Charles Stewart Foundation, The NationalEnvironmental Foundation, and The William and Flora Hewlett Foundation. From eachof these generous donors we receive grants of $15,000, $5,000, and $8,000, respectively.These annual donations cover the costs of basic operations, but unfortunately thesedonations alone do not allow The Nature Project to grow as quickly as we would like.Currently, we are planning fundraising dinners to supplement our finances, but we arealways looking for new opportunities to allow the continuation of our environmentaleducation programs.

1.5 Budget OverviewThe Nature Project has taken a very minimalistic approach to our budgetary analysis. Forthis reason, we have chosen to keep our operating costs to a very strict, controlledfinancial breakdown and maintain full transparency for all participants and donors.Furthermore, each member of the board of directors is currently working for little to nomonetary compensation — with the money from the New Horizons Foundation, we willincrease this amount to a meager $1,500 per person each year. For a full breakdown ofour financial allocation, please refer to the full Budget Overview section of this proposal.




7

Statement of Need

Section 2.0




8

2.0 Statement of NeedIn the Santa Barbara School District, there are three major high schools across the citiesof Goleta and Santa Barbara. These schools — Santa Barbara High, Dos Pueblos High,and San Marcos High — each have roughly 2,200 students in attendance across the 9th-12th grades.1 With such a large number of students in the area, and with the proposed budget cuts for education programs looming in the coming fiscal year, roughly $10million in the Santa Barbara Unified District alone, students are in need of localextracurricular environmental education to supplement programs they have already lost.2

Figure 1

This a crushing hand dealt to kids who already have an interest in the environment.According to the findings of the "Caring About America" survey, 99% of kids ages six toeleven surveyed across the country believe that it's important to take care of theenvironment.3 A lack of a platform to build off that interest will diminish the chances thatthey will develop the education to make a lasting impact on the world around them.

These budget cuts go further than denying Santa Barbara’s school children theopportunity of a curriculum based on environmental education, as they also increase theaverage class-size-to-teacher ratio from 25:1 to 35:1.4 These increases in class size aredetrimental to the learning abilities of Santa Barbara’s school children. Larger class sizesmean limited opportunities for the individual needs of each children in the learning process. Small-group learning provides the youth with the opportunity to developinterpersonal skills and actively participate in the learning process. Students are apt totake more ownership of their material and to think critically about related issues whenthey work as a team. The Nature Project supplements the learning process in order toincrease the reach of our curriculum on a youth-to-youth basis by focusing our efforts insmall-group learning.

1 School Business Advisory Services. (2012). Annual Pupil Enrollment Report. Available:http://www.sbceo.org/districts/calpads2011.pdf. Last accessed March 2013. 2 Santa Barbara Unified School District. (2012). 2012-2013 Budget.Available:http://www.sbsdk12.org/budgets/2012-13/12-13_First_Interim_12-11-12.pdf. Last accessed March 2013 3 Doubletree Hotels. (2006). CSR Press Release. Available: http://www.csrwire.com/press_releases/18092- Nationwide-Survey-Shows-Today-s-Kids-Are-Environmentally-Savvy-Doubletree-Teaching-Kids-to-CARE-R-Spring-Initiative-Provides-Grade-School-Students-with-a-Fu. Last accessed March 2013. 4 Santa Barbara Unified School District.




9

The needs of Santa Barbara’s schoolchildren in regards to environmental education areeven more glaring when compared to the level of funding for environmental education

outside of the Santa Barbara area in the state of California. Each year, the EnvironmentalEducation Grant Program (EEGP) provides grants to support programs that will result inlong-term educational benefits to California educators and students. The EEGP plays avital role in connecting California educators with professional development andinformation about high-quality, standards-based environmental education programs.5

For 2012-2013, EEGP has chosen 11 different school districts to become recipients of$30,000 grants: Humboldt, Butte, Yolo, San Mateo, Santa Cruz, San Joaquin, Fresno, SanLuis Obispo, San Diego, San Bernardino, and Los Angeles. It is very unfortunate that theSanta Barbara Unified School District is not one of these 11 districts receiving funding,especially when neighboring are.

The Nature Project will step in where the public school system cannot and provideindependent environmental education for high school students in the Santa Barbaradistrict. Utilizing lesson plans based on California Curriculum Standards, The NatureProject will enrich and educate students, focusing on specific issues in environmental preservation and ecology for each grade level. Environmental awareness is a growingissue, and by providing critical education to the youth, we can ensure an ecologicallystable environment in which local business, sustainable farms, and the community canflourish.

In addition to an in-class curriculum, the Nature Project currently holds quarterly fieldtrips to various areas that help students connect their learning to the natural world aroundthem. The Nature Project is seeking to expand the number of these field trips from threeto nine. The benefits of these trips enhance the needs of Santa Barbara students beyondan environmental level to other scholastic and psychological areas.

A 2005 report by the American Institutes for Research (AIR) on California students participating in an outdoor environmental education program designed to “"fosterstewardship of the environment and an appreciation of the importance of the wise use ofnatural resources" revealed that participants in this program showed positive gains inself-esteem, teamwork, leadership, conflict resolution and relationship with the teacherimmediately after participation.6 Six to ten weeks later, students who attended the program showed significant gains in leadership and conflict resolution.

Environmental-based education programs often entail critical thinking, working with partners or in teams, hands-on activities, and formulating strategies for real-world

5 United States Environmental Protection Agency. (2012). Environmental Education (EE) Grants. Available: http://www2.epa.gov/education/environmental-education-ee-grants. Last accessed March 2013. 6 American Institutes for Research. (2005). Effects of Outdoor Education Programs for Children in

California. Sacramento, CA: California Department of Education.

http://www.barefootprint-outdoors.com/articles/articles/ee-benefits.html







10

applications. A 2001 study by the North American Association for EnvironmentalEducation (NAAEE) and NEETF points out the contributions of these strategies to astudent's leadership skills.7 These include promotion of inclusion and teamwork,

acceptance of a diversity of opinions, active participation, alternative views in problemsolving, taking the long term view, taking actions for the larger good, and a sense ofmaking a difference to the world. And because environmental education is inquiry-based,it is also great for developing critical thinking and decision-making.

The National Environmental Education and Training Foundation (NEETF) alsoconducted case studies about student benefits resulting from environmental education programs. Studies showed: improved social and personal skills better performance inschool in reading, math, science, and social studies building of leadership qualitiesenhancement of workplace skills.8http://www.eeweek.org/pdf/EE_Benefits.pdf

The same report by NAAEE and NEEFT discusses how environmental education canhelp students long after they stepped out of the classroom.9 Environmental-basededucation prepares students for work because it lets them deal with real-world problems,allows them to see projects through from start to finish, promotes teamwork and isoriented in community service. It also gives students the opportunity to "try on" careersas they deal with real-world issues and interact with experts in the field.

By creating these after-school programs, students will not only have the supplementaleducation they need, but they will also have an opportunity to make a lasting impact onthe Santa Barbara community. Partnering with student interns from UC Santa Barbaraand Santa Barbara City College, The Nature Project will create a cyclical model in whichstudents who have completed the programs — upon high school graduation — will have theopportunity to teach new and upcoming youth as program instructors. This methodensures The Nature Project a lasting, positive impact on students in the area, and also provides local university students with internship opportunities that will lead to morelucrative job opportunities in the future.

Getting high school students to college should also be a priority. The Nature Project aimsto provide scholarships to club members graduating from high school to ensure that thecommunity’s youth get the opportunity of having quality education. Currently, threestudents each year are selected to receive a $5,000 scholarship based off of theirvolunteer experiences. The Nature Project seeks to expand this number and give the giftof education to as many people as possible. An increase in the number of scholarships

7 The North American Association for Environmental Education and The National EnvironmentalEducation and Training Foundation. (2001). Using Environment-Based Education to Advance Learning

Skills and Character Development . Washington, DC. 8 National Environmental Education and Training Foundation. (2000). Environment-Based Education:

Creating High Performance Schools and Students. Washington, DC: NEETF 9 The North American Association for Environmental Education and The National EnvironmentalEducation and Training Foundation.

http://www.eeweek.org/pdf/EE_Benefits.pdf










12

Program and Project Description

Section 3.0




13

3.0 Program and Project DescriptionThe Nature Project is actively working to address the growing decline of environmentaleducation in California high schools. During the 2012-2013 school year, The SantaBarbara Unified School district is subject to facing as much as 11 million dollars infederal budget cuts.10 Due to the previously mentioned cuts to non-essential subjects, The Nature Project hopes to re-instill a sense of passion for nature within our local schools.Since our beginnings in 2009, instructors have worked closely with high school studentsto create relationships forming a deeper understanding of the environment. Byencouraging values of conservation upon our students, we are building foundations forlong lasting environmental stewardship. The Nature Project creates a place wherestudents can develop and grow along with the natural environment.

The Nature Project currently works with three local high schools in the Santa Barbaraarea: San Marcos High School, Dos Pueblos High School, and Santa Barbara HighSchool. Our organization founded its roots in 2009 at Santa Barbara High School, andexpanded to three schools in three short years. Here, the organization formed the overallconcept of having a campus satellite club. Today, each campus has studentrepresentatives that include a President, Vice President, Secretary, and Treasure. Campusrepresentatives are responsible for recruitment of volunteers, each school havingapproximately thirty students enrolled per year. Registration is based on volunteerinterest, and recruitment takes place during each campus’ yearly club fair. Becoming a Nature Project student simply requires the collection of parental permission slip, mediarelease form, and a ten-dollar t-shirt fee.11

Our curriculum is based off of several California State standards, focusing in areas ofscience, social science, math, and reading.12 Our directors of education have workedclosely with educators and students to tailor a new program on a yearly basis. Differentthemes take precedent over the years, making our program dynamic and relevant tocurrent issues facing today’s planet. The 2012-2013 school year has focused on issuessuch as kelp deforestation, renewable and non-renewable energy sources, and wastemanagement. All of these issues have been related to the overall growing concern forconservation and is further detailed in Appendix 1. Each school year, students are provided with a workbook that includes relevant articles, experiments, and worksheets toaccompany each lesson. Our yearly program assessments have shown the influence ofthese materials to be extremely beneficial for both our students and instructors.

10 Santa Barbara Unified School District. (2012). 2012-2013 Budget.Available:

http://www.sbsdk12.org/budgets/2012-13/12-13_First_Interim_12-11-12.pdf. Last accessed March 2013. 11 CustomInk. 2013. CustomInk : http://www.customink.com . Last accessed March 2013.

12 Education and the Environment Initicative. (2012). Access the EEI Curriuculm: http://lretprod.com. Lastaccessed March 2013.




14

Our program is taught by college-level student instructors, selected by our board ofdirectors. Annually, ten to fifteen instructors are chosen to lead students and work in a

small group setting. The selection process includes a series of interviews, backgroundchecks, and formal training. Our recruiters look for qualities such as further education inan environmental background, as well as experience working with teenagers. The NatureProject finds it vital to provide students with top tier instructors dedicated to the missionof spreading environmental education. Thorough background checks are conducted byGood Hire and provide our panel with information such as criminal history, addresshistory, and education verification.13 Final selection places instructors on payroll, andcontracts are renewed annually.

Formal training is lead by our board of directors, who all have a background in educationand environmental literacy. Instructors go through workshops detailing each monthlylesson in order to gain a firm understanding of the material and the appropriate background information. Instructors are provided with an their own version of the studentworkbook, which specifies explicit notes to focus on during each lesson. This allows foreach student to gain the same information, even when in a small group setting.Additionally, teaching strategies are reviewed during training. Specialists from our boarddiscuss topics such as classroom control and focusing attention. Instructors work throughscenarios in small groups in order to be fully prepared while teaching. Lastly, physical,verbal, and sexual harassment are covered to inform all instructors of The Nature Teamsmoral code of conduct.

The Nature Project meets on a monthly basis, bringing all three high schools together atthe University of California, Santa Barbara campus. Students are taught in the CorwinPavilion located in the campus University Center. On the first Saturday of the month,classroom style learning takes place in both small and large groups. All students from thefreshman to senior level are interspersed and collaborate towards learning a differenttopic each month. Allowing students from different grade levels to work together promotes strong personal and social skills. During small group discussions, instructorswork closely with approximately ten students, staying with the same group for the courseof the year. Students utilize workbooks to gain additional information about lessonstaught. Small group study allows for closer interactions and development of enhancedworkplace skills.

Each quarter, a field study is offered to students allowing for hands on experiencesrelating to the studied curriculum. Currently, trips are offered November, February, andMay and have provided students with 15 hours of community service per year. Field tripsrequire students to meet at Santa Barbara High School where they are provided with bustransportation to the project conservation site. The day is spent applying the concepts

13 GoodHire. 2013. GoodHire: http://www.goodhire.com. Last accessed March 2013.




15

learned during lessons to the natural world. Instructors also work with students at thistime to act as mentors while conducting fieldwork. Conservation projects in the past haveincluded a Gaviota Coastal Clean Up and fieldwork at the Arroyo Hondo Preserve

Conservation. UCSB student Melissa Lobato stated: “working at the Arroyo HondoPreserve has always been a rewarding experience for me. Each time I go back, there issomething new to learn.”14 By gaining hands on experience, students develop a deeperunderstanding for our world’s natural systems.

Our current funding allows The Nature Project to offer three field studies per academicyear. Analysis of our end of year survey by students has led us to pursue offering up toeight trips annually. This increase in field trips would give students an additional 25hours per year in hands-on experience alone. Outdoor activities allow for students todemonstrate self-directed learning habits, as well as experiment in a variety of differentfields. According to studies conducted by the National Environmental Education andTraining Foundation, teachers reported improved student behavior in classrooms throughenvironmental education programs.15 Formerly disruptive students have been said to have“found themselves” through the experiences they have had working in an outdoorenvironment.16 The positive feedback we have received over our history has led us toseek continued support for the wellbeing of our students.

This past fall, students traveled to Arroyo Hondo Preserve located west of Santa Barbara between Refugio State Beach and Gaviota State Park. The 782-acre land preservewelcomes students at all times of they year to assist in habitat restoration along the creek.The Nature Project partnered with The Land Trust for Santa Barbara to continue outreachat the Arroyo Hondo Preserve. During the student’s excursions, Land Trust docents andour instructors lead students through the preserve while introducing them to topics suchas geology, watersheds, and habitats. The field trip continued with special group projectsthat included landscaping, habitat restoration, and trail maintenance. Partnering with theSanta Barbara Land Trust allows us to promote volunteer work, at no additional cost.17 The Nature Project in return provides students with transportation, snacks, and water.Overall, students responded positively to this project, and have requested additional tripsto this conservation location.

14 Melissa Lobato, 2013, Personal Communication.

15 National Environmental Education and Training Foundation. (2000). Environment-Based Education:

Creating High Performance Schools and Students. Washington, DC: NEETF

16 American Institutes for Research. (2005). Effects of Outdoor Education Programs for Children in

California. Sacramento, CA: California Department of Education.

17 Arroyo Hondo Preserve. The Land Trust for Santa Barbara County: http://www.sblandtrust.org. Lastaccessed March 2013.




16

While we constantly support our students academically, The Nature Project also supportsstudents financially. At our annual year-end banquet, three students are granted a $5,000scholarship. Scholarships are awarded to graduating seniors for excellence both inside

and outside the classroom. Instructors select individuals based on personal merit,allowing for a tailored selection process. Past records have indicated that this monetaryaward has provided students with the means to pursue further academic endeavors. Theability to provide more students with the resources for academic success is a core valuefor our organization. By providing five students each year with this scholarship, The Nature Project hopes to encourage student participation and environmental activismwithin the community.




17

Means of Evaluating Success

&Future Funding

Section 4.0




18

4.0 Means of Evaluating SuccessThe objective of The Nature Project is to educate students to live sustainably. We want toobtain feedback from students about our project in order to make changes to insure the program’s future success. At the beginning of each academic year, campus club fairs arethe primary method of volunteer recruitment. Program success is initially measured bythe amount of returning volunteers each year. Nevertheless, additional approaches areused to evaluate success on a long-term scale.

According to the “community- based environmental education program,”18 it works withteachers and students to provide training and resources for the implementation of acommunity environmental education program. The purpose of this project is similar withThe Nature Project that is to create a sustainable environmental education program thatwill increase environmental awareness, increase understanding of and participation in theCity recycling program. One of this program’s evaluation phases includes the teachersand students participating in the project will evaluate the training program and each presentation through survey sheets created for that purpose. We believe this method ishelpful to track the efficiency of the project, so we would like to apply it to our project.We also create our own phases to measure the project’s success.

Phase one is an analysis of attendance rates throughout the program’s duration.Instructors keep attendance records of every meeting and at the end of the year, gatherand analyze the data. If the average number of students’ attendance in each schooldecreases by 20% per year, we will reconsider our teaching method in order to improveefficiency. If records indicate we are meeting our target attendance rates, the above

ensures our curriculum is engaging students throughout every grade level. We also askstudents to complete end of the year surveys that track their levels of satisfaction inregards to classroom lessons, field trips, and overall efficiency of the program.Adjustments to the program will be made according to the students’ feedback at the endof the academic year.

Additionally, instructors are required to fill out a self-evaluation questioner after eachmonthly lesson and field trip. Questions aim to gain feedback on methods of instruction,classroom materials, and program approaches to sustainability.

Phase two is an annual evaluation seeking to measure the success of the project through

comprehensive tests that will be given to students by instructors at the end of the year.Questions are based on topics taught throughout the lectures. If 80% of the students scoreabove 70 out of 100, then results indicate that The Nature Project is accomplishing itsgoal of spreading environmental education at the high school level.

18 http://www.epa.gov/region7/citizens/care/pdf/epa_grant_writing_tutorial.pdf

http://www.epa.gov/region7/citizens/care/pdf/epa_grant_writing_tutorial.pdf







19

Phase Three measures direct impact of The Nature Project at each school by therespective satellite clubs. The officers measure program effectiveness through increasedor decreased awareness on campus. In previous years, local high schools have measured

success through changes in on-campus recycling programs, switching to sustainablecafeterias, and installing energy efficient light bulbs.

The use of the budget also needs to be considered when evaluating the project. We willhave each semester report of the expenses and profits from the Head of Finances,therefore ensuring funds are used wisely.

4.1 Future FundingThe Nature Project helps students learn about consumption, conservation, andsustainability. Our yearlong program works to deliver information and awareness to asmany students as possible. Each year, grants provides with the means to carry out ourmission and continue as a thriving non-profit organization in the Santa Barbara area.Additional, the grant money received helps launch us towards additional sources offunding. In June of each year, The Nature Project hosts a dinner fundraiser and awardsceremony to recognize our most dedicated volunteers.

We invite donors who have helped us to run the project during the past years in order toappreciate their contributions and supports. We research companies that give charitabledonations, and companies might benefit from donating to our organization. We invitethem by sending invitation letters to each company and by visiting their offices if possible. In the beginning of the dinner, the CEO of the project gives a speech on the

purpose and outcomes briefly. Students who earned scholarships tell audiences theimpact of the project and their change in behavior and lifestyles. We believe throughdinner fundraisers, people will think our project is worth to support and benefit from ourservices.

After receiving grants from other funders, we plan to keep our project’s operations

running more efficiently and profitably. Our program will carried on as usual, includinghave monthly lecture and field trip. Furthermore, if we receive more grants than our budget, we will expand The Nature Project to other high schools in Santa Barbara area.Our ultimate goal is to have more and more high school students participate in our projectand increase their knowledge about the environment, and learning to live sustainably.




20

Budget

Section 5.0




21

5.0 BudgetThe Nature Project has been continuing to bring intriguing environmental extracurricularactivities to high school students in Santa Barbara area, and thus secure funding fromenvironmental foundations. We have been obtaining yearly grants from Charles StewardMott Foundation at an amount of $15,000, National Environmental Foundation at $5,000,and The William and Flora Hewlett Foundation at $8,000.19 The grants from these threefoundations have been used to cover all costs, including operating costs and scholarshipfunds as of 2012. Each year three outstanding volunteers and participants would won a$5,000 worth of scholarship, adding up to $15,000 total yearly. The remaining grantswere used to cover operating costs (demonstrated in Table 2). We had only around $500rolling over into Net Assets each year , accumulating to $1,539 as of now. “Net Assets”equals “retained earning” for profitable organizations. For us, and like many otherorganizations, its purpose is for future expanding of the project. Furthermore, it alsofunctions as emergency money that deals with extraordinary events that might jeopardizeour financial position.

By receiving $100,000 grants from New Horizons Foundation,the Nature Project will have the ability to expand the number ofmeet-ups and fieldtrips. Due to the nature of this project, most ofthe spending goes to scholarships, facility rental and bus rental,which will be where the grants form New Horizons Foundationgo to. We had been try our best to keep the operating cost at itsminimum. Therefore, we do not have an office, and we had been

conducting interview process at cafes. For our meet-ups, we have been renting Corwin Pavilion from UC Santa Barbara as ourvenues. It is the most cost-efficient because it is comparativelymuch cheaper than commercial rental and can accommodate upto 100 people easily. Because we are off-campus users, the rentis $550 for four hours. They also charge $200 for table set-up labor. Besides the venueand table rental, we also need to rent media equipment and some essential facilities fromUCSB. The equipments in Corwin Pavilion come at extra charge totaled at $108/day,

19 Charles Steward Mott Foundation: Charles Stewart Mott Foundation. 2013. Home | Charles Stewart MottFoundation. [ONLINE] Available at: http://www.mott.org/. [Accessed 14 March 2013].

National Environmental Education Foundation | Home. 2013. National Environmental EducationFoundation | Home. [ONLINE] Available at: http://www.neefusa.org/. [Accessed 14 March 2013].

Hewlett Foundation. 2013. The William and Flora Hewlett Foundation. [ONLINE] Available at:http://www.hewlett.org/. [Accessed 14 March 2013].

Table 1

Media Cost/Time

WirelessMic $11Projector $17

Board $10LaserPointer $10Tables $60

Total $108




22

including wireless microphones, sound system, white board, laser pointer, and tablerental. 20

Other than indoor meet-ups, we will go on a fieldtrip for students to earn more intimateinteraction with nature and gain more practical experience. For every fieldtrip, we willrent bus from local Santa Barbara bus rental company, mostly from Bangee Fleet Inc.(BFI) The bus from BFI comes with 56 seats at a cost of $575 per every five hours plus$75 for drivers’ tips, and we need two of them for every fieldtrip.21 Additionally, eventhough the students bring their own lunches, we provide snacks, such as energy bars andcandies, in case anyone might need it. We also provide candies when doing indooractivities. Snacks are count as overheads as well. Usually, we will spend around $420 onit each year. Another significant spending is the wages and salaries of The NatureProject’s staff. Since The Nature Project is a non-profit organization, we had decided anorganizational structure that everybody has the same status and thus same wages whileserving as different roles of the project. Before, we were only able to give $200/year foreach officer. After we obtain the grants from NHF, we will able to increase the salaries to$1500/year to compensate our officers’ tremendous wor k. The wages of instructors arecurrently at $15/hour.

Each year, we have 15 instructors. Whenever we have new instructors, we rent theChumash meeting room in the University Center of UCSB at $110/ four-hour to train ournew instructors. Moreover, in order to protect the safety of our participants, we run background checks of the instructors under their permission. We have been using theservice of GoodHire.com and they charge each background services $29.99, $32.31 aftertax.22 The total costs of background checks have accumulated to $899.7. We also provideconditional reimbursements of gas and lunch for our officers and instructors. If theinstructors living in the same neighborhood chose to carpool, we will reimburse the fullamount of commute on behalf of The Nature Project. Because, in our case, we havearranged a schedule that all of our instructors have someone to carpool with, by doingthis, we can encourage low carbon life style. For meal reimbursement, we reimburse upto $15 per lunch. Before, our reimbursement budget was $1,000/year. Now, we plan onreimbursing $3000 for both officers and instructors last year.

20 UCen Conference Services Rates-Off Campus Users. 2013. UCen Conference Services Rates-OffCampus Users. [ONLINE] Available at:http://www.ucen.ucsb.edu/conference_services/rates_offcampus.html. [Accessed 14 March 2013].

21 Santa Barbara Charter Bus Companies | All Bus Types Santa Barbara, California | BusRates.com . 2013.Santa Barbara Charter Bus Companies | All Bus Types Santa Barbara, California | BusRates.com .[ONLINE] Available at:http://www.busrates.com/buses/BusResults/?t=all&s=California&c=Santa+Barbara. [Accessed 14 March2013].

22 GoodHire Reports & Services Pricing | GoodHire. 2013. GoodHire Reports & Services Pricing |GoodHire. [ONLINE] Available at: http://www.goodhire.com/pricing. [Accessed 14 March 2013].




23

The last major spending is printing costs of various kinds, including posters, flyers, broachers and course materials. As a non-profit organization, we were able to get specialdiscount from Alternative Digital Printing to print at $0.03/page.23 We give out a 50

pages double-sided reader at the very beginning to each student, costing $150 in total. Wealso printed out flyers, posters and broachers that have cost us $476 dollars so far.Another printing cost is permission slips and waivers, cost $30 yearly. As we continue toexpand as one of the most popular extracurricular activity, we realized that we need tomore funding resources other than grants from foundations, such as from our community.Therefore we will be reserving $5,000 from grants from NHF as our “Fundraiser Funds”to cover future fundraising expenses including venue rental, food, promotion, and etc.

Because, as members of the Nature Project, we are proud of who we are and what we do,we celebrate our identity by having our own t-shirts. We design and make our customizedt-shirts from an online supplier called Customink at $6.74/t-shirt.24 However, since wealso collect a $10 t-shirt fee. Each year we will have a inflow of $92.5 to compensate ourcosts. We also hold year-end banquet with officers and instructors to review what we hadachieved during the year. Therefore, every year we reserve a $1,000 banquet fund for it.We had been holding our yearly banquet at a local restaurant called Elephant Bar. Everytime, our officer Fiona Yang will make a small PowerPoint with photos of last year, andshow it before the dinner.

In conclusion, grants coming from New Horizons Foundation will cover the majority offacility rentals, bus rental, and scholarships. We are applying $100,000 from NHF tohopefully be able to last us for the next three years, which breaks down as around$33,000 each year. With the support from New Horizons Foundation, we believe our Nature Project will continue to thrive and contribute to environmental development inSanta Barbara County.

23 Quotes obtained from Kim Larsen Marketing and Sales Support Alternative Digital Printing UCSB -UCen Phone: 805-968-1055 Cell: 805-708-0426 Fax: 805-968-1220 [email protected] T-Shirts - Custom T-Shirts - Shirt Screen Printers - Design Online at CustomInk. 2013. T-Shirts -Custom T-Shirts - Shirt Screen Printers - Design Online at CustomInk. [ONLINE] Available at:http://www.customink.com/lab?PK=04620&cid=jvw0-000t-t1fd. [Accessed 14 March 2013].




24

Table 2

Table B-1 Yearly Cost of 2012

AccountYearlyCost Unit

Scholarship $15,000 $5,000/StudentBus Rental $1,950 $650/TimeVenue rental $2,250 $750/TimeWage $585 $13/daySalaries $1,000 $200/OfficerMedia $324 $108/TimePrint Cost $679Overhead $198T-shirt ($93) (+)$10/ShirtBanquet Fund $1,000FundraisingFund $3,000Reimbursement $1,000Consultation fee $485InstructorTraining $110Total $27,487Total Grants $28,000

Net Assets $1,539




25

Table 3

Table B-2 Projected Budget of 2013 With New Horizons Foundation GrantsAccounts Yearly Cost Notes

Corwin Pavilion at UCSB $6,000 $550 for 4 hours; 8 times a year; $200 forlabor charge

Media & Equipment Rental $864 $108/timeField Trip Bus Rental $5,200 $575/ 5 hours + Tips for driver

$75/driver; 8 times a yearScholarship Funds $25,000 $5,000/student; 5 students in totalConsultation Fees $485 $29.99/check, $32.31 after tax; 15

instructors maximum/year

Wages $3,120 $13/day; 15 instructors;Salaries $7,500 $1500/officer/year; 5 officersReimbursement for gas andmeals

$3,000 Varies

Print Cost – Permission Slip andWaiver

$30 $0.03/page

Print Cost – Posters, Flyers andBroachers

$476 Varies

Print Cost – Class Readers andHandouts

$173 $15/reader; 100 participants and15instructors

Overheads $527 VariesSignature Customized T-shirt ($93) $ 6-12/units; Collect $10/unitFundraising Fund $5,000Banquet Fund $1,000Total $58,282

Total Grants $61,333

Net Assets $4,591

Costs covered by NHF The $33,333 of $37,064 for Rentals and Scholarships.



The Nature Project: Grant Proposal

Conclusion

Section 6.0




27

6.0 ConclusionBecause of the poor distribution of education funding throughout California, and thesubsequent effect these budget cuts have on the Santa Barbara Unified School District,the creation and support of extracurricular environmental education programs isincreasingly important. Without environmental education, students will be ill equipped toaddress the growing problems associated with non-sustainable living, expansiveconsumerism, and overconsumption of nonrenewable resources. The state of theenvironment is at a crucial state worldwide; each day people remain uneducated about theimportance of preservation and sustainability is another day of unnecessary resource use,environmental degradation, and global climate destruction.

The Nature Project understands the severity of the global climate issue, and by providingcrucial environmental education for our youth we are taking the first steps to a wiseinvestment in not only our children’s futures, but also the futures of their children andgrandchildren. Although we are not as large as many environmental advocate groups likeGreenpeace or the World Wildlife Foundation, we understand that small changes at thelocal level are crucial in the grand scheme of the world. As Margaret Meade once said,““Never doubt that a small group of thoughtful, committed, citizens can change theworld. Indeed, it is the only thing that ever has.”25

Much like Meade, we believe that by playing a pivotal role in the provision ofenvironmental education for our youth, we are assuming the duties of thoughtful,committed, citizens to create a lasting impact on the local community, and eventually theenvironment at large.

The satellite clubs we have created at the local Santa Barbara high schools — DosPueblos, San Marcos, and Santa Barbara — are major successes in affecting theenvironmental and ecological composition of Santa Barbara County. Our bi-weeklyenvironmental education classes and community outreach programs instill in our youththe passion for preservation we at The Nature Project share. By participating in programssuch as the Gaviota Coastal Cleanup and the Arroyo Hondo Preserve Conservation, ourstudents will create a lasting impact on the community, a community they can proudly,and rightfully, call their own.

In order to continue providing environmental education services to the local high schools,

and in compliance with our plans for expansion, we require the assistance of The NewHorizons Foundation. With a $100,000 grant from the NHF, we will be able to furtherour education efforts, provide a greater number of scholarships for our program participants, and cover our operation costs over the course of the next three years.

25 Margaret Meade, Continuities in Cultural Evolution, 1964.




28

We at The Nature Program hope that the aforementioned segments have provided a clearand thorough explanation of what we do and what we hope to achieve. By supporting The Nature Project’s environmental education endeavors, The New Horizons Foundation will

be ensuring the continual growth and success of our high school community outreach programs. Furthermore, the additional money given to The Nature Project to supplementexisting grants from The William and Flora Hewlett Foundation, The NationalEnvironmental Foundation, and the Charles Stewart Foundation will help our program participants achieve higher education by way of merit and participation basedscholarships.

To invest in environmental education over the course of three years is to invest in asustainable, environmentally friendly future for Santa Barbara County. Without theassistance of The New Horizons Foundation, The Nature Project would not be able tocontinue our programs, and the students of Santa Barbara high schools would not get thecrucial education they deserve.




Works Cited

Section 7.0




30

7.0 Works Cited

American Institutes for Research. (2005). Effects of Outdoor Education Programs for

Children in California. Sacramento, CA: California Department of Education.

Arroyo Hondo Preserve. The Land Trust for Santa Barbara County:http://www.sblandtrust.org. Last accessed March 2013.

Charles Steward Mott Foundation: Charles Stewart Mott Foundation. 2013. Home |Charles Stewart Mott Foundation. [ONLINE] Available at: http://www.mott.org/.[Accessed 14 March 2013].

CustomInk. 2013. CustomInk : http://www.customink.com . Last accessed March 2013.

Doubletree Hotels. (2006). CSR Press Release. Available:http://www.csrwire.com/press_releases/18092-Nationwide-Survey-Shows-Today-s-Kids-Are-Environmentally-Savvy-Doubletree-Teaching-Kids-to-CARE-R-Spring-Initiative-Provides-Grade-School-Students-with-a-Fu. Last accessedMarch 2013.

Education and the Environment Initicative. (2012). Access the EEI Curriuculm:http://lretprod.com. Last accessed March 2013.

GoodHire. 2013. GoodHire: http://www.goodhire.com. Last accessed March 2013.

GoodHire Reports & Services Pricing | GoodHire. 2013. GoodHire Reports & ServicesPricing | GoodHire. [ONLINE] Available at: http://www.goodhire.com/pricing.[Accessed 14 March 2013].

Hewlett Foundation. 2013. The William and Flora Hewlett Foundation. [ONLINE]Available at: http://www.hewlett.org/. [Accessed 14 March 2013].

Margaret Meade, Continuities in Cultural Evolution, 1964.

Melissa Lobato, 2013, Personal Communication.

National Environmental Education Foundation | Home. 2013. National EnvironmentalEducation Foundation | Home. [ONLINE] Available at: http://www.neefusa.org/.[Accessed 14 March 2013].




31

National Environmental Education and Training Foundation. (2000). Environment-Based

Education: Creating High Performance Schools and Students. Washington, DC: NEETF

The North American Association for Environmental Education and The NationalEnvironmental Education and Training Foundation. (2001). Using Environment- Based Education to Advance Learning Skills and Character Development .Washington, DC.

Quotes obtained from Kim Larsen Marketing and Sales Support Alternative DigitalPrinting UCSB - UCen Phone: 805-968-1055 Cell: 805-708-0426 Fax: 805-968-1220 [email protected]

Santa Barbara Charter Bus Companies | All Bus Types Santa Barbara, California |BusRates.com . 2013. Santa Barbara Charter Bus Companies | All Bus TypesSanta Barbara, California | BusRates.com . [ONLINE] Available at:http://www.busrates.com/buses/BusResults/?t=all&s=California&c=Santa+Barbar a. [Accessed 14 March 2013].

Santa Barbara Unified School District. (2012). 2012-2013 Budget.Available:http://www.sbsdk12.org/budgets/2012-13/12-13_First_Interim_12-11-12.pdf.Last accessed March 2013.

School Business Advisory Services. (2012). Annual Pupil Enrollment Report. Available:http://www.sbceo.org/districts/calpads2011.pdf. Last accessed March 2013.

T-Shirts - Custom T-Shirts - Shirt Screen Printers - Design Online at CustomInk. 2013.T-Shirts - Custom T-Shirts - Shirt Screen Printers - Design Online at CustomInk.[ONLINE] Available at: http://www.customink.com/lab?PK=04620&cid=jvw0-000t-t1fd. [Accessed 14 March 2013].

UCen Conference Services Rates-Off Campus Users. 2013. UCen Conference ServicesRates-Off Campus Users. [ONLINE] Available at:http://www.ucen.ucsb.edu/conference_services/rates_offcampus.html. [Accessed14 March 2013].

United States Environmental Protection Agency. (2012). Environmental Education (EE)Grants. Available: http://www2.epa.gov/education/environmental-education-ee-grants. Last accessed March 2013.




Appendix

Section 8.0




33

8.0 Appendix- Example Curriculum

Renewable and Non-renewable Energy Sources & Conservation Focusing Question: What is energy? What is the difference between renewable andnon-renewable energy? How can we conserve energy?

Standards: Science. Earth Science 3.e: Students know rock, water, plants, and soils provide

many resources, including food, fuel, and building materials, that humans use.

Health. Nutrition and Physical Activity. Standard 7: Practicing Health-EnhancingBehaviors 7.5.N: Participate in physical activities with friends and family.

Visual and Performing Arts. Dance 1.0: Artistic Perception. Development ofMotor Skills and Technical Expertise 1.2: Show a variety of combinations of axialmovements (e.g., swing and balanced shapes, turn and stretch, bend and twist).

History-Social Science 2.4: Students understand basic economic concepts andtheir individual roles in the economy and demonstrate basic economic reasoningskills. 3: Understand how limits on resources affect production and consumption(what to produce and what to consume).

EEI Standards:

Principle II. People Influence Natural Systems. Concept c: Students need to know

that the expansion and operation of human communities influences the geographicextent, composition, biological diversity, and viability of natural systems.

Materials:

Student Workbook

Dry Erase Board Dry Erase Markers Erasers Mini Turbine Energy Kits **(kid wind) PowerPoint slides picturing different power sources:

o Solar, oil, wind, water, coal




34

Instructor’s Background: There are two forms of energy sources dominant on our planet today, renewable and nonrenewable. Our renewable sources include oil, wind,water, and sun. However, our society is greatly dependent upon non-renewable energy

sources, such as coal and oil. Non-renewable energy sources are finite, and will run outone day. Therefore, we must learn ways to conserve these energy supplies.

Humans use resources for energy to fuel everyday activities such as driving cars,heating homes, and watching television. Without conservation of our energy sources,lifestyles as we know today will cease to exist.

Renewable energy is an energy source that will never run out, such as the sun,wind, or water. We harness sun energy with solar panels, installed on buildings,wind energy with wind turbines, and water energy through dams and wave power.Renewable energy makes up only 8% of our planets energy consumption source.

Non-renewable energy is an energy source that can run out because the supply ofthe resource is finite, such as oil and coal. Oil is a liquid burned to power cars and planes, and used to make plastic. Coal a solid burned to generate electricity.Petroleum, Coal, Nuclear Energy Power, and Natural gas make up the remaining92% of our planets energy sources. Oil and coal are fossil fuels, meaning they arethe remains of plants that were alive millions of years ago.

Large Group Discussion:

Prezi Presentation

Slide 1: Renewable and Non-renewable Energy Sources & ConservationSlide 2: Renewable ResourcesSlide 3: Non: Renewable ResourcesSlide 4: How we consumeSlide 5: What are the consequences?Slide 6: How do we change?

Small Group Discussion:

Instructors work with students to develop deeper understanding of energy consumptionthroughout California, the United States, and the World. Instructors will detail the worldnews articles and worksheets included in the student workbooks. Discussion topics andquestions about the material will be provided to instructors in their guide.




35

Direct experience will include using a Mini Turbine Experiment Kid. (Kid Wind). Theturbine demonstrates the power of wind energy through its LED bulb display and tune box. The turbine blades allow students to perform small desktop experiments using a

small fan.

Closing Discussion

Lead a discussion with the group. Possible questions to ask:

Can anyone tell us what happened when the wind blew the propeller of therenewable energy experiment?

What is renewable energy? What are examples of non-renewable energy resources? What is the difference between renewable and non-renewable energy sources? What are some ways we can conserve energy? What would happen if humans used up all non-renewable energy resources?

Sources:

http://store.kidwind.org/wind-energy-kits/complete-kits/mini-wind-turbine http://www.eia.gov/kids/energy.cfm?page=about_home-basics http://www.plt.org/energy-society-kit http://lretprod.com/EEI/howTeachEEI/accessCurriculum.html

http://store.kidwind.org/wind-energy-kits/complete-kits/mini-wind-turbine


http://www.eia.gov/kids/energy.cfm?page=about_home-basics


http://www.plt.org/energy-society-kit


http://lretprod.com/EEI/howTeachEEI/accessCurriculum.html









36

8.1 Appendix- Résumés

HELENA B. OSKOUI6599 Madrid Apartment # 2, Goleta California 93117 949-702-0863

[email protected]

EDUC TION

University of California, Santa Barbara Bachelor of Science:

Biological Sciences

Expected Graduation Date: June 2013 Cumulative GPA: 3.03

Relative Coursework: Prokaryotic and Eukaryotic Genetics, Physiology,

Neurobiology,

Organic Chemistry, Organic Chemistry Lab, Bio-Medical Ethics, andBusiness and Administrative Writing

EXPERIENCE

Regional Director and Lead Instructor: Sprout Up, Santa Barbara, CA

December 2011- Present

Non-profit organization teaching environmental education to the next

generation of students.

Daily collaboration with and management of a 5-member core team.

Coordinated over 200 volunteers.

Correspond as a lead contact for new school outreach, media inquiries, and

partnership opportunities.

Direct outreach to first and second grade classrooms.

Nominee for the 2012 Chase American Giving Awards.

Emergency Room Volunteer: Fountain Valley Regional Hospital, Fountain Valley,

CA

June 2012- August 2012

Adapted to face paced, critical working environment.

Familiarized in a hospital setting.

Counseled and acted as a liaison for families of admitted patients.

Organized and prepared patient rooms, stock rooms, medical crash carts,and emergency kits.

Data Entry ssistant: UCSB Office of Admissions, Santa Barbara, CA

June 2011- November 2011

Developed strong skills in Microsoft Office, and a firm understanding of

spreadsheets.




37

Exercised time management by keeping track of deadlines for office

calendars.

Team Manager: UCSB Athletics: Women’s Softball, Santa Barbara, CA September 2010 - April 2011

Initiated internal program communication by managing players, coaches,

and trainers.

Lead Dispatcher: South County Safe Rides, Mission Viejo, CA

September 2006- June 2010

Provided safe, confidential transportation to prevent underage drinking and

driving.

Delegated fairly, coordinating teams of drivers, navigators, and dispatchers.

Worked calmly under pressure.

Utilized public speaking skills when leading a Police Debriefing at theOrange County Police Department.

SKILLS

Fluent in Farsi.

Informed in various cultural situations due to extensive travel throughout

the United States, Europe, and Asia.

Scott R. McFall6654 Del Playa Dr Unit B, Goleta California 93117 831-524-5377

[email protected]

Education

University of California, Santa Barbara 2009-2013

Political Science — International Relations and Communications double-major;minor in Professional WritingBachelor’s degree expected June 2013

Relevant Courses:

Writing: Technical Writing; Writing for Global Careers; Writing for Visual Arts; Writing forJournalism

Communications: Theories in Communications; Communications/Statistics; BusinessCommunications




San Benito High School 2005-2009Earned high school diploma and graduated in the top ten percent of class of 800

Experience

The Men’s Wearhouse: Santa Barbara, CA 02/11-Present Manage tuxedo department and oversee the proper maintenance and scheduling of appointments

and bookings for retail and rental customers

Assist in the selling of a variety of casual and formal menswear products

Maintain store layout and cleanliness to provide a comfortable and enjoyable retail experience

Serve as liaison between rental customers and tuxedo department

Pietra Santa Winery: Hollister, CA 09/07-05/10 Managed stock and inventory for the Wine Club shipments as a warehouse worker

Attended to customer needs at special events

Prepped and catered food for customers at special events

Clerical and office work (collation, fax, etc.)

Career Services Assistant: Hollister, CA 08/09-06/10 Office Assistant to the Career Services Specialist at San Benito High School (unpaid position)

Managed phones, paperwork, and other various tasks as assigned

Skills-Bilingual between English and Spanish

-Very thorough and effective in communication skills — can clearly convey thoughts and ideas orally

and in writing

-Excellent people skills, ranging from interpersonal/small group communication to dealing with

customer satisfaction, as demonstrated by my performance at The Men’s Wearhouse

-CPR and First-Aid certified

-Knowledgeable of computers and technology (Mac and PC software including Excel, Word,

Photoshop, and PowerPoint)

Documents

The Nature Project