WetlandEducationNetworkPilotIndustryActionGroupSummaryReport

By:LiliumConsulting

MARCH2017

Preparedfor:NorthAmericanWaterfowlManagementPlanPartnership

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WewishtoextendaspecialthankstothefollowingindividualswhoparticipatedintheIndustryActionGroup,providingtheirfeedbackandengaginginthecollaborativesessions:BruceCole,LesFuller,BeverlyGingras,AmyKrawczyk,LoriNeufeld,PaulShortandMarkSvenson.

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TableofContents1.0 Introduction....................................................................................................................4

2.0 IndustryActionGroupBackground........................................................................53.0MeetingObjectives...........................................................................................................5

4.0MeetingDiscussionSummaries...................................................................................64.1CurrentSituation.......................................................................................................................74.1.1ExistingPrograms................................................................................................................................7

4.2KeyAudiences.............................................................................................................................84.2.1AdditionalInformationRelatedtotheKeyAudience..........................................................8

4.3ProductandToolIdeas..........................................................................................................104.3.1BasicWetlandEducationCourseRequirementsforIndustryGroups.......................11

4.4KeyMessages............................................................................................................................124.5Bestmeansofdeliveringprograms...................................................................................12

6.0Conclusion........................................................................................................................147.0References........................................................................................................................14

TableofFiguresFigure1.IndustryLiteracyLadder....................................................................................................6Figure2.LiteracyLadderFocusAreasforIndustryActionGroup......................................7Figure3.IndustryActionGroupTieredFrameworkforWetlandEducationand

Outreach............................................................................................................................................10

1.0 IntroductionTheGovernmentofAlberta(GoA)hasimplementedaprovince-wideWetlandPolicyinordertoaddressthegreatdealofwetlandlossthathasbeenoccurringacrossAlbertafordecades.Thepolicy,whichhasagoalto“conserve,restore,protectandmanageAlberta’swetlandstosustainthebenefitstheyprovidetotheenvironment,society,andtheeconomy”,includesbothregulatoryandnon-regulatorymeans.WhiletheemphasisoftheWetlandPolicyisontheregulatoryaspectsofwetlandmanagement,thereisalsoanacknowledgementoftherolethatwetlandeducationandoutreachwillplayforthepolicytoreachitsgoalsuccessfully.

TherearenumerouswetlandeducatorsthroughoutAlberta,howevereducationandoutreacheffortshavebeenoccurringinanindependentandnon-coordinatedfashion.TheAlbertaNorthAmericanWaterfowlManagementPlan(NAWMP)Partnershiprecognizedthevalueinhavingwetlandeducatorsworkcollaboratively,andcreatedthemulti-stakeholderWetlandEducationandOutreachWorkingGroupinordertocreateaconceptualframeworkforacoordinatedwetlandeducationandoutreachprogram.TheconceptualframeworkcreatedbytheWetlandEducationandOutreachWorkingGroupincludedanannualmeetingforthewetlandeducationcommunity,asteeringcommitteeforfuturecollaborations,andsectorworkinggroups(herebyreferredtoasActionGroups).Thepurposeofthesemeetingsandgroupsbeingtoidentifywetlandeducationneeds,toolsandproductstoimprovethewetlandeducationandoutreacheffortsinAlberta.

InordertofollowthroughwiththeconceptualframeworkdesignedbytheWetlandEducationandOutreachWorkingGroup,apilotwascreatedtogathereachofthefourActionGroupstogetherfortwohalf-daymeetingsapiece,toexaminethewetlandeducationandoutreachneedsoftheparticularsectors.InordertofocusthemeetingcontentandprovidetheopportunitytofindsynergiesacrosstheActionGroups,themembersofeachgroupwereaskedtoconcentrateonbasicwetlandeducation(i.e.basicwetlandidentificationandfunction),andavoidsomeoftheothertopicsofwetlandeducation(e.g.understandingtheWetlandPolicy,rolesandresponsibilityofspecificgroups,technicalwetlandtopics,etc.).

ThegroupswerepopulatedandtheprocesswasfacilitatedbyLiliumConsulting.IndividualproceedingreportsforeachActionGroupaswellasareportoutliningthestateofwetlandeducationandoutreachinAlbertaacrosstheActionGroupsectorswerealsoperformed.

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ThisIndustryActionGroupreportprovidesasummaryofthediscussionsattheIndustryActionGroupmeetings.Thecontentrepresentstheopinionsoftheworkshopparticipantsandexperts,andnotthoseofLiliumConsulting.

2.0 IndustryActionGroupBackgroundTheIndustryActionGroupwasassembledfortheWetlandEducationNetworkpilotinordertogainabalancedviewofthecurrentstateofwetlandeducationandoutreachinvariousindustrialsectorsacrossAlberta.Thegroupwasalsotaskedwithestablishingthekeywetlandeducationandoutreachneeds.AvarietyofindividualsfromnumeroussectorswereselectedbyAlbertaNAWMPbasedontheirabilitytospeakaboutthestateofwetlandeducationintheirsector,aswellasthewetlandeducationandoutreachneedsintheirnetworks.ThisgroupwasanexcellentcrosssectionofdiverseindustriesinAlbertathathavetheopportunitytoplayaroleinwetlandmanagement,andwasnotintendedtorepresenteveryindustrythatcouldbeassociatedwithwetlands.Duetothenatureofthemeetingsbeingheldoverashorttimeframeandin-person,thechoicesofwhotoincludewererecognizedasrepresentationalbutnotinclusive.

3.0MeetingObjectivesInordertocreateacollaborativeatmosphere,allActionGroupMemberswereaskedtoattendmeetingsinperson.TimewasallottedinthefirstmeetingforIndustryGroupMemberstoexplainwhotheywere,theorganizationtheyrepresentedandhowtheyhadbeenaffiliatedwithwetlandeducationintheirsector.Thegroupwasverycohesiveandfollowedupwitheachothertoexchangepertinentinformationonthetopicofwetlandeducation.TheintendedoutcomesoftheIndustryActionGroupmeetingswereasfollows:Meeting#1:

• gainabetterunderstandingoftheWetlandEducationNetworkandgettoknowothermembersoftheIndustryActionGroup;

• gainclarityonthekeyaudiences,products(tools/messaging);andengagementstrategiestodevelopeffectivewetlandeducationandoutreachmaterialsfortheindustrialsectors.

Meeting#2:

• gainmoredetailedideasonthewetlandeducationandoutreachstrategyfortheindustrialsectors(Pro-10focus);and

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• sharecurrentlyusedinternalindustrialwetlandeducationmaterialsamongstgroupmembers.

4.0MeetingDiscussionSummariesMembersoftheIndustryActionGroupweregivenanoverviewpresentationontheWetlandEducationNetwork,withexplanationoftheWetlandEducationWorkingGroupandtheWetlandEducationNetworkFrameworkthathadbeencreated.ThevisionoftheWetlandEducationNetworkwasexpressedtoActionGroupmembersandclarityaroundtheroleofthepilotwasprovided.WhileActionGroupmembersunderstoodthattheirrolewastoattendtwo,three-hourmeetingsoverthecourseofthepilot,theAlbertaNAWMPCoordinator,MichaelBarr,explainedthatwithidealcircumstancesandfunding,therewasadesiretocontinuewiththeworkoftheWetlandEducationNetworkandActionGroups.TheIndustryActionGroupmemberswereaskedtoidentifywheretheyfelttheirsectorwasontheIndustryLiteracyLaddercreatedbytheNAWMPWetlandEducationandOutreachWorkingGroup(Figure1).Theywerealsoaskedtodiscussthevariouswetlandeducationresourcesthatwerecurrentlybeingusedintheirspecificindustrialsectors.Theefficaciesofthecurrentwetlandeducationresourceswereexaminedtodeterminesomeofthekeypointsthatcouldhelpinformfuturewetlandeducationandoutreachtools.Figure1.IndustryLiteracyLadder

LadderSteps Outcome

Action Iamactivelymanagingwetlands.

Skills Ihavetheskillstoworkaroundwetlands.

Attitudes Iknowhowtocomplywithwetlandlegislation.

Knowledge Iunderstandhowpolicy,legislationandplanningareusedtomanagewetlands.

Awareness Iamawarethatwaterandwetlandsbelongtothecrown

(NAWMPWetlandEducationandOutreachWorkingGroup2016)

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TheIndustryActionGroupwasthenaskedtomoveontoaddressthe‘who’,‘what’and‘how’forthecreationofawetlandeducationandoutreachprogramfortheindustrialsector.Theoutcomesofthesediscussionsaresummarizedbelow.

4.1CurrentSituationTheIndustryActionGroupnotedthattherewereindividualsatvariousstagesoftheIndustryLiteracyLadderwithinthevariousindustries,howeverthegroupmemberschosetofocusonthetwolowestlevelsoftheLiteracyLadderfortheirdiscussionsonwetlandeducationandoutreachneeds(Figure2).Thegroupmembersfeltthattheattitudes,skillsandactionelementsonthehigherlevelsoftheladderwerebeingaddressedbythediscussionsledbythePro-10groups.Figure2.LiteracyLadderFocusAreasforIndustryActionGroup

LadderSteps

Action

Skills

Attitudes

Knowledgeç

Awarenessç

4.1.1ExistingProgramsTheIndustryActionGroupmembersnotedthatmostofthewetlandeducationprogramsthatarecurrentlybeingusedbyvariousindustriesareinternalprogramscreatedandrunbyindividualswithaninterestorbackgroundinwetlandscience.Thegroupdiscussedthattheseprogramswereprimarily“lunchandlearns”orinternaldocumentsthatwerecirculatedadhoc,butwerenotconsistentprogramsrequiredbynewstaffenteringtheworkplace.Manyoftheinternalwetland

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educationdocumentsthatwerementionedbythegroupcenteredaroundthetopicofbestmanagementprocessesspecifictoindividualsectorsoractivities.TheAlbertaSocietyofProfessionalBiologists(ASPB)washowevernotedashavingasuccessfulannualwetlandconference,opentobothmembersoftheASPBandthepublicandawell-attendedwebinarseries.ThegroupnotedaswellthattheDucksUnlimitedCanadaresourceswerewell-receivedandapplicableacrossmanydifferenttypesofindustrialsectorsforthosewhowereawareofthem.Theboreal-basedwetlands101programwasnotedasaprogramthatcouldbeputintobroaderusageifitwasmademoreavailableandupdatedforthenon-borealportionsofAlberta.Theabilityoftheprogramtobetailoredtovarioussectorswasconsideredoneofthekeyreasonsitcouldbewidelyusedinaneffectiveway.

4.2KeyAudiencesTheykeyindustrialaudiencesthatwereidentifiedbythegroupasbeingimportantforwetlandeducationandoutreachopportunitieswereasfollows:

• Landowners• Internalstaffmembers(ex.designers,systemplanners,systemoperators)• Forestryplannersandoperationsstaff• Road-buildingconsultants• Executives• IndustryAssociations(ex.CAPP,CPAC,PipelineAssociation,professional

designations)• Surveyors• Individualsinthepoliticalsphere(i.e.individualscreatingorimplementing

policies)TheIndustrialActionGroupwasquicklyabletoagreeonakeypriorityaudienceforwetlandeducationandoutreach.Thegroupofprofessionalassociationsreferredtoasthe“Pro-10”groupwerechosenasthekeyaudienceforanynear-termwetlandeducationefforts.ThePro-10areagroupof10professionalandtechnicaldesignationassociationsthathavebeenselectedbytheGoAtopossesstheabilityofauthenticatingwetlandregulatorydocumentssubmittedinaccordancewiththeWetlandPolicy(GoA2016).TheIndustryActionGroupfeltthatcapacityshouldthereforebebuiltwithinthePro-10toengageindividualswhocouldworktowardsmeetingthespecificcompetenciesrequiredtogainsign-offprivileges.

4.2.1AdditionalInformationRelatedtotheKeyAudienceTheIndustryActionGroupreceivedanupdateontheprofessionalpracticestandardforwetland,science,designandengineeringfromamemberofthegroupengagedin

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theprocess.Oncereleased,thisprocesswillprovidethebasisforprofessionalauthenticationofdocumentssubmittedundertheWetlandPolicy(GoA2016).Thetenprofessionalorganizations(thePro-10)thatwillhavedesignatedindividualseligibletoauthenticatedocumentsareasfollows:

• AlbertaAssociationofLandscapeArchitects(AALA),• AlbertaInstituteofAgrologists(AIA),• AlbertaLandSurveyors’Association(ALSA),• AlbertaProfessionalPlannersInstitute(APPI),• AlbertaSocietyofProfessionalBiologists(ASPB),• AssociationofChemicalProfessionofAlberta(ACPA),• AssociationofProfessionalEngineersandGeoscientistsofAlberta(APEGA),• AssociationofScienceandEngineeringTechnologyProfessionalsofAlberta

(ASET),• CollegeofAlbertaProfessionalForesters(CAPFT),and• CollegeofAlbertaProfessionalForestTechnologists(CAPFT).

Individualswillneedtomeetspecificcompetenciesandworkexperiencerequirementsaswellashavetheirprofessionaldesignationinordertobeeligibletobecomea“QualifiedWetlandSciencePractitioner”(GoA2016).Whilethistitleisnotanofficialdesignation,itdoesdescribethelevelofexpertiserequiredtoauthenticateWetlandPolicydocuments(GoA2016).Thedetailedprofessionalpracticestandardhasyettobereleased.WhiletheIndustryActionGroupmemberswereevidentlyfamiliarwiththePro-10(havingchosenthegroupastheirkeyaudienceforwetlandeducationinitiativesintheindustrialsector),theylearnedaboutsomeofthespecificsbeingdiscussedbythePro-10workinggroup.TheIndustryActionGroupmembersfeltthatthePro-10membersthatwillbeeligibletobecomeQualifiedWetlandSciencePractitionersarelikelyreceivingsufficientwetlandeducationthroughtheirprofessionalassociations.However,thegroupidentifiedthatthereareothermemberswithinoraffiliatedwiththePro-10associationsthatcouldbenefitfrombasicwetlandeducationandoutreach.Itwasalsomentionedthatwhile10professionalassociationsgroupsmaybetoomanytotargetasaninitialaudienceforwetlandeducation(youcan’tbeallthingstoallpeople),someoftheassociationsinthePro-10willbeplayingamoreactiverolethanothersintermsoftheirexpertiseandrolewiththeWetlandPolicy,thereforeitwouldpotentiallybemorestrategictofocusonthegroupsnotprovidingasmuchwetlandeducationtotheirmembers.

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4.3ProductandToolIdeasTheIndustryActionGroupchosetofocusontheLiteracyLadderconcept(notedaboveinFigure1)andexpandonitwiththeirkeyaudienceofthePro-10inmind.Thegroupmemberscreated3categoriestodelineatetheindividualswithinthePro-10fields(Figure3):

• Tier1:IndividualsthatworkinaPro-10fieldbuthavelittletonoknowledgeofwetlandsandwetlandfunctions.Theseindividualscouldpotentiallybeengaginginsomelevelofworkaroundorpertinenttowetlands.Thisopportunisticgroupiscomposedofindividualswhowanttogetinvolvedinwetlandworkbutneedbasicknowledge.

• Tier2:Individualswhohavebasicwetlandknowledge,butwouldliketo

gainabetterunderstandingofwetlandsandpotentiallyworktowardgainingtheskillsetthatwouldallowthemtobecomeQualifiedWetlandSciencePractitioners.

• Tier3:individualsthathaveextensivewetlandknowledgeandexperienceandareeligible(orhavealreadycompletedtheprocess)tobeaQualifiedWetlandSciencePractitioner.

Figure3.IndustryActionGroupTieredFrameworkforWetlandEducationandOutreach

Industry Action Group Tiered Wetland Education Framework

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TheIndustryActionGroupusedtheTieredFrameworkinFigure3tocreateamorespecifictargetaudienceforwetlandeducationandoutreachintheindustrialsector.ThegroupmembersrecognizedtheimportanceofbringingTier2individualsuptoTier3andthereforeincreasingthenumberofQualifiedWetlandSciencePractitioners,howeverthegroupfeltthatthiswasbestdonebythePro-10groupsandtheGoA.ThegroupalsofeltthatthePro-10groupsandtheGoAwerebestsuitedtoprovidecontinuing(specialized)wetlandeducationtotheTier3individuals.ThewetlandeducationgapforindustrialsectorsrecognizedbytheIndustryActionGroupwasfortheTier1individuals.AfewprogramswerenotedashavingpotentialforTier1individuals(theUofAFacultyofExtension,theLakelandWetlandTechnologyprogramandafewothercoursesbeingofferedbyconsultants),butthefitoftheseprogramswasnotconsideredidealforcreatinganopportunityforTier1individualstoadvanceontoTiers2and3inanaccessibleway.BridgingknowledgegapsforTier1individualswasconsideredimportantnotonlytobuildcapacityforQualifiedWetlandSciencePractitioners,butalsotoaddressthelackoffront-endknowledgeonwetlandsthatmembersoftheIndustryActionGroupwereexperiencingintheirownwork.Thegroupdiscussedmanycircumstanceswherefront-of-the-lineplannersandfieldcrewshadalackofwetlandknowledgethatendedinpoorwetlandproceduresorexpensivemistakes.TheIndustryActionGroupdelineatedaTier1coursethatwouldcoverallofthebasicideasthegroupmembersfeltindividualsworkinginfieldsassociatedwithwetlandsshouldbetaught.

4.3.1BasicWetlandEducationCourseRequirementsforIndustryGroupsTheIndustryActionGrouptookthetimetocreateanoutlineforabasicwetlandeducationcourse.ThefollowingmoduleswereconsideredimportantforTier1individualsintheindustrialsector:

• WetlandIdentification-CanadianClassificationSystemstandard-nomenclature-fieldcomponent(orexcellentvisuals)essentialforthismodule

• PeriodicityofWetlands-stagesthatincludeabsenceofwater-soilindicators-mapping,includinghistoricaldatawithphotos

• WetlandFunctions-potentialwaystoaffectwetlands

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-biology,hydrology,greenhousegases,etc.

• DifferentiationbetweenPeatlandsandMineralWetlands• WetlandRelevancetoPolicy,Planning,RegulationsandManagement• WhyWetlandConservationisImportant

-financialandenvironmentalreasonsthatretainingwetlandsisimportant

4.4KeyMessagesThegroupmembersdiscussedhowinordertocreateanimpetusforemployeestowanttolearnaboutwetlands,theemployeeswouldneedtounderstandhowwetlandscanimpacttheirspecificjobs.Thiswasreflectedintwoofthekeymessagesthatemergedfromthegroup’sdiscussions:“Thisishowwetlandsarerelevanttoyou…”and“Wetlandseffecthowyouworkonthelandscape”.Thisrelatedbacktotheconceptofhavingwetlandeducationandoutreachprogramsthatcouldbetailoredtosuittheneedsofindividualindustriesandhaveexamplesofhowwetlandsareinvolvedinspecificareasofindustryactionsinregularoperations.Intermsoftheoutcomeofawetlandeducationprogramforindustrialsectors,thekeymessagewas:“Getthemtoknowenoughtoknowwhentoask”.

4.5BestmeansofdeliveringprogramsTheIndustryActionGroupwasveryfocusedonhavingadefinedpaththatindividualscouldfollowtogofromTier1toTier3iftheydesiredtobecomeQualifiedWetlandSciencePractitioners.Oneideaforcreatingadefinedpathwastohaveasystemthatincludedcertificatesofcompletionforspecificcoursemodules.WithregardtodeliveringthespecificmoduleslaidoutbytheIndustryActionGroupmembers,theideaofhavingthematerialtailoredtospecificindustrieswasagainbroughtforwardasimportant.Anotherideathatwaswellreceivedbythegroupwastoallowgroupstopickandchoosewhatmoduleswouldbedeliveredtokeyaudiences,therebyensuringthatavailabletimeframeswererespectedandensuringthattheindividualstakingthecoursestayedengagedinthecoursecontent.

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Specificmeanstodeliverthecoursewere:

• In-personpresentations:face-to-faceinteractionwasconsideredoneofthesuccessfactorsofothersimilarcoursesbroughtforwardtoindustrygroupsinthepast.Thiswouldalsoallowforafieldcomponenttobepresented,whichwasconsideredimportantforthewetlandidentificationmodule.Affordabilityofaworkshoporforumofthissortwasbroughtforwardasakeyconsideration.AllowingcreationanddeliveryoftheprogrambythesameagenciescreatingcontentforTier2and3programswouldallowforconsistency.

• Webinars:CreatingwebinarbasedmoduleswasconsideredtobeoneofthemosteffectivemeansofdeliverybytheIndustryActionGroup,duetoaccessibilityandpotentialforbroadimpact.Aseriesofwebinarswasconsiderednecessarytopresentthewetlandeducationmodules,asgroupmembersfeltthatattemptingtoputanentirewetlands101courseintoonewebinarwouldbetoomuchcontentandtaketolongtowatch.Thegroupagreedthatcomputerbasedlearningwithaquizcomponentforknowledgetestingiscommonplaceintheindustrialsectorandthatawebinarserieshadthepotentialtoaccommodateaconstantinfluxofnewemployeesthatcouldbenefitfromwetlandeducation.Asystemfortyingwetlandmodulecompletiontodevelopmentcreditsorcontinuingcompetencieswithacertificateofcompletionwouldbebeneficial.TheIndustryActionGroupmembersagreedthattheprogramcouldhavemoresuccessifthePro-10associationscommunicatedtheimportanceofthecertification.

TheIndustryActionGroupalsoconsideredhavingthewebinarseriesasthewetlandeducationmodulesandusein-personsessionsasameanstoexplorespecialtywetlandtopics.TherecenteconomicdownturninAlbertawasmentionedinmanyofthegroupconversations,itwasnotedthatwithinthelastyear,in-personmeetingswerenotwellattendedascompaniesattemptedtocutcostsassociatedwithemployeetravel.Keepingprogramcostslowwasconsideredimperativetoprogramsuccess.TheIndustryActionGroupdiscussedthatmanyoftheseideaswereaimedateducatingemployeesintheworkforce,howevertheyagreedthatmanyoftheideasinthemodulesthatwerecreatedbythisgroupshouldreallybeintroducedatthepost-secondaryeducationlevel,inordertoreachabroaderaudienceandhaveemployeestrainedwithwetlandknowledgeandskillsbeforeenteringtheworkforce.

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6.0ConclusionTheIndustryActionGroupwasverykeenontheideaofaWetlandEducationNetworkanddiscussedandfocusedtheireffortsonveryspecificdeliverableswithintheshorttimeframeoftheWetlandEducationNetworkpilotmeetings.CertainmembersfeltthattheideaofaWetlandEducationNetworkcouldeventuallyevolvetobelargerthanaprovincialscale.ResourcingaWetlandEducationNetworkbecameatopicofinterestasthegroup’stimecametoaclose,andincentivesforindustrygroupstopayforworkshopsorprogramswerediscussedbriefly.Thegroupmembersidentifiedthatwetlandeducationwasverypiece-mealintheindustrialsectors,andadirectoryofgroupswitheducationmaterialswasanideathatcameforwardthatcouldbeutilizedwhileamorecohesiveprogramisbeingdeveloped.TheIndustryActionGroupmemberswerekeentoengagewithotherActionGroupmembers,astheyidentifiedthatothergroupshadstrongtieswithwhatwasbeingdiscussedintheindustrysector(i.e.theAgricultureActionGroupandthePost-SecondaryportionofthePublicandEducationActionGroup).TheideasoftheIndustryActionGroupareconciseenoughthataspecificprogramcouldeasilybecreatedoutofwhatthegroupdiscussedattheWetlandEducationNetworkpilotmeetings.

7.0ReferencesGovernmentofAlberta(GoA).2016.StatusUpdate:ProfessionalPracticeStandardforWetlandScience,DesignandEngineering.Availableat:http://aep.alberta.ca/water/programs-and-services/wetlands/documents/StatusUpdateWetlandScience-May6-2016.pdfNAWMPWetlandEducationandOutreachWorkingGroup.2016.DraftRecommendationstoImproveWetlandsLiteracyinAlbertaviaaWetlandEducationandOutreachCollaborativeFramework.

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AppendixA

WetlandEducationNetworkPilotMeetingAgendas

IndustryActionGroup

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Wetland Education Network – Industry Action Group Meeting #1 – Draft Agenda Thursday October 27, 2016

Location: GoA Office, Pigeon Lake Boardroom 304 4920 51 Street, Red Deer Time: Meeting 9:00am – 12:00pm Invited: Industry Action Group membership Meeting Purpose:

• Introduce concept of Wetland Education Network and team members on the Industry

Action Group

• Gain clarity on the key audiences, products (tools/messaging) and engagement

strategies required to develop effective wetland education and outreach materials in the

industrial sectors

Time Agenda Item Lead

9:00 1.0 Administration

1.1 Health and Safety

1.2 Welcome & Introductions

1.3 Review and Approve Agenda

Terra

9:30 2.0 Wetland Education Network

2.1 Explanation of the Wetland Education Network, history and path

forward

Terra

9:45 3.0 Wetland Education needs of industry audiences:

3.1 Establish key audiences and level of literacy (who?)

3.2 What would some key products or messages be (what?)

3.2 Best means to convey/connect (how?)

Terra

All

10:30 Break

10:45 4.0 Review currently available wetland education products:

4.1 Compile list of current wetland education products and tools

available to industrial sectors

4.2 Evaluate success of current wetland education products and tools

Terra

All

12:00 4.0 Wrap Up Terra

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Wetland Education Network – Industry Action Group Meeting #2 – Draft Agenda Friday December 5, 2016

Location: GoA Office, Sylvan Lake Boardroom 304 4920 51 Street, Red Deer Time: Meeting 1:00pm – 4:00pm Meeting Purpose:

• Gain more detailed ideas on the wetland education and outreach strategy for the

industrial sectors

• Share internal industrial wetland education materials amongst group membership in order

to see what is currently being used

Time Agenda Item Lead

1:00 1.0 Administration

1.4 Health and Safety

1.5 Welcome & Introductions

1.6 Review and Approve Agenda

Terra

1:20 2.0 Review

2.1 Quick review of what was covered in the last meeting (Tiered

diagram)

Terra

1:30 3.0 Pro-10 Wetland Education Ideas

3.1 Dr. Les Fuller to provide update on Pro-10 /GoA process

3.2 Further Develop Tier 1 and 2 ideas from last meeting

3.2 Best means to convey/connect to target audience

3.3 Webinars

Dr. Les Fuller

Terra

All

2:30 Break

2:45 4.0 Wetland Education Information Exchange

4.1 Compile list of internal wetland education products and tools

available to industrial sectors – brief description from each member

4.2 Evaluate success of current wetland education products and tools

Terra

All

5.0 Wetland Education Network Forum

5.1. Ideas for what industry membership would like to see or contribute at

March 15, 2017 forum

4:00 4.0 Wrap-up Terra