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2010 Annual Report WELCOME to CHRISTODORA Katherine F

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2010 Annual Report WELCOME to CHRISTODORA Katherine F nature • learning • leadership One East 53rd Street, 14th Floor nature • learning • leadership NewYork, NY 10022 p 212.371.5225 f 212.371.2111 www.christodora.org 2010 annual report WELCOME TO CHRISTODORA Katherine F. C. Cary hristodora and its Nature Learning Leadership programs celebrated another banner year in 2010. We continue to make organizational Cstrides, even as we navigate turbulent economic times. Christodora works directly in the NewYork public school system, oversees after-school programs, leads wilderness environmental education programs over weekends and runs extended summer residential camping programs. Our year-around programs currently reach over 2,500 low-income NewYork City students. Some highlights: • New summer session. Christodora has launched a new summer session: Session V or the “BRIDGE program” Directed towards our most advanced students, participants plan and lead their own seven night wilderness hiking expedition accompanied by seasoned instructors certified inleadership WHAT CHRISTODORA MEANS TO ME development and wilderness education.The session is geared towards the student who may pursue collegiate studies in outdoor environmental studies, an area currently underserved by minorities.The Pierre andTana “Being able to go outside and explore was Matisse Foundation generously underwrote this new initiative. the beginning of me as a person being able • High alumni participation. Over the past few years, former alumni comprise over 50% of the staff at our summer wilderness camp programs. Coming to do the same in life. My idea of how from the same community as our students, our alumni become powerful role models. humans interact on this planet comes • Significant capital improvements. In 2010, with the support of the Hyde and Watson Foundation, we finished a two-year project to rebuild and organize from how I developed at Manice. ” several equipment sheds which will help our students prepare for their wilderness trips more efficiently, We also increased the capacity of our solar hot water system and added new siding to our 200-year old farmhouse in the Berkshires. Christodora also completed the construction of a state-of-the-art greenhouse thanks to the support and direction of James Hardigg. Thanks to a generous $60,000 challenge grant from the J.C. Kellogg Founda - tion, Christodora was able to pay down, in full, its mortgage on the Director’s residence adjacent to our existing 85-acre facility. We are deeply grateful to the J.C. Kellogg Foundation for making this important contribution to our physical plant. We are very lucky to have supporters and contributors who understand the short and long term value of everything we do at Christodora and are willing to give consistently and generously to making a difference in the lives of our students and, through them, to the future of our planet. Thank you so much for everything you do for and give to Christodora and the young people we serve. Katherine F. C. Cary Executive Director 2005-2011 Current board member 1 NOTE FROM THE BOARD CHAIR OVERVIEW Tatiana Pouschine A Quick Look at Who We Are his year, Christodora marks an important transition. Katrina Our History: 114Years of Leadership Cary, who ably has served Christodora as executive director Tfor the past five years, will be leaving to explore new oppor - Christodora was founded in 1897 as a settlement house tunities. We will miss Katrina’s day-to-day presence as director. serving immigrants on NewYork City’s Lower East Side. Happily, however, Katrina will remain on the Board. Christodora helped countless new Americans secure It would be difficult to overstate the contribution Katrina has made their footing in America by offering a variety of social and to our organization, both in her capacity as executive director cultural activities, as well as health-preserving trips to and, before that, as a long standing member of the board. Katrina camp outside the city. stepped into the job when Christodora was in need of leadership. Within a few months, she put the organization back on solid footing. Among her many accomplishments, she hired a small, but highly dedicated staff. She brought needed structure to the internal organization, helping both staff and board operate more effectively. Katrina also built new bridges to the donor community, Today allowing us to expand and enhance our programs. In everything she does, Katrina brings remarkable intelligence, grace and style. Christodora helps underserved youth develop Thanks to Katrina’s hard work, Christodora today is a vibrant, leadership skills and academic success through forward-looking organization. environmental awareness and experience in the I speak for the entire board in saying that we are delighted to wel - natural world. Our Nature Learning Leadership come Judith Rivkin as the new executive director of Christodora. programs serve over 2,500 students per year… Judy brings the right skills and experience to build on our solid • in NewYork CIty public school classrooms, foundation. She was most recently the CFO of theTimes Square Alliance, the not-for-profit business improvement district that where our own Environmental educators serves the greaterTimes Square area. Judy has a BA fromYale teach a customized 7-week environmental WHAT CHRISTODORA MEANS TO ME and an MBA from Columbia. She served for fifteen years in science curriculum financial, operations and programming management roles at • in weekend urban ecology and community HBO. Following her corporate career, she has served as a consult - service programs, especially at the NewYork ant to various educational nonprofit organizations, and serves on the board of the Governors Island Alliance. Judy is an avid hiker and Botanical Garden “What’s the naturalist; she cites the summer spent working inYellowstone Park • at our 85-acre Manice Education Center in biggest impact? as a transformational moment. a remote corner of the Berkshire Mountains As a member of the Christodora board, I am proud of what our • and with distinguished partner institutions Very simple— students, staff and board accomplished this year. We profusely providing opportunities for advanced study thank all of the donors who make our work possible. We look I know I can learn. and wilderness programs forward to the future with confidence and enthusiasm. I can make a difference Tatiana Pouschine on this planet.” Board Chair 2 3 WINTER ECOLOGY PROGRAM Exploring Nature in the Classroom WHAT CHRISTODORA MEANS TO OUR STUDENTS “Because of your program, students said they care more for the environment, they participate more in class, they get more excited about learning in school, and most importantly, they learn science mor e.” hristodora’s Winter Ecology Program tems and our personal impact on the planet, AT A GLANCE (WEP) brings the excitement of hands- teachers select six more sequenced lessons from classrooms on learning about the environment a wide range of offerings including watersheds, 20 schools with experiencing C Christodora into NewYork City public school classrooms. adaptations, species proliferation and land use. hands-on environmental learning about In a customized seven-week curriculum, Students redesign a neighborhood to reduce im - educators 75 ecology 11 curriculum choices Christodora’s environmental educators spark permeable surfaces and storm overflows; learn middle school students’ interest in science and to identify whether a skull belongs to a predator commitment to their communities by helping or prey; dissect flowers and owl pellets. They con - ued development of the content to help the as a field experience that builds on the concepts them make meaningful connections between sider a public land issue and debate the benefits schools meet their mastery goals. learned in the classrooms. Inspired by these ex - global ecological science and their local, per - or costs of the outcome to the environment. periences, students further their participation at sonal experience. Concepts such as watersheds, The Winter Ecology Program is a gateway to In addition, the curriculum supports the New Christodora in our summer programs, often for biodiversity and human impact become relevant Christodora’s other programs. Students bring York City Department of Education Scope and several years. to each student, leading to positive shifts in materials home that explain what they are learn - Sequence, and is aligned with NewYork State thought and action. ing and also offer ways to stay active in the By bringing the outdoors into the classroom, Standards for Science Education. Christodora family. We invite them to join in our students begin to develop a sense of wonder and In 2010 we built on the previous year's enhanced The feedback from our host science teachers weekend NewYouth Conservationist programs— curiosity about nature and their place in it. Many curriculum, sharpened our mission and goals has been uniformly positive; they praised the and many bring their friends and siblings into have told us that their entire concept of “science” and focused on making each lesson more in - environmental educators’ engaging teaching the fold. Many schools visit the Manice Education has changed.They learn not only to search for quiry-based and student-led. After a “foundation styles, mastery of the lessons, and the contin - Center for a 3-day field trip in the spring and fall answers but to ask the right questions. lesson” that introduces the concepts of ecosys - 4 Many thanks to Melissa Abramson, NY Program Coordinator, and welcome to Monica DeBride 5 NE W YOUTH CONSERVATIONISTS Making a Difference in the City WHAT CHRISTODORA MEANS TO ME “We are able to escape buildings and buses… to step outside, clean up a place our entire community shares, and feel we have made a difference. ” nce again our NewYouth Conservation - tree identification in all seasons, mammals, AT A GLANCE ists (NYC) group has seen an increase birds and fish and how they coexist in a well 7 tons of Japanese Oin numbers of students, parent involve - balanced ecosystem, and the negative impacts knotweed ment, new and exciting lessons, and of course that invasive species like Japanese knotweed, removed from the banks of environmental-based work.
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