Central Adirondack Laboratory for Environmental Sciences Feasibility Study

Prepared by: “This report was prepared for the State Department of State with funds provided under Title 11 of the Environmental Protection Fund.”

Contract Number: T006985 Date: April 15, 2013 DRAFT Table of Contents

Introduction and Purpose of Project...... 2 • Project Advisory Team List Initial Concept...... 6 Market Study Findings (prepared by Camoin Associates, see Appendix) ...... 6

Current Concept ...... 8 • Existing Resources Map • Key Existing Resources Matrix • Town of Webb Existing Resources • Adirondack ‘Eco-Trail’

Case Studies ...... 22 • Cultural Heritage • Wellness • Science & Education • Recreation & Eco-Tourism

Schematic Design ...... 34 • Program • Option A- Vacant/under-utilized building or site • Option B - collaboration with VIEW Arts Center

Conclusion...... 41

Next Steps ...... 43

Business Plan (prepared by Central ...... 43 Adirondacks Arts & Sciences Advocacy, see Appendix)

Appendices ...... 44 • ‘CALES Market Feasibility Report’ prepared by Camoin Associates, October 2010 • ‘Draft Exploration of Eco Center in the Town of Webb’ prepared by Elan, February 11, 2013 • ‘CALES Business Plan’ prepared by CAASA Board and Upstate Institute, Colgate University, 2010 • The Schuylkill Center ‘2009 Annual Report’ prepared by Dennis , Executive Director of The Schuylkill Center, 2009 • ‘AEC Strategic Plan’ prepared by the State University of New York School of Environmental Science and Forestry July 15, 2008 • Schematic Design Drawings prepared by Phinney Design Group August 26, 2010

CALES Feasibility Report | April 15, 2013 | DRAFT 1 Introduction & Purpose of Project Introduction and • Working with the ARTS Guild of Old Forge (also Purpose of Project known as VIEW) on re-use of the former Arts Center building for youth-based environmental and cultural programs The Town of Webb is interested in understanding the feasibility for the development of the Central • The Adirondack Council on programs to promote Adirondack Laboratory for Environmental Studies increased recreation and tourism opportunities within (CALES), a regional center for research, education, the Bob Marshall Wild Lands Complex and eco-tourism in the Central Adirondacks. This feasibility study is the first step towards the planning • The Northern Logger’s Association on promoting and design for the development of this regional education on sustainable forest management practices center. • Partnerships with recreational-based organizations The intention defined in the original grant workplan and businesses developed in 2010 for the CALES facility was to provide housing, laboratory space and offices Since the start of the feasibility study in 2010, the for scientists doing research for colleges, high former ARTS Center building was purchased by the schools and civic groups conducting field trips in VIEW Arts Center. This means that it is not possible the Central Adirondacks. The facility would also for CALES to re-use the former Arts Center building serve to disseminate information about the Central as part of this study, unless this collaboration can Adirondacks to tourists, school groups, civic groups be achieved through leasing space at either the and residents through a collaboration with the Arts former ARTS Center, or the new VIEW Arts Center. Center Eco Gallery. The project was funded by a Since there has been an ongoing connection with $50,000 grant from the Department of State through members of the Central Adirondack Arts and Sciences the Environmental Protection Fund Local Waterfront Advocacy (CAASA) to provide interpretative and Revitalization Program. science related talks through VIEW, it would seem logical to pursue such a collaboration, in addition The original intention was revised, with an to exploration of vacant, under-utilized sites in the amendment to the grant in March of 2012 to respond hamlet of Old Forge. to market study findings to explore the use of related programming which can be used to create funding This report includes planning, feasibility assessment to make the project more financially feasible. The and conceptual designs for the project. The exploration areas of programming include: conceptual designs include an analysis of space requirements and siting criteria for the proposed • Cultural Heritage CALES facility. The project will utilize the space requirements and siting criteria to review a leased • Wellness space option within the former Old Forge Arts Center, the VIEW Arts Center, as well as vacant or • Science/Education under-utilized properties in the hamlet of Old Forge. Additionally, siting criteria will be reviewed for the • Recreation/ Eco-Tourism establishment of a stand-alone center on a new site. This report includes the development of a preliminary The CALES project provides an to business plan that focuses on research, education, create an environmental research, education and and eco-tourism opportunities, as well as a marketing public awareness program that would also work plan and strategy to assess the economic feasibility of collaboratively with community organizations to the proposed CALES facility as originally intended. promote sustainable and environmentally responsible This will allow the Town of Webb to develop future tourism and recreational experiences and forest grant applications to advance the project. management practices. The collaborative approach will be used to promote environmental awareness and user experiences as part of a regional strategy for economic revitalization. Potential collaborations include:

CALES Feasibility Report | April 15, 2013 | DRAFT 2 Support & Enhance Regional Tourism

This project will support and enhance tourism activity which is a significant component of the local and regional economies in the Central Adirondacks. The project advances a priority recommendation of the local and regional economies in the Central Adirondacks, including revitalization to the Route 28 Corridor, an intermunicipal revitalization plan for the towns of Forestport, Webb and Inlet which promotes the development of a sustainable tourism- based economy by enhancing opportunities for water-based recreation and strengthening the links between waterfront and business districts. The project also advances the tourism, resource protection and community revitalization goals of the Central Adirondack Trail Scenic Byway and the goals of the Adirondack Park Land Use by reinforcing the hamlet as a regional center for commercial activity.

CALES Feasibility Report | April 15, 2013 | DRAFT 3 Project Advisory Team List Project Advisory Team List

The Project Advisory Committee includes representatives of the Town of Webb Town Board, CAP-21, VIEW Arts Center, Town of Webb Tourism Board, the Department of State, the Adirondack Scenic Railroad, environmental, recreational, and economic development interests, business owners, tourism promotion organizations and residents in the waterfront area.

The project involves a partnership with the Central Adirondack Partnership for the 21st Century (CAP-21), a regional not-for-profit dedicated to promoting community revitalization and sustainable economic development in the Central Adirondack region as well as the Central Adirondack Arts and Sciences Advocacy Inc, the Arts Guild of Old Forge, and the VIEW Arts Center. The project has also included volunteer services by the Upstate Institute at Colgate University and community organizations to assist in the development of a preliminary business plan for the CALES facility.

Nicholas Rose Kate CAP-21 Director Town of Webb Board Member

Andy Labruzzo Paul Littman NYS DOS Old Forge Lake Cruises

Deb Carhart Miriam Kashiwa CAP-21 Board, View Board Community Leader, Arts

Dan Josephson Lubbs CAASA Board, Cornell University Mountainman Outdoor Supply, Business Owner Science, Research, Labs Will Crimmins Ron Mountainman Outdoor Supply, Business Owner CAASA Board, TOW Schools (Ret), ARO Science, Education Ted Christodero Pedals & Petals, Business Owner Susan Webster CAASA Board, TOW Schools (Ret) Dan Tickner Education Tickner’s Canoes, Business Owner

Chip Kiefer Don Chaudruc CAASA Board, Local Business Owner Adirondack Scenic Railroad Local Business and Economy Steve Uzdanivinis Tom Vawter McCauley Mountain Ski Area Director CAASA Board, College (Ret) Environmental Eleanor Cohen Meyda Lighting, Business Owner Kerry Rogers Old Forge Arts Center Director, Construction Company Gary Staab Arts, Building Construction ARO Adventures, Recreation & Tourism

Thea Martin Dave Kleps VIEW Eco-Gallery Committee Chair Gaetano Construction, Building Construction Non-Profit Services

Mike Farmer Town of Webb Tourism Director

CALES Feasibility Report | April 15, 2013 | DRAFT 4 “Here is your country. Cherish these natural wonders, cherish the natural resources, cherish the history and romance as a sacred heritage, for your children and your children’s children. Do not let selfish men or greedy interests skin your country of its beauty, its riches or its romance.”

― Theodore Roosevelt

CALES Feasibility Report | April 15, 2013 | DRAFT 5 Initial Concept & Market Study Findings Initial Concept

The initial concept was to create a regional center for the draft projections. These factors combined result research, education, and eco-tourism in the Central in significantly lower revenue projections, which Adirondacks providing housing, laboratory space make the annual fundraising goal from private and offices for scientists doing research for colleges, contributions and grants higher than previously high schools and civic groups conducting field trips anticipated. in the Central Adirondacks. The facility would provide information about the Central Adirondacks The Market Study led to the exploration of creating to tourists, school groups, civic groups and residents more of a virtual center which would build a network through a collaboration with the Kashiwa Eco Gallery of existing researchers, and connections throughout at the VIEW Arts Center. the Central Adirondacks, but have no physical presence initially. In order to provide support to A program was developed for the laboratory/ the town of Webb, and create some revitalization dormitory concept including: benefit, there was a need to study the development of a physical presence and connection to the town of • Classrooms Webb, whether it is through offering guided tours, • Lab spaces sharing space at the VIEW Arts Center (or other • Lounge/ dining area entity), or creating their own building. • Men’s/ Women’s Dormitory • Restrooms/ Shower rooms • Tent platforms • Access to trails • Parking

Schematic Design drawings were prepared for the laboratory/ dormitory concept. See appendix for drawings presented on August 26th, 2010 for the public information meeting. Following the meeting, a market feasibility study was prepared by Camoin Associates to evaluate the market interest, and financial viability of this concept.

Market Study Findings

According to the Market Feasibility Report prepared by Camoin Associates in October 2010 (see appendix), the draft revenue projections were not in line with what the interest and demand indicated by the interviews conducted. The demand for CALES (as originally visioned) amongst researchers was less than anticipated by CAASA when it developed the draft financial projections. College professors, as well as K-12 teachers were interested in using the facility for field trips, however the amount of money students are willing and able to spend is too high in

CALES Feasibility Report | April 15, 2013 | DRAFT 6 “Something will have gone out of us as a people if we ever let the remaining wilderness be destroyed ... We simply need that wild country available to us, even if we never do more than drive to its edge and look in.”

― Stegner, The Sound of Mountain Water

CALES Feasibility Report | April 15, 2013 | DRAFT 7 Current Concept

Current Concept Adirondack ‘Eco-Trail’ Gateway

Based on the findings of the Market Feasibility The Adirondack ‘Eco-Trail’ could create a connection Report, the initial concept was revised to explore to other resources in the region, and could encompass program opportunities that could generate revenue, four distinct areas: and tie into the overall goals of the grant including the support and enhancement of tourism activity, • Cultural Heritage - Focusing on unique cultural advancing the protection of resources and the aspects related to the Central Adirondacks, including revitalization of the hamlet of Old Forge. traditional Adirondack arts and heritage

The revised concept emphasizes an approach for • Health and Wellness –Promoting a connection the study of ecology and environmental education, to outdoors and a healthy lifestyle through the with the new facility acting as a hub which would be exploration of mind, body and soul collaborative with other well-established resources throughout the area. The concept of the creation • Science and Education – Focusing on research of an Adirondack ‘Eco-Trail’ emerged, which being conducted in the Adirondacks, as well as could potentially unite the many existing entities the dissemination of information regarding the throughout the Central Adirondacks. environment

• Recreation and Eco-Tourism – Recreational activities that connect with the environmental riches *see map on next page and following tables for examples of the region: land, wilderness & water of resources to be linked via the establishment of the Adirondack ‘Eco-Trail’

CALES Feasibility Report | April 15, 2013 | DRAFT 8 Adirondack Park Existing Resources Map

Central Adirondack Laboratory for Environmental Studies (CALES)

Existing Eco Resources

Date: 02/04/13

Paul Smith’s College Visitor Interpretive Center (VIC)

Cranberry Lake Biological Field Station The W!ld Center Adirondack ESF Ranger Visitor Interpretive Center School (VIC)/ Adirondack Ecological Center (AEC) Adirondack Scenic Adirondack Railroad Museum

Old Forge Great Camp Sagamore Black River Tannery Pond Outdoor Community View Arts Education Center Center NYS DEC Program Pack Forest (Booneville) Darrin Fresh Water Institute

To Utica & I-90

Adirondack Folk School Upper Hudson Railroad

To Saratoga

Legend: To Fonda & I-90 Museums / Attractions Central Adirondack Trail High Peaks Byway Southern Adirondack Trail

Visitor Centers Adirondack Trail Lake to Locks Passage Railroad Blue Ridge Road Olympic Trail Education Centers Dude Ranch Trail Roosevelt- Marcy Trail

CALES Feasibility Report | April 15, 2013 | DRAFT 9 Key Existing Resources Existing Eco-Resources: Museums View Arts Center Adirondack Museum 3273 State Route 28 Rt. 28N & 30 PO Box 1144 Lake, NY 12812 Old Forge, NY 13420 Phone: (518) 352-7311 Fax: (518) 352-7653 315.369.6411 Email: [email protected] [email protected] http://www.adkmuseum.org/ http://www.viewarts.org/ Location: Blue Mountain Lake Location: Old Forge Distance: 36mi/48min Distance: 1mi/1min Services: Services: Museum dedicated to preserving the history of the Multi-arts Center that offers artistic, theatrical, and Adirondacks educational programming for all ages Facilities: Dining - Lake View Cafe and picnic areas Facilities: New 28,000 square foot LEED certified building Auditorium - lectures, musical performances and films Exhibition galleries for regional and national exhibits Visitor Center, Museum Store, State of the art performance hall Fire Tower, Library of Record for Adirondack Park Fine arts workshop studios Programming: exhibits and events Programming:* Workshops & classes, lectures Attendance, History, Users: Attendance, History, Users: Museum is open from late-May to mid-October Open year round* Anticipate 40,000 visitors annually 10:00 am to 5:00 pm 3,500 museum members 115,000 visitors annually 4 millionth visitor in August 2011 (open for 54 years)

Great Camp Sagamore PO Box 40, Sagamore Road Raquette Lake, NY 13436 [email protected] Tel: (315) 354-5311 | Fax: (315) 354-5851 http://www.greatcampsagamore.org/

Location: Raquette Lake Distance: 25mi/36min

Services: Great Camp used for educational and interpretive purposes Facilities: National Register of Historic Places 27 building estate of Vanderbilt family (1901-1954) Public accommodations Programming: Tours, Weekend Retreats

Attendance, History, Users: Open Memorial Day to mid-October 5,457 guest nights (2008) 7,082 tourists (2008) Great Camp Sagamore Raquette Lake

CALES Feasibility Report | April 15, 2013 | DRAFT 10 Key Existing Resources Existing Eco-Resources: Visitor Centers Adirondack Visitor Interpretive Center 5922 State Route 28N , NY 12852 518-582-2000 [email protected] http://www.esf.edu/aic/

Location: Newcomb Distance: 60mi/1.15hr

Services: Facilities: 236 acre site, 3.5 miles interpretive trails, 4.2 miles of marked trails, Adirondack Ecological Center, Arbutus Great Camp, Carriage House, Masten House Programming: Hands-on place based experiential educational programs, Educational programming for school groups, Guided paddles on Rich Lake, Naturalist led trail walks, Trails are open for showshoeing

Attendance, History, Users: Center opented in 1990, Hours - Memorial Day to Day the buildings are open 7 days a week, 9:00 am - 5:00 pm, Columbus Day to Memorial Day the center is open Tuesdays through Saturdays, 10:00 am – 4:00 pm Adirondack Ecological Center Arbutus Lake and cabin

Tannery Pond Community Center The Adirondack Museum 228 Street, PO Box 54 Blue Mountain Lake North Creek, NY 12853 518-251-2505 [email protected] http://www.tpcca.org/index.htm

Location: North Creek Distance: 64mi/1.15hr

Services: Facilities: Meeting/Multi-purpose Rooms, Widlund Gallery, Auditorium Programming: Gallery and artist receptions, Teenagers Only! Program - workshops, movie nights, dances, coffee house and open mic nights Art and Nature Camp - afternoon day camp for children and teens

Attendance, History, Users: Open Monday through Saturday, 10:00 am - 4:00 pm

CALES Feasibility Report | April 15, 2013 | DRAFT 11 Key Existing Resources Existing Eco-Resources: Education Black River Outdoor Education Program 11904 Road Booneville, NY 13309 http://blackriveroep.org/

Location: Booneville Distance: 32mi/40min

Services: Facilities:* Seven campuses (Potato Hill Farm is the main campus)* 168 acres of maintained interior trails* Open fields* Adirondack gazeboProgramming:Potato Hill Farm Outdoor Education Center(PHFOEC)Outdoor Education Program dedicated to establishing awareness, understanding and appreciation of the environment, the responsibilities associated with preserving the environment and providing an opportunity to increase the physical health of visiting students by engaging them in various outdoor activities, including:* Nature hikes* Kayaking* Mountain biking* Horse drawn carriage* Hiking* Snowshoeing* Cross country skiing* Museum toursPotato Hill Farm* Warning huts, dining rooms, equipments rooms and offices* Includes alpaca,sdonkeys, Welsh mountain sheep and goats, pack horses, Scottish highland Adirondack Ecological Center cattle, and Guinea hens Arbutus Lake and cabin

Attendance, History, Users: Echo Lake * Serves children from kindergarten through 12th grade* Booneville 15,000 visitors in 2010* Educational and physical programming - available during both the summer and winter * Free of charge for kids* PHFOEC provides hats, gloves, snowshoes, bikes, skis, etc.

CALES Feasibility Report | April 15, 2013 | DRAFT 12 Key Existing Resources Existing Eco-Resources: Education Adirondack Ecological Center (AEC) 6312 State Route 28N Newcomb, NY 12852 518/582-4551, 518/582-2181 (fax) [email protected]

Location: Newcomb Distance: 64mi/1.5hr

Services: Facilities:* Located in Huntington Wildlife Forest, and a major contributor to the science internationally* 15,000 acre field station in Newcomb* Home to Adirondack Interpretive Center, a public education facility* Modern housing* Rich Lake Dining Center (seats 70)* Research Library* Computer Stations* Data Storage Center* Animal Studies Laboratory* Administrative and Research Offices* Conference Room (seats up to 50 people)Programming:* Field station for investigation, experiment and research in relation to the habits, life histories, methods of propagation and management of fish, birds, game, food and fur- bearing animals and as a forest of wildlife* Leader in the ecological sciences in the Adirondacks* Provides national and international researchers with a base of operations Adirondack Ecological Center for research to understand the natural ecosystems of the Rich and Arbutus Lakes northern forest* Attracts scientists from throughout the world -- 30 percent of program activities are conducted by Schroon Lake scientists and professionals from other institutions and Newcomb region governmental agencies* Northern Forest Institute

Attendance, History, Users: * Recent research cooperators include: National Park Service, US Geological Survey, -Doherty Geological Survey, Cornell University, and the Wildlife Conservation Society with program responsibility beginning January 1, 2011

CALES Feasibility Report | April 15, 2013 | DRAFT 13 Key Existing Resources Existing Eco-Resources: Education The W!ld Center 45 Museum Drive Tupper Lake, NY 12986 http://www.wildcenter.org/index.php

Location: Tupper Lake Distance: 70mi/1.5hr

Services: Facilities:* 31 acre campus with trails* Dining - The Waterside Café* Big Wolf Great Hall - available for weddings and events* Hutchens Conference Room* Panoramas widescreen theater* Pines Play AreaProgramming:* Award winning Center that provides indoor and outdoor live exhibits and multi-media shows designed to educate children and adults about

Attendance, History, Users: * 80,000 visitors (2009)* 5,500 students in school groups (2009)

The Wild Center Tupper Lake

NYS DEC Environmental Education Camp NYS DEC Pack Forest Environmental Education Camp 276 Pack Forest Road Base Camp Warrensburg, NY 12885 http://www.dec.ny.gov/education/1875.html

Location: Warrensburg Distance: 85mi/1.5hr

Services: Facilities:* 2,500 acres of woodlands, including 85- acre lake and miles of trails* Cabins that house 15-20 campersProgramming:* Campers explore forestry, aquatic biology, wildlife management, field ecology and other environmental issues* Conducting a high school-level program focused on research and training in the filed of environmental studies

Attendance, History, Users: * Sessions designed for teens ages 14-17, and children ages 11-13

CALES Feasibility Report | April 15, 2013 | DRAFT 14 Key Existing Resources Existing Eco-Resources: Education Darrin Fresh Water Institute (RPI) 5060 Lake Shore Drive Bolton Landing, NY 12814 [email protected] (518) 644-3541Fax (518) 644-3640 http://www.rpi.edu/dept/DFWI/index.html

Location: Bolton Landing Distance: 92mi/2hr

Services: Facilities:*Adirondack Lodge - multi-unit teaching and residence facility* Several small cottages* Boat House* 7,500 square foot teaching and research facility* State-of- the-art equipmentProgramming:* Research satellite of RPI* Studies impact of humans on the Adirondacks

Attendance, History, Users: * 40 years in operation* Increases public awareness of environmental issues* Provides Rensselaer faculty, students, and visiting scientists the opportunity to study a number of ecosystems and to conduct research on important environmental problems Darrin Fresh Water Institute Bolton Landing

Adirondack Folk School 51 Main St Lake Luzerne, NY 12846 http://www.adirondackfolkschool.org/

Location: Lake Luzerne Distance: 100mi/2hr

Services: Facilities:* Unique school dedicated to teaching the arts, crafts and culture of the Adirondack region* Classroom and studio space* Gardens* Gift shopProgramming:* Offering 250+ classes dedicated to Adirondack crafts* Concerts by Adirondack storytellers, * Lectures and programs

Attendance, History, Users: * Associations with Adirondack Community College & the Adirondack Museum.* Hundreds of students enrolled each year Adirondack Folk School Lake Luzerne

CALES Feasibility Report | April 15, 2013 | DRAFT 15 Key Existing Resources Existing Eco-Resources: Education Cranberry Lake Biological Field Station 1 Forestry Drive Cranberry Lake Biological Syracuse, NY 13210 Field Station (315) 470-6791 Cranberry Lake [email protected] http://www.esf.edu/clbs/

Location: Cranberry Lake Distance: 97mi/2.15hr

Services: Facilities:* Four classroom-laboratories, including an herbarium* Dining hall that seats 120* Faculty quarters and cabins* 12 cabins housing six to eight students each* Recreation hallProgramming:* Biology summer program - two sessions* Sessions involve daily field trips into the surrounding forest, wetland, and aquatic ecosystems

Attendance, History, Users: * Station is only accessible by boat

ESF Ranger School 254 Ranger School Road Wanakena, NY 13695 http://www.esf.edu/rangerschool/ ESF Ranger School Cranberry Lake/Wanakena Location: Cranberry Lake / Wanakena Distance: 104mi/2.15hr

Services: Facilities:* 2,800 acre campus located in the Dubuar Memorial Forest* Classrooms (92 seat distance learning lecture hall, 40 seat smart classroom)* Computer lab with 24 stations* Conference room* Landing Dining Hall (96 seat capacity) and student center* Student residence rooms* 20-station drafting labProgramming:* Offers 2 year Associate program in Applied Sciences Degrees (A.A.S.) in Environmental and Natural Resources Conservation, Forest Technology & Land Surveying Technology

Attendance, History, Users: * 4,000 graduates since 1912

CALES Feasibility Report | April 15, 2013 | DRAFT 16 Key Existing Resources Existing Eco-Resources: Education Paul Smith’s College Visitor Interpretive Center 8023 State Route 30 Paul Smiths, New York 12970 518-327-6241 Email: [email protected] http://www.adirondackvic.org/

Location: Paul Smiths Distance: 95mi/2hr

Services: Facilities:* 2,700 acre site* 6 miles of interpretive trails* 8 miles of backcountry trails* 24,500-square-foot public assembly building which includes a 158-seat multi- purpose room, staff offices, exhibit and classroom space* 150-Seat Theater* Edmund E Lynch Environmental Education Resource Library* Visitors Lounge* Rest Rooms* Art Gallery* Gift Shop* Butterfly House* Whispering Pines Amphitheater* Picnic Pavilions* Childrens PlaygroundProgramming:Variety of free and fee-based arts, sports, and educational programs including:* Guided interpretive bird and nature walks* Trail runs* Snowshoeing and cross-country skiing in the winter* Naturalist-led canoe paddles on Barnum Pond* Paul Smith’s College V.I.C. Lectures and slide presentations* Children’s educational Paul Smiths programs* Art exhibits, concerts, lectures, workshops* Annual Great Adirondack Birding Celebration (June)* Trail Map VIC’s indoor and outdoor facilities are available for Paul Smiths rental for conferences, weddings, parties, and other gatherings

Attendance, History, Users: * Center opened in 1989* Hours - Memorial Day to Columbus Day the buildings are open 7 days a week, 9:00 am - 5:00 pm* Columbus Day to Memorial Day the center is open Tuesdays through Saturdays, 10:00 am – 4:00 pm* The trails are open daily year round from dawn to dusk.

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! b ! CALES Feasibility Report | April 15, 2013 | DRAFTb 18

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How will the CALES project create a connection between existing resources in the Central Adirondacks?

There is a strong need for a well-connected network The mission of the Adirondack ‘Eco-Trail’ could be: of eco-science and arts centers throughout the Adirondack Park. CALES can potentially operate as “There are still roads that are not merely designed a gateway on a much larger scale to existing, well- to get you to the heart of the Adirondacks as quickly established centers in the Central Adirondacks such as possible. The Adirondack Gateway Eco-trails is a as the Wild Center, The Adirondack Museum, and beautiful drive with a little bit extra. The sites along the Adirondack Ecological Center. The gateway the route have their own history and character. can be a physical presence as a western entrance to Stemming from the Town of Webb, which offers the Adirondack Park, but also a linked connection visitors unique immersion into a remote part of the to the existing centers through the creation of an wilderness in the Adirondacks, to often-traveled ‘Adirondack Eco-Trail’. CALES could act as an locations deep within the heart of park, the ‘Eco- information hub for scientists, artists, and those trail’ forms a network of learning and research wishing to learn from, and explore the Central offering a strong connection to natural features in Adirondacks. CALES can do so by providing the Adirondacks, and linking them together. Our job brochures inclusive of all related entities which can is to make sure the routes are adapted for visitors’ be distributed at all relevant centers throughout the needs. We do so by providing spectacular viewing Adirondacks. This connection can be strengthened posts with service buildings, parking, art, and unique, by hosting a website that houses the information that sustainably-managed ecosystem landscape features.” researchers, scientist, and eco-tourists can use to plan trips to the area for work, study or recreation. We would also like to identify, that much like the Norwegian Tourist Routes, this idea can be linked The successful Norwegian “Nasjonale Turistveger,” to what is currently being implemented by the First the National Tourist Routes, effectively connected Wilderness Heritage Corridor (FWHC), an inter- remote areas in Norway to form a healthy system municipal effort for revitalizing communities along of eco-tourism for the country. These sites are made the Upper Hudson River in Saratoga and Warren special by the multi-faceted means of both their counties. FWHC initiatives include enhancing access specific location, and the design of a unique visitor to the Hudson River, downtown revitalization, post created by invited Norwegian architects. As their strenghtening linkages between hamlets and the mission states: Saratoga and North Creek Railway, and promoting a unifying tourism marketing program for the entire “There are still roads that are not merely designed corridor. to get you to your destination as quickly as possible. National Tourist Routes are beautiful drives with a Despite FWHC not having a stop in the Town of little bit extra. The routes are carefully selected by the Webb, the Adirondack Eco-Trail could collaborate Norwegian Public Roads Administration, and each of with the First Wilderness in marketing and the 18 routes has its own history and character. Our “cross-forest” events taking visitors from one location job is to make sure the routes are adapted to travelers’ to the other, offering educational opportunities and needs. We do so by building spectacular viewpoints the viewing of art or installations. with service buildings, car parks, furniture, paths and art.”

CALES Feasibility Report | April 15, 2013 | DRAFT 19 Adirondack ‘Eco-Trail’

The Adirondack Eco-Trail

Paul Smiths

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The Adirondack ‘Eco-Trail’ can capitalize on established roadways throughout the Adirondack Park to connect the resources identified as being part of the trail. With so many like-minded resources throughout the park, the creation of the trail will be a helpful particularly for Eco-Tourism, Recreational tourism, and Science/Educational travel. Users scheduling visits to an area of the park will potentially discover other related, interesting places to visit, creating cross-tourism, and extension of afternoon visits to day-trips, and vacations.

CALES Feasibility Report | April 15, 2013 | DRAFT 20 “The Center for Environmental Education inspires meaningful connections between people and nature. We use our forests and fields as a living laboratory to foster appreciation, deepen understanding, and encourage stewardship of the environment.”

-from the Schylill Center for Environmental Education website

CALES Feasibility Report | April 15, 2013 | DRAFT 21 Case Studies

Schuylkill Center for Environmental Education Philadelphia, Pennsylvania

Case Studies

The following case studies explore successful existing resources with strong emphasis on their own individual directives, some of which have been categorized below:

• Cultural Heritage - Focusing on unique cultural aspects related to the Central Adirondacks, including traditional Adirondack arts and heritage

• Health and Wellness – Promoting a connection to outdoors and a healthy lifestyle through the exploration of mind, body and soul

• Science and Education – Focusing on research being conducted in the Adirondacks, as well as the dissemination of information regarding the environment

• Recreation and Eco-Tourism – Recreational activities that connect with the environmental riches of the region: land, wilderness & water

CALES Feasibility Report | April 15, 2013 | DRAFT 22 Case Studies

Paul Smiths Visitor Interpretation Center Paul Smiths, New York

Cultural Heritage: Focusing on unique cultural aspects related to the Central Adirondacks including Adirondack arts and heritage

CALES Feasibility Report | April 15, 2013 | DRAFT 23 Case Studies Case Studies: Cultural

Paul Smiths Visitor Interpretation Center Paul Smiths, New York

Paul Smiths Visitor Interpretation Center 150-seat theater, exhibit rooms, a classroom, the Edmund E. Lynch Environmental Education Resource Library, a Location: Paul Smiths, New York visitor’s lounge, rest rooms, passive energy-saving sun space with an art gallery, a gift shop and administrative About: The Paul Smith’s Visitor Interpretive Center was offices. Nearby is the Whispering Pines Amphitheater, originally opened in 1989 as a State-operated facility. Due the Butterfly House, picnic pavilions, and a children’s to fiscal cutbacks, the State stopped funding the facility. playground. At the beginning of 2011 Paul Smith’s College took over the operation and re-opened the facility in the summer of Activities: 2011. The facility was originally opened to educate visitors • Interpretive nature trails about the Adirondack Park ecosystem. Today the facility • Birding continues to focus on environmental history and culture. • Cross-country skiing While the facility is still operated mostly free to visitors, • Snowshoeing donations are encouraged and fees are charged for use of the • Sponsored trail runs winter trail system. After taking the operation over from • Educational programs the state, Paul Smith’s College linked the facility to the • Lectures regional arts community as well as establishing meeting • Art exhibits and event rental opportunities. The facility includes many • Concerts displays and exhibits on local topics. • Workshops • Writers evenings Facilities: The facility is located on 3,000 acres with 6 • Paddling miles of interpretive trails, 8 miles of back country trails • Hosts a farmers’ market in season and 25 miles of cross-country trails in the winter. There is • Facility rentals for conferences, weddings, parties and also a hummingbird flower garden. The VIC includes a other gatherings

CALES Feasibility Report | April 15, 2013 | DRAFT 24 Case Studies

Hiking in the Adirondacks

Health & Wellness: Promoting a connection to outdoors and a healthy lifestyle through the exploration of mind, body, and soul

CALES Feasibility Report | April 15, 2013 | DRAFT 25 Case Studies Case Studies: Wellness

Kripalu Stockbridge, Massachusetts

Kripalu Center for Yoga and Health Facilities: The center has described itself as North America’s largest residential facility for holistic health Location: Stockbridge, Massachusetts and education. It employed about 626 people as of 2008 and can accommodate more than 650 overnight guests. About: Kripalu is a 501(c)(3) nonprofit educational Kripalu’s 350 acres include forests, lawns, gardens, and organization. Its mission is to “empower people and access to Lake Mahkeenac. Conservation easements on communities to realize their full potential through the 225 of the acres were granted in 1997 using funds from transformative wisdom and practice of yoga.” For the first the U.S. Forest Legacy Program. Kripalu’s principal 30 years, Kripalu was an ashram, where up to 350 residents 160,000-square-foot building was constructed by the and a small number of guests practicing all aspects of the Jesuits in 1957. A $15 million, six-story housing annex yogic lifestyle. In 1994 the organization restructured and with 80 guest rooms, completed in 2010, incorporates became a retreat center, hired a portion of their staff as sustainable design elements. volunteers and broadened its offerings becoming a leader in mind-body health. Kripalu is the largest center for yoga, Activities: health, and transformational learning in North America, hosting more than 35,000 guests a year. Kripalu includes • Yoga classes 60 programs designed by their faculty to help people reverse • Yoga training and certification debilitating diseases, overcome personal challenges, and • Trails and paddling live happier, healthier lives. Kripalu has trained more • Workshops, lectures than 8,000 yoga teachers and Ayurvedic consultants, who • Facilities for meetings share a wealth of knowledge and techniques with their • Housing and dining communities. Groundbreaking research conducted by Kripalu’s Institute for Extraordinary Living is tracking the effects of yoga on war veterans and people with post- traumatic stress disorder. CALES Feasibility Report | April 15, 2013 | DRAFT 26 Case Studies

Riverbend Environmental Education Center Gladwyne, Pennsylvania

Science & Education: Focusing on research being conducted in the Adirondacks, as well as the dissemination of information regarding the environment

CALES Feasibility Report | April 15, 2013 | DRAFT 27 Case Studies Case Studies: Science & Education

Adirondack Ecological Center Arbutus Cabin

Adirondack Ecological Center Activities: • Basic and applied research Location: Newcomb, New York • Computer resources • Laboratory space About: The mission of the AEC is to understand the • Research library Adirondack ecosystem through research and education. The • Leadership and stewardship training Adirondack Long-term Ecological Monitoring Program • Facilities for meetings and conferences (ALTEMP) is their main program. • Housing and dining for individuals and families

Exhibited here is a strong connection to surrounding water bodies and the forest, and the emphasis on important scientific research focused in the Adirondacks.

Facilities: The Newcomb Campus is home to the Adirondack Interpretive Center, a public education facility. Also located on the Newcomb Campus is the Northern Forest Institute for Conservation Education and Leadership Training (NFI). Modern housing, a dining center and meeting rooms provides for educational programs and meetings. Programs can be conducted any time of year and can span days to weeks.

CALES Feasibility Report | April 15, 2013 | DRAFT 28 Case Studies Case Studies: Science & Education

Riverbend Environmental Education Center Gladwyne, Pennsylvania

Riverbend Environmental Education Center Facilities: barn, restrooms, outdoor classroom, bird observation area and deck, bird nesting trail (with nesting Location: Gladwyne, Pennsylvania boxes, bat houses, butterfly houses, incorporate student and artist installations), “Over, Under, Around & Through” About: An environmental education center within a (mounds, tunnels, bridges, ‘canopy shrub’ create an wilderness preserve. obstacle course), “Weaver’s Way” (nests, hives, burrows, environmental art), Sassafras Grove (with Crow’s Nest “Our Mission: Riverbend Environmental Education Lookout), restored Lenape Village (long house, wikiup, Center teaches environmental principles to children in benches), Natural Playscape with picnic area, Reclamation Southeastern Pennsylvania through a direct connection Demonstration (reclamation area and feature garden), with nature, inspiring respect for our natural world and Pavilion (covered outdoor classroom), enclosed composting action as aware, responsible and caring citizens. toilets, water well, firepit & story circle

Since 1974, Riverbend Environmental Education Center Activities: has been enriching the lives of children and families • school programs K-8 and camps through engaging environmental education. From its • scout programs beginnings as a quiet nature preserve, Riverbend has • nature clubs evolved to a thriving center for environmental education • outreach that touches the lives of nearly 12,000 people annually. • events/activities [Winter Trek, Full Moon Night Hike Whether it is to participate in a public program or just to and Campfire, Wilderness Survival, Volunteer Planting wander on our trails, a visit to Riverbend offers families Day, Astronomy Night] a quiet place to relax, unwind and observe the wonders of nature”

CALES Feasibility Report | April 15, 2013 | DRAFT 29 Case Studies Case Studies: Science & Education

Schuylkill Center for Environmental Education Philadelphia, Pennsylvania

Schuylkill Center for Environmental Education Facilities: 350 acres of land, habitats of woodlands, meadows, 5 teaching ponds and wetlands, 4 miles of Location: Philadelphia, Pennsylvania hiking trails, school programs, and workshops, a pavilion, environmental art trail, native plant nursery, ecological About: Non-for-profit, located on once-agricultural land. restoration sites Main objectives are to provide the town with environmental Wildlife Rehabilitation Clinic: treats injured, orphaned, or education through the following departments: sick native wildlife and provides community programs Education River House is updated to the Education Building: Land Restoration laboratories, classrooms, interactive children’s exhibit (the Wildlife Rehabilitation Discovery Center), bookstore, auditorium, staff offices, K-8 Environmental Art grade Green Woods Charter School Agriculture Also, internet resources for each department [Wildlife Rehab Clinic, Land Restoration Department, Development “The Schuylkill Center for Environmental Education Office, Environmental Art] inspires meaningful connections between people and nature. We use our forests and fields as a living laboratory Unique features: to foster appreciation, deepen understanding, and • Create their own trail maps encourage stewardship of the environment.” • Education Program Brochure • Annual Report 2009 “The Schuylkill Center partners with organizations • The Quill [newsletter] throughout the region in a variety of ways, including education programs, community events, restoration projects, and animal care.”

CALES Feasibility Report | April 15, 2013 | DRAFT 30 Case Studies

Alley Pond Environmental Center Douglaston, New York

Recreation & Eco-Tourism: Recreational activities that connect with the environmental riches of the region: land, wilderness & water

CALES Feasibility Report | April 15, 2013 | DRAFT 31 Case Studies Case Studies: Recreation & Eco-Tourism

Alley Pond Environmental Center Douglaston, New York

Alley Pond Environmental Center Facilities: Alley Pond Nature Trail, 23-acre bird sanctuary, bird baths, tennis courts, picnic areas, 200-space Location: Douglaston, New York parking lot, 2.5 mile bike path, bbq areas, baseball fields, basketball courts, bathrooms, dog-friendly areas, fishing, About: Small-scale, few trails, ability and history of football fields, golf courses, handball courts, hiking trails, expansion as the center grows, second largest park in nature centers, playgrounds, soccer fields, spray showers, Queens, on a glacier-formed moraine, the park is mostly tennis courts, water fountains marshland and is considered vital to the park’s ecosystem.

“Alley Pond Park offers glimpses into New York’s geologic past, its colonial history, and its current conservation efforts. Because of its glacier-formed moraine, the park has numerous unique natural features, like its freshwater and saltwater wetlands, tidal flats, meadows, and forests, which create a diverse ecosystem and support abundant bird life.

The park is also home to New York City’s first public high ropes adventure course (the largest in the Northeast), part of the Urban Park Rangers’ larger Alley Pond Park Adventure program. A low–cost outdoor education and adventure program, Alley Pond Park Adventure teaches participants how to canoe, use a compass, fish, and enjoy a natural setting without leaving NYC.”

CALES Feasibility Report | April 15, 2013 | DRAFT 32 “Something will have gone out of us as a people if we ever let the remaining wilderness be destroyed ... We simply need that wild country available to us, even if we never do more than drive to its edge and look in.”

― Wallace Stegner, The Sound of Mountain Water

CALES Feasibility Report | April 15, 2013 | DRAFT 33 Schematic Design: Program

Schematic Design: Program Based on the study of existing resources in the information hub for the Adirondack ‘Eco-Trail’, which Adirondack Park, the program was revised to broaden could act as the western gateway to the Adirondacks, the user group, and create a more collaborative providing residents and visitors with marketing approach between resources and venues within the information and access to exhibits from partner Adirondack Park. Additionally, it was important to organizations. In addition to serving as an information find a financially sustainable approach to progress the center, the grounds could include an eco- sculpture project. gallery that would provide a unique experience by integrating science, nature and art in a manner that The intial program focused on the development of connects people to the environment. Space for outdoor a laboratory/ dormitory concept primarily serving lectures and exercise would be beneficial as well. researchers, educators, and student field trips. The user group was broadened to include eco-tourists, general Direct access off of a main road is important for a tourists, those interested in an outdoor lifestyle, as strong visual presence within the Town of Webb. well as science and education to make the project more A unique architectural look would be beneficial as financially feasible. a point of interest for tourists. Direct connection, or nearby access to hiking trails, and a waterway would The new program would initially be composed of a be conducive to making CALES a great starting point multipurpose room, eco-sculpture garden, trellised for guided hikes by naturalists. area, outdoor lecture area, outdoor exercise area, with access to a waterway, trails and a main road. The project is intended to be phased, so that the funds can be raised to allow for the future development of the The 20’ x 20’ multipurpose room would serve as an laboratory/ dormitory concept originally envisioned in the workplan.

CALES Feasibility Report | April 15, 2013 | DRAFT 34 Schematic Design: Concept

Siting Criteria • 2-3 acre site • 1,000 ft walking distance to town/trails • Woodland and water access

Schematic Design: Concept The two schematic design options outlined in this report are premised on the guiding theme that CALES will become the educational and collaborative hub of the Adirondacks, with a future expansion to include laboratory/dormitory space for research, and education. Both the Town of Webb and the CALES facility will serve as a gateway to the Adirondack ‘Eco-Trail’ and other organizations. Both options being proposed view CALES as a cutting-edge environmental facility with the ability to disseminate information amongst existing eco-centers in the park, as well as offer unique immersion within the Town of Webb.

CALES Feasibility Report | April 15, 2013 | DRAFT 35 Schematic Design: Option A

Option A: Concept Option A explores the potential for using a vacant or A 2-3 acre site is recommended to allow for future under-utilized site within the hamlet of Old Forge. development of laboratory/ dormitories, as well as This option could also be adopted to re-use an parking requirements, the inclusion of an eco-sculpture existing structure within the hamlet. This involves garden, and other outdoor spaces for lectures, native the exploration of an ideal site and the appropriate plant species, and displays. building type that will serve as a tool for CALES to thrive in the Adirondacks. The site should be within walking distance to the town and trails to maintain a connectedness with the town The ideal site for a new facility will be one that is visible and tourism, and have access to the existing well- off a main road and also is surrounded by, or is near developed trails in the Town of Webb. a unique environmental feature. Many of our current case studies, including APEC in Douglaston, New York, Access to a waterway is important for the development the Schuylkill Center for Environmental Education in of programs related to ecosystems, teaching Philadelphia, and Riverbend Environmental Education opportunities, as well as recreational uses. Center, all stem from being able to explore with the public, a unique ecological landscape feature in an The facility could be equipped with a unique, sculptural accessible, “neighborhood setting”. Many of these element so that visitors can identify the building easily, features include wetlands or water bodies, because and create a unique identity for CALES. these ecotones offer a rich diversity of both flora and fauna. Wetlands are often the best locations for bird- Furthermore, CALES can address the “visual-tourism watching, and inherently display resources for readily scape” of the Adirondacks by co-creating exhibits studying aquatic species in conjunction with land- and visual artwork with the View Arts Center. We based species of plants and animals. envision the visual aspects of CALES projects to be

CALES Feasibility Report | April 15, 2013 | DRAFT 36 Schematic Design: Option A

Phase 1 Phase 2

Phased Approach

The Phased Approach includes the selection of a The Phased Approach would allow for the steps new site, either under-utilized or to be infilled within necessary to build funds through stepping up of the the Town of Webb, which could accommodate the program at each phase. establishment of the Site Criteria, and allow for future expansion for the laboratory/dormitory concept. The first phase of the project, which would have the Information Hub, Dining/Lounge, Classrooms, Initially, a 20’x20’ Information Hub could be built as and Laboratory Space would allow for day visits by a starting point for the ‘Eco-Trail’ and include a space scientists, with overnight stays being provided by the for lectures, classes, guided walks on nearby trails, or Town of Webb, either through hotels, or local lodging. along the waterway. This would mean longer stays for scientists, bringing further money into the local economy. Once funds are raised for the establishment of the Adirondack ‘Eco-Trail’ and Information Hub, as well Since the second phase includes dormitories for both as from guided walks, lectures, and classes given on- male and female scientists and educators, it is not site, the phasing of construction could begin for the necessarily imperitive to the success of the operation laboratory/dormitory concept. of the lab, the market could be evaluated farther to understand its necessity and profitability. The facility could be built onto the 20’x20’ structure, keeping it intact as the Main Entry for the facility, to permanently act as an Information Hub. The dining/ lounge, classrooms and labs could be built in the first phase, with the dormitory aspect being added as the second phase ,when funding becomes available.

CALES Feasibility Report | April 15, 2013 | DRAFT 37 Schematic Design: Option A in some form of “” or “environmental art”, which are movements of artistic thought with highly scientific objectives that are about revealing patterns in nature. Land art is often situated and viewed outdoors and serves to reveal to the human eye patterns of accumulation by flora and fauna, patterns of soil and topographic morphology, water drainage patterns, and revealing various kinds of seasonal changes in the environment. Land art is a time-based art, thus situating itself closely to the study of the environment in which it exists. Examples of this kind of work can be seen in projects by the artist, Maya Lin and also by work from multidisciplinary studios at Rensselear Polytechnic Institute such as “Grasslands” led by Michael Oatman, a local artist living in Troy New York. The incorporation of this type of art will serve as both a way for scientists to explore and interpret the surrounding environment, and also as a way to visualize the often invisible forces of nature so that visitors can begin to connect to the environment in unique ways.

An indoor eco-gallery could offer space for media not attune to exposure in an outdoor environment, such as: traditional art, video, and digital artwork displays. An eco-gallery could also incorporate experimental forms of indoor planting environments such as green walls, or indoor forest environments, akin to what is being explored by researchers at the “Lowline,” in Manhattan New York. Programs for a wellness center could offer ancillary services for people to create mind- body synergy with the forest environment by guided walks, outdoor yoga and meditation exercises, and even by socially-healing events such as campfires and story-sharing circles.

The wellness agenda of CALES is envisioned as incorporating a multifaceted view of what wellness services means, offering mostly environmentally-rich experiences and socially-rich experiences which are often missed in a world consumed by media and the rarity of conversation. The wellness agenda will further aim to specifically serve the Town of Webb, and may begin as the factor for bringing the community together in support of CALES, as a platform for conversation and the sharing of ideas.

CALES Feasibility Report | April 15, 2013 | DRAFT 38 Schematic Design: Option B

NORTH

Option B Collaboration with VIEW Arts Center

Option B explores the potential for collaboration with CALES could continue to offer programs which the existing VIEW Arts Center, either at the former complement the existing programming at the Arts Old Forge Arts Center (now VIEW Annex) or at their Center, such as science lectures and guided nature new facility. This would allow the scientific resources walks, which are currently being conducted by CAASA available through CAASA/ CALES to join with the members. The concept would be to supplement artistic, and eco-tourism resources at the Arts Center. programming offered. Ideally, CALES could lease space from the Arts Center to house the Eco-Trail Visitor Information Hub, and By leasing space in what is already a LEED-accredited rent lecture space as necessary on an as-needed basis. building and a fully-equipped site, CALES can The establishment of the Eco-Trail Hub in the well- collaborate with the Arts Center on jump-starting the established VIEW Arts Center could be beneficial to gateway concept. Together, they can provide events, both parties because of the cross-over interest created exhibits, and pamphlets either in the Town of Webb, or by visitors to each program. The Eco-Trail Hub would made by businesses and volunteers in the town. This bring new visitors to the Arts Center, and the Arts collaboration offers CALES the ability to immediately Center’s regular visitors would find out more about start a network of partnership with other organizations the Eco-Trail, increasing patronage to each venue on in the Adirondacks. The View Arts Center is currently the trail. well known and well-connected, making it a good starting place to partner with other environmental

CALES Feasibility Report | April 15, 2013 | DRAFT 39 Schematic Design: Option B

View Arts Center, A2 Main Building

A1 View Arts Center, Old Building

learning centers. Here, CALES can offer unique insight as a group of researchers, unveiling patterns of the environment in and around the Town of Webb. This service will address the “scientific and educational scape”, and can typically exist without the need for a specific place or building to operate from. In this case, CALES can operate as they have been through lectures, tours, and with the additional exposure of printed brochures and documents to further disseminate their name as a unique scientific community (and to specific groups of scientists interested in the problems within the Adirondacks and its multifaceted web of ecosystems).

Collaboration with the View Arts Center could also engender the creation of joint installations, in their Eco- gallery, and programs for wellness for the community in Webb, and its visitors.

Once CALES is able to raise the funding required for the laboratory/ dormitory concept, the Eco-Trail information hub can move to either vacant or under- utilized space, or a new infill site in the hamlet of Old Forge. A physical marker can be left at the Arts Center to connect it to the Eco-Trail.

CALES Feasibility Report | April 15, 2013 | DRAFT 40 Conclusion Conclusion

This proposal for the Central Adirondack Laboratory Eco-gallery – create a suitable indoor environment for the for Environmental Studies examines the many viewing of information such as digital media, paintings, abilities for operating a cutting-edge environmental fine art that cannot exist outdoors, serve as an installation research and education facility from the Town of room, exhibit gallery, and lecture hall Webb. By exploring the possibilities of being a collaborative group, we have come to determine that Study zones – these will include specific outdoor areas CALES can establish themselves within the physical at unique ecological land features for the study of specific setting of another organization (View Arts Center), types of wildlife, and/or specific environmental issues; or they can branch out and begin to take physical ideally these will be included in, or connected to CALES presence within the landscape or their own site. In locations by a series of footpaths in Webb both cases, CALES should aim to explore methods of creating a network with other organizations in Guided trails – environmentally-safe and maintained foot the Adirondack park, in both printed and digital trail system in Webb for use of CALES guided tours marketing explorations, as well as providing events, exhibitions, shows, and guided learning experiences. Sculptural markers – include visual elements as a Our ideal vision is that CALES will begin to expand staple of the Adirondack Eco-trail image/identity, when its presence in the Adirondack park with the travelers arrive at venues along the trail. Where CALES is establishment of an Eco-trail system formulated in a collaborator there is the opportunity to display unique, the Town of Webb. CALES can begin this process local artwork as an image of the CALES mission to promote by spearheading a series of conversations and environmental awareness and learning experimental projects with the local community, and with the View Arts Center (which has expressed Focus groups/ wellness groups – stemming from the interest in being involved in the project). idea to better incorporate community participation in the environmental education goals of CALES, health and We believe there are a number of ways to attract wellness groups will be a focus area for the sharing of visitors to the Town of Webb. CALES can explore information, for conversation, and also for recreation and some of the following ideas as a means of bringing relaxation in an environmentally and earth-aware manner people closer to nature and offering unique as led by CALES staff/volunteers/educators/guides experiences that will attract people to this part of the Adirondack park. Lectures and shows – this includes performances, digital media, and events either in Webb, or even as an extension Ideas for CALES programs, outreach, options for of CALES services as they begin collaborations in the specialized environmental displays: Adirondack park; offering shows could act as a way to promote events going on in Webb to audiences at different Land Art and Environmental Art – create a hybrid of locations in the Adirondacks artistic and environmental design by incorporating the ideas of land art to unique landscape features in Webb; Other environmental education offerings (to be land art installations will serve as a visual experience determined by CALES and community in Webb, open to to any kind of visitor to Webb, and can also service as interpretation and discussion) habitat restoration projects, and also wildlife study areas depending upon the scope and type of project that is presented

CALES Feasibility Report | April 15, 2013 | DRAFT 41 Conclusion

Habitat creation – through environmental art/ land We believe CALES can do this by choosing to inhabit art projects, also by scientifically-led projects habitat a space within the View Arts Center, or by taking on creation can be at the core of CALES mission for providing its own site and building. Especially with the support the public with projects and education about the local of the Town of Webb through grants and funding, environment and how to care for it; these projects can be the CALES project has true potential to bring exciting especially unique and rich due to the fact that the Town research, environmental awareness and unique of Webb is not inundated with heavy flows of tourism and learning to the Adirondack park. In the future, we traffic that often deters natural flora and fauna from being envision CALES will grow both as a physical entity, in accessible view of people; with the careful maintenance and as a social connector (addressing the “scientific and study of habitats, coupled with the use of study zones and educational-scape” and “visual-tourism scape”) and land art Webb can begin to create a unique synergy of within the Adirondacks and that they become the study in a relatively still wild environment unlike other information center for important conversations locations in the park; CALES can collaborate with more amongst various research and cultural centers in the heavily-trafficked areas of the park to help them create park. We hope the resiliency of CALES’s mission will similar spaces in their locations for habitat creation and be in highlighting the importance of small, remote study, and can do so through the work and projects to be villages for learning about the environment, in created and started in Webb addition and connecting them to larger, established tourist hubs already existing in the park (through Habitat and ecosystem management - this will be visuals, brochures, digital, outreach). managed by the group encompassing CALES, by citizen/ community volunteers, and possibly by guest scientists, researchers, and students interested in being expose to what is available in Webb; from the management side of the habitat and ecosystems studies in Webb, the habitat creation projects can be born, as well as lectures, exhibits, and information dispersed about the work being done by these individuals

The list of projects, programs, and focus areas above, serves as a brainstorming tool to be discussed and finalized by the CALES committee and the community in Webb. These are jumping off points from which we believe there is a strong reason to give CALES a true, physical home in Webb. Once established, CALES can begin working as a small powerhouse for connecting groups in the Adirondacks, for gathering information, collaborating, and disseminating cutting-edge environmental education from an ideal, remote location in Webb, that is good for the study and support of wildlife habitats and healthy, environmental features.

CALES Feasibility Report | April 15, 2013 | DRAFT 42 Next Steps & Business Plan Next Steps

Aristotle once said, “The whole is greater than the 2. Establish Cooperative Partnerships with Existing sum of its parts.” Based on the research conducted Eco-Resources – An overlap in programming exists as part of this study, an opportunity was identified between many of the existing assets. Cooperative to create an “Eco-Trail” that would physically and partnerships should be established among the programmatically link the existing environmental existing assets. Partnerships could take on a variety assets located within the Adirondack Park, thereby of forms including: creating a tourism destination that is greater than the a. Research Partnerships – including shared sum of its parts. educational programming, presentations b. Outpost Partnerships – physical displays Establishment of the Eco-Trail would also provide shared by other environmental facilities, Old Forge with an opportunity to advances the shared indoor and outdoor exhibit space CALES facility and promote sustainable economic c. Virtual Partnerships – Virtual media development in the Town of Webb. The proposed displays (for example: a live link to the river facility could serve as the western gateway to the otter exhibit at the W!lds Center) Eco-Trail, providing residents and visitors with marketing information and access to exhibits from Market and Cross-Promote Eco-Trail partner organizations. In addition to serving as Tourism is a highly competitive industry. For the an information center, the facility could develop Eco-Trail to be successful, member organizations a wellness center that would provide a unique will have to work together to coordinate the cross experience by integrating science, nature and art in a promotion of events, promotions in the media, and manner that connects people to the environment. development of a website and marketing.

To advance the CALES facility concept, it is recommended that the following action steps be Refine Site Selection taken: In order to progress the physical establishment of the CALES facility, the investigation into vacant 1. Convene Meeting to Discuss properties, and under-utilized sites throughout Eco-Trail Concept – The CALES Committee should the hamlet should begin, with the established site convene a meeting with representatives from each selection criteria in mind. of the Adirondack Park environmental resources identified in this study to discuss the development, funding and implementation of an Eco-Trail in the Adirondack Park.

Business Plan

The business plan included in the Appendix was developed by the CAASA Board and Upstate Institute, Colgate University for the initial laboratory/ dormitory concept. The business plan has not been updated for the phased project approach, which would involve operating a much smaller Eco-Trail Information Hub until the funding can be raised to finance the laboratory/ dormitory concept.

CALES Feasibility Report | April 15, 2013 | DRAFT 43 Appendices

Appendices

• ‘CALES Market Feasibility Report’ prepared by Camoin Associates, October 2010

• ‘Draft Exploration of Eco Center in the Town of Webb’ prepared by Elan, February 11, 2013

• ‘CALES Business Plan’ prepared by CAASA Board and Upstate Institute, Colgate University, 2010

• The Schuylkill Center ‘2009 Annual Report’ prepared by Dennis Burton, Executive Director of The Schuylkill Center, 2009

• ‘AEC Strategic Plan’ prepared by the State University of New York School of Environmental Science and Forestry, July 15, 2008

• Schematic Design Drawings prepared by Phinney Design Group, August 26, 2013

CALES Feasibility Report | April 15, 2013 | DRAFT 44 ‘CALES Market Feasibility Report’, October 2010

Central Adirondack Laboratory for Environmental Studies Market Feasibility Report

October, 2010

Prepared By:

CALES Feasibility Report | April 15, 2013 | DRAFT 45 ‘CALES Market Feasibility Report’, October 2010

CALES Market Feasibility Report

Table of Contents

Introduction ...... 2

Market Research & Revenue Projections ...... 3

Environmental Sciences Research...... 3

Field Trips for College Courses ...... 6

K-12 School Groups / “Field Trips” ...... 7

Meeting Space Rental ...... 7

Partnerships & Fundraising ...... 8

Impact on Local Business Community ...... 9

Appendices

Appendix I: CALES 5-Year Pro Forma

Appendix II: Researchers/Professionals Interviewed – CALES Market Research

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CALES Feasibility Report | April 15, 2013 | DRAFT 46 ‘CALES Market Feasibility Report’, October 2010

CALES Market Feasibility Report

INTRODUCTION

Camoin Associates was retained by Phinney Design Group to bring professional market research and financial feasibility analysis to the CALES planning process currently being undertaken by CAASA. The objective of our analysis was to undertake market research that would enable us to refine the financial projections included in the draft CALES business plan. The revenue projections contained herein are conservative, as they should be, in order to prepare the organization for the hard work of fundraising and marketing.

Camoin Associates focused its market research on the groups of stated target users for the CALES facility: researchers (both academic researchers based at colleges or universities and those that work for state agencies or other entities outside of academia); professors of environmental sciences courses who would use CALES for college field trips; and K-12 public school educators interested in science-related field trip opportunities.

The report begins with a summary of the market research we conducted and the assumptions we generated for each target user group based on our research – these assumptions are the foundation for the revenue projections. In addition to the financial projections summary table (pro forma) on page 3, tables showing the detailed assumptions and revenue projections for each user group are included in Appendix I. The report goes on to discuss partnership and fundraising ideas that CAASA should consider as it moves forward. Lastly, the report ends with a discussion of how CALES could enhance the viability of local tourism businesses.

In general, our market research shows more tempered demand for CALES amongst researchers than was previously assumed by CAASA when it developed the draft financial projections. Demand for a facility like CALES amongst college professors for use in field trips seems to be in line with CAASA’s projections; however, the amount of money students are willing and able to spend to utilize the facility is probably too high in the draft projections. As far as K-12 field trips are concerned, CAASA also probably overestimated the fees CALES could charge.

All of these factors combined result in significantly lower revenue projections, which make the annual fundraising goal from private contributions and grants higher than previously anticipated. This leads to some interesting questions that should be explored by CAASA as it moves forward with planning, particularly the degree to which the facility might focus on public education around and other environmental sciences issues from the beginning in order to enhance CALES’ ability to solicit private donations and apply for grants for both capital and operating costs.

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CALES Market Feasibility Report

MARKET RESEARCH & REVENUE PROJECTIONS

Camoin Associates conducted 18 interviews with academic and professional researchers and with staff at the Adirondack Ecological Center (AEC) at Huntington Forest, including four follow-up phone conversations with researchers who had previously responded to CAASA’s January 2010 e-mail survey. See the list of interviews in Appendix II.

Camoin’s work on the financial projections was focused on refining revenue projections for CALES’ core groups of target users: College Field Trips, Short and Extended Stay Research Groups, and K-12 Educational Field Trips. We did not conduct market research regarding dorm usage by Arts Center course participants or interns, demand for meeting rental space, or the feasibility of conducting 10-day college courses at CALES. We included CAASA’s previous revenue projections from these sources, modifying only the meeting space rental assumptions as stated below. The table on the following page shows the updated five year pro forma statement based on our market research. The text below summarizes the market research and assumptions used to project revenue for the key target user groups. We used the same projected expenses that were included in the draft business plan.

Environmental Sciences Research

The following summarizes the salient points gathered from interviews with environmental scientists who conduct field research on a regular basis.

• Short trips are the norm today. Most interviewees reported spending one to four days in the field at a time, several times a year, often making day trips as their base laboratories are relatively nearby. Those interviewees who indicated they would use CALES said they would probably only visit one or two times per year for a few days, unless they received a large research grant.

• Research funding is becoming increasingly difficult to obtain – no long-term, multi-year projects are planned by any interviewees at this time.

• Cost is absolutely the driving factor for lodging with this market. For academic researchers, lodging rates must be lower than what they can get from local motels and cabins. Professional researchers indicated that they would probably prefer to stay in a motel even if CALES had open beds. They typically have $70 or more per day to spend on lodging, depending on their contract or grant.

• Researchers typically prepare their samples for transport back to their home lab for analysis. Most indicated no need for an actual wet lab, just lots of bench and counter space to sort and prepare samples for transport.

• Many interviewees said that access to drying ovens, microscopes, distilled water and large walk-in freezer storage is desirable. A few said that a well-ventilated “mud room” would also be great to hang and dry gear and boots, with some kind of spray station outside to clean them off.

• Office space may not be necessary if wireless Internet can be provided. Most seem only to need a small space to rest a laptop.

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CALES Market Feasibility Report

CALES Five Year Pro Forma

Year 1 Year 2 Year 3 Year 4 Year 5 Housing $4,480 $9,190 $12,030 $14,410 $17,250 Lab Use $1,330 $2,277 $2,904 $3,615 $4,709 Office Use $27 $115 $137 $196 $295 Storage $80 $331 $412 $579 $854 Meeting Space $3,600 $4,500 $6,000 $7,200 $7,200 K-12 Field Trips $825 $825 $825 $825 $825 Arts Center Users (lodging)* $5,550 $5,550 $5,550 $5,550 $5,550 College Courses (class & lodging)* $15,000 $15,000 $15,000 $15,000 $15,000

Total Earned Revenue $30,892 $37,788 $42,857 $47,375 $51,683

Year 1 Year 2 Year 3 Year 4 Year 5 Employee Wages $70,008 $70,008 $70,008 $112,008 $112,008 Lease $30,000 $30,000 $30,000 $30,000 $30,000 Utilities $18,000 $18,000 $18,360 $18,727 $19,800 Liability Insurance $12,000 $12,000 $12,240 $12,485 $13,200 Sewer $996 $996 $1,016 $1,036 $1,096 Water Usage $600 $600 $612 $624 $660 Water Tax $528 $528 $539 $549 $581

Total Expenses $132,132 $132,132 $132,775 $175,429 $177,345

Annual Fundraising Goal $101,240 $94,344 $89,918 $128,054 $125,662

*Camoin Associates did not research or modify the assumptions behind these revenue projections.

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CALES Market Feasibility Report

Assumptions for Researcher Use of CALES

Researchers were split into two categories based on the length of stay at CALES, those who stay less than a week (“short stays”) and those who stay at least one week (“extended stays”).

Short Stay Assumptions

• Short stay researchers include academic researchers (groups made up of college students and professors) and professional researchers (such as scientists from government agencies such as the NYS Department of Environmental Conservation or the US Geological Survey, or those with private sector firms). Researchers who only stay a few days will typically visit CALES during sampling events. These events usually involve a group of researchers working long days in the field to collect large amounts of samples, which will be transported to the researchers’ “home” laboratories for analysis.

• An academic research group typically consists of about four individuals that spend on average two nights “in the field” at CALES (usually a college professor with three student assistants). Professional research groups spend about the same amount of time in the field; however, they are typically about half the size of academic researcher groups.

• In year one CALES will attract five academic research groups, which will increase to 30 groups by year five. Unless a large-scale research and sampling event is funded, it is anticipated that use of CALES by professional researchers will be limited. As such, it is assumed that by year five, only two professional research groups will utilize the facility annually. Extended Stay Assumptions

• Extended stay researchers include:

¾ Summer Academic Researchers - Graduate students and/or college professors conducting research over the summer months (12 weeks);

¾ Semester Academic Researchers - Primarily college students conducting research in the field over the course of a semester (10 weeks);

¾ Summer Professional Staff Person – Staff member of a regional research group housed at CALES for summer sampling and public education (15 weeks); and

¾ Professional Researchers – Comprised of scientists from state or federal research departments that stay approximately two weeks (i.e. DEC, USGS, etc.)

• It will take more time for CALES to attract extended-stay researchers as these visits are typically associated with larger projects that require more funding and planning. Therefore, in year one it is assumed that the facility will host only one summer academic researcher. By year five CALES could potentially host six summer academic researchers, four semester researchers, one summer staff person, and two professional researchers.

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• In general, academic researchers will occupy dormitory housing and the professional researchers will occupy the private rooms.

• It is anticipated that 50% of the extended stay researchers will rent lab space, 15% will occupy office space, 50% will rent lab storage, and 75% will rent dry storage space.

Field Trips for College Courses

The following is a summary of the main points gathered from interviews with college professors who teach environmental sciences or outdoor ecology classes.

• Of the 10 college professors interviewed, four indicated that they might be interested in visiting CALES with classes of geology and environmental science students.

• Class related field trips often occur once a year in early fall (August-September) or late spring (April-May). It is typical for college related field trips to make a loop, with students spending one or two nights in each location. Class sizes can range from six to 30 students.

• Each of the professors interviewed said that costs should be as low as possible to make the facility affordable for students. Suggested lodging rates are based on SUNY ESF Adirondack Ecological Center rates at $10/night for dormitory style housing.

• Some classes from colleges located within a few hours of CALES may be interested in utilizing only the lab space to analyze samples for $5-$10 per student. Assumptions for Use by College-Class Field Trips

• According to the College Board website, there are approximately 300 colleges and universities between 100 and 500 miles away (within a two to eight hour drive) from Old Forge that offer environmental sciences classes. It is assumed that to start out, CALES will capture 10% of this market (30 groups). With successful advertising and marketing, we assume that CALES has the potential to capture 15% of this market by year three and 20% by year five (60 groups).

• An average group size of 12 individuals is assumed, as many departments use 12 passenger vans as transportation during field trips.

• All of the groups are assumed to utilize the dormitory-style lodging facilities and 30% of the groups will rent lab space.

• It is assumed that each group will stay for one night and will not require storage for lab or field equipment.

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CALES Market Feasibility Report

K-12 School Groups / “Field Trips”

CAASA’s 2010 summer intern visited Potato Hill Farms Outdoor Education Center, the W!LD Center, and the Huntington Visitor Interpretive Center in mid-June 2010. She also summarized the educator surveys previously received as a result of the January 2010 survey effort by CAASA. The following summarizes the main points gleaned from this research.

• In general, public school groups pay very little, if anything, for admission. The per student cost of $15 for naturalist guided field trips in the draft CALES business plan is very high in comparison.

¾ Potato Hill Farms: $0 and they give money to schools to cover transportation ($50 per head).

¾ Wild Center: $4-$8 per head.

• School groups do not stay overnight at centers due to costs of staff and insurance. Since cost is a driving factor, paying for lodging may not be an option for many school groups.

• Based on the Potato Hill Farms example, there appears to be unlimited demand for free K-8 outdoor education programming. They host 22,000 students annually from within a 70-mile radius and they continue to grow. In the summer, they run a ten-week program for the general public. Their entire program is funded by grants. Their annual operating budget is $900,000. Assumptions for Use by K-12 Field Trips

• We assumed a similar level of utilization to the Huntington Visitor Interpretive Center for the purpose of this analysis (15 groups per year). However, an education-oriented program may enable CALES to raise significantly more grant funding, so CAASA may want to consider this as it continues to refine CALES’ intended programming. The outcome of this decision could affect the projected number of school groups CALES hosts.

• 75% of the groups will partake in self-guided tours and 25% will be guided by a CALES staff-person. Meeting Space Rental

CALES will also offer meeting space that can be rented by community or professional groups. It is anticipated that in year one this space will be rented out 12 times (once per month). Use of the meeting space will increase to 20 days by year three, and 24 days rented in year five. The rental rate of $300 is the same as that charged by AEC at Huntington Forest.

It is not anticipated that meeting participants will utilize CALES for housing, which differs from the assumptions in CALES’ original business plan. This is based on feedback from professional researchers who said that they would prefer to stay in a hotel, regardless of availability at CALES. We assume that professional groups utilizing CALES for a meeting would express a similar preference and their out-of-area participants would stay in local hotels or motels.

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CALES Market Feasibility Report

PARTNERSHIPS & FUNDRAISING

The market research and lower revenue projections summarized above raise the following critical questions for CAASA to consider as it moves forward:

1. What types of partnerships can CALES develop to leverage additional resources?

Given that CALES’ most promising target user group is college field trips, it might make sense for CAASA to consider forming some kind of consortium of colleges and universities to build a stable revenue stream to support operations and ensure consistent usage of the facility. This might also facilitate the use of CALES to host more than three short-term classes during winter break and in the summer, which could generate significant additional revenue. AEC at Huntington Forest is successful because it is affiliated with SUNY ESF, which provides a significant level of general funding for operations and supplies a steady stream of users for the facility. Without this level of partnership, AEC would not be likely to support itself on its earned income alone.

Another consideration is for CALES to share services with other local or regional non-profit organizations to reduce administrative and maintenance costs. It would be beneficial to explore how such a shared services arrangement might work with the Arts Center, given the close affiliation between the two groups. If appropriate, a contractual agreement between CALES and the Arts Center for provision of basic administrative services, such as bookkeeping, payroll, and building and grounds maintenance, could result in cost savings and free up the CALES staff to focus more on fundraising and marketing.

2. How can CALES be most effectively “pitched” in fundraising campaigns?

CA’s experience working with non-profit groups in the North Country, including the W!ld Center, the Adirondack Public Observatory (Tupper Lake), the Strand Theater (Plattsburgh), and Fort La Presentation (Ogdensburg) points to the inevitability of extensive grassroots fundraising campaigns to support the vast majority of capital costs and continued operating expenses. Grants from government sources and foundations typically make up a relatively small portion of total funding. Furthermore, in order to obtain grants, non-profit groups usually have to demonstrate fundraising capacity to complete their projects and support operations, which requires having significant funds raised before even applying for a grant so that the required match can be demonstrated. Most state grant sources are also administered on a reimbursable basis, so groups have to have funds on hand to cover expenses while awaiting drawdown of grant funds.

It may be difficult for CALES to raise the required funds from private contributions and grants if it primarily provides programming on a fee-for-service basis. Potato Hill Farms provides an example of how successful a regional non-profit has been by focusing exclusively on providing free outdoor educational programming to a large number of children. They are 100% grant- funded with a $900,000 annual operating budget, proving that it is not impossible to raise sufficient funds to support operations through grants and private contributions, but it is necessary to have a very compelling program that is public-service oriented. That is not to say that providing low-cost lodging and lab space for climate change scientists is not a compelling public- service oriented program, but building up the public education offerings at CALES and pitching that as the primary mission may be helpful in raising funds.

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3. What is the best staffing for CALES?

Given that CALES may need to do more fundraising than was previously anticipated, the initial staffing of the organization should be carefully considered. It may be prudent to hire an experienced non-profit manager with demonstrated fundraising prowess in the near-term to oversee the capital campaign and begin laying the groundwork for the partnerships and other fundraising work that will need to be done to support operations. Camoin Associates researched the average salary for such a professional and it is approximately $50,000 to $70,000 per year, depending on experience.

IMPACT ON LOCAL BUSINESS COMMUNITY

In addition to the market research and feasibility analysis for the Central Adirondack Laboratory for Environmental Studies (CALES), interviews were conducted with local business owners to begin to formulate an understanding of how CALES might support the local business community through its programming. Interviewees were asked to comment on their interest in eventually teaming with CALES in eco-tourism to provide outdoor educational activities to visitors to the Old Forge area. The intention of these interviews was to gauge the interest of the local business community in this opportunity and gain an understanding of how these partnerships might be developed. It is important to note that these interviews were conducted to capture qualitative information; they are not intended to represent a statistically viable sample or cross-section of the community.

A summer intern with the Central Adirondack Arts and Sciences Advocacy Committee contacted the local businesses in July of 2010. The following individuals were interviewed:

• Gary Staab, Adirondack River Outfitters • Steve Uzdavinis, McCauley Mountain Ski Center • John Nemjo, Mountainman Outdoor Supply • Larry Feathers, Old Forge Sport Tours • Ted Christadaro, Pedals and Petals • Doug Smith, Smith Marine • Scott Locorini, Whitewater Challengers

The types of businesses interviewed all support the outdoor recreational industry in Old Forge. Some provide guided excursions while others rent and sell equipment for hiking, climbing, biking, rafting, skiing, snowmobiling, etc. About half of the businesses interviewed are seasonal businesses, open only during the summer months. For the most part, the market for these businesses consists of tourists to the Old Forge region, with most customers coming from outside the region. All of the businesses interviewed expressed interest in the opportunity to collaborate with the CALES facility. Interviewees stated that a partnership with CALES would have a positive impact on their business, as they would be able to offer their customers an additional service while also potentially attracting a wider customer base.

On a scale of 1-5, with 5 being the most interested and 1 being the least interested, businesses rated their existing customers interested in guided trips around 3.5. As most of their customers are on vacation to relax, some of the interviewees suggested low impact physical activities such as nature walks and guided hikes. Others suggested that having a guide come along on existing excursions such as biking, skiing, snowmobiling, or kayaking might be an attractive trip for their customers. Specific educational topics were also suggested, including fly-fishing, wilderness first aid, and camping instruction.

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Weekends are the best time to offer guided trips, with most businesses preferring customers to schedule trips at least a week in advance (preferably 2-3 weeks). Group sizes will depend on the type of excursion, with rafts generally holding 8-12 people but other types of activities being able to accommodate up to 40. Currently, the duration of trips offered range from just a few hours up to two weeks. Most of the businesses would not require additional equipment to partner with CALES, other than maybe in a few cases where additional equipment for the guide would be necessary. Interviewees estimated that customers would be willing to pay an additional $20-$35 (on top of the current rate for a trip) to have a guided experience.

Those interviewed feel that Old Forge is not currently meeting its eco-tourism potential and the CALES facility would help the business community tap into this industry. Several methods of advertisement for naturalist guided tours were suggested, including websites, brochures displayed at businesses, posters at large events such as Adirondack Paddlefest, and radio advertisements.

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Appendix I: CALES 5-Year Pro Forma

CALES

CALES Five Year Pro Forma

Year 1 Year 2 Year 3 Year 4 Year 5 Housing $4,480 $9,190 $12,030 $14,410 $17,250 Lab Use $1,330 $2,277 $2,904 $3,615 $4,709 Office Use $27 $115 $137 $196 $295 Storage $80 $331 $412 $579 $854 Meeting Space $3,600 $4,500 $6,000 $7,200 $7,200 K-12 Field Trips $825 $825 $825 $825 $825 Arts Center Users (lodging)* $5,550 $5,550 $5,550 $5,550 $5,550 College Courses (class & lodging)* $15,000 $15,000 $15,000 $15,000 $15,000 Total Earned Revenue $30,892 $37,788 $42,857 $47,375 $51,683

Year 1 Year 2 Year 3 Year 4 Year 5 Employee Wages $70,008 $70,008 $70,008 $112,008 $112,008 Lease $30,000 $30,000 $30,000 $30,000 $30,000 Utilities $18,000 $18,000 $18,360 $18,727 $19,800 Liability Insurance $12,000 $12,000 $12,240 $12,485 $13,200 Sewer $996 $996 $1,016 $1,036 $1,096 Water Usage $600 $600 $612 $624 $660 Water Tax $528 $528 $539 $549 $581 Total Expenses $132,132 $132,132 $132,775 $175,429 $177,345

Annual Fundraising Goal $101,240 $94,344 $89,918 $128,054 $125,662

*Camoin Associates did not research or modify the assumptions behind these revenue projections.

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Business Plan Appendix I - Page 1 ‘CALES Market Feasibility Report’, October 2010

CALES

CALES Revenue Summary

Year 1 Year 2 Year 3 Year 4 Year 5

Housing $4,480 $9,190 $12,030 $14,410 $17,250 College Class Field Trips $3,600 $4,320 $5,400 $6,120 $7,200 Research - Short Stay $400 $960 $2,320 $2,720 $2,720 Researchers - Extended Stay $480 $3,910 $4,310 $5,570 $7,330

Lab Use $1,330 $2,277 $2,904 $3,615 $4,709 College Class Field Trips $1,080 $1,296 $1,620 $1,836 $2,160 Research - Short Stay $40 $88 $216 $256 $256 Researchers - Extended Stay $210 $893 $1,068 $1,523 $2,293

Office Use $27 $115 $137 $196 $295

Storage $80 $331 $412 $579 $854 Research - Short Stay $5 $13 $30 $36 $36 Researchers - Extended Stay $75 $319 $381 $544 $819

K-12 Field Trips $825 $825 $825 $825 $825

Meeting Space $3,600 $4,500 $6,000 $7,200 $7,200

Business Plan Appendix I - Page 2

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CALES

CALES Fee Schedule

Daily Rate Weekly Rate Overnight Facilities Dorm Room $10 $40 Double Room $40 $150

Lab Use $10 $35

Office Use $5 $15

Storage Rental Lab Storage $3 $5 Dry Storage $3 $5

Field Trips Self Guided $2 Expert Guided $5

Meeting Space Rental (group) $300

College Class Field Trips

Data & Assumptions Total Potential Market 300 Average Class Size* 12 Trips per Year per College 1

% Used Fee Overnight Facilities 100% $10 Lab Use 30% $10

Market Capture Year 1 Year 2 Year 3 Year 4 Year 5 Market Capture Rate 10% 12% 15% 17% 20% Total Annual College Field Trip Groups 30 36 45 51 60 Total Annual College Field Trip Visitors 360 432 540 612 720

Users Year 1 Year 2 Year 3 Year 4 Year 5 Overnight Facilities 360 432 540 612 720 Lab Use ** 108 130 162 184 216

Revenue Year 1 Year 2 Year 3 Year 4 Year 5 Overnight Facilities $3,600 $4,320 $5,400 $6,120 $7,200 Lab Use $1,080 $1,296 $1,620 $1,836 $2,160

Total Earned Revenue $4,680 $5,616 $7,020 $7,956 $9,360

* Includes Instructors and students.

Appendix I - Page 3

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Appendix I - Page 4 ‘CALES Market Feasibility Report’, October 2010

Researchers - Short Stays

Data and Assumptions Academic Professional Researchers Researchers Averge Group Size 42 Nights Stayed per Visit 22

% Use Daily Rate Overnight Facilities Dorm Room 80% 0% $10 Double Room 20% 100% $40 Lab Use 10% 20% $10 Storage Lab Storage 10% 20% $3 Dry Storage 25% 50% $3

Annual Group Visits * Year 1 Year 2 Year 3 Year 4 Year 5 Academic Research Groups 5102530 30 Professional Research Groups 01222

Nights Stayed Year 1 Year 2 Year 3 Year 4 Year 5 Academic Researchers 40 80 200 240 240 Professional Researchers 04888 Total 40 84 208 248 248

Users Year 1 Year 2 Year 3 Year 4 Year 5 Overnight Facilities Dorm Room 40 80 200 240 240 Double Room 04888 Lab Use 4 9 22 26 26 Storage** Lab Storage 11333 Dry Storage 13799

Revenue Year 1 Year 2 Year 3 Year 4 Year 5 Overnight Facilities Dorm Room $400 $800 $2,000 $2,400 $2,400 Double Room $0 $160 $320 $320 $320 Lab Use $40 $88 $216 $256 $256 Storage Lab Storage $2 $4 $9 $10 $10 Dry Storage $4 $9 $22 $26 $26

Total Earned Revenue $445 $1,061 $2,566 $3,012 $3,012

* Accounts for single goups that will visit more than once throughout the year. ** Assumes one storage unit per group.

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Researchers - Extended Stays

Data & Assumptions % Used Fee Overnight Facilities Dorm Room (Students) $40 Double Room (Professionals) $150 Lab Use 50% $35 Office Use 15% $15 Storage Lab Storage 50% $5 Dry Storage 75% $5

Number of Researchers Year 1 Year 2 Year 3 Year 4 Year 5 Summer Academic 12246 Semester Academic 01224 Summer Staff Person 01111 Professional Researchers 01122

Weeks Stayed Per Capita Year 1 Year 2 Year 3 Year 4 Year 5 Summer Students 12 12 24 24 48 72 Semester Grad Student 10 010202040 Summer Staff Person 15 015151515 Professional Researchers 2 02244 Total 12 51 61 87 131

Users Year 1 Year 2 Year 3 Year 4 Year 5 Overnight Facilities Dorm Room 12 34 44 68 112 Double Room 017171919 Lab Use 6 26 31 44 66 Office Use 2 8 9 13 20 Storage Lab Storage 626314466 Dry Storage 938466598

Revenue Year 1 Year 2 Year 3 Year 4 Year 5 Overnight Facilities Dorm Room $480 $1,360 $1,760 $2,720 $4,480 Double Room $0 $2,550 $2,550 $2,850 $2,850 Lab Use $210 $893 $1,068 $1,523 $2,293 Office Use $27 $115 $137 $196 $295 Storage Lab Storage $30 $128 $153 $218 $328 Dry Storage $45 $191 $229 $326 $491

Total Earned Revenue $792 $5,236 $5,896 $7,832 $10,736

Appendix I - Page 6

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School Group Field Trips

Data & Assumptions Average Group Size* 20

Field Trips % Use Fee Self Guided 75% $2 Expert Guided 25% $5

Annual Visitation Year 1 Year 2 Year 3 Year 4 Year 5 Number of Groups 15 15 15 15 15 Total K-12 Field Trip Visitors 300 300 300 300 300

Users Year 1 Year 2 Year 3 Year 4 Year 5 Field Trips Self Guided 225 225 225 225 225 Expert Guided 75 75 75 75 75

Revenue Year 1 Year 2 Year 3 Year 4 Year 5 Field Trips Self Guided $450 $450 $450 $450 $450 Expert Guided $375 $375 $375 $375 $375

Total Earned Revenue $825 $825 $825 $825 $825

* Includes students, teachers, and chaperones.

Meeting Space Rental

Rental Fee $300

Year 1 Year 2 Year 3 Year 4 Year 5 Meetings Per Year 12 15 20 24 24

Total Revenue $3,600 $4,500 $6,000 $7,200 $7,200

Appendix I - Page 7

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Appendix I - Page 8 ‘CALES Market Feasibility Report’, October 2010

Researchers/Professors Interviewed – CALES Market Research 1. Dan Spada, Adirondack Park Agency 2. Dr. Chad Dawson, SUNY ESF 3. Dr. Clifford Kraft, Cornell University 4. Dr. Tim Sullivan E&S Environmental Chemistry, Inc. 5. Karen Roy, Adirondack Lakes Survey Corporation 6. Frank Flack, DEC Region 6 Fish Manager 7. Dr. Randy Fuller, Colgate University 8. Jed Dukett, Adirondack Lakes Survey Corporation 9. Dr. Tim Fahey, Cornell University 10. Doug Stang, DEC Fisheries 11. Dr. Robert Daniels, NY Natural History Museum 12. Doug Burns, US Geological Survey 13. Charlotte Demers, Adirondack Ecological Center at Huntington Forest 14. John Rayburn, SUNY New Paltz 15. Sharon L. Kanfoush, Utica College 16. Kyle Nichols, Skidmore College 17. Mark Blumler, SUNY Binghamton 18. David Franzi, SUNY Plattsburgh

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Exploration of an Eco Center for the Town of Webb

NOTE: This summary is for discussion purposes only. It is an initial list of ideas based on the research conducted to date. Modifications will be made based on Committee input.

Approach and Initial Summary of Initial Findings

Elan Planning, Design, Landscape Architecture, PLLC was contracted to provide planning/economic development services to research the viability of an Eco Center in the hamlet of Old Forge, NY. The purpose of this research was to identify a concept for a multi-purpose center that would advance the development of the CALES facility and promote sustainable economic development in the Town of Webb and the hamlet of Old Forge.

In order to determine what the CALES Center could be, an inventory and analysis of existing resources was created. The consultant team researched and mapped key existing educational, cultural and science-related resources available within the Adirondack Park. Resources included museums/attractions, visitor centers, environmental/education centers, trails and byways and tourist rail lines. (See Figure 1: Existing Eco Resources Map).

Next, the team conducted a needs assessment to identify the programming/services being offered by these existing resources and identify any service gaps. Based on the team’s research, it was determined that the Adirondack Park is well served by existing environmental research centers, visitor center and attractions. (See Figure 2: Key Existing Eco Resources Matrix)

Finally, the team examined natural and cultural resources available within Old Forge and the Town of Webb. These resources, coupled with the community’s strategic location as the western gateway to the Adirondack Park, present an opportunity to develop a Center that provides a unique experience by integrating science, wellness, and art in a manner that connects people to the environment.

To build on the existing assets within Old Forge, the Town of Webb, and the Adirondack Park and create a unique visitor experience, it is suggested that the CALES Center incorporate the following elements: Cultural, Wellness, Science and Recreation. A table identifying potential elements and successful models is provided below. While there may be other elements, this table provides a starting point for discussion. For the elements identified, a model example was included that most closely matched the concept.

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Potential Elements of the CALES Center

Cultural Wellness Science* Recreation

Writing, poetry Yoga, meditation, Tai Plant ecology Road and mountain Chi, Pilates biking

Painting, pottery, Massage, healing body Restoration ecology Hiking with traditional Adirondack arts, treatments interpretive signage visual arts

Sculpture Nutrition Conservation planning Canoeing, kayaking

Adirondack-inspired Education Bird watching Cross-country skiing, architecture (Big Moose snowshoeing Community Chapel, an excellent example of Covey architecture, a popular early Adirondack style)

Existing Models

• Yaddo Gardens, • Canyon Ranch, • Archbold Research Saratoga Springs, NY Lenox, MA Center, Venus, FL • Storm King Art Center, • Kripalu Center for New Windsor, NY Yoga and Health, Stockbrigde, MA *In partnership with Adirondack Ecology Center and Potato Hill Farms Outdoor Education Center

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Potential Programming Components

Based on the research and gap analysis, the following is an initial summary of programming elements that could potentially be included in the proposed CALES facility.

Art

There are opportunities to partner with The View Arts Center to create an additional outlet for local artisans. This could include a small-scale outdoor sculpture garden. The garden could be modeled after the Storm King Arts Center located in the Hudson Valley, and would provide a connection between the arts and nature.

The CALES Center could also include exhibit space within the building to promote the work of local artisans. An opportunity may also exist to create an outdoor ‘painting studio’ for real-time demonstrations.

Eco-Trail/Visitors Center

As discussed, the research identified multiple environmental research centers, visitors’ centers, and attractions. With this in mind, there may be an opportunity to create a gateway visitors center in Old Forge that would connect these resources via an ‘Eco-Trail’. The primary linkage for the Eco-Trail can be the multiple Scenic Byways found throughout the Adirondacks.

Old Forge, located along Route 28 and the Central Adirondack Trail (a designated Scenic Byway), is the main western entry point into the Adirondacks. From the Central Adirondack Trail, visitors will intersect with four additional byways and can further connect to another five byways within the Adirondacks. The nine byways located in the Adirondacks include:

1. Central Adirondack Trail 2. Adirondack Trail 3. Blue Ridge Road 4. Dude Ranch Trail 5. High Peaks Byway 6. Lake to Locks Passage 7. Olympic Trail 8. Roosevelt-Marcy Trail 9. Southern Adirondack Trail

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To help promote the idea of the Eco Trail, a colorful brochure could be created in partnership with he identified facilities. The brochure should provide a brief summary of the educational facilities and attractions as identified in this report.

Outdoor Recreation

There are over 20 miles of trail opportunities within Old Forge and surrounding communities. Below are some of the more popular trails in the area.

1. McCauley Mountain Hiking Trails - McCauley Mountains has two hiking trails available. Trail A is an expert hiking trail and about 5.2 miles long. On this trip you will see , Perry's Pond and of course McCauley. Trail B is a shorter hike lasting about 3.5 miles. It is an intermediate trail that takes you towards Maple Ridge and passes by Gray Lake before getting back to McCauley.

2. Rondaxe Mountain (aka Trail) - A one-mile hike with a few steep sections that will lead you to a beautiful view of the Fulton Chain of Lakes.

3. Bubb Lake & Sis Lake- During this 2.3 mile hike you will see all the beauty that these two lakes have to offer.

4. Moss Lake - This 2.5 mile loop is relatively level and offers camping, swimming, canoeing, hiking and fishing.

5. Cascade Lake - Hike 4.6 miles to Cascade Lake and on the way run into a beautiful waterfall. Feel free to camp, fish, canoe or swim.

In addition, Old Forge is known as the “Snowmobile Capital of the East.” With that, the area is able to offer year-round trail activities with hundreds of miles of maintained and groomed snowmobile trails. Recently the snowmobile trails have been opened in the summer to hikers and mountain bikers.

NOTE: More detailed trail information will be provided when the NY Interactive Web Map and Trip Planner is updated and back on line. http://www.nyrecwebmap.com/

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Commercial Space

Based on the research and analysis performed by Camoin Associates, the concept of developing the Central Adirondack Laboratory for Environmental Studies (CALES) solely as a regional center for research, education and eco-tourism in the Central Adirondacks is not financially sustainable. To offset overhead and operating costs, it is recommended that the CALES Center include leasable commercial space. Tenants of the Center could include yoga studios, outdoor recreation specialists (bike rental and repair) and artist galleries, all of which would support the overall vision of the center.

Wellness Center

One element that would allow the CALES Center to stand apart from other existing eco-resources in the Adirondack Park would be the inclusion of a Wellness Center. The Wellness Center could provide community residents, visiting researchers and tourists with access to nutrition programs, yoga and fitness classes, and guided tours on the Town of Webb’s existing trail system.

CALES Laboratory

A small scale environmental research laboratory could be included in the programming options for the Center. To ensure financial stability, CALES could implement a model similar to the one used by Yaddo in Saratoga Springs. Yaddo is, “an artist retreat that is designed to nurture the creative process by providing artist with an opportunity to work without interruption in a supportive environment.” Artists must apply for residency to the program.

CALES could develop and implement a similar process that would require visiting researchers to apply to work at the CALES Center, and secure funding to cover their residency.

5

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Exploration of an Eco Center for the Town of Webb

DRAFT

Approach and Initial Summary of Initial Findings

Elan Planning, Design, Landscape Architecture, PLLC was contracted to provide planning/economic development services to research the viability of an Eco Center in the hamlet of Old Forge, NY. The purpose of this research was to identify a concept for a multi-purpose center that would advance the development of the CALES facility and promote sustainable economic development in the Town of Webb and the hamlet of Old Forge.

In order to determine what the CALES Center could be, an inventory and analysis of existing eco- resources (resources that have a connection to the natural environment) was created. The consultant team researched and mapped key existing educational, cultural and science-related resources available within the Adirondack Park. Resources included museums/attractions, visitor centers, environmental/education centers, trails and byways and tourist rail lines. (See Figure 1: Existing Eco Resources Map).

Next, the team conducted a needs assessment to identify the programming/services being offered by these existing resources and identify any service gaps. Based on the team’s research, it was determined that the Adirondack Park is well served by existing environmental research centers, visitor center and attractions. (See Figure 2: Key Existing Eco Resources Matrix)

Finally, the team examined natural and cultural resources available within Old Forge and the Town of Webb. These resources, coupled with the community’s strategic location as the western gateway to the Adirondack Park, present an opportunity to develop a Center that provides a unique experience by integrating science, wellness, and art in a manner that connects people to the environment.

To build on the existing assets within Old Forge, the Town of Webb, and the Adirondack Park and create a unique visitor experience, it is suggested that the CALES Center incorporate the following elements: Cultural, Wellness, Science and Recreation. A table identifying potential elements and successful models is provided below. While there may be other elements, this table provides a starting point for discussion. For the elements identified, a model example was included that most closely matched the concept.

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Table 1: Potential Elements of the CALES Center

Science*/ Recreation/ Cultural Wellness Education Eco-Tourism Writing, poetry Yoga, meditation, Tai Plant ecology Road and mountain Chi, Pilates biking; Hiking with interpretive signage

Painting, pottery, Massage, healing Restoration ecology Canoeing, kayaking traditional Adirondack body treatments arts, visual arts

Sculpture Nutrition Conservation Cross-country skiing, planning snowshoeing

Adirondack-inspired Education Ornithology and Bird and animal architecture (Big Moose wildlife studies watching Community Chapel, an excellent example of Covey architecture, a popular early Adirondack style)

*In partnership with Adirondack Ecology Center and Potato Hill Farms Outdoor Education Center

Table 2: Existing Eco Resources in the Adirondack Park

Science/ Recreation/ Cultural Wellness Education Eco-Tourism View Arts Center, X Old Forge, NY Great Camp Sagamore,

Raquette Lake, NY X Adirondack Museum, X Blue Mountain Lake, NY X

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Table 2: Existing Eco Resources in the Adirondack Park (continued)

Science/ Recreation/ Cultural Wellness Education Eco-Tourism Tannery Pond Community Center, X X North Creek, NY Adirondack Visitor Interpretive Center, X X Newcomb, NY Paul Smith’s College Visitor Interpretive Center, X X X Paul Smith, NY Black River Outdoor Education Program, X X Booneville, NY Adirondack Ecological Center (AEC), X Newcomb, NY The W!ld Center, X Tupper Lake, NY X NYS DEC Environmental Education Camp – Pack X X Forest, Warrensburg, NY Darrin Fresh Water Institute, X Bolton Landing, NY Adirondack Folk School, X Lake Luzerne, NY X Cranberry Lake Biological Field Station, X X Syracuse, NY ESF Ranger School, X Wanakena, NY

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Table 3: Models for a CALES Eco Center

Science/ Recreation/ Cultural Wellness Education Eco-Tourism Yaddo Gardens, X Saratoga Springs, NY Storm King Art Center, New

Windsor, NY X Canyon Ranch, X X Lenox, MA Kripalu Center for Yoga and Health, X Stockbridge, MA Archbold Research Center, X Venus, FL Hudson Crossing Park, X X Schuylerville, NY Alley Pond Environmental Center, X X Douglaston, NY The Schuylkill Center for Environmental Education, X Philadelphia, PA Manitoga/The Russell Design Center, X X Garrison, NY Glynwood, X X X Cold Spring, NY Riverbend Environmental Education Center, X X Gladwyne, PA

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Potential Programming Components

An inventory and analysis of eco-resources in the Adirondack Park was conducted to identify existing assets and analyze potential programming gaps. The research revealed that the study area is well served by facilities that provide cultural, environmental education and recreation programming, and that these assets are connected through a series of existing byways and scenic railroads.

This analysis also identified the potential to connect these existing resources through the creation of an “Eco-Trail.” Recent trends in tourism have identified trail development (wine trails, music trails, artisan trails, etc.) as a way to generate tourism and economic development by focusing on an area’s unique natural resources and heritage. An “Eco-Trail” could build on the authenticity of the Adirondack Park by connecting the area’s existing assets (cultural, education, recreation and wellness) that link people to nature.

Old Forge’s strategic location at the western edge of the Adirondack Park provides the community with an opportunity to establish itself as the “western gateway” to the Eco-Trail. The CALES Center could provide a unique experience for residents and visitors by integrating environmental education, nature and art in a manner that connects people to the environment. The following is a summary of programming elements that could be included in the proposed CALES facility.

Arts and Culture

The View Arts Center located in Old Forge is recognized as a local leader in artistic, theatrical and educational programming for visitors of all ages. There are opportunities to partner with The View to create an additional outlet for local artisans. This could include a small-scale outdoor sculpture garden modeled after the Storm King Arts Center located in the Hudson Valley that provides a connection between the arts and nature.

The CALES Center could also include exhibit space within the building to promote the work of local artisans. An opportunity may also exist to create an outdoor ‘painting studio’ for real-time demonstrations.

Visitors Center/Western Gateway to Eco Trail

As discussed, the project team’s research identified multiple environmental education and research centers, visitors’ centers, and attractions located within a 2-hour drive of Old Forge. With this in mind, there is an opportunity to build on these resources and create an “Eco-Trail” that celebrates the Adirondack Park’s ability to connect people with nature.

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An opportunity exists to create a gateway visitors center in Old Forge that could provide marketing information about the resources located along the ‘Eco-Trail’. To help promote the idea of the Eco Trail, a colorful brochure could be created in partnership with the identified facilities. The brochure should provide a brief summary of the resources identified in this report and suggested day trip itineraries. The Eco-Trail could be easily access via the multiple Scenic Byways and rail lines found throughout the Adirondacks.

Old Forge, located along Route 28 and the Central Adirondack Trail (a designated Scenic Byway), is the main western entry point into the Adirondacks. From the Central Adirondack Trail, visitors will intersect with four additional byways and can further connect to another five byways within the Adirondacks. The nine byways located in the Adirondacks include:

1. Central Adirondack Trail 2. Adirondack Trail 3. Blue Ridge Road 4. Dude Ranch Trail 5. High Peaks Byway 6. Lake to Locks Passage 7. Olympic Trail 8. Roosevelt-Marcy Trail 9. Southern Adirondack Trail

In addition to the byways, the Adirondack Park is connected via two tourist railways: the Adirondack Scenic Railroad and the Saratoga and North Creek Railroad. The Adirondack Scenic Railroad, which runs between Utica and Lake Placid, includes a stop at the Thendara Station near Old Forge. The Saratoga and North Creek Railroad (formerly known as the Upper Hudson River Railroad) is a heritage railway operating between on between Saratoga Springs and North Creek. The line connects to a national network in the City of Saratoga Springs.

Outdoor Recreation

There are miles of trail opportunities within Old Forge and surrounding communities. Below are some of the more popular trails in the area.

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1. McCauley Mountain Hiking Trails - McCauley Mountains has two hiking trails available. Trail A is an expert hiking trail and about 5.2 miles long. On this trip you will see Little Moose Mountain, Perry's Pond and of course McCauley. Trail B is a shorter hike lasting about 3.5 miles. It is an intermediate trail that takes you towards Maple Ridge and passes by Gray Lake before getting back to McCauley.

2. Rondaxe Mountain (aka Bald Mountain Trail) - A one-mile hike with a few steep sections that will lead you to a beautiful view of the Fulton Chain of Lakes.

3. Bubb Lake & Sis Lake- During this 2.3 mile hike you will see all the beauty that these two lakes have to offer.

4. Moss Lake - This 2.5 mile loop is relatively level and offers camping, swimming, canoeing, hiking and fishing.

5. Cascade Lake - Hike 4.6 miles to Cascade Lake and on the way run into a beautiful waterfall. Feel free to camp, fish, canoe or swim.

6. Northern Forest Canoe Trail – The Northern Forest Canoe Trail is a 740-mile paddling route that connects the waterways of New York, Vermont, Quebec, New Hampshire and Maine.

7. Adirondack Canoe Classic (also known as the 90 Miler) – An annual three-day canoe race that runs from Old Forge to Saranac Lake. The event is limited to 250 boats and follows the “original highways of the Adirondacks.”

8. Fulton Chain Lakes – A string of eight lakes located in the Adirondack Park that begins near Old Forge and ends near Raquette Lake provides flat water paddling opportunities.

9. Moose River – Old Forge is located near the North and Middle branches of the Moose River, and provides a variety of opportunities for visitors ranging from tubing and paddling to white water rafting.

In addition, Old Forge is known as the “Snowmobile Capital of the East.” With that, the area is able to offer year-round trail activities with hundreds of miles of maintained and groomed snowmobile trails. Recently the snowmobile trails have been opened in the summer to hikers and mountain bikers.

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Commercial Space

Based on the research and analysis performed by Camoin Associates, the concept of developing the Central Adirondack Laboratory for Environmental Studies (CALES) solely as a regional center for research, education and eco-tourism in the Central Adirondacks is not financially sustainable. To offset overhead and operating costs, it is recommended that the CALES Center include leasable commercial space. Tenants of the Center could include yoga studios, outdoor recreation specialists (bike rental and repair) and artist galleries, all of which would support the overall vision of the center.

Wellness Center

One element that would allow the CALES Center to stand apart from other existing eco-resources in the Adirondack Park would be the inclusion of a Wellness Center. The Wellness Center could provide community residents, visiting researchers and tourists with access to nutrition programs, yoga and fitness classes, and guided tours on the Town of Webb’s existing trail system.

CALES Laboratory

A small scale environmental research laboratory could be included in the programming options for the Center. To ensure financial stability, CALES could implement a model similar to the one used by Yaddo in Saratoga Springs. Yaddo is “an artist retreat that is designed to nurture the creative process by providing artist with an opportunity to work without interruption in a supportive environment.” Artists must apply for residency to the program.

CALES could develop and implement a similar process that would require visiting researchers to apply to work at the CALES Center, and secure funding to cover their residency.

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Conclusion/Next Steps

Aristotle once said, “The whole is greater than the sum of its parts.” Based on the research conducted as part of this study, an opportunity was identified to create an “Eco-Trail” that would physically and programmatically link the existing environmental assets located within the Adirondack Park, thereby creating a tourism destination that is greater than the sum of its parts.

Establishment of the Eco-Trail would also provide Old Forge with an opportunity to advances the CALES facility and promote sustainable economic development in the Town of Webb. The proposed facility could serve as the western gateway to the Eco-Trail, providing residents and visitors with marketing information and access to exhibits from partner organizations. In addition to serving as an information center, the facility could develop a wellness center that would provide a unique experience by integrating science, nature and art in a manner that connects people to the environment.

To advance the CALES facility concept, it is recommended that the following action steps be taken:

1. Convene Meeting to Discuss Eco-Trail Concept – The CALES Committee should convene a meeting with representatives from each of the Adirondack Park environmental resources identified in this study to discuss the development, funding and implementation of an Eco-Trail in the Adirondack Park.

2. Establish Cooperative Partnerships with Existing Eco-Resources – An overlap in programming exists between many of the existing assets. Cooperative partnerships should be established among the existing assets. Partnerships could take on a variety of forms including: a. Research Partnerships – including shared educational programming, presentations b. Outpost Partnerships – physical displays shared by other environmental facilities, shared indoor and outdoor exhibit space c. Virtual Partnerships – Virtual media displays (for example: a live link to the river otter exhibit at the W!lds Center)

3. Market and Cross-Promote Eco-Trail - Tourism is a highly competitive industry. For the Eco- Trail to be successful, member organizations will have to work together to coordinate the cross promotion of events, promotions in the media, and development of a website and marketing brochure.

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Central Adirondack Arts and Sciences Advocacy, Inc. PO Box 516 Old Forge, New York 13420

Draft Business Plan

Central Adirondack Laboratory for Environmental Studies (CALES)

“This report was prepared for the New York State Department of State with funds provided under Title 11 of the Environmental Protection Fund.”

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Draft Business Plan for Central Adirondack Laboratory for Environmental Studies

Developed by CAASA Board and Upstate Institute , Colgate University (Ryan Streams, 2008 summer intern)

Contents 1. Executive Summary ...... 4

2. Company Information ...... 5

2.1 The CALES Vision ...... 5

2.1.1 Growth Strategy ...... 5

2.2 Overview of CALES ...... 5

2.2.1 History ...... 5

2.2.2 What CALES Offers ...... 6

2.3 CALES Board of Trustees ...... 7

3. Services ...... 9

3.1 Accommodations ...... 9

3.1.1 Residential Areas ...... 9

3.1.2 Laboratory Areas ...... 9

3.1.3 Office and Workspace ...... 10

3.2 Educational Opportunities ...... 13

3.2.1 Ecotourism ...... 13

3.2.2 Planned Activities ...... 13

4. Market Analysis ...... 14

4.1 Similar Projects ...... 14

4.1.1 Adirondack Ecological Center ...... 14

4.1.2 Yellowstone Ecological Research Center ...... 15

4.1.3 Archbold Biology Station ...... 15

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5. Marketing Plan ...... 16

5.1 Website ...... 16

5.2 Targeted Campaigns ...... 16

5.2.1 Presentations to Local Organizations ...... 16

5.2.2 Direct Mail Campaign ...... 16

5.3 General Campaigns ...... 17

6. Financial Projections ...... 18

Initial costs ...... 18

Recurring costs ...... 18

Sources of income ...... 18

7. Use of Funds ...... 30

7.1 Development ...... 30

7.2 Renovation ...... 30

7.3 Expansion of Services ...... 30

8. Management and Personnel ...... 30

8.1 Executive Director ...... 30

8.2 Administrative and Operations Personnel ...... 30

8.3 Maintenance Staff ...... 31

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1. Executive Summary

The Central Adirondack Laboratory for Environmental Studies, or CALES, is a field station and environmental education facility located within the Adirondack State Park in the hamlet of Old Forge, New York. The Central Adirondack Arts and Sciences Advocacy Committee [501(C)3] created the Central Adirondack Laboratory for Environmental Studies to provide research and educational opportunities to visitors at an affordable rate. Its mission is to foster research, education and exposition that facilitate informed stewardship and appreciation of the Adirondack Mountain region.

The Central Adirondack region within a 50 mile radius of Old Forge, NY, is one of the most studied and important geographic locations in the world for acid precipitation research and long-term monitoring by academic institutions, government agencies, and non-governmental organizations. The CALES facility will enable researchers to conduct important scientific studies of acid precipitation, climate change, watershed development, and invasive animals and plants in the Central Adirondacks region from a central location with up-to-date laboratories. These studies will touch on environmentally relevant issues with implications for local residents and businesses, but many will have effects that reach beyond the borders of our local communities.

Research will cover important issues on both a local and national agenda, ranging from acid and mercury deposition, to climate change, to invasive species. These studies will have implications for regional economics and development and will be essential in providing data for formulation of both state and national environmental policies.

No comparable facility exists within the Central Adirondack region. Currently, researchers choosing to conduct studies in the Central Adirondacks establish temporary housing and makeshift laboratories in rented homes that are generally costly, unsterile, sometimes isolated or inaccessible, and do not always meet zoning or minimal safety needs. CALES will house scientists and student groups at reasonable cost and provide real laboratory facilities with year- round access.

CALES will charge usage fees for all guests, and the remainder of operational costs will be covered through grants, member donations, and an endowment fund. CALES will offer housing for up to 30 guests in short-term accommodations, as well as housing options for 10 researchers conducting long-term studies in the region. The current estimate for the cost of the entire project is $1,375,000: $1.25 million designated for construction costs, $125,000 earmarked for initial development funds.

Field stations like the CALES site in Old Forge have been proven successes around the country. Many field stations in the Mountain West and southeastern United States have been facilitating groundbreaking studies for years. CALES will take this model a step further. Through its educational programs, CALES will be able to connect people from all walks of life to the Adirondack environment. CALES expects these connections will encourage public awareness and commitment to the rich natural resources of the Adirondacks. The CALES project will serve as a model for similar sites in other environmentally rich areas of our country.

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2. Company Information

2.1 The CALES Vision The Central Adirondacks Laboratory for Environmental Studies, or CALES, aims to simplify the way researchers conduct studies in the Adirondacks and increase the public’s connection to the natural world through education and enrichment programs.

2.1.1 Growth Strategy Establish the CALES facility in accordance with sustainable growth principles that serves the community by  Adapting the existing Arts Guild of Old Forge building into a thriving laboratory by incorporating green technology  Furthering knowledge of the Adirondack environment through the arts and sciences  Encouraging collaboration within the scientific community conducting research in the Central Adirondacks  Extending information to the public in the most effective ways possible and connecting people to nature  Expanding the local economy through ecotourism and other tourism-related expenditures  Establishing a partnership with local businesses to provide the highest standards of services to CALES guests

2.2 Overview of CALES

2.2.1 History The need for a facility like CALES in Old Forge has been evident for years. The 2002 Town of Webb Master Plan identified key aspects to the long-term economic future of the region, and recommended ways to expand the local economy in accordance with its predicted future needs.

The Town of Webb has identified tourism as the region’s greatest economic asset. The natural beauty of the Adirondacks is closely linked to tourism, and the Town of Webb went on to identify several threats to the local environment. Among these were acid and mercury deposition, invasive species, and water safety on area lakes, ponds and rivers. Later in the report, the Town of Webb identified the need for a nature and cultural interpretation center, which would serve to promote environmental stewardship through tourism.

Historically, however, the Adirondacks have been managed under a fragmented leadership structure. Many municipalities and organizations have control over different discreet areas of interest within the park. Collaboration among these authorities has been difficult, and has resulted in a lack of coordination of effort in many ventures. Scientific research in the

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2. Company Information

2.1 The CALES Vision The Central Adirondacks Laboratory for Environmental Studies, or CALES, aims to simplify the way researchers conduct studies in the Adirondacks and increase the public’s connection to the natural world through education and enrichment programs.

2.1.1 Growth Strategy Establish the CALES facility in accordance with sustainable growth principles that serves the community by  Adapting the existing Arts Guild of Old Forge building into a thriving laboratory by incorporating green technology  Furthering knowledge of the Adirondack environment through the arts and sciences  Encouraging collaboration within the scientific community conducting research in the Central Adirondacks  Extending information to the public in the most effective ways possible and connecting people to nature  Expanding the local economy through ecotourism and other tourism-related expenditures  Establishing a partnership with local businesses to provide the highest standards of services to CALES guests

2.2 Overview of CALES

2.2.1 History The need for a facility like CALES in Old Forge has been evident for years. The 2002 Town of Webb Master Plan identified key aspects to the long-term economic future of the region, and recommended ways to expand the local economy in accordance with its predicted future needs.

The Town of Webb has identified tourism as the region’s greatest economic asset. The natural beauty of the Adirondacks is closely linked to tourism, and the Town of Webb went on to identify several threats to the local environment. Among these were acid and mercury deposition, invasive species, and water safety on area lakes, ponds and rivers. Later in the report, the Town of Webb identified the need for a nature and cultural interpretation center, which would serve to promote environmental stewardship through tourism.

Historically, however, the Adirondacks have been managed under a fragmented leadership structure. Many municipalities and organizations have control over different discreet areas of interest within the park. Collaboration among these authorities has been difficult, and has resulted in a lack of coordination of effort in many ventures. Scientific research in the

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2.3 CALES Board of Trustees The primary personnel involved in the development and implementation of the CALES Project include the CAASA, Inc., Officers and Board of Directors. All CAASA Board members come with unique qualifications, experience, and interests in the Adirondack environment, business plans, and laboratory designs which will facilitate the development of the CALES project. The CAASA Board of Directors recognizes the need for a laboratory to facilitate and enhance environmental research and education in the central Adirondacks.

Daniel Josephson, President [Picture]

 Fishery research biologist (Cornell University)  Field Station Manager for the Cornell University Adirondack Fishery Research Program  30 years of experience conducting aquatic and fisheries research in the Adirondacks

Ronald Smith, Vice President [Picture]

 High school biology teacher (Town of Webb),  PhD candidate SUNY-ESF focused on invasive Eurasian milfoil in Adirondack lakes  Owner of a wilderness guiding and rafting company  30 year resident of the Adirondacks

Susan Webster, Secretary/Treasurer [Picture]

 Retired psychologist at Town of Webb Schools  Active in the Old Forge Arts Center for many years  Long-time resident of Old Forge

Daniel Tickner, Jr., [Picture]

 Local native well traveled canoeist and environmental steward  Runs family owned business of fifty years  Energetic and experienced businessman

Miriam Davis Kashiwa [Picture]

 Webb community activist  Experienced observer of community growth and the need to balance aesthetics with economics  Works to develop recognition to the kinship of the arts and sciences and create a ‘Legacy of Learning’  Over 50 years of experience in the arts and sciences of the Adirondacks

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Robert Wheeler [Picture]

 Retired and year round resident of Old Forge, NY  Director, Fulton Chain of Lakes Association

Barry Baldigo [Picture]

 US Geological Survey Scientist at the Water Science Center; Troy, NY  Experienced field researcher with over 20 years experience in the Adirondacks  Expert on acid deposition and its impacts on biota in Adirondack waters

Gary Lee [Picture]

 Retired NY DEC Forest Ranger, author, photographer  Participant in the Adirondack Loon Study program since inception  Over 40 years of experience in environmental conservation and education efforts in the Adirondacks

Amy Sauer [Picture]

 Former Conservation Scientist, Adirondack Conservation Society Loon Program  Syracuse University PhD candidate focused on mercury impacts on song birds

Deke Morrison {Picture}

 Former airline pilot and business man  Long time resident of Old Forge area

Thomas Vawter {Picture}

 Professor of Biology and Environmental Science at Wells College  Led college student field trips to the Adirondacks for over 30 years  Ecological consultant in watershed management  Long time seasonal resident of Old Forge area

The CAASA, Inc., Board of Directors will work closely with (1) the Town Of Webb Supervisor and Board and (2) the Central Adirondack Partnership for the 21st Century (CAP-21) to effectively develop and implement the CALES project.

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3. Services

3.1 Accommodations

3.1.1 Residential Areas CALES will offer a variety of housing and workspace options to guests. The primary housing option, designed with short-term guests and large groups in mind, will offer two dormitory-style living areas, one each for males and females. Within these quarters, guests will be provided with a bed and a footlocker for personal belongings. Coed bathroom and shower facilities will be available for guests. Another residential option, geared towards researchers conducting extended studies will offer private two-person rooms with workspace and furnishings.

The Laboratory will also feature a common lounge for relaxation and informal discussion. The goal is to create an atmosphere that encourages relationship-building among guests. There has been a lack of communication among the many researchers in the area. The accommodations at CALES will help to change this. Creating an informal setting for scientists, students and other guests to discuss their projects, and other issues they care about will help strengthen the scientific community in the region. This foundation will ultimately pave the way for studies that take advantage of the combined resources of the community.

Establishing this sense of community is essential to the CALES mission. To that end, its residential facilities are designed with community-building goals in mind. An outdoor barbecue area, ideal for summer use, will offer researchers and students alike the opportunity to come together in another social setting. CALES’s location on the waterfront in Old Forge makes it ideally situated for other recreational activities. Future plans for the CALES property include water access to the Fulton Chain of Lakes.

3.1.2 Laboratory Areas As a successful research station, CALES must have adequate laboratory facilities for scientists to conduct their studies. Similarly, in order to provide the most enriching experience possible to students and other visitors, CALES must offer adequate space to facilitate learning. To those ends, CALES will feature two separate laboratories.

The research laboratory will be available for the use of scientists conducting studies in the Old Forge region. In order to safeguard researchers’ equipment and specimens, access to the laboratory will be restricted to authorized personnel only. The research laboratory will contain all the basic materials necessary for most experiments. These will include chemical hoods, a drying oven, bench space, locking cabinet space for researchers to store their own specialized equipment, dry storage, refrigerators, and freezers. CALES will not provide glassware or specialized equipment for experiments. Researchers will be expected to provide their own materials beyond the basic supplies.

The second onsite laboratory will be open to educational groups and other guests seeking basic laboratory space. This laboratory will feature equipment geared towards students on school trips. These groups will have access to field gear in order to offer them a chance to study the

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local environment more closely. Items available will include insect and other nets, basic water monitoring equipment, dissecting microscopes, etc. Donations will be the primary source of funding for the purchase of equipment for the education laboratory.

3.1.3 Office and Workspace Providing adequate workspace will be an essential aspect of what CALES must offer to its guests. To that end, the lab will be equipped with workstations, or “pods”, for researchers to use at their convenience. CALES will provide, broadband internet access, essential office equipment: copiers, printers, fax machines, and telephones.

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Figure 1. Ground floor plans – potential design.

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Figure 2. Second floor plans – potential design.

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3.2 Educational Opportunities

3.2.1 Ecotourism One of the greatest strengths of the CALES project is its location within the Old Forge community. Rather than develop a redundant infrastructure to enhance its guests’ experiences, CALES has elected to make use of the available local expertise and talent. Ecotourism businesses represent an integral part of the Old Forge economy and the partnership between these businesses and CALES will be mutually beneficial. In keeping with its mission of promoting sustainable economic development, CALES supports ecotourism as a way for people to interact with the local environment.

To that end, CALES will work with local ecotourism businesses to organize excursions in the area. This strategy benefits CALES by offering its guests varied, seasonally-appropriate activities that allow for meaningful educational experiences. Similarly, it benefits local businesses by expanding their client base with minimal additional expense.

There is an established market in Old Forge for ecotourism. This has resulted in the creation of a wide variety of businesses in the area – including canoe and kayak trips, hiking, snowshoeing, cross-country skiing, dog sledding, horseback riding, etc. Taking advantage of these diverse activities, CALES can offer its guests a range of exciting learning experiences in the Old Forge area – regardless of season. Guests will have access to locals’ extensive knowledge of the region, providing yet another avenue for learning.

3.2.2 Planned Activities Another important aspect of the CALES experience will be tailored educational programs for its guests. These programs will cover a range of relevant topics and allow guests to explore topics in an in-depth and hands-on setting. Visitors will have the chance to explore topics covered by a series of programmed activities.

Visitors will not be limited to programs designed by CALES staff, but the staff will work with student groups to develop a programs and planned activities that mesh with each group’s educational objectives. This will ensure that students get the most out of their time spent at CALES and will broaden the appeal our facility. CALES will require visitors to submit a plan of study prior to their arrival at the laboratory, so that all educational activities can be planned ahead of time. With advanced notice, the CALES staff can coordinate a program that best suits the group’s needs—either through adapting an existing program, or by developing a unique program for that group. After initial development, CALES will maintain records of these tailored educational plans. These will then be added to CALES’s repertoire of program plans.

Anticipated educational programming will include  Seasonal environmental lecture series  Floating classroom  Guided field trips with staff naturalists  Self-guided field trips developed by staff naturalists

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 College-level and continuing-education classes in affiliation with regional colleges and universities  Scenic Railroad (eco-field trips)  Guiding services (eco-field trips) possible through local businesses: 1. Field trips led by licensed guides 2. Canoe and kayak rentals 3. Saddle/Dog-sled tours 4. Mountain bike rentals

Target audiences include  School groups (middle & high schools)  College groups  Year round residents  Seasonal residents  Tourists

4. Market Analysis

4.1 Similar Projects

4.1.1 Adirondack Ecological Center Currently, there are very few facilities that offer the services CALES will provide. SUNY-ESF Adirondack Ecological Center, located over an hour northwest of Old Forge, offers similar housing accommodations and laboratory space. It features three private residences capable of housing individual families, and six cabins, which can house 30 people on a seasonal basis or 14 individuals year round. It offers a variety of computers, office equipment, and the use of its library to its guests. The AEC also features a general purpose lab with basic equipment. The Adirondack Ecological Center’s affiliation with SUNY-ESF means that the AEC has a different focus in its accommodations from CALES. Its primary purpose is to provide educational opportunities for its students, who use the center throughout the year to conduct their research.

Another key difference that distinguishes the AEC is its Huntington Forest property. Huntington Forest is a 15,000 acre preserve located near the town of Newcomb, NY. The Adirondack Ecological Center maintains control over the property and can manage who conducts experiments on their property and where they may conduct these experiments. Researchers and educational groups are required to submit plans of study to the AEC before their arrival and to have these plans approved. This gives the AEC a degree of control over the research scientists conduct that CALES will never have. Since CALES does not provide a discrete geographic area in which scientists conduct their research, scientists may to whatever appropriate area they choose, so long as they receive the proper authorization from property owners and government agencies.

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This distinguishes CALES from the AEC in several important ways. First, this difference means that visitors to CALES will have much more freedom than those at Huntington Forest in where they can conduct studies. By allowing guests access to a wider variety of ecosystems, CALES offers researchers and students many different opportunities to learn and deepen knowledge of the Adirondacks. With the multitude of ecosystems in the Old Forge area at their disposal, CALES guests will have access to a tremendous variety of research sites. This translates into a wider variety of scientific studies the CALES facility can support.

However, not every group will find CALES to be a suitable site. In some cases, SUNY-ESF’s AEC may be better suited to a group’s needs. In these situations, CALES can refer guests to the AEC. Developing a partnership between CALES and the AEC will benefit both parties. It will ensure that guests have the best experience possible, making a return visit more likely. Also, some guests may find the AEC inadequate for their needs. In those cases, the Huntington Forest site can refer guests to CALES, which translates into more business. Similarly, during the busiest times of year, the two sites will be able to refer guests to each other when they reach capacity. Although there may be some competition between the two facilities, there is clearly the potential to develop a mutually beneficial relationship between them.

4.1.2 Yellowstone Ecological Research Center While there are few permanent research and education facilities located in the Adirondacks, there are similar projects located around the country. The Yellowstone Ecological Research Center, located just outside Yellowstone National Park in Cooke City, Montana, provides scientists from around the country with the opportunity to conduct studies on many subjects of concern within the park. Keystone predator populations, like wolves, have been the focus of numerous studies within the park boundary. Yellowstone Ecological Research Center offers unique opportunities to anyone using its facility to conduct research.

CALES will offer unique opportunities of its own. Studies of predator-prey relationships within Yellowstone National Park are vitally important for the region, and for deepening our understanding of ecological relationships in general. Similarly, studies on subjects like acid deposition, mercury deposition, and climate change will offer insights into the local Adirondack environment and will be relevant to a broader understanding of anthropogenic influences on the environment in general.

4.1.3 Archbold Biological Station Archbold Biological Station, located in Lake Placid, FL, is a permanent field station open to a variety of researchers. It provides access to many distinct habitats, as well as the necessary laboratory facilities to make it an effective option for scientists working on both short-term and long-term projects. The Archbold Field Station offers unique opportunities for researchers to explore the ecological processes of Southern Florida.

The Archbold Field Station operates according to a model similar to CALES. It offers both short- term and long-term housing options for researchers, as well as access to a variety of facilities – a GIS laboratory, multi-purpose laboratories, conference rooms, and classrooms. These are all available for guest use for a small fee. The site, founded in 1941, demonstrates how a multi- purpose field station can facilitate a wide variety of scientific studies. The Archbold Field

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Station’s long history of operation indicates that there is a viable long-term market for such sites.

Its schedule of workshops and symposiums offer learning opportunities for researchers already onsite.,These programs offer casual visitors a reason to go to Archbold. The Central Adirondack Laboratory for Environmental Studies, and in collaboration with the Arts Center of Old Forge, hopes to be able to create a similar schedule of events. This would allow CALES to host a variety of symposiums, workshops, and conferences that would turn the laboratory into a year-round destination for scientists, school groups, and people with interests in the Adirondack environment. With access to the Arts Center’s new state of the art building, complete with a 200 seat auditorium and conference rooms, CALES will be able to pursue such opportunities on a large scale.

5. Marketing Plan

5.1 Website CALES plans to develop a website for the laboratory. Initially, this site will provide a venue for disseminating information about the laboratory. The internet offers an inexpensive way for CALES to reach out to researchers, members, and potential investors around the world. The CALES website will include a brief history of the project, a news feed to keep website visitors up to date on the Lab’s progress, contact information, details of accommodations, and membership opportunities.

CALES will use its website to solicit donations and encourage membership. The website will allow visitors to browse through previous research projects and learn about their significance to the Adirondacks. These visitors will then have the opportunity to support the lab through a tiered donation system. The different levels of membership will be marked by incrementally increasing contributions to CALES. The website will have a link and instructions to make donations through PayPal.

5.2 Targeted Campaigns

5.2.1 Presentations to Local Organizations -Include Adirondack Park Agency, NY DEC, Fulton Chain of Lakes Assoc., Other Lake Associations, Central Adirondack Association (businesses)

5.2.2 Direct Mail Campaign In order to highlight the value of the laboratory to local businesses, CALES will embark on a letter-writing campaign to businesses in the Town of Webb and surrounding area highlighting the economic benefits of the CALES project. These letters will establish direct contact between local businesses and the laboratory. Developing this relationship is important to CALES, since the laboratory exists to serve both the local community and the broader world, and it is important to emphasize the positive impact CALES will have on the region.

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In addition to increasing salience of the project among local businesses, the contact established through the mailing campaign will provide another fundraising channel. By establishing a rapport with business owners, CALES will be to solicit contributions from a wider variety of potential donors.

5.3 General Campaigns In an effort to promote public awareness about the CALES project, the board of directors has embarked on a campaign to increase project salience among the local population. To that end, local newspapers have run several stories explaining the importance of the CALES project. These stories have been well-received thus far, and current plans include several more articles and press releases for the future. One of the core ideals of the CALES project is community enrichment. Our media campaign is the first important step towards this goal. By promoting public awareness and involvement in the CALES project, we can ensure that CALES programs reach their target audiences ( e.g., press releases, interviews, Open House).

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6. Financial Projections

Initial costs 1. Renovation costs to current Arts Center building – estimated $1,250,000 2. Planning and development – estimated $125,000 3. Total estimated project cost – estimated $1,375,000  Hookup to town water &sewage  Lab equipment – chemical hood, workstations, cabinets, freezers, refrigerators, microscopes, nets  Office equipment – furniture, computers, printers, copiers  Residence equipment – beds, footlockers, couches and other common area furnishings – couches, chairs, tv, wireless router hub, kitchenette appliances, laundry area, outdoor barbecue area/grill?  Organization of Biological Field Stations Membership

Recurring costs  Property lease  Office supplies  Office staff wages, payroll tax and benefits  Maintenance staff wages  Maintenance supplies  Utilities – electric, water, heating/cooling  Internet and telephone connection (T1 or otherwise)  Insurance – property, liability?  Website maintenance/domain registration  Accounting and legal  Advertising/Marketing – brochures, ads, etc.  Cost of seminar, activities,  Other services provided for guests cable/satellite TV service?

Sources of income  Space Rentals - direct fees from guests including rooms, lab and dry storage space rates, activities fees, equipment rental fees  Contributions (individual, business, institution)  Memberships (individual, business, organization)  Grants  Endowment Fund  Referral fees – to other hotels for overflow guests, ecotourism agencies  Sale of ad space – brochures, flyers, advertisements in lobby

A preliminary market analysis has been completed including (1) identification of customer sets and (2) surveys of potential users to validate assumptions regarding use of CALES. Projected five year expenses, earned and contributed revenue follow.

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Use Assumptions for Each Customer Set. (First Year)

EARNED REVENUE

Research Customer Set

Research Project Long-term Rentals (monthly rates) - Projects that require continuous availability of space for three or more consecutive months. Assumed they will use a package consisting of lab space, lab storage, dry storage, and two beds in a semi private room, all rented on a monthly basis. In addition, on average they will use one dorm bed per semi- private bed ,ten days per month. Starting figures based on known research in area during recent years:Colgate College, USGS, Cornell University (2), Syracuse University, Clarkson University, ENS Environmental Chemistry.

Research Projects Short-term Rentals (daily rates) – Projects that may last more than one year but require lab space intermittently. Starting figures based on known projects in area during recent years and direct communications. Assumed each group would use lab bench space four days in a month during their active season. Starting figures based on known research in area during recent years ALSC, Loon Program, Rensselaer Polytechnic Institute (RPI), SUNY Plattsburgh

Agencies / NGOs – Short-term (daily rates) – Projects that may last more than one year but require lab space intermittently. Starting figures based on agencies known to work in area during recent years and direct communications. Assumed each group would use space four days in a month APIP, DEC

Agencies / NGOs Long-term – Have notidentified user groups for first year with a high degree of confidence. Potential groups include Adirondack Park Agency (APA), DEC, EPA, The Nature Conservancy (TNC)

Workshops, Meetings, Retreats – In shoulder seasons science groups will use the facility for meetings and workshops. A typical group will use the classroom/meeting room for two days and will use twenty dorm beds for one night. Examples – DEC, TNC, APA

Education Customer Set

College Courses – Two week credit-bearing classes offered through Herkimer Community College and SUNY. (1) Courses aimed at current college students: one course during colleges’ winter break (J-Term), two in May and June. Each course would use 15 dorm beds 14 nights. (2) Courses aimed at adults: teachers during summer, summer residents, seniors. Each course will average 15 students half of whom will need dorm beds for ten nights.

College Field Trips – Generally two-day trips run by field biology classes. Would use lab and lodging. Average group size 15 students plus instructors. Groups known to have come in recent years –Cornell University, Colgate College, Hamilton College, Wells College.

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Approximately 29 groups used SUNY ESF’s AEC in Newcomb during the 2008-2009 school year

K-12 Self-guided Field Trips– CALES staff will develop program handouts for trip leaders.

K-12 Naturalist-guided Field Trips - Approximately 16 groups first year based on SUNY ESF’s AEC in Newcomb’s use data from 2008-2009 school year. Average group size 20.

Art Center Interns – Two interns June – August. Dorm beds for 90 days each.

Art Center Courses – Five nights per course, 15 students per course, one course per month in summer.

CONTRIBUTED REVENUE

Grants – apply for research and education grants for CALES operation. Total $20,000

Memberships – First year 320 individual memberships at $15 and eighty sponsoring memberships at $100. Total $12,800

Fundraisers – Annual auction of goods and services donated by local and regional businesses. Total $10,000

Contributions - Contributions solicited from visitors to CALES, CAASA -sponsored lecture series and other events, and visitors to the EcoGallery. Total $6,000.

*Appended see 2008-2009 school year use of SUNY ESF’s AEC in Newcomb; used to support customer set use estimates for CALES.

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Use Assumptions for Each Customer Set. (Fifth Year)

EARNED REVENUE

Research Customer Set

Research Project Long-term Rentals (monthly rates) - Projects that require continuous availability of space for three or more consecutive months. Assumed they will use a package consisting of lab space, lab storage, dry storage, and two beds in a semi private room all rented on a monthly basis. In addition, on average, they will use one dorm bed per semi private bed ten days per month. Starting figures based on known research in area during recent years. Colgate, USGS, Cornell University (2), Syracuse University, Clarkson University, ENS Environmental Chemistry. Doubled in 5 years - use in winter months and increased to near capacity of 10 in summer.

Research Projects Short-term Rentals (daily rates) – Projects that may last more than one year but require lab space intermittently. Starting figures based on known projects in area during recent years and direct communications. Assumed each group would use lab bench space four days in a month during their active season. Starting figures based on known research in area during recent years Adirondack Lakes Survey Corporation, Loon Program, Rensselaer Polytechnic Institute (RPI), SUNY Plattsburgh. Doubled in 5 years

Agencies / NGOs - Short-term (daily rates) – Projects that may last multiple years but require lab space intermittently. Starting figures based on agencies known to work in area during recent years and direct communications. Assumed each group would use space four days in a month APIP, DEC . Doubled in 5 years

Agencies / NGOs Long-term – Have not, with a high degree of confidence, identified user groups for first year. Potential groups include APA, DEC, EPA, Nature Conservancy. In 5 years no change

Workshops, Meetings, Retreats – In shoulder seasons, science groups will use the facility for meetings and workshops. A typical group will use the classroom meeting room for two days and will use twenty dorm beds for one night. Examples – DEC, TNC, APA. In 5 years increased 50% added in Jan. April

Education Customer Set

College Courses – Two-week, creditbearing classes offered through Herkimer Community College and SUNY. (1) Courses are aimed at current college students: ne course during colleges’ winter break (J-Term), two in May and June. Each course would use 15 dorm beds for ten nights. (2) Courses aimed at adults: teachers during summer, summer residents, seniors. Each course will average 15 students half of whom will need dorm beds for ten nights. In 5 years no change

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College Field Trips – Generally two-day trips run by field biology classes. Would use lab and lodging. Average group size fifteen students plus instructors. Groups known to have come in recent years -Cornell, Colgate, Hamilton, Wells Approximately 29 groups used SUNY ESF AEC in Newcomb during the 2008-2009 school year. Doubled in 5 years

K-12 Self-guided Field Trips– CALES staff will develop program handouts for trip leaders.

K-12 Naturalist-guided Field Trips - Approximately 16 groups first year based on SUNY ESF AEC in Newcomb’s use data from 2008-2009 school year. Average group size 20.

Art Center Interns – Two interns June – August. Dorm beds for 90 days each.

Art Center Courses – Five nights per course 15 students per course one course per month in summer.

CONTRIBUTED REVENUE

Grants – Total $32,000

Memberships – Total $14,000

Fundraisers – Total $25,000

Contributions - Total $13,500

*Appended see 2008-2009 school year use of SUNY ESF AEC in Newcomb; used to support customer set use estimates for CALES.

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Earned Income Year One

Product and Customer Set Jan Feb March April May June July Aug Sept Oct Nov Dec Total

Research Lab Space Research Project- Long Term $300 $300 $300 $750 $750 $1,050 $1,050 $1,050 $750 $300 $300 $300 $7,200 Research Project- Short Term $40 $40 $40 $120 $160 $160 $160 $160 $120 $120 $40 $40 $1,200 Agencies / NGOs $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 Agencies / NGOs $40 $40 $40 $40 $80 $80 $80 $80 $40 $40 $40 $40 $640

Lab Storage Space Research Project- Long Term $150 $150 $150 $375 $375 $525 $525 $525 $375 $150 $150 $150 $3,600 Research Project- Short Term $40 $40 $40 $120 $160 $160 $160 $160 $120 $120 $40 $40 $1,200 Agencies / NGOs $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 Agencies / NGOs $40 $40 $40 $40 $80 $80 $80 $80 $40 $40 $40 $40 $640

Dry Storage Space Research Project- Long Term $150 $150 $150 $375 $375 $525 $525 $525 $375 $150 $150 $150 $3,600 Research Project- Short Term $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

Education College Courses $500 $0 $0 $0 $1,000 $1,000 $1,000 $1,000 $0 $0 $0 $0 $4,500 College Field Trips $0 $600 $600 $0 $0 $0 $0 $0 $600 $600 $0 $0 $2,400 K-12 Field Trips Self guided $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 K-12 Field Trips Guided $0 $0 $0 $0 $1,200 $0 $0 $0 $2,400 $1,200 $0 $0 $4,800 Workshops, Meetings, Retreats $0 $400 $400 $0 $0 $0 $0 $0 $0 $400 $400 $400 $2,000

Dorm Room Research Project- Long Term $400 $400 $400 $1,000 $1,000 $1,400 $1,400 $1,400 $1,000 $400 $400 $400 $9,600 Research Project- Short Term $80 $80 $80 $240 $320 $320 $320 $320 $240 $240 $80 $80 $2,400 Agencies / NGOs - Long Term $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 Agencies / NGOs - Short Term $80 $80 $80 $80 $160 $160 $160 $160 $80 $80 $80 $80 $1,280 College Courses $1,500 $0 $0 $0 $3,000 $3,000 $1,500 $1,500 $0 $0 $0 $0 $10,500 College Field Trips $0 $600 $600 $0 $0 $0 $0 $0 $600 $600 $0 $0 $2,400 K-12 Field Trips Self guided $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 K-12 Field Trips Naturalist Guided $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 Art Center Courses (participants) $0 $0 $0 $0 $750 $750 $750 $750 $750 $0 $0 $0 $3,750 Art Center Interns $0 $0 $0 $0 $0 $600 $600 $600 $0 $0 $0 $0 $1,800 Workshops, Meetings, Retreats $0 $800 $800 $0 $0 $0 $0 $0 $0 $800 $800 $800 $4,000

Double Room Research Project- Long Term $800 $800 $800 $2,000 $2,000 $2,000 $2,000 $2,000 $2,000 $800 $800 $800 $16,800 Research Project- Short Term $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 Art Center Students $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

Total Earned Revenue $4,120 $4,520 $4,520 $5,140 $11,410 $11,810 $10,310 $10,310 $9,490 $6,040 $3,320 $3,320 $84,310

Contributed Income Year One

Grants $1,667 $1,667 $1,667 $1,667 $1,667 $1,667 $1,667 $1,667 $1,667 $1,667 $1,667 $1,667 $20,004 Memberships $12,800 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $12,800 Fund Raisers $0 $0 $0 $0 $0 $0 $10,000 $0 $0 $0 $0 $0 $10,000 Contributions $0 $0 $0 $0 $500 $1,500 $2,000 $2,000 $0 $0 $0 $0 $6,000

Total Contributed Income $14,467 $1,667 $1,667 $1,667 $2,167 $3,167 $13,667 $3,667 $1,667 $1,667 $1,667 $1,667 $48,804

TOTAL INCOME $18,587 $6,187 $6,187 $6,807 $13,577 $14,977 $23,977 $13,977 $11,157 $7,707 $4,987 $4,987 $133,114

Operating Expenses and Net Income Year One

Jan Feb March April May June July Aug Sept Oct Nov Dec Total

Employee Wages $5,834 $5,834 $5,834 $5,834 $5,834 $5,834 $5,834 $5,834 $5,834 $5,834 $5,834 $5,834 $70,008 Lease $2,500 $2,500 $2,500 $2,500 $2,500 $2,500 $2,500 $2,500 $2,500 $2,500 $2,500 $2,500 $30,000 Utilities $2,250 $2,000 $2,000 $1,100 $1,000 $900 $900 $1,000 $1,100 $1,500 $2,000 $2,250 $18,000 Liability Insurance $1,000 $1,000 $1,000 $1,000 $1,000 $1,000 $1,000 $1,000 $1,000 $1,000 $1,000 $1,000 $12,000 Sewer $83 $83 $83 $83 $83 $83 $83 $83 $83 $83 $83 $83 $996 Water Usage $50 $50 $50 $50 $50 $50 $50 $50 $50 $50 $50 $50 $600 Water Tax $44 $44 $44 $44 $44 $44 $44 $44 $44 $44 $44 $44 $528

Total Expenses $11,761 $11,511 $11,511 $10,611 $10,511 $10,411 $10,411 $10,511 $10,611 $11,011 $11,511 $11,761 $132,132

NET INCOME $6,826 -$5,324 -$5,324 -$3,804 $3,066 $4,566 $13,566 $3,466 $546 -$3,304 -$6,524 -$6,774 $982

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Earned Income Year Five

Product and Customer Set Jan Feb March April May June July Aug Sept Oct Nov Dec Total

Research Lab Space Research Project- Long Term $600 $600 $600 $1,200 $1,200 $1,500 $1,500 $1,500 $1,200 $600 $600 $600 $11,700 Research Project- Short Term $80 $80 $80 $240 $320 $320 $320 $320 $240 $240 $80 $80 $2,400 Agencies / NGOs $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 Agencies / NGOs $80 $80 $80 $80 $160 $160 $160 $160 $80 $80 $80 $80 $1,280

Lab Storage Space Research Project- Long Term $300 $300 $300 $600 $600 $750 $750 $750 $600 $300 $300 $300 $5,850 Research Project- Short Term $80 $80 $80 $240 $320 $320 $320 $320 $240 $240 $80 $80 $2,400 Agencies / NGOs $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 Agencies / NGOs $80 $80 $80 $80 $160 $160 $160 $160 $80 $80 $80 $80 $1,280

Dry Storage Space Research Project- Long Term $300 $300 $300 $600 $600 $750 $750 $750 $600 $300 $300 $300 $5,850 Research Project- Short Term $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

Education College Courses $500 $0 $0 $0 $1,000 $1,000 $1,000 $1,000 $0 $0 $0 $0 $4,500 College Field Trips $300 $750 $750 $0 $0 $0 $0 $0 $900 $900 $0 $0 $3,600 K-12 Field Trips Self guided $0 $0 $0 $0 $600 $600 $600 $600 $600 $0 $0 $0 $3,000 K-12 Field Trips Guided $0 $0 $0 $0 $2,400 $1,200 $0 $0 $3,600 $1,800 $0 $0 $9,000 Workshops, Meetings, Retreats $200 $600 $600 $200 $0 $0 $0 $0 $0 $600 $500 $500 $3,200

Dorm Room Research Project- Long Term $800 $800 $800 $1,600 $1,600 $2,000 $2,000 $2,000 $1,600 $800 $800 $800 $15,600 Research Project- Short Term $160 $160 $160 $480 $640 $640 $640 $640 $480 $480 $160 $160 $4,800 Agencies / NGOs - Long Term $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 Agencies / NGOs - Short Term $160 $160 $160 $160 $320 $320 $320 $320 $160 $160 $160 $160 $2,560 College Courses $1,500 $0 $0 $0 $3,000 $3,000 $1,500 $1,500 $0 $0 $0 $0 $10,500 College Field Trips $300 $750 $750 $0 $0 $0 $0 $0 $900 $900 $0 $0 $3,600 K-12 Field Trips Self guided $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 K-12 Field Trips Naturalist Guided $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 Art Center Courses (participants) $0 $0 $0 $0 $750 $750 $750 $750 $750 $0 $0 $0 $3,750 Art Center Interns $0 $0 $0 $0 $0 $600 $600 $600 $0 $0 $0 $0 $1,800 Workshops, Meetings, Retreats $400 $1,200 $1,200 $400 $0 $0 $0 $0 $0 $1,200 $1,000 $1,000 $6,400

Double Room Research Project- Long Term $1,600 $1,600 $1,600 $2,000 $2,000 $2,000 $2,000 $2,000 $2,000 $1,600 $1,600 $1,600 $21,600 Research Project- Short Term $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 Art Center Students $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0

Total Earned Revenue $7,440 $7,540 $7,540 $7,880 $15,670 $16,070 $13,370 $13,370 $14,030 $10,280 $5,740 $5,740 $124,670

Contributed Income Year Five

Grants $2,667 $2,667 $2,667 $2,667 $2,667 $2,667 $2,667 $2,667 $2,667 $2,667 $2,667 $2,667 $32,004 Memberships $14,080 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $14,080 Fund Raisers $0 $0 $0 $0 $0 $0 $15,000 $10,000 $0 $0 $0 $0 $25,000 Contributions $500 $500 $500 $500 $1,000 $2,500 $3,000 $3,000 $1,000 $1,000 $0 $0 $13,500

Total Contributed Income $17,247 $3,167 $3,167 $3,167 $3,667 $5,167 $20,667 $15,667 $3,667 $3,667 $2,667 $2,667 $84,584

TOTAL INCOME $24,687 $10,707 $10,707 $11,047 $19,337 $21,237 $34,037 $29,037 $17,697 $13,947 $8,407 $8,407 $209,254

Operating Expenses and Net Income Year Five

Jan Feb March April May June July Aug Sept Oct Nov Dec Total

Employee Wages $9,334 $9,334 $9,334 $9,334 $9,334 $9,334 $9,334 $9,334 $9,334 $9,334 $9,334 $9,334 $112,008 Lease $2,500 $2,500 $2,500 $2,500 $2,500 $2,500 $2,500 $2,500 $2,500 $2,500 $2,500 $2,500 $30,000 Utilities $2,475 $2,200 $2,200 $1,210 $1,100 $990 $990 $1,100 $1,210 $1,650 $2,200 $2,475 $19,800 Liability Insurance $1,100 $1,100 $1,100 $1,100 $1,100 $1,100 $1,100 $1,100 $1,100 $1,100 $1,100 $1,100 $13,200 Sewer $91 $91 $91 $91 $91 $91 $91 $91 $91 $91 $91 $91 $1,096 Water Usage $55 $55 $55 $55 $55 $55 $55 $55 $55 $55 $55 $55 $660 Water Tax $48 $48 $48 $48 $48 $48 $48 $48 $48 $48 $48 $48 $581

Total Expenses $15,604 $15,329 $15,329 $14,339 $14,229 $14,119 $14,119 $14,229 $14,339 $14,779 $15,329 $15,604 $177,344

NET INCOME $9,083 -$4,622 -$4,622 -$3,292 $5,108 $7,118 $19,918 $14,808 $3,358 -$832 -$6,922 -$7,197 $31,910

An additional employee was added at $35,000 and 20% payroll expenses. Other Expenses with the exception of the lease were increased 10%

CALES Feasibility Report | April 15, 2013 | DRAFT 100 ‘CALES Business Plan’, 2010

Central Adirondack Laboratory for Environmental Studies

Five Year Summary

Earned Income

Product and Customer Set 2012 2013 2014 2015 2016

Research Lab Space Research Project- Long Term $7,200 $7,200 $8,100 $9,113 $11,700 Research Project- Short Term $1,200 $1,200 $1,440 $1,728 $2,400 Agencies / NGOs $0 $0 $0 $0 $0 Agencies / NGOs $640 $640 $768 $922 $1,280

Lab Storage Space Research Project- Long Term $3,600 $3,600 $4,050 $4,556 $5,850 Research Project- Short Term $1,200 $1,200 $1,440 $1,728 $2,400 Agencies / NGOs $0 $0 $0 $0 $0 Agencies / NGOs $640 $640 $768 $922 $1,280

Dry Storage Space Research Project- Long Term $3,600 $3,600 $4,050 $4,556 $5,850 Research Project- Short Term $0 $0 $0 $0 $0

Education College Courses $4,500 $4,500 $4,500 $4,500 $4,500 College Field Trips $2,400 $2,400 $2,640 $2,904 $3,600 K-12 Field Trips Self guided $0 $500 $1,000 $2,000 $3,000 K-12 Field Trips Guided $4,800 $4,800 $5,640 $6,627 $9,000 Workshops, Meetings, Retreats $2,000 $2,000 $2,240 $2,509 $3,200

Dorm Room Research Project- Long Term $9,600 $9,600 $10,800 $12,150 $15,600 Research Project- Short Term $2,400 $2,400 $2,880 $3,456 $4,800 Agencies / NGOs - Long Term $0 $0 $0 $0 $0 Agencies / NGOs - Short Term $1,280 $1,280 $1,536 $1,843 $2,560 College Courses $10,500 $10,500 $10,500 $10,500 $10,500 College Field Trips $2,400 $2,400 $2,640 $2,904 $3,600 K-12 Field Trips Self guided $0 $0 $0 $0 $0 K-12 Field Trips Naturalist Guided $0 $0 $0 $0 $0 Art Center Courses (participants) $3,750 $3,750 $3,750 $3,750 $3,750 Art Center Interns $1,800 $1,800 $1,800 $1,800 $1,800 Workshops, Meetings, Retreats $4,000 $4,000 $4,480 $5,018 $6,400

Double Room Research Project- Long Term $16,800 $16,800 $17,760 $18,775 $21,600 Research Project- Short Term $0 $0 $0 $0 $0 Art Center Students $0 $0 $0 $0 $0

Total Earned Revenue $84,310 $84,810 $92,782 $102,260 $124,670

Business Plan 27

CALES Feasibility Report | April 15, 2013 | DRAFT 101 ‘CALES Business Plan’, 2010

Central Adirondack Laboratory for Environmental Studies

Five Year Summary

Contributed Income

Grants $20,004 $22,404 $25,092 $28,102 $32,004 Memberships $12,800 $13,056 $13,317 $13,583 $14,080 Fund Raisers $10,000 $13,000 $16,900 $21,970 $25,000 Contributions $6,000 $7,500 $9,375 $11,719 $13,500

Total Contributed Income $48,804 $55,960 $64,684 $75,375 $84,584

TOTAL INCOME $133,114 $140,770 $157,466 $177,634 $209,254

Operating Expenses and Net Income

Total Total Employee Wages $70,008 $70,008 $70,008 $112,008 $112,008 Lease $30,000 $30,000 $30,000 $30,000 $30,000 Utilities $18,000 $18,000 $18,360 $18,727 $19,800 Liability Insurance $12,000 $12,000 $12,240 $12,485 $13,200 Sewer $996 $996 $1,016 $1,036 $1,096 Water Usage $600 $600 $612 $624 $660 Water Tax $528 $528 $539 $549 $581

Total Expenses $132,132 $132,132 $132,774 $175,430 $177,344

NET INCOME $982 $8,638 $24,692 $2,204 $31,910

Expenses and income were assumed to make a linear increase between the projected values in the first and fifth years with the exception of employees and lease. Employees were increased by one full time equivalent in the fourth and fifth years Lease was kept constant

Business Plan 28

CALES Feasibility Report | April 15, 2013 | DRAFT 102 ‘CALES Business Plan’, 2010

Central Adirondack Laboratory for Environmental Studies

APPENDIX

SUNY ESF Adirondack Ecological Center

At Huntington Wildlife Forest: Resource Use

Instruction and Outreach

Educational study plans (usually one per group) 53

Faculty 54

College students participating in credit courses/educational programming 580

Secondary school students participating in educational programming 330

Workshop, meeting and conference participants 412

Research

Research Projects 73

Faculty researchers 36

Student researchers, technicians, student assistants 53

Public Service

Attendees at AEC public service and professional presentations 2,150

Attendees at Huntington Lecture Series (eight weekly lectures) 238

Goodnow Mountain Trail registration 5,495

APA Visitor’s Interpretive Center visitor count, Newcomb 27,500

AEC/HWF Total Annual Resource Use

Number of user days (Research, Instruction, Outreach) 8,615

Data from AEC Annual Report Sept. 2008- Sept. 2009

Business Plan 29

CALES Feasibility Report | April 15, 2013 | DRAFT 103 ‘CALES Business Plan’, 2010

Central Adirondack Laboratory for Environmental Studies

7. Use of Funds

7.1 Development CALES requires $125,000 in initial development capital to begin work on the laboratory. This sum will go towards the cost of developing detailed architectural and engineering drawings required to transform the current Arts Center building into CALES. Once plans are completed, CALES will be able to move forward with the main component of its project – the physical renovation of the site and raising capital funds.

Use of funds earmarked for development/planning (i.e. $125,000 needed for architectural/engineering consult)

7.2 Renovation Explain the $1,250,000 needed for construction and renovation.

7.3 Expansion of Services CALES anticipates that it will gradually expand its collection of equipment used for laboratory and field work over time. Initially, the laboratories will have basic equipment. However, through membership contributions and donation programs, CALES hopes to amass a collection of more specialized equipment to offer its visitors. In addition to annual membership fees, patrons will have the option of donating funds for sets of field instruments.

These items will range from butterfly nets to snowshoes and will be available to visitor groups to use in the field. CALES also plans on working closely with various universities to acquire equipment. These plans include seeking donations of old equipment from universities that have recently replaced or upgraded their own supplies.

8. Management and Personnel

8.1 Executive Director The management of CALES will be the primary responsibility of the CALES Executive Director. Major responsibilities include developing an environmental education program, grant writing, acquisition of new and donated equipment, and managing guest experiences.

8.2 Administrative and Operations Personnel An administrative assistant to the executive director will have a broad range of responsibilities that require both office and hospitality management skills. These will include bookings for CALES, lab and office supplies inventory, and bookkeeping.

Business Plan 30

CALES Feasibility Report | April 15, 2013 | DRAFT 104 ‘CALES Business Plan’, 2010

Central Adirondack Laboratory for Environmental Studies

8.3 Maintenance Staff CALES plans to share maintenance and janitorial staff with the Arts Center of Old Forge, located across the street from CALES. The staff will not be on CALES’s payroll, although the lab will cover a portion of their wages.

Business Plan 31

CALES Feasibility Report | April 15, 2013 | DRAFT 105 ‘The Schuylkill Center 2009 Annual Report’, 2009 Annual Report 2009 www.schuylkillcenter.org

CALES Feasibility Report | April 15, 2013 | DRAFT 106 ‘The Schuylkill Center 2009 Annual Report’, 2009 Letter from the Executive Director Environmental education has grown. Forty-five years agoCenter The taught Schuylkill about birds, bees and trees,environmental and issues: a clean handful air, of clean known water, raingered forests species. and A endan- generation later, our educatorsand still trees, teach but birds, the bees issues have broadenedtion to (not include an energy issue consump- in 1965 whenlifestyles fuel through was sustainable 20¢/gallon), choices, sustainable local agriculture productionhealthier for food choices, and the cultural impactssuch of as environmentalism architecture and interactive land use.Center Join to us help at us The explore Schuylkill all thesees issues for and a create new positive generation respons- of environmental awareness. Dennis Burton Executive Director

CALES Feasibility Report | April 15, 2013 | DRAFT 107 ‘The Schuylkill Center 2009 Annual Report’, 2009 Philadelphia and several online publications as a ‘Philadelphia Environmental Education As one of the oldest urbanThe environmental Schuylkill centers Center in offers the a nation, widegrams variety for of children educational and pro- adults, andnership continues with its The exemplary Green part- Woods Charter School. Outdoor Classroom In 2008-09, The Schuylkill Center welcomedfrom 4,200 the students Philadelphia School District andties surrounding communi- to participate in hands-on science at our site. Community Outreach Schuylkill Center educators worked with overclassrooms 1,000 throughout students the in region, bringing the wondersnatural of world the into classrooms through hands-on activitiesmaterials. and Model Partnership with The Green Woods CharterSchuylkill School Center educators and Green Woods’ teachersside work by side in the classroomlessons. to This deliver unique engaging, partnership inquiry-based has servedcators as throughout a the model country. for All edu- classes meetState The Board Pennsylvania of Education approved state academicfor standards Environment and Ecology. Nature Ramblers Our Nature Ramblers Summer Camp was named by Magazine favorite’. In the summer of 2008,about 270 the day-campers environment learned through play, arts activities,sentations, wildlife and pre- woodland exploration.

CALES Feasibility Report | April 15, 2013 | DRAFT 108 ‘The Schuylkill Center 2009 Annual Report’, 2009 . The Philadelphia Envirothon is funded Environmental Education The Philadelphia Envirothon In 2008-09, The Schuylkill Center continuedThe to Philadelphia act Envirothon, as an host academically for orientedenvironmental program study of and competition for high(The school Schuylkill students Center is the onlythis approved national site competition). in Philadelphia for solely by Dow (RohmHaas) Monkey Tail Gang Our Monkey Tail Gang after school clubopportunities provided for additional after-school play and outdoor explorationforty-two to children from The Green Woods Charterother School elementary and schools. Professional Development The Schuylkill Center hosted a seriesworkshops of for professional teachers. development Industry professionalsgreen led roofs, seminars biodiesel, on and solar energy. Participatingreceived teachers new information and project ideas toclassroom, and take earned back to Act the 48 continuing education credits. Citizen Science Series The Citizen Science lecture series providedopportunity adults to with learn the about pressing regionalranging environmental from issues energy choices for thetion home choices. to greening transporta- The aforementioned projects were made possiblefunding by from generous the Drumcliff Foundation, EasternPECO, Mountain Pennsylvania Sports, Department of Environmental Protection,Pennsylvania The Fish and Boat Commission, TheCommission, Pennsylvania The Game Chestnut Hill Garden Club,Foundation, The REI, Ludwick and Secret Garden. Bird/Seed Shelter, Julia Molloy & Taka Sarui

CALES Feasibility Report | April 15, 2013 | DRAFT 109 ‘The Schuylkill Center 2009 Annual Report’, 2009 Partnership with Merck Volunteers from Merck’s West Point Campus workedCenter with Staff Schuylkill to build a boardwalkThe along trails the adjacent wetland to area the of wetland Ravinepassage. area Loop. The tend boardwalk to allows be for saturated, safe impeding compaction and and easy disturbance access of while the keeping soil to a minimum. Firepond Renovations to our existing Fire Pondpond increased the holds volume for of firefighting purposes. water Equally the tion important of was the the habitat restora- qualities ofand the native pond. trees, Invasive shrubs, species and were aquatic removed, pond’s plants edge were to installed provide around food the and coverPond for can wildlife. now Visitors discover to painted the turtles, Fire countless water insects snakes, all songbirds, and season long. New Road The Schuylkill Center completed our drivewaynew renovation driveway project. The is designed to reduceour the streams, impact and of enhances sediment our pollution visitors’ to overall experience. The aforementioned projects were made possiblefrom by ArcelorMittal generous Plate funding LLC, Merck Champions(West for Point the Campus), Environment The Horace W. GoldsmithMcLean Foundation, Contributionship, The The National Fish andThe Wildlife Pennsylvania Foundation, Department and of Conservation and Natural Resources. Land Restoration Since 1999, the Center has workedthe to highest create level a of preserve that plant supports andPennsylvania, animal and diversity maintains native three to first-order southeastern streams. Comprehensive Property Management In 2008-09, The Schuylkill Center begancollected the over process the of past evaluating 30 data yearsmanagement to practices. determine This the data effectiveness will of be our hensive used management to plan develop for a the compre- entireuse, property that stormwater addresses issues, land and the preservation of our vital habitats. Native Plant Nursery The Schuylkill Center expanded its Nativetion Plant of Nursery a with 1400 the square addi- footmore greenhouse. growing The space greenhouse for will seeding provide and propagation of native species. Native Plant Sale The Schuylkill Center’s annual Native Plant Salepatrons provided with over more 700 than 2000 native trees,Revenue shrubs, from and the wildflowers. Native Plant Saleto supported keep our our on-the-ground work forests, fields, and streams healthy.

CALES Feasibility Report | April 15, 2013 | DRAFT 110 ‘The Schuylkill Center 2009 Annual Report’, 2009 Firefly, Rashida Ng & Nami Yamamoto Rainshelter, Gabriela Sanz Rodríguez and Carlos Martínez Mediero (Spring, 2009) (Winter 2009) An experimental gallery exhibition, Ephemerality featuredof the seven works artists who were invitedinstallations to made create from and primarily document natural temporary materials.door Though installations the were out- designed to lastdocumentation only of 24 the hours, artists’ permanent works were exhibited in our gallery. Gimme Shelter was a sustainable design/builddemonstrated competition new that and inspiring approaches toand sustainable building. design Twelve semi-finalist designs weredesigns chosen submitted from by eighty national and internationaldesigns teams. were Semi-finalist exhibited at The PhiladelphiaCenter Center City. Six for semi-permanent, Architecture in functional woodlandbuilt shelters at were The Schuylkill Center byThe six shelters teams have of been artists camped and inby architects. by hundreds adults of and school children, children and and visited art and design fans. Environmental Art The Schuylkill Center’s Environmental Art programan continued alternative to both offer to traditional artof venues, presenting and environmental to education to formal the methods Art public. exhibitions Our attracted Environmental new and diverseCenter, gaining audiences widespread to recognition, The and Schuylkill makingbution a to valuable the contri- international conversation on sustainable design. Ephemerality Gimme Shelter Shadowlandscape, Jenn Figg and Tatiana Ginsberg

CALES Feasibility Report | April 15, 2013 | DRAFT 111 ‘The Schuylkill Center 2009 Annual Report’, 2009 . Gary (2009) A Rake’s A Meadow by The Green Woods (2008-09) A Meadow by The Green Woods, Gary Miller and The Green Woods Charter School Artist in Residence Gary Miller workedWoods with Charter students School of to The create Green annated installation flower of sculptures solar-powered illumi- entitled also created a series of 8,Progress large-scale which sculptures were entitled on view throughond December site, of Brolo 2009 Hill at Farm. our sec- The aforementioned programs were made possiblefunding by from generous The William Penn Foundation. Additional funding was received from TheThe Connolly Dolfinger-McMahon Foundation Foundation. and Sponsorship for Gimme Shelter was provided by SMP Architects andBuilding Viridian Council. Landscape Studio Environmental Art Native Plant Illustrations by Arcadia University Students Artist in Residence Ten Arcadia University students were invited toof display native their plants. illustrations This annual exhibitionThe was Schuylkill shown Center’s in Native conjunction Plant with Sale. A Rake’s Progress, Gary Miller

CALES Feasibility Report | April 15, 2013 | DRAFT 112 ‘The Schuylkill Center 2009 Annual Report’, 2009 Wildlife Rehabilitation Clinic The staff and 70 volunteers ofRehabilitation The Clinic Schuylkill (WRC) Center’s Wildlife continued to servePennsylvania the region Southeastern by caring for injuredWRC or is displaced a animals. valuable The community resource;funding though for it its receives work, no the public WRCthe treats general animals public, brought to and the by Clinic local by authorities. Conservation through Rehabilitation In 2008-09, the WRC answered roughly 8000provided care phone to calls, over and 3000 injured or displaced animals. Respect for Wildlife The WRC expanded its Live-animal Educationalat Programs, least averaging one school program perengage week. children The of live-animal all programs ages, andand foster wildlife a habitat. life-long All respect educational for programs wildlife Pennsylvania adhere to Environment and the Ecology Standards.

CALES Feasibility Report | April 15, 2013 | DRAFT 113 ‘The Schuylkill Center 2009 Annual Report’, 2009 Wildlife Rehabilitation Clinic Public Recognition for the Wildlife Clinic In February of 2009, The Honorablethe Edward State G. of Rendell, Pennsylvania, Governor assisted of WRCthe Director release Rick of Schubert a in Red-tailed hawk.Schuylkill Governor Center Rendell “a called jewel The in the heart of Philadelphia”. The Franklin Institute called upon thesupport WRC to to the provide family emergency of Red-tailedum’s hawks window that ledge. nested The on progress the of muse- therescue baby of hawks, one as of well the as juvenile the by hawks thousands by of Rick people Schubert, across was the viewed Institute’s nation Hawk through Cam. the Franklin The work of the Wildlife Rehabilitationpart, Clinic by is generous made funding possible, from in Thethe Burket-Plack Paul Foundation Family and Foundation.

CALES Feasibility Report | April 15, 2013 | DRAFT 114 ‘The Schuylkill Center 2009 Annual Report’, 2009 Down on Support for the program. demonstration plot was provided by Thethe Philadelphia Garden Committee Club of of America. Agriculture The Schuylkill Center Farm In the Spring of 2009, Theits Schuylkill land Center for dedicated food two production. acres The of largest Schuylkill in Center Philadelphia) Farm (the is managed byit-sharing Urban farming Girls collective. Produce, Urban a Girls prof- Producefruits grows a and variety vegetables of in an organic,manner. sustainable, Their and fresh earth-friendly produce is available springFarmstand; through a fall CSA at will our be introducedThe in Farm the will Spring also of be 2010. usedNature as Ramblers an summer educational camp tool; will in introduce 2010,the a our Farm new Organic Community Gardens The Schuylkill Center’s Organic Community Gardens continuedprovide to local residents with a place toenjoy grow the organic company produce of and fellow gardeners.feature The a organic demonstration gardens plot where gardeners cangardening learn techniques; in sustainable 2010, a seriessessions of on three demonstration rainwater collection is planned,sustainable offering and gardeners cost a effective method of irrigation.

CALES Feasibility Report | April 15, 2013 | DRAFT 115 ‘The Schuylkill Center 2009 Annual Report’, 2009 Live at the Summer Performance Series has offered local residents the opportunity to see music, dance,under and the theatre trees performances at The Schuylkill Center’s stone pavilion. Events Live at the Pavilion Since its inception in 2007, thePavilion Schuylkill Center’s Backyard Campout The National Wildlife Federation designated TheCenter Schuylkill as Philadelphia’s host site for TheBackyard Great Campout. American Halloween Hikes Halloween Hikes attracted children of allof ages hayrides, for night two hikes, evenings pumpkin painting,the and campfire. s’mores by Henry Meigs Awards Established in 2006, The Henry MeigsAward Environmental recognizes Leadership leaders whose commanding presence and guidance toward our world’s sustainable future reflectsintegrity, the and , vision of The Center’s founder, Henry Meigs. In 2009, The Schuylkill Center honoredHenry Project T.R.E.N.D. Meigs with Award the for Environmental Leadership. From150 1969-1984, Project T.R.E.N.D. volunteers brought the wonderoutdoors of and the the idea of environmentalthe stewardship to Greater Philadelphia 59 area, schools reaching in over 40,000award children. was The given to Project T.R.E.N.D. intion recognition to of environmental its sustainability, contribu- and for instillingawareness environmental in a generation of children. The Schuylkill Center was also pleasedMeigs to Scholarship present The Award to 2009 Pamela Henry M.Philadelphia Seretny, Teacher, Mennonite High School. The Scholarshipteachers is and awarded students to who have demonstratedcuriosity, exceptional or interest, accomplishments in environmental studies.

CALES Feasibility Report | April 15, 2013 | DRAFT 116 ‘The Schuylkill Center 2009 Annual Report’, 2009 Environment Viktoria Unger Anthony Velasquez Catherine Vine William Wankoff Angela Wetzel Helen Whatnell Sonya Whitt Wendy Willard Lori Lynn Williams Joan Wiltshire Stephen Wojciechowski Paris Woods Karen Worek Maryann Ziemba Boy Scout Troop #334 Drexel Environmental Law Society Frankford Friends School Greater Philadelphia Cares Green Woods Charter School Mastbaum Technical High School Merck - Champions for the Mercy Vocational High School Philadelphia University Rotaract Club at Swarthmore Sisters Circle The Crefeld School The Waldorf School of Philadelphia Pamela Rockwell Nicole Rogers Eileen Rudnick Dawn Rulli Peggy Sauers Ashley Schalleur Rebekka Schultz Sachiyo Searles Mark Shaver Neve Shaver Jaquetta Shippen Terri Sicura Amie Siegfried Lois Snyder Jeffery Stacey Fay Stanford Gayla Stewart Savio Stracey Tori Strange Ameya Sukthankar Matthew Sun Raija Suomela Nancy Szostek Kendra Talbott Ellen Tarasca Mai Tarasca Scott Torr Cindy Torr Jillian Troyer Ralph Morgan Moses Sabyasachi Mukherjee Jim Mullahy Amelia Nelson Danielle Nelson Joe Nelson Cat Niazeron Anna Norton Carolyn O’Brien Tom O'Hanlon Sherry Olkus Joshua Ottey Karen Ottey Murat Ozkan Nancy Papa James Park Mary Phalan Stephanie Pollay Audrey Poole Jonatan Pron Sophia Pryce Lauren Quast Phil Ranly Stephen Rawls Greg Reif Carm Riggs Morgan Roberts Monica Robinson Rachel Killeen Moya Kinnealey Michael Kinsch Dawn Kneipmeyer Tori Koneski Sue Krick Judy Kruse Pat Kubun Kathy Kupta Katherine Labate Jory Labhart Benjy Lachman-Sueker John Tom Landsmann Ann Lefco Skyler Lehmkuhl Adria Leick Eileen Lowenstein Gaurav Malhotra Hema Malhotra Andrew Mamora Susan Marcossan Kevin Maskol Bill Mebane Kassi Miller Ellen Millson Jonathan Mitchell Max Mitchell Mira Mooreville Lisa Guerriero Becky Hamilton Shatira Harrison Ashley-Rose Hart Sherri Hausser Sarah Heister Richard Hoban Teri Hopwood Logan Howe Elizabeth Hunter Mara Jackel Dan Jefferson Christine Rachel Jones Jessica Kasmari Josh Kauffman Nicole Kelly William Kerper Kevin Dodson Ushma Domadia Pat Doran Leah Douglas Lisa Durso Jason Edonick Jessica Edonick Melinda Essig Joan Farhat Joey Fogel Regina Forgach Renee Freeling Henry Geyer Nancy Geyer Andrew Tessa Glover Nathan Gould Leigh Gresham Breanna Caltagarone Kelly Caputo Lisa Carpenter Herb Carrier Roberta Carrier Adan Cerda Bob Chappetta Amanda Chisholm Stephanie Ciccarelli Jennifer Close Bill Coates Victor Collazo Nick Crandall Dan Cunitz Tisha Davis Molly Devinney Gaurav Dhing Ruchi Dhing Our volunteer staff is vital tovolunteers the make operation a of valuable The contribution Schuylkill to Center. Whether furthering teaching, the restoring goals trails, of or our working organization. "behind the scenes," Volunteers Volunteer Honors In July of 2009, Schuylkill CenterTom volunteer O’Hanlon, Henry and Geyer Jory and Labhart Crefeld were High honored School at students our Nick annual Crandall, Members’ NathanStephanie Picnic Gould, Afshar for Logan their Howe, service toJane The Alavi Schuylkill Center. Marianne Albany Kara Alfonse Ijnanya Alsbrooks Neal Babcock Frances Balcomb Mary Bamford Gemma Barba Christina Baron Gaza Barr Kathleen Bischoff Lori Black Maryann Bowers Rachel Bowers Marissa Brady Rachel Broder Eileen Byrnes

CALES Feasibility Report | April 15, 2013 | DRAFT 117 ‘The Schuylkill Center 2009 Annual Report’, 2009 2009 Year 2003 2004 2005 2006 2007 2008 $8 $9 $12 $10

$8.5 $9.5

$10.5 $11.5 $11.0 $12.5 nMillions In Year End Total Net Assets 200320042005 $10,677,456 2006 $10,543,911 2007 $11,025,105 2008 $11,293,616 2009 $11,543,895 $11,107,599 $9,357,388 and Tuition Teaching Fees 29% Program 78% Grants Contributions 9% 20% 2% 8% Bookstore Sales 5% 16% 14% 19% Membership Dues Rentals Management and General Fundraising Interest and Dividend Income $149,524 $1,807,304 $612,778 $100,419 $346,848 $229,567 $195,896 $63,005 $22,836 $1,194,526 $1,403,721 $254,059 Total 2009 Decrease in Net Assets from Operations 2009 Operating Revenues and Support Grants Total Teaching Fees and Tuition Contributions Interest and Dividend IncomeRentals Membership Dues $235,955 Bookstore Sales 2009 Operating Expenditures Program Fundraising Management and General 2009 Financial Report

CALES Feasibility Report | April 15, 2013 | DRAFT 118 ‘The Schuylkill Center 2009 Annual Report’, 2009 Ms. Jeanette McVeigh Mr. Patrick S. Gibson Ms. Cecelia F. Glackin Ms. Elizabeth W. Fox Mrs. Kim Z. Franklin Mr. Andrew M. Freeman Dr. & Mrs. Abraham Freedman Mr. & Mrs. Samuel M. FreemanMs. II Margaret Funderburg Ms. Marjorie J. Funderburg Ms. Rosalie Frudakis Ms. Janice G. Galer Garden Club of Philadelphia Mr. Kenneth Garson & Mr. Francis B. Gayton Mrs. Mary Jo Gibson & Mr. & Mrs. William Y. Giles Mr. & Mrs. John P. Giloley Mr. Richard J. Giordano & GlaxoSmithKline Ms. Cynthia Gobbel Mr. William Goetz Dr. James E. Goin Ms. Barbara Mr. & Mrs. Daniel F. Gordon Green Sea Dragons Country Club Mr. Kenneth I. Rose Ms. Paca Yolanda Narvaez Critter Control Mr. Bill Cropf & Ms. Jennifer Jones Dr. and Mrs. Carl S. Cross Ms. Anne Denner Mr. & Mrs. Thomas H. Duffy Mr. & Mrs. Paul O. d'Esterhazy Dr. & Mrs. Edward B. Daeschler Mr. Cori Daggett Mr. Robert Dallas Mr. & Mrs. Colin Dawson Deutsche Bank Americas Foundation Mr. Marc T. Dinardo Ms. Pauline R. Divitantonio Mr. & Mrs. Brandon E. Doemling Ms. Lisa M. Donahue & Mr. Andrew Dunakin & Mr. Robert J. Elfant Mr. Michael C. Finn Mr. & Mrs. John E. Fiorella Mr. & Mrs. John W. Fischer Mr. Alan C. Fitts & Mrs.Mr. Josephine Kenneth P. Fitts Fleisher & Mrs. LisaMrs. Fleisher Anne M. Flood Four Counties Garden Club The Four Lanes Trust Ms. Louisa C. H. Spottswood Ms. Marcia Bloomfield Boardman Hamilton Company The Boeing Company Mr. Robert S. Bolt Mr. & Mrs. Nathaniel R. Bowditch Ms. Denise A. Breard Mrs. Ann H. Brewster Ms. Gloria R. Brown Mr. Steven S. Brown Mr. Dennis A. Burton Ms. Margaret J. Capone Mr. Fred J. Carrier Cathedral Village Francis Cauffman Mr. David Cellini & Ms. BarbaraMs. Suwala Kim E. Champy Ms. Julia L. Chapman Mrs. Mary E. Chomitz Mr. & Mrs. Dominic J. Ciurlino Ms. Anne Clifford Mrs. Wynrhys E. Coghlan Ms. Rose A. Connolly Mr. Robert E. Coughlin & Mr. & Mrs. David Craighead Sabine & Charles Cranmer Mr. Donald L. Cressman Mrs. Joanna M. Pietrafitta Superstores, Inc. Mrs. Stacy Abramson Mr. Michael S. Pietrafitta & Tom & Cindy Stewart Mr. & Mrs. E. B. Mr. Dana W. Tobin Lee & Chris van de Velde Wakefern Food Corp. - Brown's Ms. Wendy Willard $100 - $349 Mr. Andrew Abramson & Dr. & Mrs. Abass Alavi Dr. & Mrs. Harold Almond, Jr. Ms. Jean A. Anderson Mr. & Mrs. James A. Augustine Ms. Renee Avery Mr. David M. Banet Ms. Georgette Bartell Mr. & Mrs. John B. Bartlett Mrs. Hudson Barton Ms. Carol L. Beam Mr. & Mrs. Gilbert Benjamin Mrs. Kathryn A. Betz Ms. Judith E. Bishop Mr. & Mrs. Ronald Black Ms. Eugenia C. Meigs Ms. Sherry A. Melewsky Mrs. Ruth S. Miller Judith Ann & John Mills Ms. Christian H. Norpel Mr. & Mrs. R. Anderson Pew The Philadelphia Foundation Redner's Markets Mr. John P. Rosso John Snow, Inc. Ms. Linda M. Sterthous Ms. Sandra H. Tarcov United Way of SEPA Viridian Landscape Studio Ms. Patricia S. Walsh Mr. & Mrs. Frank Warner III Mr. & Mrs. William Y. Webb Mr. & Mrs. Harry Weiss Mr. James Wyper III $350 - $499 Albertsons Market Mr. & Mrs. Michael Harris Mr. & Mrs. Francis B. Lane Mr. & Mrs. Mark Meigs Ms. Ruth V. Peckmann Greater Philadelphia Mr. David K. O'Neil Mr. & Mrs. Mark Soffa Ms. Gayla S. Stewart Mr. & Mrs. James M. Stewart Mr. David Van Ness Taylor Mr. & Mrs. Ronald Varnum URS Corporation $500 - $999 American Association of Zookeepers Dr. Regina Bannan Mr. & Mrs. Jeffrey F. Beck Mr. & Mrs. Charles L. Bolling Dr. Anne Bower Ms. Dale F. Brazale Carr & Duff Inc. Dr. E. Bryan Crenshaw III & Dr.Ms. Tara Christina Rachinsky C. Davison Hare, Chase & Heckman Mr. Jeffery Hayes & Ms. Kelly Davis Mr. & Mrs. J. Robert Herd Jennifer Hoffman & David Hoffman Family Immaculate Heart of Mary School Ms. Karin James Mrs. Judy Kruse Dr. Martina Martin & Dr. John Martin Ms. Anastasia Somers Foundation Mr. Andrew Malatesta McMaster-Carr Supply Company Ms. Betty U. Musser Philadelphia Phillies Charities Mr. & Mrs. William G. Walkup $1,000 - $1,999 Mrs. John Brock Mr. & Mrs. J. Mahlon Buck,Mr. Jr. & Mrs. Robert F. M. Diemer Mr. & Mrs. Charles D. Dilks Drumcliff Foundation Mr. & Mrs. John C. Haas The Harriette S. & Charles L. Tabas Debbie & Bobby McFerrin Merck Company Foundation Mr. & Mrs. David P. Montgomery Mr. Keith Morgan & Mrs. Alix Morgan Mr. Thomas Landsmann & Dr. Charles A. Hetzel & Dr. KarenJacobs Knudsen Wyper Architects, LLP Kate Svitek Memorial Foundation Stephen Kaufman & Sydelle Zove Ms. Lara Malatesta & & Natural Resources Environmental Protection Commission Mr. David St. Clair $5,000+ Mr. & Mrs. John A. Affleck Burket-Plack Foundation, Inc. Darling Fund (Julie & Bob Spahr) Evie & Rod Day The Lily Foundation Mr. & Mrs. H. Binney Meigs National Fish & Wildlife Foundation PECO, An Exelon Company Pennsylvania Department of Conservation Pennsylvania Department of Pennsylvania Historical & Museum Rohm and Haas Company Ms. Gail E. Seygal and Wright-Cook Foundation $2,000 - $4,999 Anonymous Foundation Aria Foundation The Barra Foundation, Inc. Becker & Frondorf John R. Howard and Lise K.Ms. Funderburg Elizabeth H. Gemmill Donor List

CALES Feasibility Report | April 15, 2013 | DRAFT 119 ‘The Schuylkill Center 2009 Annual Report’, 2009 Ms. Janet M. Wong Mr. George C. Wood Myra & Page Wood Ms. & Dr. Karen Worek Ms. Karen S. Worley Mr. Lawrence D. Wright Ms. Louise Wright Ms. Jacqueline Young Dr. & Mrs. Robert C. Young Ms. Leah M. Zerbe Gift Program Mr. Darren United Technologies Matching Dr. Van Dusen Mrs. & Mr. Cindy M. Vanderwoude Ms. Merritt J. Vanpelt & Venturi, Scott Brown and Associates, Inc. Mr. Kevin B. Wall Mr. John F. Wallace Ms. Kelly Wallace Ms. Barbara W. Wanamaker Mr. Christopher Wanamaker Ms. Camille L. Ward Ms. F. Diane Ward Ms. Pamela J. Warner Weavers' Way Co-op The Weeders Conservation Committee Mr. Adam W. West & Mrs. LesleyW. S. B. Cumby West & Son Mr. & Mrs. Douglas C. Wendell,Mr. Jr. & Mrs. Elkins Wetherill Ms. Geraldine B. Wexelblat Mr. Chris Wheeler Mr. Charles F. Wiedmann Ms. Susan Wolfe Ms. Janet G. Wolgemuth Ms. Jenny McMahon Mr. James N. Kise Ms. Ellen M. Kurtz Mr. Dan Gewecke Mr. Anthony A. Simonetta & Ms. Sarah L. O. Smith & Mr. Stephen H. Smith & Ms. Susan Smith Ms. Susan W. Spencer St. Peter's School Mr. David W. Stehman Ms. Margaret T. Stephens Mr. & Mrs. David A. Stevens Mrs. Elizabeth Stull Ms. Catherine Sulimay & Mr. & Mrs. Barry Sunshine Mr. Mark Sweetman Mr. Steve Sysko Mr. Randall Taylor-Craven Mr. & Mrs. Willard A. Terry Ms. Linda Thierfelder Ms. Deborah G. Thorington Ms. Anna C. Toogood Mr. Richard Tschopp Ms. Nancy Rainer-Wallace Ms. Patty Redenbaugh & Mrs. Tami Sherman Ms. Sarah Hetznecker Mr. Edward P. Krause Ms. Katherine C. Hangley Mr. Thomas E. Rodriguez Mr. & Mrs. Gerald B. Rorer Mrs. Marie Rossachacj Mr. Paul E. Rowley Ms. Carole Sable Ms. Linda L. Scandone Mrs. Susan R. Schalcher Mr. & Mrs. John C. Schwarz Senator Allyson Y. Schwartz Ms. Melina Schweizer David & Sachiyo Searles The Seligsohn Foundation Mr. & Mrs. Peter H. Sellers Mr. & Mrs. Joseph M. Shaeffer Jeff & Jeanie Shaw Mr. & Mrs. Daniel J. Shechtman Mr. Gary Sheehan & Ms. Ellen L. Sherk Ms. Ellie Showers Ms. Betsy J. Shiland Ms. Cheryl J. Sigg & Mr. Howard K. Simon & Photo Courtesy of Leah Stein Dance Company Mr. & Mrs. Ralph O. Morgan,Mr. Jr. Richard A. Mulford Ms. Angela Murphy Mr. & Mrs. David L. Nelson Ms. Kathleen J. Nelson & Mr.Ms. John Mona Kromer Nelson Norristown Garden Club Ms. Anne Norton Mr. William F. O'Connor Ms. Gertrude S. O'Leary Mrs. Susan Ocamb The Outdoor Gardeners Ms. & Ms. Deborah A. Peacock Ms. Susan W. Peck Ms. Marcia A. Piccione Ms. Christina Pie Ms. Christina Pizii Mr. & Mrs. Jermain B. Ms. Lisa Probst Providence Garden Club of Pennsylvania Mr. Thomas G. Purdy & Ms. LindaMs. O'Gwynn Nancy Rainer-Wallace Philip & Virginia Ranly Redbud Native Plant Nursery LLC Ms. Patty Redenbaugh Mrs. Linda A. Rimmer Ms. Debra L. Rodgers Mr. Greg Licht Mr. William A. Loeb Mr. & Mrs. Jonathan D. Lynch Ms. Sarah W. Macdonald Mr. & Mrs. Carl J. Malisheski Mr. & Mrs. Pat Maloney Ms. Linda M. Maslin Ms. & Mr. Karen McAnally Mr. Hugh K. McCrystal Mr. & Mrs. Paul F. McGann Mr. Richard J. McIlhenny Mr. William L. McLean III Ms. Mary E. McTague Mrs. Frances B. Meigs Mr. Robert R. Meigs Ms. Stacey M. Merkin & Mr.Mr. Richard Paul Eden W. Meyer & Mrs. & Mr. Christina Miller Mr. Gainor I. Miller Mr. Gary Miller Ms. Leslie A. Miller Mrs. Susan Miller Mr. David Monheit Ms. Dorothy T. Montgomery Mr. & Mrs. Mike Moran Foundation Mr. & Mrs. Steven M. Lember Mr. & Mrs. Thomas M. Hyndman,Ms. Jr. Dorothy Iams igive.com Holdings LLC Integrated Network Consulting, Inc. Ms. Heidi Jamieson & Mr. R.Jefferson Keith Vineyards Smeal Ms. Melissa V. Johanningsmeier Mrs. Hugh M. Johnston K-Tech Mr. & Mrs. Joseph R. Kase Mrs. Steven Kastenberg Mr. & Mrs. Jeffrey W. Keel Mrs. C. Joyce Keller Ms. Sharon Kelly Mr. & Mrs. James R. Kern Kevin O'Brien Studios Mr. & Mrs. Steven Kibler Kirby Bates Associates, LLC Mr. & Mrs. Carl J. Knapp Dr. & Mrs. Raymond E. Knauff Ms. Eileen A. Koolpe Mr. Edward J. Leafey Mr. Ronald Lebovits & Ms. BethThe Yount Lee F. & Phoebe A. Driscoll Mrs. Julianne Gable Ms. Susan Brotherton Ms. Edith Green Mrs. Elinor R. Greene Mr. & Mrs. G. Davis Greene Mr. & Mrs. Wilbur H. Hamilton,Harleysville Jr. Insurance Mr. & Mrs. John L. Harrison,Mr. Jr. & Mrs. James A. Hay Ms. Susan Heineman Dr. Carla Hernas, VMD Mrs. Alice C. Hershberger Ms. Laura I. Hewitt Ms. Marcia Heylin Ms. Gisela C. Hill Mr. Frank J. Hochmuth, Jr. & Ms. Kathryn Hodgkiss Mr. Daniel J. Hoffman & Mrs. Claire C. Holmes Ms. Gloria Holloway Mrs. Claire J. Hossack Ms. & Mr. Susan E.S. Howe Mr. & Mrs. Martin J. Hromek Mr. Ben Huggett & Ms. LauraMs. Huggett Alice M. Hungerford Mr. Eugene J. Huston Donor List (cont.)

CALES Feasibility Report | April 15, 2013 | DRAFT 120 ‘The Schuylkill Center 2009 Annual Report’, 2009 Catherine Clark Zoe Cohen Joanne Donohue Skip Landsmann Tom Landsmann Jack Ramsdale Lisa Sonneborn George Wood Schuylkill Center Staff The Schuylkill Center for Environmental Education 8480 Hagy’s Mill Road Philadelphia, PA 19128 Tel 215.482.7300 Fax 215.482.8158 www.schuylkillcenter.org The Schuylkill Center for Environmental Education is a 501(c)(3) non-profit educational organization. Photography: Steve Aldrich Printed on paper with a minimum50% of total recycled fiber including a minimum of 30% post-consumer content. Staff Dennis Burton, Executive Director Steve Aldrich, Wildlife Rehabilitation Administrative Assistant Penelope Bauer, Business Manager Michael Bishop, Building Manager Zoë Cohen, Art Program Manager Donna D'Angelo, Executive and Business Assistant Rachel Dobkin, Art Program Coordinator Joanne Donohue, Manager of Land Restoration Sean Duffy, Land and Operations Manager Peggy Frankenberger, Membership Coordinator and Bookstore Manager Beatrice Kelly, Education Assistant Anna Marchefka, Environmental Educator Claire Morgan, Environmental Educator Virginia Ranly, Director of Education Camila Rivera-Tinsley, Environmental Educator and Summer CampMary Director Salvante, Director of Art Programs Rick Schubert, Director of Wildlife Rehabilitation Emily Simmons, Grant Coordinator Lisa Sonneborn, Communications Manager Michele Wellard, Assistant Wildlife Rehabilitator George Wood, Director of Development Advisory Board John A. Affleck Claire S. Betz Charles Dilks Elizabeth H. Gemmill David P. Montgomery David K. O'Neil George M. Riter, Esq. Julie D. Spahr Thomas S. Stewart William Y. Webb Harry Weiss Board of Directors Board Officers John Howard, President Anne Bower, Vice-President Jeffery Hayes, Vice-President Lara Herzig Malatesta, Vice-President Wendy Willard, Vice-President Ron Varnum, Secretary Board of Trustees Steve Brown Linda Carpenter Michael Harris John L. Harrison, Jr., Esq. Stephen J. Kaufman Tom Landsmann Binney Meigs Michael Pietrafitta Barry Sunshine, Ex Officio Linda S. Unland

CALES Feasibility Report | April 15, 2013 | DRAFT 121 ‘AEC Strategic Plan’, July 2008

ADIRONDACK ECOLOGICAL CENTER BUILDING FOR THE FUTURE

STRATEGIC PLAN

STATE UNIVERSITY OF NEW YORK COLLEGE OF ENVIRONMENTAL SCIENCE AND FORESTRY

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Over the past seven years the Adirondack Ecological Center (AEC) has been actively engaged in adding infrastructure, personnel and programs. As a result, AEC is well positioned to lead in the development and implementation a powerful new program initiative integrating research and education.

The Adirondack Ecological Center is ideally, and perhaps uniquely, positioned to undertake this initiative. First, the Adirondack Park represents the world’s foremost experiment in attempting to sustain vibrant local communities in the midst of healthy wilderness ecosystems. The ecological implications of renewable energy are likely to be especially evident in the Adirondacks and Northern Forest because the region supports a high volume of wood fiber that will attract industry for production of biofuels and bioplastics. The natural ecosystem is largely intact, making it an especially sensitive measure of the impacts. Land-use is heart of the Adirondack experiment because it is in regional planning and the regulation that we see the duality of the human impacts on nature and natural influences on human society.

Second, the College of Environmental Science and Forestry (ESF) is committed to promoting the application of science to that experiment. As a major public research institution, ESF recognizes that there is not only an opportunity to learn from the experiment, but an obligation to contribute new knowledge to future decisions about the environment. As the College’s principal field research station, the Adirondack Ecological Center builds on one of the longest and broadest records of scientific research in North America. Our history of multifaceted research positions us to explore these issues in the context of complex systems. Our track record of translating that science to solving problems enables us to engage society in addressing these issues. Our depth and breadth in interdisciplinary science bring an understanding of the interaction of economic, social, and ecological systems.

Program Goals

As we look to the next ten years, four arenas in which AEC excels will be central to our new programs:

Research. – Our goal is to broaden the role of scientific research in the Adirondack Park, drawing lessons from the natural ecosystems and the experiment that is the Park. AEC draws on the depth and breadth of past research on the ecology of the Adirondack region, and the creative talents of an exceptionally large group of ecologists who are conducting research today. As a field station of the State University of New York, AEC is part of a faculty of scientists that comprise one of the world’s largest aggregations of ecologists, landscape designers, environmental chemists, policy analysts, economists and natural resource specialists. The collective experience of this faculty with environmental issues ranges from basic science including chemical effects of acid rain, to applied studies including environmental impacts of road salt, to management including forests and wildlife.

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Educational Outreach. – Our goal is to accelerate information transfer and encourage leaders to apply science in the decisions they make. We intend to deliver educational programming in sustainability, renewable energy and land stewardship to students and professional audiences. As faculty and staff of an academic institution, we bring rich experience to educational outreach, pioneering educational programming for professionals. Central to our expanding programs for professionals will be the development of the new Northern Forest Institute for Conservation Education and Leadership Training. This institute will fill a vital niche not currently served by the other educational resources in the Northeastern US. Our expanding program will reach throughout the region via telecommunication and videoconferencing. We will build these programs through collaborative partnerships with universities, public school systems, museums and government agencies.

The content of this program will draw on the results of research, both our own and that emerging from throughout the international science community, examining how public policy affects the ecology, economy and social fabric. While we will draw widely, our focus will be on New York State and the Northern Forest region. These programs will build partnerships with state and federal agencies to accelerate transfer of knowledge for public servants and business leaders. Content will emphasize sound science as well as the human values that are cornerstones to decision-making. Learning experiences will be offered onsite and via telecommunication technology.

Environmental Monitoring. – Our goal is to provide broad measurement of the environmental changes that are occurring across the 6 million acres of Adirondack Park. This information will inform objective evaluation of policy alternatives. We will draw on our experience with long-term monitoring of more than 100 chemical, physical and biological variables. The template for these activities will arise from our Adirondack Long Term Ecological Monitoring Program (ALTEMP) and ESF’s collaboration with the National Park Service. We will add information on the economic and social conditions that help characterize the human experience. Operational costs will be minimized through formation of a consortium of partners. We will offer a centralized means for accessing data and facilitate integrating the information into models of ecological-economic-social systems. At least six new faculty hired within the past year, both on campus in Syracuse and in residence at AEC, bring state-of-the-art capabilities to help advance toward this goal.

Student Learning. – Our goal is to inspire students to pursue science and leadership so that they are equipped to address the environmental challenges that face the next generation. Mentoring graduate students and encouraging undergraduate students to pursue research defines academic institutions such as ESF. As judged by the professional success of ESF students, the College accomplishes this mission well. The heart of the program will be built on interdisciplinary thinking. AEC educational outreach programs regularly apply an integrated application of field biology, math, geographic information systems, communication, philosophy and public policy. We intend to formalize the lessons of this approach, building technical skill sets and knowledge through a combination of direct participation in the research process and directed study. At the core will be an independent research experience that will take students from designing a study, to collecting data in the field, to computer analysis, to synthesis of implications, to technical writing, to formal oral presentation.

Our legacy of research in ecology of will serve as a cornerstone as we broaden that focus to address the increasing need for interdisciplinary science. During 2005 and 2006, AEC participated in two programs dedicated to identifying the large issues that face the Adirondacks in the next few decades. These programs included a focus-group study funded by the Northern States Cooperative Research program, and a series of discussions hosted by the Adirondack Research Consortium. While there were significant differences in the stakeholders represented, there was strong consensus on the issues ahead:

Sustainable Development. – Sustaining a healthy wilderness ecosystem, a vibrant human economy and a high quality of life. Principal issues include finding objective measures of ecosystem condition sensitive enough to enable us to foresee undesirable change with sufficient lead time to affect change. Metrics such as biodiversity, biotic integrity, ecosystem function offer a place to begin. They address

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questions such as how can we value wilderness in terms meaningful to economists? Quantifying ecological services such as water purification and the importance of wilderness to quality of life are important. How can we link economic and ecosystem models to assess how economic change drives spatial and temporal cascades of ecological change? How do we define limits to human development and discerning when we are nearing those limits? How can we understand spatial and temporal ecological cascades caused by changes in economic condition?

Climate Change and Atmospheric Pollution. – Protecting the natural communities, economies and human health from the atmospheric pollutants and global warming. Principal issues include finding sensitive measures of global climate change. Studies in boreal communities of alpine and bog environments are an important first step. How can we measure the movement, bioaccumulation and ultimate effects of chemical inputs such as nitrogen, sulfur and mercury on plants, animals and humans? Studies need to complete our knowledge of mechanisms by which these pollutants affect living organisms. How might we understand the potential cascading effects of loss of top predators and forest-community dominants? What are the implications of invasive species to the ecological and economic systems of the region? What spatial and temporal cascades of ecological impacts are caused by climate change?

Land Stewardship. – Formulating effective land-use policy for the Adirondacks. Principal issues include understanding the role of APA regulations in shaping future ecosystems, economies and social condition. What methods might we employ to sustainable management of renewable natural resources such as wood fiber in the face of regional and global demands for biofuels and bioplastics, as well as lumber and paper? What is the importance of geographic scale in defining ecological processes and the management of human activities? What is the potential for energy development such as wind and hydropower within the region? How does that relate to the risks, as well as the benefits, it poses for the ecosystem? What spatial and temporal cascades of ecological impacts are caused by land-use change?

We will integrate these research thrusts explicitly with a broad-based educational outreach program. The Northern Forest Institute is a multi-tiered, interdisciplinary educational outreach program emanating from the AEC. This program will be focused on professional audiences, but will serve students in college and secondary curricula, as well as the general public. Faculty and staff from ESF and partnering agencies, organizations and institutions will bring rich experience to professional development, educational outreach and leadership training in conservation.

Professional. - With the completion of planned upgrades to existing structures and the addition of new facilities, we are now in position to provide state-of-the-art technology coupled with a superb natural environment. We envision a curriculum designed to meet the needs of elected officials, policy makers, and staff from governmental agencies. This tier of the program will fill a vital niche not currently served by any of the other myriad educational resources in the Adirondack region and northern New England.

Academic. - The AEC has built the foundation on strong partnerships with regional colleges and secondary schools to deliver content to students and educators. This demographic group will continue to form a significant segment of outreach consumers.

General Public. - From philosopher’s salons to seminars on sustainability to short courses on the natural history of the Adirondacks, we intend to provide a diverse and rich science-based curriculum for life-long learners. The upgrading of existing facilities and the addition of new ones represents the catalyst for aggressively pursuing this audience.

The programmatic structure of the Northern Forest Institute will reflect the successful model pioneered by the US Fish and Wildlife Service’s National Conservation Training Center. This model is predicated on systemic partnerships developed between multiple organizations to collaboratively develop content, identify and recruit consumers, and submit proposals for financial support. Our approach will be different in that it will emphasize a multi-disciplinary approach to conservation education and leadership.

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Partnering will be the hallmark of this program. Over the past 30 years AEC has invested considerable effort in positioning itself as the honest broker of quality information to agencies, resource managers, NGOs, institutions, and decision makers. The current list of partners includes many of the principal players in education:

• Natural History Museum of the Adirondacks • Adirondack Museum • New York State Department of Environmental Conservation • Open Space Institute • Northern Forest Center • Association for the Protection of the Adirondacks • Adirondack Research Consortium • National Conservation Training Center

Plans for Improvements to Infrastructure

The College is now engaged in a $13 million investment to expand research and educational outreach programs in northern New York. Over the past 24 months the AEC has aggressively improved the technological amenities it provides to researchers, students and program participants. These upgrades include the installation of broad-band Internet service (direct and wireless) and video-conferencing capacity. This infrastructure investment is part of a larger effort to be completed by 2014. The first steps have focused on research because that is our primary mission. Students have been our top priority because ESF is a student-centered research institution. With these initial phases nearly complete, we are implementing plans to make our research relevant. Much of the effort in the next several years will be directed to providing venues for educational outreach targeting younger students and working professionals. Historic gifts have blessed us with exquisite facilities that will enable us to engage the science of today in the ambiance of the rustic elegance of 1910. New partnerships are providing a superb complement to our facilities, offering the housing and meeting space to reach the necessary economy of scale for keeping costs low. Associated with onsite programs will be direct linkages into classrooms and boardrooms throughout the region via teleconferencing and distance-learning technology. Finally, all of this will demand greater onsite staff presence. While much of our program originates through faculty and students from our Syracuse campus, the level of the interaction with people and organizations in northern New York, and day-to-day activity levels will require increased in onsite staffing.

Rich Lake Housing and Dining. – Two new dormitory buildings completed in 2007 have doubled house capacity in the Rich Lake area to 56 people. Funds are in place for a kitchen up-grade and remodeling project to provide added food delivery and storage space, and walk-in refrigeration. When completed later this year, this will significantly increase service quality while decreasing service costs.

Arbutus Great Camp. – The AEC is in the midst of multi-phase fund-raising campaign to renovate the Arbutus area structures, recreating the retreat atmosphere of the historic Great Camps, but infused with the intellectual stimulation of one of the nation's foremost ecological research institutions. Arbutus Lake, and Huntington and Arbutus Lodges are to be the centerpiece of the Arbutus Great Camp. The lake embodies the beauty of the Adirondacks, the headwaters of the Hudson River and the leading edge of science as a site for diverse ecosystem level research. The renovated historical buildings will be showcase facilities, drawing visitors to the lakeshore, and into the retreat atmosphere of the Great Camp. When renovations are completed, these facilities will house 34 people.

Carriage House Conference Center. – Planning is underway to build a state-of-the-art distance learning and teleconference center, the Carriage House Teleconference Center. The Center will be housed in one of the most magnificent buildings of the Adirondack Great Camp era, Anna and Archer Huntington’s stone Carriage House. Combined with the restoration of the historic Huntington and

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Arbutus Lodges, this facility will merge the rustic elegance of a century past with the cutting-edge video and telecommunication technology of today. This venue will accommodate 100 people, and connect many other scientists, teachers, policy makers, and public servants in distant locations.

Masten House. – The historic Masten House is a 10-bedroom mansion located on Henderson Lake. It is within the state historic district encompassing the former town of Adirondac, situated at the southern entrance to the High Peaks Wilderness and the highest reach of the Hudson River. The property is within the existing town of Newcomb and was part of the National Lead land holdings associated with their Tahawus mining operation. Ownership of the area was recently transferred to the Open Space Institute, which will transfer the majority of the land to New York State for inclusion in the State Forest Preserve. Because of its location, size and amenities, the Masten House represents a truly incomparable and powerful location for offering a wide range of programming for all levels of each target audience. The Masten House is being conveyed to the ESF through a formal agreement between the Open Space Institute and the College, and represents a $2.7 million partnership. This figure includes the value of the Masten House and associated property as well as $1 million in seed money from the Empire State Development Corporation. When renovations are complete, this facility will accommodate up to 20 people.

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