NMRA Education Program: Resources for Regions & Divisions

1. NMRA Education Program: Resources for Regions & Divisions Education Department NMRA Frederick M. Bock, PhD, MMR

2. The Purpose of the NMRA Education Program is: • To serve the NMRA membership and the hobby as a whole, • (And to serve the NMRA regions and divisions that provide local educational services), . . . • In order to enable our “customers” to improve their model railroading knowledge, skills, and abilities . . . • So they continue to increase their ongoing enjoyment, sense of accomplishment, and satisfaction with the hobby of model railroading.

3. Objectives of NMRA Education • -- To identify general educational needs in the hobby that should be addressed by the NMRA at division, region, and national levels. • -- To identify and prioritize region-specific educational strengths, needs, shortfalls, and opportunities relative to NMRA purposes that should be addressed by the region. • -- To identify existingsuccessful region and division education-related programs, and lend whatever support may be needed to improve their effectiveness. (Such existing programs might include (click here)): • -- to identify existingshortfalls in the Region’s education program, and then develop opportunities to serve the hobby and the membership more effectively in those areas, based on priorities established by the region.

4. Knowledge Skills Abilities (Information Sources) Enjoyment Accomplishment Satisfaction (Model Railroading is FUN!) Goals – Who, What and Why Who: • NMRA Members • Non-Members Why: What:

5. The Education Cycle • This is not a “cookbook” of what to do. • It IS a strategy for assessing, planning for, and carrying out an education program unique to your own organization: club, division, region, or national. • It’s an ongoing process, not a “one-time” event.

6. 1 2 3 4 Education Cycle – Major Steps • Find out “likes”, “wants”, “needs”, (and prior “results”) • Develop Education Plan • Carry Out the Plan • Evaluate the Results • (Do it again)

7. Let’s take this a step at a time:

8. What does the NMRA say that the membership likes/wants/needs? beginners to long-time modelers Ask members, non-members, local clubs, hobby shops, etc. Ask region & division officers How effective have previous region education events been? What Ed. Activities are popular? Communication – improved? Published or stored information Print - more/better Web – more/better Other / new sources Regional activities / resources Support for Division activities Support for One-on-one coaching How else can we find out what members like / want / need? 1 NMRA Information/Resources Non-Member Input Member Input Division Officers Find Out What Members Want / Need Education Wants/Needs Region Officers (Previous) Region Education Activities & Impacts What do they Want?

9. 2 Other Organizations’ Information/Resources Education Wants/Needs NMRA Information/Resources Region Education Plan Division Programs Develop Education Plan (Assistance as needed) Region Conventions Other Events Objectives & Goals (revise as needed) People - Volunteers Time - Schedules Locations - Venues (Previous) Region Education Activities & Impact Material Resources Funding Resources Available Develop the Plan • Principal Input is Wants & Needs from previous step. • NMRA / Other organizations may have information, people, other resources. • Consider existing / proposed Region and Division Events • Assess Resources • Review prior activities • Set Objectives & Goals • Produce a Region Education Plan (written or mental) <<This is an iterative problem-solving process requiring involvement from all parts of the region and it’s divisions.>>

10. (Individual Members’ Needs) 3 Division Education Activities / Events Region Clinics Program Region Education Plan (Assistance as needed) Region AP Region Contest Program Region Youth Programs Other Region Education Activities Outcomes/Results Carry out the Plan • The principal input to this step is the Region Education Plan from the previous step. • The Region Education Plan should NOT “replace” other region & division planned activities; it should support them. • Not all regions or divisions will have all these activities, and some will have others unique to themselves. • Look for opportunities to “add value” to other region and division education-related activities. • Keep track of the outcome of various activities and their results from the viewpoints of members and of region / division officers.

11. Did we accomplish what we planned? How well? If not, why not? Were there adequate resources for what we planned? If not, what else was needed to succeed? Were we oversupplied with any resources? If so, where could we have made better use of them? What did we do right? What could have been better? What would we do differently next time around? Use results of evaluation in each stage of the next planning cycle. Send summary of plan and results to the NMRA for 501(c)(3) and NMRA-wide Education Planning 4 Objectives & Goals (revise as needed) Region Education Plan (Copies to Region BOD & NMRA Ed Dept) Region Education Activities & Impact Evaluate Effectiveness Assistance Provided Outcomes/Results Evaluate Effectiveness of the Results

12. Other Organizations’ Information/Resources NMRA Information/Resources Member Input Non-Member Input Funding Material Resources Locations - Venues People - Volunteers Other Events Time - Schedules Division Programs Region Conventions Division Officers Region Officers Region AP Region Contest Program Region Youth Programs Other Region Education Activities NMRA Education Cycle – Thought Process (Individual Members’ Needs) Division Education Activities / Events Education Wants/Needs Find Out What Members Want / Need Region Clinics Program Region Education Plan Develop Education Plan (Assistance as needed) Objectives & Goals (revise as needed) (Copies to Region BOD & NMRA Ed Dept) Resources Available Evaluate Effectiveness Region Education Activities & Impact Outcomes/Results

13. Education Cycle - thoughts • This is a typical problem-solving thought process, not a “you must do this” directive. • This doesn’t all have to be written down, (although writing some parts may be useful). • The most important question is: how can I “add value” to members’ (and non-members’) enjoyment, satisfaction, and sense of achievement in model railroading?

14. Methods for NMRA Education • There are a wide variety of methods available to address the education needs of a region or division. • What follows is an (incomplete) list of possible methods / techniques. • You do NOT “have to do all” of these. • Whatever works in your region or division is up to you.

15. Information sources: NMRA Events Personal interaction “Show-Me”s Non-NMRA Events / Opportunities Outreach to the Community The Methods used in the Education Program are varied and eclectic, and include the following:

16. Print publications: NMRA national, regional, division, and other non-NMRA magazines; books, other print railroadania. Websites, web articles, blogs, electronic newsletters, e-mail, IM, CDs, and other web-based media, NMRA and other. NMRA Standards, RPs, Data sheets, books Kalmbach Memorial Library Other Libraries & media collections “How-to” handouts – national, region, division, other Methods: Information Sources

17. Regional conventions/ clinics Division meetings / live clinics Contests (judged) Contests (popular vote) Model Displays “Meet the Modelers” Special local education events. “Modeling with the Masters” events. Co-sponsored events with local organizations Methods: NMRA Events

18. Personal contact Members Aid Program One-on-one assistance Achievement Program (AP) MMR assistance Web groups Methods: Personal Interaction

19. Contests (judged) Contests (popular vote) Model displays & public exhibits Layout tours & visits Open operating sessions Methods: “Show-Me”s

20. Local train shows Local hobby shops Non-NMRA clubs/ activities Co-Sponsored activities Methods: Non-NMRA Events / Opportunities

21. Joint activities with SIGs, historical societies, museums, & other MRR organizations. Youth programs Scouting programs Public Education - schools Community Education Speakers Bureau Libraries & Museums OPERATION LIFESAVER participation Methods: Outreach to the Community

22. Summary • There is no “one best way” to do education. • There are many, many “good ways” • The “best” way is what works for you in meeting the prioritized needs of your region or division • Within the limits of time, personnel, and resources available. • If YOU’re not having “fun”, then it’s probably not a “good” way! So have fun serving those who appreciate your efforts.

23. The End Presented by the NMRA Education Department [EXIT All]

24. (Appendices) • The following slides contain supplemental information to the main presentation. • They are hyperlinked from and back to the main presentation. • In a normal presentation, they would be viewed at the option of the presenter or the individual viewer. [EXIT All]

25. [Return to “PURPOSE”] Knowledge • Knowledge: Facts, ideas, and concepts stored in your head. • May be: • Prototype Railroading • Model Railroading • General Knowledge applicable to the hobby • Knowledge about sources for additional information • Objective: help people increase what they know. [Next: “SKILLS”] [EXIT All]

26. [Next: “ABILITIES”] [Return to “PURPOSE”] [EXIT All] [Previous: “KNOWLEDGE”] Skills • Manual skills: “hand-and-eye” stuff • e.g.: laying track • e.g.: connecting wiring leads to track • e.g.: cutting plastic, wood, metal sheet & shapes • Conceptual Skills: working with ideas • e.g.: designing a siding, spur, or wye • e.g.: determining size of a DCC block • e.g.: estimating structure dimensions from photo • Skill levels: from beginner to advanced

27. [Next: “INFORMATION SOURCES”] [Return to “PURPOSE”] [EXIT All] [Previous: “SKILLS”] Abilities • Combining multiple skills & knowledge: • e.g.: designing a track plan • e.g.: scratchbuilding a structure model • Using these to complete projects: • e.g.: “build model of Felton, California on the SPC RR” • e.g.: “develop timetable for model SPC operations”. • Finished projects  model railroading • e.g.: layout depicting the South Pacific Coast railroad

28. [Return to “PURPOSE”] [EXIT All] [Previous: “ABILITIES”] Information Sources • “Where can I get more information?” • Answering this question helps our customers to advance themselves in the hobby. • They may not be aware of ALL the numerous information resources that are available to them. . . . so make them aware.

29. [Next: “ACCOMPLISHMENT”] [Return to “PURPOSE”] [EXIT All] Enjoyment • “Model Railroading is FUN!” • Learning new things is enjoyable. • Learning new skills is satisfying. • Learning with / from others is fun. • Sharing knowledge and skills with others is rewarding.

30. [Previous: “ENJOYMENT”] [Next: “ACCOMPLISHMENT”] [Return to “PURPOSE”] [EXIT All] Accomplishment • Showing models; hosting layout visitors • Feeling of achievement, justifiable pride, pleasure, praise from peers. • AP “Golden Spike” Award • AP Certificates in different areas • Contest Participation and Awards • Master Model Railroader (MMR)

31. [Return to “PURPOSE”] [EXIT All] [Previous: “ACCOMPLISHMENT”] Satisfaction • Member can “look back,” . . . • . . . recall the enjoyment and the accomplishments, . . . and friends, . . . • . . . and decide it was all worth while!

32. [EXIT All] [Return to “OBJECTIVES”] Sample existing local programs: • NMRA Achievement Program (AP) implemented by Region’s AP Chair. • Region & Division contests supervised by the Region Contest Chair. • Region & Division clinics put on by Regional and Division Clinics Chairs. • BSA Railroading Merit Badge Program • Youth Model Railroad Program • Junior College Program • Modeling with the Masters programs • AP Merit Award Judging Events (not contests) • Libraries of books and past issues of model railroad magazines kept in a properly-managed repository. • Articles and columnists writing for Division, Region, Scale Rails, and national / international publications • Local model railroad club activities and programs

33. Objectives • -- To identify both Region-specific and hobby-wide general educational needs that should be addressed NMRA-wide. • -- To identify and prioritize region-specific educational strengths, needs, shortfalls, and opportunities relative to NMRA purposes that should be addressed by the region. • -- To support education-related programs extant in the region and lend whatever support may be needed to improve their effectiveness. Such existing programs might include: • == NMRA Achievement Program (AP) as implemented in the Region by it’s AP Chair. • == Region and Division model contests supervised by the Region Contest Chair. • == Regional and Division clinics put on by Regional and Division Clinics Chairs. • == BSA Railroading Merit Badge Program • == Youth Model Railroad Program • == Junior College Program • == Modeling with the Masters programs • == AP Merit Award Judging Events (not contests) • == Libraries of books and past issues ofmodel railroad magazines kept in a properly-managed repository. • == Articles and columnists writing for Division, Region, Scale Rails, and national / international publications • -- to identify shortfalls in the Region’s education program, and opportunities to serve the hobby and the membership more effectively in areas, based on priorities established by the region.

34. Print publications: NMRA national, regional, division, and other non-NMRA magazines; books, other print railroadia. Websites, web articles, blogs, electronic newsletters, e-mail, IM, CDs, and other web-based media, NMRA and other. Regional convention clinics Division live clinics Special local education events. “Modeling with the Masters” events. MMR assistance. One-on-one assistance. “How-to” handouts Local train shows Local hobby shops Non-NMRA clubs/ activities Achievement Program (AP) Contests (judged) Contests (popular vote) Model displays & public exhibits Layout tours & visits Open operating sessions Libraries & media collections Co-sponsorship with SIGs, historical societies, museums, & other MRR organizations. Youth/Scouting programs Personal contact The Methods used in the Education Program are varied and eclectic, and include the following:

35. The END.