1. Natural resource and environmental issues were discussed by Officer Keys and service-learning college students. Participants were given the opportunity to display what they learned with hands-on activities, sharing back the curriculum and its importance. These opportunities for outdoor lessons have been scheduled monthly at the community home base and various local natural sites. In the first year, the information shares were held at the community home base. After receiving feedback from parents about program logistics and family availability, info shares were scheduled to happen on the same day as, and immediately before, the monthly hikes. Twenty-five youth were invited to each of the community meetings. Feedback was shared at community meetings expressing personal empowerment in learning key skills, such as how to filter and distill water, identify edible wild plants, track and trail other group members, fire safety, and properly use a compass. Collection of verbal storytelling is how feedback is acquired.
2. With local and natural area trips BIPOC families were exposed to the dynamics of nature and education about the physical and psychological benefits of preserving life and natural resources in both environments. Parents and guardians accompanied their youth on the trip and shared the experience. Environmental justice and personal impact were discussed, and participants shared what they were willing to do to make a difference. Youth expressed a change in mindset about food origins after visiting Amy’s Farm (9 youth attended), disposal of plastics after visiting the Ocean Institute (10 youth attended), and plant diversity after visiting the Ethnobotany Center (7 youth). Enthusiasm for the support of wildlife preservation was expressed after visits to the Inland Valley Humane Society (13 youth) the San Diego Safari Park (17 youth). Youth committed to being Bee Ambassador’s after the tour and presentation with The Valley Hive (16 youth). Accessibility to outdoor education was offered to twenty-five youth and their families.
3. Certified CPR and first aid training was offered to the youth over 12 years, their guardians, and the service-learning mentors. Eight certificates were earned.
4. A total of ten local area hikes were executed on account of three dates that were canceled due to rain. The monthly hikes included activities organized to make practical what was learned during community meetings. Student mentors assisted youth with demonstrating what they learned. Some mentors graduated in the second year to be a Facilitator of a lesson. This role was alternated among the staff. Officer Keys did not return to the program in the second year. The programs target population, twenty-five youth of the underserved BIPOC community, have been invited to explore natural areas for observation and appreciation of wildlife and resources made available by nature. Forty-one youth have participated in the local area hikes.
5. One outdoor camping trip was offered to twenty-five youth and their families. Six youth and their families participated. Those youth and their families experienced planned structured activities such as hitching tents, hikes, filtering water, preparing food, feeding campfires, journaling reflections and more. Families also explored and engaged with nature in their free time. They were observed building stick shelters, exploring the natural area for bug and bird life, as well as sitting amongst each other in quiet times. A communicated agenda, prepared staff, tools, and food made these experiences possible.

Exposure to outdoor education for youth and their families as documented with attendance records. Open invitation and opportunity for outdoor education extended to youth in low-income, marginalized communities at no financial cost to their families. This objective was met with extend invitations within the community of service at schools, district parent meetings, organizational platforms, and school district media platforms. Event calendars were publicized, and regular meeting reminders with details were supplied to a mailing list of interested families. Transportation was supplied or costs reimbursed. Participants demonstrated practical awareness of their environmental impact and opportunities for serving environmental justice. Environmental facts were shared with participants at community meetings along with activities and/or demonstrations. College students participated in service learning and knowledge sharing within the community of focus. Interns were tasks to engage youth.

Partnerships were generated with multiple local agencies to improve and extend program impact. The police department has been instrumental in sharing safety concerns with meeting locations. The Pomona fire department is communal, extending assistance with demonstrations and information sharing specific to fire safety. The L.A. Care Pomona Community Resource Center has offered to host youth friendly CPR classes, inclusive of certifications. While L.A. Care was not accessible during community meetings, parents and family members of participants were referred to their services. This partnership further extended program impact past our community.

Cal Poly Pomona Ethnobotany Center staff were willing to host our tour outside of operating hours to accommodate our community’s availability, and funding provided supported for those generous staff. “Win-Win” collaborations have been accomplished throughout this program cycle to support the youth, their families, community centered individuals, as well as organizations.

The San Diego Safari Park extended a discounted rate to assure the participation of all family members connected to our group.

Nicholas Endowment sponsored an additional trip to the Ocean Institute. This Adopt-a-class donation will extend the opportunity to further diversify youth exposure as the O.I. offers a variety of youth educational tours on land and at sea.

Pomona Unified School District has invited our organization to share the Outdoor Education opportunities with parents during monthly information meetings.

Pomona Hope, a local youth afterschool program, has agreed to include OEPY advertisement in their digital parent forums.

Not Applicable

Families were more favorable toward a calendar that consists of fewer meetings with more content delivery, as opposed to the current shorter meetings that are scheduled more frequently.

Youth require access to physical tools, such as hiking shoes, and backpacks. These make the experience of outdoor learning more enjoyable. Preparedness with appropriate outdoor gear removes distractions like sore feet and occupied hands when exploring new terrain. Proper gear allows participants to focus on the advantages of the new experience.

Receiving community input regarding resources, partnerships, and new locations to visit continually improves the program and suggestions should be considered to maximize program diversity and community interest. Collecting input throughout the program is better than waiting for the program conclusion. As community meetings progressed new hiking locations and outdoor education opportunities were suggested by interns and participants. A flexible agenda will accommodate the growing knowledge and accessibility of our community and their exposure to outdoor learning.

Bus passes were not considered helpful, but gas cards made meetings more accessible to families. Discounted programs offered to non-profits by participating rideshare companies were also considered.

Visual identifiers, such as program apparel, help keep group members together and make staff visually accessible to participants. It also contributed to an increased esteem for participation.

Staff meetings are needed specifically for training prior to community meetings. This would allow them to be more hands-on, sharing information and demonstration with the youth and families. Training will also prepare staff to incorporate “Each one, teach one” strategies with the youth to assess their learning.

Participation increases when program provisions include parents, such as paid admissions, transportation, and meals.

The needs and availability of families change regularly. It is beneficial to continue advertisement of the program even after the roster is full and maintain a wait list. Participation agreements would also be helpful, so that opportunities are extended to new families when others are no longer able to participate.

Be intentional about collecting stories and quotes. Have a Program Journal for participants to reflect in. It is helpful for reporting impact. A designated person for taking pictures is also helpful.

Prepare thank you tokens or notes to share with presenters and collaborators. It helps build the relationship for future programming.

We began engaging the interns with prompts for feedback and personal reflection. This exercise prepared them to be more conscious about their impact and professionalism. Writing their own reference letters at the start of the program focused their intentions to meet the standards that they set for themselves.