NATURAL RESOURCES EDUCATION PROGRAM

Denver, CO   |  nrep.000webhostapp.com

Mission

NREP's Mission and Vision
June 12, 2017

The proposed high school concept is designed to augment STEM programs with natural resource content that also will include rigorous and balanced treatment of the above ground issues associated with “Prudent Development". In addition this exposure may encourage students to enter the Natural Resource industry and help prepare them for higher education in this field.
NREP's vision is to improve the students' awareness to the role natural resources play in their daily lives (or as phrased by Dr. Bernard white of Exxon – “Science Savvy Citizens). This will help these students enter society with the ability to make informed, well reasoned decisions as to their use of natural resources and their input on how to develop these resources prudently.
A Note on Prudent Development
Former Secretary of Energy, Stephen Chu, asked his advisory council, the National Petroleum Council, for a study that became Prudent Development, Realizing the Potential of North America's Abundant Natural Gas and Oil Resources. This study was released on 9/15/11 and can be found at www.npc.org.
While this study targeted natural gas and oil development, its observations are applicable to any development from energy to hard rock minerals to water and even to mini-mall projects.
The study made two primary observations.
• Public Trust
The first is that prudent development requires public trust. If there is no (or little) public trust the development will not be prudent (if it is allowed at all).
• Community Engagement
The second is that one way to achieve public trust is through community engagement.
The message must be believable, backed up by good science, presented in understandable terms and designed so that the public will want to pay attention. The image and baggage the industry already has must be taken into consideration. Therefore this engagement must recognize that the messenger is just as important as the message.
In that most current oil and gas development is with unconventional resources, specifically in shale oil and gas, an unconventional approach is needed in gaining public trust.
• “Do it Right"
A third observation made in the study was that this time we (the energy industry) have to do it right. The proposed NREP program is a targeted form of effective community engagement. It is one tool in “doing it right".

Notes from the nonprofit

STEM verification study

Thanks to the Colorado Energy Office an assessment of the state on natural resources content in STEM education throughout Colorado has been completed. The report can be found at:

https://www.colorado.gov/pacific/sites/default/files/atoms/files/STEM%20Natural%20Resources%20Survey.pdf

Comments and observations from NREP are available upon request.

Ruling year info

2016

President

John Tobin

Main address

1660 Lincoln St Ste 2100

Denver, CO 80264 USA

Show more contact info

EIN

47-5440029

NTEE code info

Secondary/High School (B25)

IRS filing requirement

This organization is required to file an IRS Form 990-N.

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Programs and results

What we aim to solve

SOURCE: Self-reported by organization

The Natural Resources Education Program is undertaking a pilot program to test its entire education concept. The approach is following the Next Generation Science Standards (NGSS) that has been adopted by Colorado this summer and is in effect in 37 other states. This approach is Problem Based Learning (PBL) that works from a topic "ripped" from today's headlines and is solved by using analysis and techniques from multi-disciplinary sources. The material is presented to all schools using video conferencing infrastructure presented by experts from high learning and other resources.

Our programs

SOURCE: Self-reported by organization

What are the organization's current programs, how do they measure success, and who do the programs serve?

Pilot Project -- Water

A Pilot Project
Water
• Start up 2017
• Cost TBD
• Concept
- Find an Local Educational Association (LEA) from the STEM study
- Design content in an online format
- Geology
o Global water endowment
o Form of water and their cycles over time
o Climate change impact
o River, ground water and aquifers, etc.
- Technology
o Dams, pipelines, wells, etc.
o Pollution control
- Theology – Above ground
o Markets
o Colorado River Compact
o First in line water rights
o Super Fund & Gold King spill
o Population carrying capacity of Colorado
- Resources
o Colorado Water Conservation Board
o Colorado Foundation for Water Education
o History – Patty Limerick, CU Center of the American West
o Legal – Fred Cheever, DU Law
- Implementation
o Content construction
o Coordination of STEM and Civics
o Online delivery
o Testing
- Recommendations
o Content Improvement
o How to scale to other natural resources
o How to scale delivery statewide

Population(s) Served

Where we work

Goals & Strategy

SOURCE: Self-reported by organization

Learn about the organization's key goals, strategies, capabilities, and progress.

Charting impact

Four powerful questions that require reflection about what really matters - results.

NREP's goal is by exposing students to this content, students will become “Science Savvy Citizens" who will be able to make informed, well reasoned decisions about their use of natural resources and support the prudent development of those resources.

This process may also encourage students to consider the natural resource industry as a career. The NREP content will help prepare students for such a career and for possible high education in this field.

NREP's current efforts and strategy is to fulfill its due diligence responsibilities by seeking outside review and input of its concept by conducting one or more symposiums to discuss and gain support for this approach.

This process will lead to conducting a pilot project that will test all aspects of this program.

NREP's business model is to run this program as a “general contractor" that recruits the expertise and resources to complete the program. NREP is currently discussing such relationships and opportunities with professional societies in the natural resource industry, colleges and universities, and with Colorado State agencies.

Internally, NREP has project management and planning experience to administer and direct the sub-contracts and participate in funding efforts. NREP also has education expertise in Anne Tweed, owner of STEM Learning Solutions, LLC, and Dr. Penny Eucker, Executive Director of the STEM School Academy.

At this start up stage, NREP can only point to it's concept design, it's efforts at promoting and marketing the program through conferences, articles and plans for the symposiums. Further progress will be dependent on success of the pilot project.

It also goes without saying that the enthusiasm the industry has for such programs will also be a function of the price of natural resource commodities and the profitability of the industry.

Financials

NATURAL RESOURCES EDUCATION PROGRAM
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Operations

The people, governance practices, and partners that make the organization tick.

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Connect with nonprofit leaders

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NATURAL RESOURCES EDUCATION PROGRAM

Board of directors
as of 12/07/2018
SOURCE: Self-reported by organization
Board chair

John Tobin

NREP

Samuel Butler

Trinity Petroleum Management, LLC

Anne Tweed

STEM Learninf Solutions, LLC

Penny Eucker

STEM School Academy

Board leadership practices

SOURCE: Self-reported by organization

GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section.

  • Board orientation and education
    Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations? No
  • CEO oversight
    Has the board conducted a formal, written assessment of the chief executive within the past year ? No
  • Ethics and transparency
    Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year? Yes
  • Board composition
    Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership? Not applicable
  • Board performance
    Has the board conducted a formal, written self-assessment of its performance within the past three years? No