Goals of the Workshop

1. Professional education for teachers in the following areas:

   	state of the environment in the Region, specifically addressing water related issues and including restoration efforts;
   	focus and state of the economy and quality of life in the Region, specifically geared to outdoor recreation and open space related issues; and
   	discussion techniques for use in the classroom to address diversity issues.

2. Develop outdoor projects with community resource partners that:

   	involve students in real life issues addressing the complexity of environmental and human interrelationships;
   	provide an educational experience that helps develop a sense of place for local students and their parents;
   	provide an opportunity for students from around the Region and beyond to communicate about their work through use of the local BBS and Internet;
   	foster student investigation and the ability to continually update curriculum to rely on the best information possible; and
   	enhance and encourage experience-based teaching methods (e.g. constructivism, outcome based education, dialogue based teaching, etc.).

State of the Environment

The following items were identified during the discussion:

	Water quality suffers from multiple stresses; scientific inquiry and soluations must recognize the complexity. This complexity can only be understood based on long- term data trends (not the 5-10 year planning horizon with which we currently work).
	Decisions about environmental protection must be based on science, not on popularity. Basic scientific research into our environment must continue.
	We must all learn about what works in environmental restoration by objective observing. This applies to scientists and students.
	Increasingly, our water quality problems are driven by atmospheric deposition and the solutions must involve improvements to air pollution from within and outside our Region. We must become active in air pollution discussions on a state-wide basis.
	We have a long history of water quality data in this area and must begin to correlate that with data from other fields (land use, economics) to identify trends which will point to new solutions.
	As with other areas, Tahoe suffers from introduction of new species. For example, purposeful planting of a freshwater shrimp to serve as a food source for native fish has had the unintended impact of competing for the natural food source, seriously deplelting its numbers.

State of the Economy

The following items were identified during the discussion:

	All economies must grow at some level to provide in centive to maintain or upgrade properties and to meet individual exceptations for lifestyle improvements.
	The Tahoe Region must improve its physical structure to be able to compete with other tourist destinations (i.e. through redevelopment).
	Some "ecotourism" small businesses that rely on out door recreation are establishing, but they are not now a major player in the economic mix.
	As a tourist destination, gaming is playing an ever de creasing role in attracting visitors; the target visitor profile demands access to a variety of activities in cluding gaming and outdoor recreation.
	The future for Tahoe tourism is not more people, but people who stay longer (overnight vs. day visitors).
	Meeting both local and visitor recreation expectations is very hard, given the limited shoreline and high capability land available.

What Is Sustainability in Our Region?

	We must prioritize the risks to our environment to concentrate limited funds to realize maximum benefit. For water quality, sediment reduction in surface runoff and air pollution are the most important goals, with grazing and golf courses other emphasis areas.
	We must recongize the value of outdoor recreation to our economy and the need to protect natural vaules as the long-term best interest of our area.
	We need to understand our failures and not be afraid of honest examination so that we can fashion new solu tions to address problems.
	We need to fashion a vision for our future 100 years from now; looking at 5-10 years is too limiting when our decisions impact future choices much further into the future.
	We must foster a sense of personal responsibility- to learn what we can, to do what we can, and to be advo cates for sustainability with our neighbors, businesses, and government officials.
	We must tackle and address transportation problems with alternative modes of travel and vehicle restrictions.
	We must be able to identify economic implications of resource management decisions. This is the only way to insure that we meet environmental goals in the most efficient manner possible.
	We must continue to build trust between environ mentalists and business people.
	We must continue to refine the regulatory structure to allow for the best solutions to individual problems; more flexibility and easier to understand.
	Involving schools and educators in all aspects of the community dialogue is the best way to engage students in understanding and creating sustainability.
	Making access to individuals and information easier for teachers is vital to creating excellent learning envi ronments.
	The educational community must work continually to integrate curriculuar subjects to allow complete examination of issues.

Next Steps

1. Send a post-workshop packet to all teachers which contains summary of workshop, curriculum sheets, and field study survey forms. Teachers to respond to field study survey by August 1.
2. Connect all teachers to TTCN.
3. Locate the following equipment for use: modem, base maps, aerial photos, field guides, grow lights.
4. Identify fhe following resource persons: botonist for native plants, interpretive specialist, historian.
5. Establish agenda for Fall follow-up workshop.

To Learn More Contact:
Sue Rae Irelan, Program Manager, TCSF
P.O. Box 1096
Homewood, CA 96141
phone: 916-525-1646 fax: 916-525-1613
email: srirelan@sierra.net

Last Updated on July 18, 1996