Forging Connections through Audience-Centered Experiences: Train the Trainer

Introduction
Forging Connections: Audience Centered Experience Train the Trainer Virtual Course (ACE) is a 40-hour training that was interactive and taught by experienced interpretive staff who shared their knowledge from the field. The course focused on the interpreters’ role as a facilitator of audience-centered visitor experiences using participatory methods. I learned how to engage with the public through creating meaningful connections with both park resources and lived experiences. I left the training with new skills on how to engage with the audience in exciting ways. I gained tools to help me create audience centered experiences for my Public Land Corps project at Santa Monica Mountains Recreational Area (SAMO). I used what I learned at the ACE training to work on writing educational programs for SAMO.

Day 1
The training started with an icebreaker and learning about alignment and vision with interpretive leadership. Then, in session 1 we learned about what visitors are seeking when they decide to visit a park. Park research states that visitors come to the park to create memories with family, friends and feel entertained. In session 2, we explored what “audience-driven” and “audience-centered” approaches are in interpretation. We identified the elements of interpretation and used the interpretation wheel model. The Interpretive Wheel model is a tool to help you know what to look for in audience-centered experiences. Every audience-centered experience has a mixture of telling a great story, invites sharing, learns from and with others, and grapples with a sticky problem. In small groups, we discussed the sample ACE lesson and analyzed it using the interpretive concepts. We had a group discussion and ended the day with a reflection. The homework was to find the interpretive themes at your site.

Day 2
We started with an orientation to personal bias and blind spots. We built self-awareness through meeting in breakout rooms to talk about bias and self-awareness. After we went over themes and essential questions. We talked about relevance and inclusivity in existing park themes. It was helpful that they explained how themes can be used as a starting place, not as a limiting factor. Then we created our own essential questions and shared them with the group. One of the instructors gave an example of a pop-up program that they use in their park as an example of a park resource that digs into social problems. Finally, we had a debrief and discussion about how to incorporate problems that resonate with your park or you personally into techniques or programs. For the homework for the next day, we were tasked with coming up with ideas for pop-up programs and what stories stand out to us.

Day 3
We discussed scaffolding questions. The interpreter scaffolds or tiers the questions to create a safe and encouraging environment for dialogue and participation. We learned how to scaffold questions appropriate to medium and audience. Then we learned how to apply techniques of ACE through examining visitor experience examples. One of the instructors gave an example at their own park of an ACE sample where they illustrated question scaffolding and use of techniques to support sticky questions. We had a debrief where we broke into small groups and talked about techniques used across NPS interpretation staff. Finally, we talked about the homework which was to start to develop your audience centered experience pop-up talk. They gave us curriculum examples to look at in the workbook to help us create our own pop-up program for the final evaluation.

Day 4
We learned about the elements of effective feedback. As a group, we identified how to make peer feedback powerful. We learned skills on how to provide provisional specific quality coaching feedback. After, we shared 4 core skills for instructors and participated in the practice activity and whole class reflection. We wrapped up the day with small groups talking about how to work with participants who need extra motivation to engage and what training we need at our sites to help create inclusive learning environments. Our homework for the last class was to prepare a brief interpretive pop-up program in small groups. We had 15 minutes to present;, it needed to include a connection to your site, have a participatory visitor interaction element, and model at least one of the interpretive techniques we learned throughout the week.

Day 5
We had an hour in the morning to prepare and practice our pop-up program. I created a nature art pop-up about the ecosystems surrounding SAMO. My program included a gallery walk and a watercolor activity around the trail. We were split into groups of five. We each had 30 minutes to present and get feedback from the members in the group. After, we had a small group discussion and a popcorn reflection where in response to a question or prompt, participants are invited to answer as they feel the spirit—without order or permission. We ended the training with sharing resources and advice.

Reflection
I learned so much during the ACE training. I have tools to help create programs and train staff in interpretive techniques moving forward. I plan on becoming an educational director for environmental programs and I want to use this training to help my future staff. Overall, this fellowship has pushed me to learn about different opportunities within the field of environmental education. I have grown and developed my skills as an educator and employee. I got the opportunity to work with different parks and staff members and learn from their experiences in the parks.

Article written by Abby Stone Lauer
WFM Fellowship Program, in partnership with NYC Program
for Article series: A Day in the life of a Fellow