Our Project: Phases and Sustainability
There are three key components (facilities, programs, and curriculum) to our Project Initiative. We are anticipating a phase approach to the project. This, of course, is subject to change.
What follows are our planned projections of what we hope to accomplish, including a time-line for delivery if the project becomes fully (and immediately) funded.
Likewise, we explore issues of sustainability for our project.
What follows are our planned projections of what we hope to accomplish, including a time-line for delivery if the project becomes fully (and immediately) funded.
Likewise, we explore issues of sustainability for our project.
Can we sustain this project? |
Project Phases |
With the new construction of any facilities, we have to look at external factors which may affect our ability to keep the doors open. We would be remiss if we neglected issues such as economy, changes in industry, projection of trends, demographics, depreciation, and anticipated changes to our state’s educational requirements, among others.
Similarly, if one believes that innovation comes at the hands of people, then a prevailing question is one of vision and technical expertise, the two driving forces of such an initiative. This question equates to simply, “What happens when you guys are no longer here?” Let's address areas where we expect the overriding question of sustainability to be of some concern: 1.) An Open Enrollment Future –For quite some time, the movement toward an open enrollment system (also known as “school choice”) within education has gained traction, where a parent who feels that their child is under-served within their present location would be able to move his child to another school (even out of the district) in order to better facilitate those needs, as deemed necessary by the parent. Charter schools were only the first step, an option for parents that has taken many students away from even excellent districts like Mansfield ISD. But open enrollment could very likely evolve. Educational “vouchers” are on the rise in many states (and with new federal urgency), where a parent can receive local tax credits to pay tuition to a private school. Or, legislation could go even further, reaching a true “open enrollment system” where any kid could go anywhere they want, even to public schools outside of their home boundaries. Such a movement aims to provide equity for students. As such, tax monies dedicated to public schools would move with the child to their new schools. Should this happen, many feel that schools would be forced to compete for their students, where districts must innovate and grow to keep and attract students. Simply put, under such a system, districts that do NOT set themselves apart with their programs run the risk of losing their student-base. Conversely, those that do innovate can GAIN students (and income) from other places. For MISD (or any district), this means sustainability becomes a holistic concern, where it can be argued strongly that a district MUST take on innovating projects (like MISD CAS), or otherwise risk a catastrophic drop in enrollment numbers under such a scenario. In fact, we feel that the denial of well-conceived, unique, and well-implemented programs within any STEM discipline would not be wise, since parents judge a district largely by the quality of the occupational programs that are provided to its students. It's all about opportunity. For educators, it means that districts must seek to take on programs that provide value. It is no longer a question of whether a program (like ours) can be sustained, but it's rather a question of whether a program yields a return to the district financially. In fact, under true open enrollment, some programs that could otherwise be sustainable will still find themselves cut if they do not enhance a district’s “bottom line.” Even worse (and tragic) is that many schools who lose students to others might have to cut many programs just to keep their doors open. Do public educators like school choice? No. But the reality is that families already have alternatives when it comes to educational choices. For school districts, having innovative. educational programs will become the life-blood of their schools in the current and future educational climate. The authors of this proposal believe that MISD CAS, and the programs it entails, provides significant value because it reaches ALL district students, it will keep students from leaving to exercise their open enrollment “freedom,” and it will attract students from neighboring districts who are likewise exercising their newly-discovered autonomy. 2.) Industry Growth – There are four historical events that have caused paradigm shifts in the way the world regards space exploration and education. Those four events are:
Twenty years from now, there will be two additions to this list:
Right now, the first seeds of these events are being planted, the excitement of which is clear within social media and today’s television broadcasts. Chiefly driven by economic factors and newfound technological capabilities, these future “game-changers” collectively recall the excitement of the 1960s when President Kennedy urged this country to push toward the mindboggling goal of landing a man on the Moon. |
The timeline of our phases for facilities, programs, and curriculum is not currently established. As presented, the time-frame represents an ideal roll-out...
FacilitiesPhase 1 (current year)
ProgramsPhase 1 (current school year)
CurriculumPhase 1 (current school year)
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Space tourism is becoming a reality, where space exploration has become privatized, no longer the sole domain of governments. We have Elon Musk with his Space X company and his counterpart at Virgin Galactic, Richard Branson, making daily advancements to achievement in space technologies. Today’s kids will have job opportunities in a quickly growing industry, much like all the white-shirted NASA guys of yester-year. Some expert projections call for space tourism being a $1.5 billion industry within a decade, and a $1 trillion industry within three decades.
More importantly is the push toward greater explorations of space, with the amazing technologies that made the incredible visit to Pluto possible (see right). And soon, Mars will take center stage, propelling industry even further forward.
And then, as transformative as the Hubble Space Telescope has been, producing astonishing images that pull the curtain back on the mystery of deep space, its replacement telescope, the James Webb Space Telescope, is slated to be launched in 2018. Known by its acronym, JWST, it is 7 times more powerful than the Hubble. (!)
Collectively, we live during an exciting time, and we want students in Mansfield to be trail-blazers in these new efforts, giving them world-best opportunities in this growing industry. It is this motivation that will go a long way towards assuring that the MISD CAS is around for a long, long time in service to this new breed of student.
3.) Embedded technology within curriculum – While the initial setup and programming of the astronomy technologies require our expertise, the way those elements are interfaced by the end-user is quite simple. Fundamentally, curriculum activities are embedded with a browser link whereby a student fills out of simple form on a browser, highlighting the aspects of observation. This request is then prioritized (like a printer spooler) seamlessly to perform the observation robotically per pre-programmed factors to govern priority (and optimal conditions) for the given requests.
The result is that the software sends out an email notification when that observation request becomes scheduled, followed by a link to the data once the request is performed. Like programming a DVR to record your favorite TV show, the user merely presses RECORD.
SO, what can we take away from this in terms of sustainability of our programs?
That much like any other technology, specific personnel are needed for the implementation and maintenance of these technologies, but not for its on-going operation. There are many in the industry that can perform such tasks, regardless of its end-use. In fact, most any advanced amateur astronomer can do this, many of which (myself included) work as consultants and independent contractors who provide such solutions.
4.) Post-Graduation Research Program – In our description of Phase 3, we briefly highlighted this program. The idea is that if our students are going to get a singular high school education, once they graduate, many will soon suffer “withdrawal” from the tools to which they once had access.
Understanding this, we will be implementing a program to allow them to continue with their personal goals, and hopefully to supplement their own research at the next level. Likewise, because some areas of research science require long-term observations (e.g. approximately three years for exoplanet discoveries), we would not want graduation to halt many of these efforts. (In some cases, our current students will finish the research started by our graduated students.)
But key to our discussion on sustainability, we also implement this program to develop students on the technology-side of things. We want to leave trail of highly qualified students capable of helping in that regard. We want our graduates to come back for jobs, helping to keep things running because they already know, and can address, our ongoing technological needs. Likewise, in an industry we see as rapidly growing, we want to train some of our students competing for astronomy-technology jobs in the future.
5.) Preserving and Sustaining the Vision – Because of the previous points, that those who build the facilities aren’t necessarily needed to sustain the facilities, the real question about sustenance is more of a question of keeping a unified vision for the program.
“So, what’s going to happen to this thing if you guys leave?” That’s the real question, isn’t it?
We (the authors) have operated under the premise that Mansfield ISD is about its people; it cares about its employees and provides the most opportunity of any district in the area (and beyond). In the minds of the authors, MISD would be giving us the opportunity to accomplish the undertaking of a lifetime; a job that we could only dream about. We sincerely believe this will change the way STEM education is done.
And so, much of the above question can be answered simply by knowing our hearts, which of course is a difficult task when you have just met us!
Understanding this, this initiative is almost entirely about vision. This vision must be perpetuated and shared. We often use the word “ownership” in many regards, and that word is especially chosen because we believe that ownership is ever-lasting. For example, when we say that students will OWN the learning process within our programs, we mean that their learning will be assimilated within their being (“affective” learning with reference to Bloom’s taxonomy).
Whereas we could express this within a mission statement of some type, I think what you will find is that our mission already matches our district’s mission. So, we want to communicate our vision more directly; more broadly than that. It is not a statement to be forgotten; it is a working philosophy, undergirding every aspect of our programs.
To use a sports analogy, perpetuating excellence on a football field is not just about leading this year’s team to victory, but also about leaving behind a legacy for teams to follow. This is what great coaches do.
Legacy is not just a high school in Mansfield. It’s a key component to sustaining success with the MISD CAS initiative. And long after we are gone, we plan to have any number of people able to continue in our footsteps.
6.) Our stance as a “District of Innovation” – If there is one single aspect to this newly placed label, it is that public schools in Texas are no longer bound by certain hiring parameters. MISD, should it choose, can hire people of industry in order to meet educational need. Understanding the value of this within STEM disciplines, where industry experience among life-long educators is fleeting (at best), Mansfield ISD has pursued additional flexibility in this area.
In terms of sustainability of programs, there is little more to say beyond what is obvious – we can hire who we need within this program to help facilitate our educational goals.
As an example of this within our own initiative, we will intentionally seek relationships with the local DFW astronomy clubs (with which we already have connections and affiliations) to help supply “per event” hiring of many of our functions, most particularly for our mobile lab programs. So, in some cases, instead of hiring permanent employees and trying to train them, we tap into a group of already trained and experienced individuals, many of which routinely to astronomy already. This greatly increases our ability to sustain our programs because we are no longer limited by how quickly we can train our personnel.
Standard procedure for each of our AstroTruck requires two people. One is a full-time, trained teacher, and the other a “per-event” employee (or volunteer).
The endurance of our programs will require a ready-pool of trained and available people, something that more easily done as a “District of Innovation.” Ultimately, it means that no school (or teacher) will be turned away because of a lack somebody to help them!
7.) Continued funding through grants, clients, and private donations – For years, the education industry has been a target market for any number of businesses in terms of their products. For example, Apple Computers has attacked this market from that company’s inception, gaining early market share within this nation’s schools. And once Apple produced the iPad, it was “game-over” for competitors, where such easy access to technology encouraged a quick foothold within just about every school district we can name.
Likewise, the amount of interest in all things “STEM” within related businesses is a financial windfall. The scramble is on as companies vie for their own piece of the pie.
For the last decade or more, the amateur astronomy market (telescopes and accessories) has grown quickly. And many in this market, so in love with their hobbies, use their equipment to spread the gospel of the universe’s wonders. For many, they cannot understand why schools have not already jumped aboard the astronomy train, whereas something like our effort would appear to be the norm, not the exception. Because companies who produce astronomy products have seen only gradual growth in these areas, they see no reason to lobby the education market in this regard. However, a few traditional non-astronomy businesses, like Nikon and Canon, have addressed the amateur astronomy market by producing cameras specific to that market.
Truly, where there is demand, companies will supply. In our case, it only takes one district like Mansfield to completely wake up such an industry, especially if our neighboring districts (and others) take up the spirit of competition, something that we (the authors) fully expect to happen.
Thus, we see other districts coming to us for consulting within their own programs. Some schools will want to pilot our programs. Others will want tap into our on-line resources, perhaps purchasing time on our instruments. Still others will seek to build robotic observatory facilities and attempt to innovate on their own, growing the market. For us, this means not only sustaining income for our own operations and programs, but being the impetus behind the growth of an entire industry (and all the privileged granted therein).
Lastly, because of a vast number of interested, altruistic organizations interested in funding innovative education, we will always be seeking continuous grant funding through these entities. MISD’s own Education Foundation has been instrumental in helping to fund these early efforts. The Conley Foundation has been huge in provide yearly funding for some of my previous education efforts at other places, including at the Three Rivers Foundation where a new robotic observatory was recently built made possible through Conley funding – the observatory is so named, the Conley Observatory. The Amon Carter Foundation is taking notice as well, and we are confident that our efforts will result in having our first mobile lab mostly, if not completely, paid for.
Financial sustainability is most certainly the bottom-line for most who hear of our initiative; however, we can foresee something far beyond survival. We plan to thrive!
8.) Fueling an interest in astronomy through vertical alignment - Name one academic class that elementary kids can’t wait to take when they get to high school. Go ahead…we have time. Tasked with such an assignment, I believe most of us would fail. Perhaps this is because the disciplines and classes taught in high school do not translate well to career choices. So when you ask kids what they want to do when they grow up, they will likely say “doctor” long before they say “chemist.” “Businessman” takes precedence over “Economist,” because people aspire to professions, not high school classes.
What makes astronomy different is that one view of Saturn through a telescope in 5th grade will trigger a sense of awe like nothing they will ever do elementary school, and when we tell them that they will be able to take images of such objects in high school, then discover its composition with a spectrograph, it opens up a universe of possibilities for such enlightened kids. Astronomer, astronaut, rocket scientist and engineer become a part of the dream for our kids. And now, they see opportunities to fuel that desire by taking OUR classes when they get to high school.
In other words, football will not be the only thing they look forward to.
In fact, we plan to provide incentive for students as they grow up in Mansfield ISD schools. For example, because enrollment in our advanced programs would require application for a limited number of spots, prospective students will be able to earn merit for those spots based upon participation in activities and achievements throughout their K-12 experience. This becomes an advantage for students who are GT in the sciences, yet might be average students in other scholastic disciplines.
Thus, building upon this excitement at the earlier ages, we seek to provide cohesion and continuance throughout student transitions through grades K through 12. A vertical alignment using a threaded curriculum, designed to continue with applied, “big idea” themes all the way through our programs, will help to assure that students do not lose interest in astronomy as they age.
9.) Programs which become integral to the community - As a business entity, it is important to understand the market of consumers that rely heavily upon a product or service. We, within education, are no different in this regard. For example, when we recognize that a part of our consumer-base might be leaving the district because of competition down the street from privates and charters, we as a school district recognize this and seek solutions.
With MISD Astronomy, we never desire to lose “market share” to a competitor. We will be sensitive to the total number of consumers we have and the effect we have on that market.
But equally important, as part of our standard operating procedure (SOP), we should work hard to GROW our market overall. For the long-term success of MISD CAS, our programs will seek to provide valuable services beyond our student-base; thus, increasing our market. Our entire community is our target demographic.
During our phase breakdown, we defined several community programs, all of which result in market growth. One such program, the Energy Conservation Program, will aim to educate community members on they can save money by choosing more responsible home lighting, whereas we work with local vendors and grant-entities to provide reduced costs on lighting conversion to full cut-off, LED fixtures. The value of the program will become evident as we tell our citizens how much money their neighbors are saving.
From the education-side, our involvement with helping Mansfield citizens enjoy the skies above them is a huge point of emphasis. Our public campus will be full-service, meaning free access to our museum, interactive displays, and our outdoor learning areas. It will add value to the city of Mansfield. The fact that citizens will also be given routine opportunities to look through astronomical equipment and see more of the cosmos than they’ve ever dreamed will solidify the importance of our programs, going a long way to helping us retain market share.
Within early revisions of this document (corresponding to the critical acceptance and funding stages of our initiative), we realize that many these statements regarding sustainability are philosophical, somewhat spurned on by our educated opinions. Then again, future markets are always speculative…so hard figures will forever be hard to come by. However, when necessary, later revisions of this proposal will attempt to quantify and document any relevant research in an effort to support of our sentiments given here. As such, we hope to show you that our well-founded opinions are indeed corroborated by others and are based on some sort of objective measure. JB
More importantly is the push toward greater explorations of space, with the amazing technologies that made the incredible visit to Pluto possible (see right). And soon, Mars will take center stage, propelling industry even further forward.
And then, as transformative as the Hubble Space Telescope has been, producing astonishing images that pull the curtain back on the mystery of deep space, its replacement telescope, the James Webb Space Telescope, is slated to be launched in 2018. Known by its acronym, JWST, it is 7 times more powerful than the Hubble. (!)
Collectively, we live during an exciting time, and we want students in Mansfield to be trail-blazers in these new efforts, giving them world-best opportunities in this growing industry. It is this motivation that will go a long way towards assuring that the MISD CAS is around for a long, long time in service to this new breed of student.
3.) Embedded technology within curriculum – While the initial setup and programming of the astronomy technologies require our expertise, the way those elements are interfaced by the end-user is quite simple. Fundamentally, curriculum activities are embedded with a browser link whereby a student fills out of simple form on a browser, highlighting the aspects of observation. This request is then prioritized (like a printer spooler) seamlessly to perform the observation robotically per pre-programmed factors to govern priority (and optimal conditions) for the given requests.
The result is that the software sends out an email notification when that observation request becomes scheduled, followed by a link to the data once the request is performed. Like programming a DVR to record your favorite TV show, the user merely presses RECORD.
SO, what can we take away from this in terms of sustainability of our programs?
That much like any other technology, specific personnel are needed for the implementation and maintenance of these technologies, but not for its on-going operation. There are many in the industry that can perform such tasks, regardless of its end-use. In fact, most any advanced amateur astronomer can do this, many of which (myself included) work as consultants and independent contractors who provide such solutions.
4.) Post-Graduation Research Program – In our description of Phase 3, we briefly highlighted this program. The idea is that if our students are going to get a singular high school education, once they graduate, many will soon suffer “withdrawal” from the tools to which they once had access.
Understanding this, we will be implementing a program to allow them to continue with their personal goals, and hopefully to supplement their own research at the next level. Likewise, because some areas of research science require long-term observations (e.g. approximately three years for exoplanet discoveries), we would not want graduation to halt many of these efforts. (In some cases, our current students will finish the research started by our graduated students.)
But key to our discussion on sustainability, we also implement this program to develop students on the technology-side of things. We want to leave trail of highly qualified students capable of helping in that regard. We want our graduates to come back for jobs, helping to keep things running because they already know, and can address, our ongoing technological needs. Likewise, in an industry we see as rapidly growing, we want to train some of our students competing for astronomy-technology jobs in the future.
5.) Preserving and Sustaining the Vision – Because of the previous points, that those who build the facilities aren’t necessarily needed to sustain the facilities, the real question about sustenance is more of a question of keeping a unified vision for the program.
“So, what’s going to happen to this thing if you guys leave?” That’s the real question, isn’t it?
We (the authors) have operated under the premise that Mansfield ISD is about its people; it cares about its employees and provides the most opportunity of any district in the area (and beyond). In the minds of the authors, MISD would be giving us the opportunity to accomplish the undertaking of a lifetime; a job that we could only dream about. We sincerely believe this will change the way STEM education is done.
And so, much of the above question can be answered simply by knowing our hearts, which of course is a difficult task when you have just met us!
Understanding this, this initiative is almost entirely about vision. This vision must be perpetuated and shared. We often use the word “ownership” in many regards, and that word is especially chosen because we believe that ownership is ever-lasting. For example, when we say that students will OWN the learning process within our programs, we mean that their learning will be assimilated within their being (“affective” learning with reference to Bloom’s taxonomy).
Whereas we could express this within a mission statement of some type, I think what you will find is that our mission already matches our district’s mission. So, we want to communicate our vision more directly; more broadly than that. It is not a statement to be forgotten; it is a working philosophy, undergirding every aspect of our programs.
To use a sports analogy, perpetuating excellence on a football field is not just about leading this year’s team to victory, but also about leaving behind a legacy for teams to follow. This is what great coaches do.
Legacy is not just a high school in Mansfield. It’s a key component to sustaining success with the MISD CAS initiative. And long after we are gone, we plan to have any number of people able to continue in our footsteps.
6.) Our stance as a “District of Innovation” – If there is one single aspect to this newly placed label, it is that public schools in Texas are no longer bound by certain hiring parameters. MISD, should it choose, can hire people of industry in order to meet educational need. Understanding the value of this within STEM disciplines, where industry experience among life-long educators is fleeting (at best), Mansfield ISD has pursued additional flexibility in this area.
In terms of sustainability of programs, there is little more to say beyond what is obvious – we can hire who we need within this program to help facilitate our educational goals.
As an example of this within our own initiative, we will intentionally seek relationships with the local DFW astronomy clubs (with which we already have connections and affiliations) to help supply “per event” hiring of many of our functions, most particularly for our mobile lab programs. So, in some cases, instead of hiring permanent employees and trying to train them, we tap into a group of already trained and experienced individuals, many of which routinely to astronomy already. This greatly increases our ability to sustain our programs because we are no longer limited by how quickly we can train our personnel.
Standard procedure for each of our AstroTruck requires two people. One is a full-time, trained teacher, and the other a “per-event” employee (or volunteer).
The endurance of our programs will require a ready-pool of trained and available people, something that more easily done as a “District of Innovation.” Ultimately, it means that no school (or teacher) will be turned away because of a lack somebody to help them!
7.) Continued funding through grants, clients, and private donations – For years, the education industry has been a target market for any number of businesses in terms of their products. For example, Apple Computers has attacked this market from that company’s inception, gaining early market share within this nation’s schools. And once Apple produced the iPad, it was “game-over” for competitors, where such easy access to technology encouraged a quick foothold within just about every school district we can name.
Likewise, the amount of interest in all things “STEM” within related businesses is a financial windfall. The scramble is on as companies vie for their own piece of the pie.
For the last decade or more, the amateur astronomy market (telescopes and accessories) has grown quickly. And many in this market, so in love with their hobbies, use their equipment to spread the gospel of the universe’s wonders. For many, they cannot understand why schools have not already jumped aboard the astronomy train, whereas something like our effort would appear to be the norm, not the exception. Because companies who produce astronomy products have seen only gradual growth in these areas, they see no reason to lobby the education market in this regard. However, a few traditional non-astronomy businesses, like Nikon and Canon, have addressed the amateur astronomy market by producing cameras specific to that market.
Truly, where there is demand, companies will supply. In our case, it only takes one district like Mansfield to completely wake up such an industry, especially if our neighboring districts (and others) take up the spirit of competition, something that we (the authors) fully expect to happen.
Thus, we see other districts coming to us for consulting within their own programs. Some schools will want to pilot our programs. Others will want tap into our on-line resources, perhaps purchasing time on our instruments. Still others will seek to build robotic observatory facilities and attempt to innovate on their own, growing the market. For us, this means not only sustaining income for our own operations and programs, but being the impetus behind the growth of an entire industry (and all the privileged granted therein).
Lastly, because of a vast number of interested, altruistic organizations interested in funding innovative education, we will always be seeking continuous grant funding through these entities. MISD’s own Education Foundation has been instrumental in helping to fund these early efforts. The Conley Foundation has been huge in provide yearly funding for some of my previous education efforts at other places, including at the Three Rivers Foundation where a new robotic observatory was recently built made possible through Conley funding – the observatory is so named, the Conley Observatory. The Amon Carter Foundation is taking notice as well, and we are confident that our efforts will result in having our first mobile lab mostly, if not completely, paid for.
Financial sustainability is most certainly the bottom-line for most who hear of our initiative; however, we can foresee something far beyond survival. We plan to thrive!
8.) Fueling an interest in astronomy through vertical alignment - Name one academic class that elementary kids can’t wait to take when they get to high school. Go ahead…we have time. Tasked with such an assignment, I believe most of us would fail. Perhaps this is because the disciplines and classes taught in high school do not translate well to career choices. So when you ask kids what they want to do when they grow up, they will likely say “doctor” long before they say “chemist.” “Businessman” takes precedence over “Economist,” because people aspire to professions, not high school classes.
What makes astronomy different is that one view of Saturn through a telescope in 5th grade will trigger a sense of awe like nothing they will ever do elementary school, and when we tell them that they will be able to take images of such objects in high school, then discover its composition with a spectrograph, it opens up a universe of possibilities for such enlightened kids. Astronomer, astronaut, rocket scientist and engineer become a part of the dream for our kids. And now, they see opportunities to fuel that desire by taking OUR classes when they get to high school.
In other words, football will not be the only thing they look forward to.
In fact, we plan to provide incentive for students as they grow up in Mansfield ISD schools. For example, because enrollment in our advanced programs would require application for a limited number of spots, prospective students will be able to earn merit for those spots based upon participation in activities and achievements throughout their K-12 experience. This becomes an advantage for students who are GT in the sciences, yet might be average students in other scholastic disciplines.
Thus, building upon this excitement at the earlier ages, we seek to provide cohesion and continuance throughout student transitions through grades K through 12. A vertical alignment using a threaded curriculum, designed to continue with applied, “big idea” themes all the way through our programs, will help to assure that students do not lose interest in astronomy as they age.
9.) Programs which become integral to the community - As a business entity, it is important to understand the market of consumers that rely heavily upon a product or service. We, within education, are no different in this regard. For example, when we recognize that a part of our consumer-base might be leaving the district because of competition down the street from privates and charters, we as a school district recognize this and seek solutions.
With MISD Astronomy, we never desire to lose “market share” to a competitor. We will be sensitive to the total number of consumers we have and the effect we have on that market.
But equally important, as part of our standard operating procedure (SOP), we should work hard to GROW our market overall. For the long-term success of MISD CAS, our programs will seek to provide valuable services beyond our student-base; thus, increasing our market. Our entire community is our target demographic.
During our phase breakdown, we defined several community programs, all of which result in market growth. One such program, the Energy Conservation Program, will aim to educate community members on they can save money by choosing more responsible home lighting, whereas we work with local vendors and grant-entities to provide reduced costs on lighting conversion to full cut-off, LED fixtures. The value of the program will become evident as we tell our citizens how much money their neighbors are saving.
From the education-side, our involvement with helping Mansfield citizens enjoy the skies above them is a huge point of emphasis. Our public campus will be full-service, meaning free access to our museum, interactive displays, and our outdoor learning areas. It will add value to the city of Mansfield. The fact that citizens will also be given routine opportunities to look through astronomical equipment and see more of the cosmos than they’ve ever dreamed will solidify the importance of our programs, going a long way to helping us retain market share.
Within early revisions of this document (corresponding to the critical acceptance and funding stages of our initiative), we realize that many these statements regarding sustainability are philosophical, somewhat spurned on by our educated opinions. Then again, future markets are always speculative…so hard figures will forever be hard to come by. However, when necessary, later revisions of this proposal will attempt to quantify and document any relevant research in an effort to support of our sentiments given here. As such, we hope to show you that our well-founded opinions are indeed corroborated by others and are based on some sort of objective measure. JB