Use a comparison strip to provide the farmer with opportunity to make their own evaluation of pros and cons of a new procedure Continue reading →
Audience: Government agency/University extension professionals 
Planners and outreach educators who work for government or a land grant university and who may lead water-related outreach initiatives with groups
Findings Navigation: Browse by Audience; Browse by Theme; Browse by Best Education Practice; Browse by multiple topics
Liukkonen, B. (2004) Finding 1
Build skills among water outreach professionals to ask the right questions about the:
- Need to demonstrate impacts
- Availability of staff and funding resources
- Need to provide repeated education for new decision makers
- Need to keep the science current
Duram, L. A. and K. G. Brown (1999) Finding 1
Watershed-based, participatory planning can be helpful in making watershed data publicly available and in establishing plan legitimacy. Continue reading →
Tramontana, E. (2004) Finding 1
Teach water science and build environmentally responsible behavior among students through “service-learning” experiences that apply principles of interaction and continuity: both of which are significant features of education that lead to learning.
- For example, provide educators, students and District staff with opportunities to participate in public lands activities. This experience has been shown to increase student performance and interest in school, student concern for protecting and conserving the environment, and educator motivation.
Edwards, P. (2004) Finding 1
To teach recognition of key aquatic insects use narrated slide discussion and provide a live insect for reference Continue reading →
Hagley, C. (2004) Finding 1
Use website resources:
- To provide web-based delivery of real-time automated stormwater and water quality data
- To link data about observed phenomenon with photos and simple explanations
- For outreach with schools and municipal officials
