Fostering Leadership in Community-Based Outreach

As careers in STEM grow in popularity, so does the need for foundational experiences. While this applies to all STEM disciplines, in conservation biology, Arnold et al. (2012) described that local youth environmental education “could have implications for their interest and involvement in environmental action throughout their lives.'' With this goal in mind, I have committed most of my years as a ranger to working in the Bronx and northern Manhattan. As a woman and a Latina, it is now more important than ever to identify as a leader and to empower my community to do the same.

Many people assume New Yorkers have little connection to natural spaces. Growing up in New York City, however, I knew early on that I wanted a career protecting wildlife and the environment. My family's trips to Puerto Rico, museums, local parks, and summer camps influenced me to love science and pursue a career protecting wildlife and the environment. These experiences became the foundation of my career in STEM. As a park ranger, I provide outreach and educational programming to diverse populations throughout New York City. Rangers teach members of the community about local wildlife, NYC history, plants, trees, geology, gardening, and lead activities such as fishing, canoeing, and hiking. I take great pride in representing my city and being an ambassador for green spaces. My impact comes from showing my community how the city and nature are connected, and many turn to me for advice, resources, and information. I teach, mentor, and continuously learn from the people that I encounter. 

Although my role as a park ranger empowered me, it took me a great deal of time to consider myself an environmental leader and to learn how I could empower others in the same way. In the 1960s, the environmental movement catalyzed the concept of an “environmental leader”, an individual with the ability to guide actions to improve the sense of culture and connection to the environment. We need more individuals to engage in action locally, right where they are. It is vital to focus on local action to create trust and build pride.

To foster leadership in my broader community, in 2021, I became responsible for training Nature Adventure Guides, who engage the public during the summer season through outreach and environmental programming in NYC Parks, playgrounds, and nature centers. It was my responsibility to turn these new hires into park educators. This became a unique opportunity to uplift the leadership of others. My goal was to provide the Nature Adventure Guides with the language & terminology, teaching techniques, and current best practices in environmental education. I wanted them to feel comfortable asking for what they needed, easily share their ideas, and feel physically safe, especially in the aftermath of the pandemic. By the end of the summer, this team spoke confidently with the public about a variety of environmental topics. They utilized inquiry-based teaching techniques and led creative and engaging programs. They had a strong foundation from their training, and some were offered positions as park rangers at the end of the season. I truly felt like a leader when they became leaders.

 "We need more individuals to engage in action locally, right where they are. It is vital to focus on local action to create trust and build pride... I truly felt like a leader when [my team] became leaders."

Over time, I have come to lean on certain strategies for developing leadership in educators.

Call for reinforcements! If you can have other leaders step in for a topic, tap into readily available talent. A few of our ranger staff were experienced in theater, and these skills are of great use with interpreters. Have colleagues or supporting staff attended a conference, training, or workshop and feel that an activity can uplift our goals? Bring them on board. 

Diversify, yet individualize. Rangers connect with diverse groups on various topics and in different locations. Use hyper-local, place-based approaches to optimize outreach. For Rangers, this meant having a presence at small local parks and green spaces that the community used for recreation, celebration, and rest. The staff were encouraged to engage the public in a variety of ways, such as games, arts, music, and hiking, to make these connections. This helps build connections and find entry points of engagement with the public. 

Explain the “why” whenever possible. I always explain the reasoning behind any tasks asked of them. I let my team know who will read what they write and why we collect engagement numbers. If your team is contributing to the goals and mission of the agency or organization, they should be fully aware of their impact. 

Focus on the audience. Place-based outreach and education call for hyper-local information. Meet the community where they are. If it's summer and you are competing with sprinklers, create a game that allows them to play in water. If the community speaks a specific language, it's vital to learn a few words to connect people to the lesson.  In New York City, it is common for the children to speak English and the caregivers to speak a different language. Having a few words to connect to the caregiver lets them feel included and learn alongside younger participants. 

 "[The] influence [of environment leaders] is not linear — it develops as an intricate web, built on the never-ending interaction among countless individuals."

Empowering others to lead is at the center of my personal and professional goals. Identifying as a leader is humbling, and the primary focus of any leadership role should be on serving the community. To do this, I needed to feel empowered to lead myself. In my field, environmental leaders have a potent influence over public action through educating and training others. This influence is not linear — it develops as an intricate web, built on the never-ending interaction among countless individuals. Examining how you guide the actions of a group to improve community health, culture, and connection to the environment is the first step to claiming your leadership role in conservation. If you can empower others to lead – personally, professionally, or academically – your work as a leader and your influence on your community are already in motion. Claim it.

Citations

Arnold, Heather E., Fay G. Cohen, and Alan Warner. “Youth and Environmental Action: Perspectives of Young Environmental Leaders on Their Formative Influences.” Journal of Environmental Education 3(2009):27. eLibrary. Web. 24 Apr. 2012

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FEATURED AUTHOR

Leanna Rodriguez (she/her) LinkedIn, Email

Leanna Rodriguez, based in the Bronx, currently serves as the Internship Community Coordinator for the Natural Areas Conservancy. She holds a BS in Conservation Biology from SUNY College of Environmental Science and Forestry and is pursuing graduate studies through Miami University’s Project Dragonfly, Advanced Inquiry Program, in partnership with the Bronx Zoo and the Wildlife Conservation Society. With over a decade of experience in environmental education, Leanna’s expertise is grounded in animal care and rescue and was further developed during her seven years as a NYC Urban Park Ranger with NYC Parks. She is deeply committed, both personally and professionally, to advancing environmental leadership through education and mentorship.