In water conservation programs, there is a need to communicate effectively about the necessity for, effectiveness of, and fairness of the conservation programs. Continue reading →
Audience: Households 
People who have responsibility for care and maintenance of personal home spaces for individuals and families
Findings Navigation: Browse by Audience; Browse by Theme; Browse by Best Education Practice; Browse by multiple topics
Atwood, C., Kreutzwiser, R., & de Loe, R. (2007) Finding 2
To assess customer satisfaction with community water conservation programs, consider evaluating: effectiveness in reducing water use; effectiveness of enforcement; fairness; overall satisfaction with the program; necessity of the water use restrictions; and necessity of the water use bans. Continue reading →
Dufort, N. (2005) Finding 1
An effective stormwater public education program focuses on building an understanding of wet weather flow issues and garnering support for all facets of the implementation, particularly on-site source controls using targeted communication tactics that promote action and commitment to the implementation of various controls. On-site controls messages can address reduction of pesticide and fertilizer use, promoting source controls such as downspout disconnection, reducing impervious surfaces, importance of stoop and scoop of pet waste, vehicle maintenance, and the connection between roadside catch basins and lake water quality. Continue reading →
Dufort, N. (2005) Finding 2
An effective stormwater public education program applies a multi-faceted creative advertising campaign that incorporates messaging through newspapers, bus shelters and municipal litter receptacles, radio commercials, and television advertisements. Provide door-to-door newsletters distributed to all residents. Provide funding to community groups for the implementation of projects that further the goals and objectives of the Plan while complementing city-led capital works projects. Continue reading →
Dwyer, W. O., F. C. Lemming, et al. (1993) Finding 1
Provide the following when focusing on environmentally responsible behavior:
- An opportunity to demonstrate a commitment.
- An opportunity to set goals or respond to goals, including use of prompts.
Dwyer, W. O., F. C. Lemming, et al. (1993) Finding 2
Provide the following when focusing on environmentally responsible behavior:
- A demonstration or model of desired action.
Dwyer, W. O., F. C. Lemming, et al. (1993) Finding 3
Provide the following when focusing on environmentally responsible behavior:
- Feedback on progress toward preferred environmental change.
Gamon, J., R. Roe, et al. (1994) Finding 1
Train the person who serves as the agency interface with the public to assure that citizens are fully informed about options. Continue reading →
Gearey, M., & Jeffrey, P. (2005) Finding 1
Use audience assessment strategies to identify which, if any, water and watershed governance strategies interest households and landowners. Build participatory opportunities around specific topics of interest. Consider household and landowner response to strategies such as: pollution control, lowering prices, protecting flood plains, improving storage facilities, improving repairs and maintenance and introducing enforced metering. Continue reading →
Gerakis, A. (1998) Finding 1
Test the audience at the beginning of the workshop to improve instructor ability to enhance subsequent learning Continue reading →
