Provide agriculture landowners with written materials in addition to whatever other communication methods are selected. Continue reading →
Audience: Landowners 
People who own property and use it for residential, recreational, forestry, or agricultural purposes. People who work the land, such as farmers or loggers, are described as separate target audiences.
Findings Navigation: Browse by Audience; Browse by Theme; Browse by Best Education Practice; Browse by multiple topics
Curtis, A., & DeLacy, T. (1995) Finding 1
Provide groups with training to help develop leadership and organization skills. Continue reading →
Howell, J. L., & Habron, G. B. (2004) Finding 1
Match the information technology delivery mechanism to the computer work style of the landowner. How does the landowner already use the computer? Continue reading →
Voege, H., & Crocker, S. (1998) Finding 2
Base the outreach or education process on mutual understanding, trust, and respect that leads landowners to choose to comply because they see it in their best interest. Continue reading →
Ransley, L. (2003) Finding 1
Rely on a targeted approach when developing an outreach strategy. Continue reading →
Force, D., & Bills, N. (1989) Finding 1
Understand “opportunity costs” and social norms relative to the content or practice focus of the outreach. Continue reading →
Cobourn, J., & Donaldson, S. (1997) Finding 1
Base your program design on specifically identified needs. Continue reading →
Constance, D. H., Rikoon, S. J., & Ma, J. C. (1996) Finding 1
In landowner or renter situations:
- Determine whether the landowner or renter is primarily responsible for water quality or conservation decisions
- Identify factors that may influence the person who could take action
- Understand “opportunity costs” and social norms relative to the content or practice focus of the outreach
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.
Burkett, E. & M. Blickenderfer. (2004) Finding 1
Provide landowners with hands-on, practical training about individual property management choices. Describe choices in the context of information about broader ecosystem science and impacts. Continue reading →
