A Community-based Approach to School Programs

I don’t know how it is at your site, but here at Land Between the Lakes, our public events and our school programs operate very differently. With our public events, many different partners often get involved. For example, at our annual Hummingbird Festival at the Woodlands Nature Station, groups such as a local beekeeping association, a master gardeners club, a nearby national wildlife refuge, the local university agricultural extension office, and others all get involved and participate in the event. These various partners bring resources, support, and experience that we can not provide on our own, and they gain a venue with a large audience to promote their causes and their services. Many of our public events work in this fashion.

However, with school groups, it’s a different story. We tend to manage our school programs fairly single-handedly with our own staff. There have been a few exceptions, but for the large majority of cases this is how our school programs typically have run.

Until recently.

A few years ago, our living history farm, the Homeplace, started a community partnership with the local school system that has been an amazing experiment to watch develop. I wanted to share this story because I find it to be an inspiring and impressive example of how community involvement can bring a whole new type of meaningfulness to a program.

The story begins about 5 years ago. At that time, one of the interpreters from the Homeplace had been participating as a guest presenter in an annual event at the local elementary school, a special day for kindergarteners called Pumpkin Patch Day. She noticed that while it was a great event, the grounds were a bit small, and the topography was hilly and a bit awkward for some of the activities. So, she decided to suggest to the event coordinator the idea of possibly holding the event at the Homeplace in the future. And the event coordinator thought the suggestion sounded interesting.

The following year, in 2014, they decided to try this out. And they decided to offer the event on two different days: one for each of the elementary schools in the school system. Unlike typical school programs, this wasn’t simply a program that our staff was planning on their own and inviting schools to attend. Rather, the school system was playing an integral role in planning the program, and working with our staff to make it work well at our site. Well, it turned out to be a huge success! In fact, both our staff and the school system liked it so much that they have expanded on this structure so that now we offer similar programs like the Pumpkin Patch Days for about 5 different grade levels, each its own grade-level-appropriate topic.

What is so unique about these programs, and different from our traditional school programs, is how involved the whole community becomes. At the Pumpkin Patch Days, about 25 high school students who are members of the high school leadership club help lead the groups of kindergarteners, and some of them even run some of the activities. For example, several students led an activity for the younger kids where they learned the difference between a fruit and a vegetable. The local Kiwanis Club donates snacks for all the kids. Their members also lead an activity in which one of them does storytelling in the character of Johnny Appleseed, and the kids learn about this legend. Teachers from the school system plan most of the logistics of the day, as well as provide the pumpkins for the pumpkin patch. And our staff lead several activities in which the kids learn about their agricultural heritage, such as learning where wool comes from by getting to meet our sheep, touch real wool, and watch it get spun into yarn.

Because the program has been set up as a community event, tons of parents attend. You can see the parents both happy to see the little kids having such a great day, as well as being proud of the high school students for taking on such a leadership role. As an observer of the program, it was so inspiring to see how so many members of the community came together at our site and enjoyed an experience that both connected them to their local heritage as well as brought them together as a community.

And now that this model has expanded to multiple grade levels, this kind of program is taking place numerous times throughout the year at the Homeplace. It feels really good to see that our site and our interpreters can offer something that the community really wants and enjoys.

And by the way, did I mention that it’s not that hard either? Because the community is so invested in it, many other people besides just our staff take on a lot of the planning work, supply many of the materials, and even lead many of the activities!

Now, maybe we’re behind the times here at Land Between the Lakes and many of your sites have been working with this kind of community partnership model for some of your school programs for years. I don’t know. If so, good for you! But it’s something that has recently taken root here, and it seems to be a really great thing, and I thought I would share the experience. Maybe it will give you a different way to look at your school programs and some possible opportunities for the future.

Aviva Yasgur
Executive Director, Friends of Land Between the Lakes

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My Dream Trip, part 2



My dream came true! An elephant in the wild!

Back in July, I wrote about planning my trip to Africa and the importance of having easy to find information. Now that I’m back, I wanted to report some of my interpretive experiences with tour guides.
One of the best ways to learn about an area you’re visiting is to hire local guides to show you the sites and share information you wouldn’t hear on your own. The whale watching tour staff was passionate about their mission and made sure everyone that participated in their tour understood how the tours helped to support their sea life rescue and

township tour survived

My traveling companions and our township tour guide

environmental education in the community. My friends and I visited a township and the tour guide lived in the township. Who better to share what life is like than someone that experiences it every day. Unfortunately, there were some guides that could have benefitted from an interpretive organization. Some were great with information but we all know that information alone is not interpretation.
I was in awe the whole trip and wondered if the guides were excited to go out on safari every day. I asked one guide if going out got old and he said yes! It made me think about how often I lead groups and if I ever get bored. Teaching repetitive programs can get tiresome but I remind myself that is the first time that the participants are experiencing it. Anytime I lead a hike, it never gets old. I can walk the same trail every day and find something new to see. I think the big difference is passion for what I do. Most of us don’t get to work in the vicinity of elephants or lions every day, but we can find excitement in watching a cardinal build a nest or a monarch caterpillar morph into a chrysalis. If you have the passion, every day can be like an African safari.


Our bush walk guide teaching us about bush antibiotics. He took quite a few hits off the burning elephant dung. I think that takes passion for your job to a new level!


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Do you know what your super powers are?

At a recent meeting a college pointed out staff’s super powers, a set of skills or qualities that they excel at. This is a great ego boosting exercise but also brings a lot of self awareness to the group.

44346904952_37150338cb_mWe often times don’t realize what our strengths or weaknesses are, due to lack of time for self reflection, or simply not asking the right questions. Last month I learned about three questions that we should be asking each other regardless of job duties or leadership role.

1.- What is 1 thing that I currently do that you want me to continue to do.

2.- What is 1 thing that I currently don’t do that I should do more often.

3.- What is 1 thing that I can do to make you more effective.

Asking the questions may not be enough, you need to make sure that this is done on a safe environment where both parties feel comfortable sending the message but also receiving the message.

You will be surprised what people will share with you once they feel comfortable and safe knowing that the conversations has the best intentions and will only help you be a better professional.

Ask this one to yourself and post in the comments, what do you think is your super power?


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Trick or Treat

You can finally feel Halloween in the air around here in Charleston, SC! I am so excited for the cool weather, I can hardly stand it! While this means less guests at the South Carolina Aquarium, we still have a job to do. Sometimes less guests means more opportunities for intimate, in depth conversations, which can be great for us as interpreters. Some of the tricky topics that are hard to cover in a 5 minute conversation can become more of a treat when you have the chance to really delve into the deeper meanings of the topics that we cover everyday on the floor.

One of the most recent studies that came out about climate change said that we are running out of time to reverse its effect on the world. This can be extremely scary to think about, and definitely to talk about. As a science institution, it is something that we talk about fairly often. How do we, as interpreters, talk about climate change and the recent science without spiraling our visitors into a state of depression and self-gloom?

Using positive words and action items can be one way around this tricky topic. Focusing on the time we do have left to make a difference, on the hope of changing our course, can lift people’s spirits. It is still important to present the facts as they are, but making sure to couple it with a positive action item, you may be able to empower people instead of overwhelm them. What are small, everyday action items that consumers can do that are easy and will go a long way? If everyone does these small things, it can have a lasting impact on our Earth.

As interpreters, it is our job to empower those visiting our sites with information that will make them feel powerful, not powerless. We want people to learn and have fun when visiting the Aquarium, as well as leave with a sense of ownership over the place we call home. I challenge you to take a topic that is a little spooky and tricky to tackle, and turn it into a treat, this Fall. You’ll never know the difference you can make.

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Bad News and the Growing Mind

How do you deal with questions adults ask with an answer that’s not especially suited to their children or other young people in the audience?  When there’s nothing inappropriate in the inquiry but it inadvertently introduces a topic that’s heavier than the young brain is fit to accommodate- do you have a method for handling it?  In Robert Hunter’s word’s “What’s the answer to the answer man?”

‘No Bad News Before Ten’ is the takeaway I have heard from the research about communicating subject matter that is in someway sad or otherwise difficult for single digit kids to assimilate.  What ends up happening is their grey matter does not yet have the fullness of development to file the information in a way that feels comfortable so later in life upsetting information just gets rejected and not dealt with at all.

I get asked how my owl coworkers became permanently impaired.  Car collisions are by far the most common culprit for serious raptor injuries.  Barbed wire has serious consequences as well.  I would say they both fall into the ‘bad news’ column on most score sheets.  I have explained it plainly plenty of times and always also include the good news that it is easy to help but maybe there’s is a better way.  I may try wording it so adults know what I’m saying and kids may miss it just to see how it goes.  Then again, my kids pick up on most things as well or better than many grownups.  Any ideas would be most welcome.  Happy fall all.

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Finding the Spark

The list reads like a job description: grant writing, supply lists, research, event planning, project development, staff evaluations, intern projects, emails, and packing for off-site programming. It is actually just a weekly “to-do” list. This never-ending “to-do” list seems to rule our lives. If you are anything like me, as you enjoy your morning cup of coffee, you mentally review your upcoming day. You know that you have an exhausting list of projects and things that need to get done. You know that as you mark one item off, you are going to add 3 more. Let’s be honest, we don’t go into interpretation so that we can do the things on that list. We do the things on that list so we can interpret. All of those nit-picky, tedious, and seemingly trivial things have to get done, so we can do the thing that we have dedicated our lives to. Where does the energy for all of those tasks come from?

It’s part caffeine, part personality, and part passion. Mostly that energy comes from guests, the visitors to our sites that re-vitalize us. The people to whom you give a 30 minute tour, in return they give you meaning and purpose. Visitors make hours spent deciphering historical handwriting worth every single second. Visitors make the mosquito bites, bee stings and allergy attacks worth it. Anyone outside of interpretation would think we were crazy. Dealing with the public and doing public speaking is the stuff of nightmares for others. To an interpreter, that’s happiness!

Let’s be honest with ourselves. It’s not every visitor. Some visitors want to argue with every fact you give and some just make you want to cry. Some just seem totally uninterested in anything you have to say. Then that golden spark comes along and makes everything okay.

We have all had that guest. The person that is so interested in what you are saying that you want to spend all of your time with them, or the child whose eyes light up with excitement when they learn a cool fact or hear a funny true story. The “Thank You” letter that you receive months later for some random tour you did. The student who you would swear that wasn’t listening to you, that all of a sudden has a brilliant insight. These different people give our professional lives purpose. There are guests, whom you may never see again, that give you the strength to tackle all of the other stuff. They give you the energy that’s needed to keep going. They are the fuel that keeps your fire burning.

A historic house is just a house full of stuff without interpretation. A battlefield is just a field without someone to tell you the story. Interpreters are the people who breathe life into a place. We tell the story of the past and make the everyday visitors fall in love with our sites. The visitor then gives us the spark to keep our fires burning. That being said, I am going to finish this blog, so I can go give a tour and find my inspiration.


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Cultural Exchange: Bringing the World to the Sunny Southeast

Most of you have probably heard of Fulbright Scholar grants and the prestige associated with them. But how familiar are you with the other programs authorized by the 1961 Fulbright-Hays Act? Passed around the same time that the Peace Corps was created, the Act’s stated purpose was to:

Increase mutual understanding between the people of the United States and the people of other countries by means of educational and cultural exchange; to strengthen the ties which unite us with other nations by demonstrating the educational and cultural interests, developments, and achievements of the people of the United States and other nations, and the contributions being made toward a peaceful and more fruitful life for people throughout the world; to promote international cooperation for educational and cultural advancement; and thus to assist in the development of friendly, sympathetic, and peaceful relations between the United States and the other countries of the world.

One of the programs falling under this umbrella is the Exchange Visitor Program. This year, I began to work with an organization that sponsors visas for exchange teachers. From what I have seen so far, these teachers, who come to work for 3-5 years in all subjects and grade levels of K-12 schools across the southeast and the whole country, are astounding individuals whose diverse perspectives, adventurous attitudes, and commitment to excellence in education are of immense benefit to US students. After this time, these individuals return to their home countries and share what they have learned, not only about American pedagogy and classroom management, but about American culture and life as experienced firsthand.

Although these teachers are in a classroom setting and not at an interpretive center, I think this program would be of interest to southeastern interpreters because it, too, aims to create unique learning experiences and heightened understanding among the individuals it touches.

On one hand, international teachers can fill unique needs within K-12 schools. A recent article in Education Week described the results of a recent investigation which found that there is currently a discrepancy between the focus areas of college students who are studying to be teachers – many of whom choose to major in elementary education – and the subject areas that commonly have too few qualified candidates to fill vacancies, including “special education, high school math and science, foreign language, and bilingual education.” Over the short term, cultural exchange teachers can fill some of these roles.

Secondly, and more directly related to the heart of interpretation and experiential education, international teachers bring the ideas, customs, and traditions of their home countries directly into US classrooms. I think living history programs are a particularly good parallel to cultural exchange in schools. In the same way that a visitor to a historic battlefield viewing a well-done reenactment may feel genuinely transported back to a different moment in history, students who have the opportunity to learn from an exchange teacher can truly see into another culture and place, all the way on the other side of the world.

The Exchange Visitor Program requires participants to incorporate two ‘cross-cultural activities’ each year, meaning their community or campus may get to participate in a traditional dance, learn about famous scientists or artists in their home country, or taste the exciting flavors of typical cuisine from the teacher’s region. Do any of you remember having a pen pal in another country in school? With today’s technological advancements, many students in a cultural exchange teacher’s classroom get to speak to their counterparts in another country face-to-face using Skype or another video chat software. This is about as close to traveling abroad as some students may ever get, and it can spark their imaginations and stoke a lifelong interest in a place, language, or society. Interpreters at parks, museums, and historic sites throughout our region know firsthand how exciting it is to make that connection between a visitor and a resource, and I see the same excitement in international teachers as they open their students’ eyes to different cultures.

The Definitions Project defines “benefit” as “Lasting, positive and meaningful change over time that results from multiple and diverse learning experiences; refers to collective sociological, psychological, economic, and/or environmental outcomes of education and learning.” The Exchange Visitor Program ticks off all these boxes. With immigration policy in the spotlight and the American attitude toward the outside world rapidly shifting, non-immigrant exchange teachers are more important than ever to provide that window between cultures and keep minds and hearts open as they teach – and learn from – their students.

For more about the Exchange Visitor Program, visit

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Professionalism Built through Scholarships and Awards

by Jessica Goodrich-Watts

Scholarships and Awards are significant ways we as members of the National Association for Interpretation can move our careers forward and expressing professionalism to other occupations.

Scholarships are a pathway to professionalism, not just for students but for professionals active in the field. Small interpretive sites do not have the budget to send their interpreter to conferences and workshops, and without continuing education, CIGs lose their certification after a few years. True to the spirit of the interpretation tribe, scholarships are how we support one another to grow in our professionalism.

Who is eligible for a scholarship from the Sunny Southeast?

Unlike the scholarships given by the National office for the National Conference, any person with an active individual membership to NAI who lives or works in the southeast (defined as Alabama, Florida, Georgia, Kentucky, Mississippi, North Carolina, Puerto Rico, South Carolina, Tennessee, and the US Virgin Islands) is eligible for a scholarship from the Sunny Southeast to attend a Regional Interpreter’s Workshop or a National Conference. Please check your membership status before applying! If your membership lapses, and you are not a member on the scholarship application deadline of November 4th, you will not be eligible for the scholarship, even if you renew your membership on November 5th!

How are scholarships funded?

The money for scholarships comes directly from the generosity of NAI members. Here is how you can support your fellow interpreters in providing scholarships:

  1. Donate items. Do you have leftover mission-related materials? A stack of bumper stickers about protecting night skies or not using plastic bags might be just what someone else has been seeking. Does your city/county/state produce some type of local alcohol? Local products are usually big hit. This is a slow and steady type of contribution; keep your eyes open and donate!
  2. Volunteer to staff the auction. All of these neat donations come flowing in as members arrive at the conference site. These all have to be organized. What is going to the silent auction and what is going to live auction? Is there just one silent auction or multiple? The effort here is intense, but isolated to only a few days.
  3. BID!! For all of you who think, “Just getting to the workshop is expensive enough! I can’t imagine spending money at the auctions.” Here is where you come in, which is also the advice I give to the college students: Make sure no item goes for less than $20. Bid the item up to at least that point, even if it is something you have no interest in taking home. On the off chance that no one bids and you get stuck with it, you can make one $20 purchase. And if you really have no use for the item, bring it back next year!
  4. Serve on the Awards and Scholarships Committee. Making the selection from all of the amazing applications that are submitted is not easy, and the more eyes, the better! The commitment for the Awards and Scholarships Committee is minimal, taking perhaps only 2 hours of your time during the summer and up to 10 hours of your time in the winter. Your duties as a member of the Committee would include being available by email to receive attachments, evaluating scholarship applications and award nominations using a provided rubric, then emailing your rubric back to me by the deadline.

The Sunny Southeast Region is offering three $500 scholarships to the Regional Interpreter’s Workshop at Montgomery Bell State Park, Dickson, TN. April 2-5, 2019.

Submit all materials electronically to Jessica Goodrich Watts (Awards and Scholarships Committee Chair) at by November 4, 2018. If you do not receive a confirmation of receipt within 24 hours, text Jessica at 803-873-8648. The scholarship application is available for download here. Spread the word!

BUT WAIT, there’s more! Now that Awards have been mentioned…All award nominations are to be emailed as a single file to Jessica Goodrich Watts (Awards and Scholarships Committee Chair) at by November 4, 2018. If you do not receive a confirmation of receipt within 24 hours, text Jessica at 803-873-8648. See the Submission Requirements here.

Awards allow us to validate the excellent work of those within our field, shining a light on them, which can go beyond interpretation circles. We are extending our reach to those who are doing interpretation, but who have never been part of NAI, through Invitations, which provide one-year complimentary memberships to interpreters doing excellent work in the field. Here are the awards offered by the Sunny Southeast Region:

  1. Outstanding Service to the Sunny Southeast Region: Presented to an NAI member (active membership is a requirement to be considered) who has performed extensive and invaluable service to NAI, and especially to the Sunny Southeast Region.
  2. Outstanding New Interpreter: Presented to an NAI member (active membership is a requirement to be considered) who has worked fewer than 3 years in the profession, full- or part-time, and who demonstrates a recognized potential in interpretation, assumption of leadership roles, creativity in programming or facility development, and a commitment to the profession and NAI.
  3. Outstanding Interpreter: Presented to an NAI member (active membership is a requirement to be considered) who has worked more than 3 years in the profession, full- or part-time, and who demonstrates a recognized mastery and excellence in interpretation, creativity in programming or facility development, and a commitment to the profession and NAI.
  4. Outstanding Interpreter Invitation: Presented to an interpreter who has never been a member of NAI, who demonstrates a recognized mastery and excellence in interpretation, creativity in programming or facility development, leadership qualities, mentoring, and a commitment to the profession. The award recipient will receive a 1 year membership to NAI and the choice of one free webinar.

The cover page must include:

  • The award for which the person is being nominated
  • The nominee’s first and last name
  • The site or company where the nominee works and the address of the site or company
  • The nominee’s contact information. At minimum: one email and one phone number

All award nominations are to be emailed as a single file to Jessica Goodrich Watts (Awards and Scholarships Committee Chair) at by November 4, 2018. If you do not receive a confirmation of receipt within 24 hours, text Jessica at 803-873-8648.

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Interpreter Brain


Credit: Dallas Morning News

It’s an oddly insidious thing, this interpreter brain. When I first got into museum and park work I wasn’t necessarily focused on how I got the info across to my visitors, instead reveling in all this fascinating and important stuff I had the chance to share with them. As the years, then decades, went on, though, I realized that all of the techniques and skills we learn as interpreters were just as fascinating and, at times, even more engaging than the subject being covered. Before I knew it, it was too late; almost everything I encountered was being put through the interpretive filter. TV shows, books, movies, news articles, live performances…nothing was spared. Most recently, back in grad school, my textbooks are being thoroughly vetted by interpreter brain. Why did the writer use those terms instead of these? Who is the focus audience here, and what is the bias coming across in this or that presentation of narrative? What is the rhythm of this piece, what are the sensory cues, what are the themes? Why is the writer repeating these statements so many times? Is it to cement them in our minds as truth? Are they actually truth, or what the writer wants us to believe? What’s the subtext? Which groups or individuals are being left out of the story, and why? It’s getting to the point that I have a hard time actually focusing on the blasted subject because I’m too busy critiquing how the subject’s being discussed.

This sometimes-frustrating tendency has been in full force this week, as we in the southeast were buffeted by both hurricane winds and nonstop hurricane narratives. From the stark informational notices to the “sharks in tornadoes!” scams, to the articles debunking the scams, to the heartbreaking stories of those who were affected by Florence, I found myself paying particular attention to whose stories were, and weren’t, being told. It felt like the nation was breathlessly watching us, barely registering the massive, deadly typhoon that hit the Philippines and Hong Kong, or the flooding that is once again happening in Puerto Rico due to various hurricanes and tropical storms swirling in the Caribbean, to the comparable ones hitting Hawaii. This isn’t a criticism of the coverage; Hurricane Florence was a monstrous entity bearing down on a significant portion of the country. It’s more that, with so many catastrophic events happening simultaneously or in quick succession, the curation of which story gets airtime is a tricky thing to manage. It’s a worrisome time, too, when the term “climate change” has been removed from so many of the narratives, including those from our own government. With all the hope that the education and actions available to humanity can cause enough global change to push back against the effects of unconscious or uncaring environmental damage, this is a crucial time to have inclusive, transparent communication on what we’re facing as a population and what possibilities exist to do something about it.

This thought leads me to the second part of interpreter brain. The part where we subsume our own needs and difficulties beneath the mission, any mission. The things we fight for – nature, art, history, community, the future well-being of the earth and all humanity – are so constantly under threat lately that it’s hard to justify demanding any of that time or energy get directed towards yourself, and that’s a dangerous interpretation. What you all do, every day, to support interpretation in our region is vital work that creates this much-needed connective space. I hope you all are safe, and if you have a site or program impacted by the hurricane, please let us know here. The Sunny Southeast is a very strong, active community and if there’s any way we can support each other, let’s do it. Let’s make sure our interpreter brains remember that, as much as we analyze, develop, inspire, and persevere, we are as much a part of the narrative as our beloved resources, and just as worthy of a supportive audience.

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Making the Best of a Bad Situation

This isn’t exactly about interpretation, but to my way of thinking about the world, everything is about interpretation, so it still fits pretty neatly in place.

(Photo of a small Least Tern chick by Katie Barnes, Birmingham Audubon’s Coastal Programs)


An organization that I’ve been involved with for a few years now, and as the president for the last 2, was faced with a very difficult challenge recently through, I might point out, no fault of their own. Earlier this summer while doing some routine bird nest discovery along Alabama’s coastline, the Birmingham Audubon coastal team discovered something truly tragic: hundreds of disturbed Least Tern nests. And these nests hadn’t been ruined by weather or predators (though both of these happen frequently on Alabama’s coastline).

The nests had been destroyed by volleyball playing shenanigans off the coast of Alabama’s Dauphin Island. A small sand island sits far enough off the island’s coast to avoid most predation by mammals, but not so far that it is out of reach of fools with boats. Coming upon this destruction was, for the Audubon staff, very disheartening. They’ve been working all year to protect Least Tern nests (and 10 other bird species in particular danger). To find something so carelessly, senselessly destructive was almost too much to bear.

But bear it they did, and with good common sense. My initial reaction was one of sadness, of frustration and, to be honest, of a hot, flashing anger at anyone stupid enough to do something like this. The staff reaction was, I’m quite sure not that much different than this, but their outward-facing position was one that included a plan to use this horrible event as a teaching moment. Least Terns (and other birds) need humans to leave them alone. The coastal staff installed symbolic fencing (it makes humans aware that the area should be left alone, but certainly doesn’t stop anyone interested in crossing it), made sure that the story made the local media and highlighted the reality that this has probably been happening for years, but had, until our team was able to visit the area regularly as the result of a grant, gone undocumented.

The result of that local article managed to hit the AP, then the New York Times, the BBC, People Magazine, National Audubon, and dozens of other news outlets. All the local TV stations carried it. Talk about getting the word out!

Birmingham Audubon’s Katie Barnes managed to see that there was a bright side to this very dark cloud: “The take-home message is our protection helps birds, education helps birds,” Barnes says.

My take home message for interpreters is this: Just because something terrible happens, don’t give up. Don’t show your anger unless it will help. Find a way to make the situation better, to have an impact. Sometimes, the very worst things that happen bring about some of the very best results.

Find out more about the story on National Audubon’s website:

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