Identify the need for education or outreach based on audience characteristics (understanding of the problem, socio-economic characteristics) and/or details about the specific local environmental concern (Schwartz, 1998). Continue reading →
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Seavey, M. (2004) Finding 1
Provide teachers with an opportunity to experience activities first-hand; interact with other educators; and learn about the materials Continue reading →
Seavey, M. (2004) Finding 2
Provide teachers with activities that meet one or more curriculum goals Continue reading →
Severtson, D. J., L. C.Baumann, & R. L. Shepard. (2004) Finding 1
Provide clear information. Accompany findings or data with information
- Which emphasizes the meaning of the results
- About the pros and cons of control methods and which are most effective.
Severtson, D. J., L. C.Baumann, & R. L. Shepard. (2004) Finding 2
Make information publicly available from a variety of sources. Continue reading →
Severtson, D. J., L. C.Baumann, & R. L. Shepard. (2004) Finding 3
Rely on these outreach components for a conservation initiative:
- Provide well water testing information locally on an ongoing basis.
Severtson, D. J., L. C.Baumann, & R. L. Shepard. (2004) Finding 4
Assure that different agencies provide consistent messages
Severtson, D. J., L. C.Baumann, & R. L. Shepard. (2004) Finding 5
Design and deliver information based on communication and health behavior theories
Shaffer, R. M., & Meade, G. S. (1997) Finding 1
Provide training with a clear goal, geared toward the needs of a target audience. Continue reading →
Shaffer, R. M., & Meade, G. S. (1997) Finding 2
Require locally extensive training. In a study with a small sample group, this requirement was shown to increase peer group awareness and implementation of skills. Continue reading →
