Emphasize an “integrated” program that provides a continuum of information, communication, and education resources Continue reading →
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Ransley, L. (2003) Finding 3
Make time for continuous evaluation in order to best determine next steps (Ransley, 2003). Continue reading →
Rhodes, H. M., Leland, L. S., Jr., & Niven, B. E. (2002) Finding 1
Provide information through field days, pamphlets, farm journals, media and books. These can contribute to:
- More positive attitudes towards various aspects of management
- Greater levels of knowledge about the concepts and the practical application of those concepts
- Intention to carry out concepts o Adoption of a wider range of BMPs
Ribaudo, M. O., & Horan, R. D. (1999) Finding 1
Look to these conditions for opportunities to provide education that is more likely to be effective:
- Actions that improve water quality also increase profitability
- The producers’ own water quality is at stake
- The on-farm cost of water quality impairments are shown to be sufficiently large
- Education is accompanied by training for management skills of immediate need to the producer
Ryan, J., Mathew, K., Anda, M., & Yuen, E. (2001) Finding 1
Carefully tailor the water conservation message to address the specific circumstances of the target audience. Continue reading →
Ryan, J., Mathew, K., Anda, M., & Yuen, E. (2001) Finding 2
Identify specific locally-defined problems related to water conservation. These may not be what an expert would typically expect due to unique cultural or situational needs. Continue reading →
Ryan, J., Mathew, K., Anda, M., & Yuen, E. (2001) Finding 3
Include community members, essential service operators, environmental health workers, administrators, teachers, and regional service providers in community water conservation training programs. Continue reading →
Ryan, J., Mathew, K., Anda, M., & Yuen, E. (2001) Finding 4
Convey water conservation techniques through hands-on training and talking through questions in a workshop style. Continue reading →
Ryder, B. A., & Swoope, K. S. F. (1997) Finding 1
Design training to provide students with work in teams on a practical experience with interdisciplinary participants Continue reading →
Salamon, S., Farnsworth, R. L., Bulluck, D. G., & Yusuf, R. (1997) Finding 1
For sustainable agriculture education, target families with one or more of these characteristics:
- Kin-mentor relationships that support the practice of sustainable agriculture
- An environmental or health problem which triggers interest or motivation
- Systematic on-farm experimentation o Value for prudence with resources.
