Provide students with autonomy in determining content and timing of learning activities. Continue reading →
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Bonnell, J. & A. Baird. (2004) Finding 5
Provide face-to-face meeting opportunities: to allow for learning from others and to provide camaraderie (networking and moral support). Continue reading →
Bonnell, J. & A. Baird. (2004) Finding 6
Provide course activities with direct application to work responsibilities (appropriate to local context) Continue reading →
Borden, R. J., K. S. Cline, T.Hussey, G. Longsworth, I. Mancinelli. (2007) Finding 1
A two-way flow of activities between college students and a watershed coalition can create a distinctive, mutually enhancing partnership that can lead to the development of new tools and resources as well as heightened awareness of needs by both students and local stakeholders. Continue reading →
Bosch, D. J., Cook, Z. L., & Fuglie, K. O. (1995) Finding 1
Recognize the limits of regulation in producing behavior change:
- Regulation leads to adoption of specific regulated behaviors only. (e.g. the target audience performed required nitrogen test but did not apply resulting information when making decisions about nitrogen application)
Bosch, D. J., Cook, Z. L., & Fuglie, K. O. (1995) Finding 2
Use financial incentives, where possible, to facilitate behavior change:
- Provide information, encouragement and cash incentives to participate in or practice a new technology, but keep in mind that incentives have a weak influence on adoption
Bosch, D. J., Cook, Z. L., & Fuglie, K. O. (1995) Finding 3
Provide information, encouragement and cash incentives to participate in or practice a new technology, but keep in mind that incentives have a weak influence on adoption.
Brody, M. (1995) Finding 1
Water and water resource education has a distinct body of knowledge described by topics categorized as concepts, skills, and values or emotions. Water science and management knowledge has been organized by Brody (1995) and others. Continue reading →
Brody, M. (1995) Finding 2
Recognize that issues and context for different geographic regions impact educator and natural resource manager priorities for the relative importance of selected concepts, skills, and values. Tie water and water resource education to local values and needs of:
- The geographic region
- Educator identified priorities
- Natural resource manager identified priorities
Burger, J. and L. Waishwell. (2001) Finding 1
Identify locally-specific or culturally-specific needs or problems related to water conservation and quality. These may not be what an expert would typically expect due to unique cultural or situational needs. For example, in a person-to-person outreach initiative about toxic substances in fish, African-Americans were most interested in risks to their health from eating contaminated fish. Caucasians were most interested in the levels of contamination in the fish. Continue reading →
