As part of the outreach planning process: Identify community leaders and assess their knowledge and concerns about fish consumption advisories as well as how information is shared within the community. Continue reading →
Audience: Ethnic groups 
A population from a specific ethnic or cultural group
Findings Navigation: Browse by Audience; Browse by Theme; Browse by Best Education Practice; Browse by multiple topics
Pflugh, K. K., Shaw, J. A., Yacovelli, E., & Hagen, L. V. (1995) Finding 3
Grassroots community-based education efforts are effective in reaching at-risk urban anglers with fish consumption advisory information, as members of this group tend not to have access to traditional government communication networks such as press releases, brochures, flyers, and legal notices. 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 →
McCowan, L. & M. Smolen. (2004) Finding 3
Identify specific education needs, for example the percent of households with drinking water that does not meet public health standards. Continue reading →
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 →
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 →
McCowan, L. & M. Smolen. (2004) Finding 2
Carry out education outreach initiatives through community-based organizations that already have a relationship with the target audience. Continue reading →
Marzolla, M. (2004) Finding 1
With Latino youth programs, use place-based pedagogies so that the education of citizens might have direct bearing on the well-being of the social and ecological places people actually inhabit.
- Allow participants to apply their learning to a wide variety of home, neighborhood and community situations.
Magee, M. L. (2004) Finding 1
To build capacity among urban schools to deliver water education effectively and with a community-based focus, provide:
- A nationally tested curriculum linked to national and state academic standards
- Training workshops for local partner, volunteer, and expert networks
- Training and support for teachers, volunteers and community leaders
- Service learning opportunities
- Program evaluation procedures.
- Encourage student-led projects
Pflugh, K. K., Shaw, J. A., Yacovelli, E., & Hagen, L. V. (1995) Finding 2
There is a need for the government to reach beyond traditional means of communication and design programs that recognize the unique features of a local community. This can only be done by being interested in the citizens themselves – by learning who the affected citizens are, by listening and responding to citizen concerns and by offering real alternatives to those citizens who may be negatively impacted in some way by government action. Continue reading →
