Audience: Local decision-makers RSS Feed

People who provide recognized leadership in the community whether in elected, appointed, salaried, or volunteer positions

Findings Navigation: Browse by Audience; Browse by Theme; Browse by Best Education Practice; Browse by multiple topics

Hoppe, K. (2005) Finding 3

In stormwater communication efforts, focus the media buy on specific regions where action is most needed, rather than statewide, and provide local programs events and activities that encourage public behavior change. Continue reading →

Herbert, E. (2007) Finding 1

Facilitate public access to land that is owned or managed by water utilities for purposes of protecting the watershed, in order to allow public scrutiny of forest/watershed management practices. Public engagement is critical to the success of source water protection programs, where citizens with experience of the land can effectively share views about topics such as no-cut zones around streams and protection for existing old forests. Continue reading →

Koontz, T. M., & Johnson, E. M. (2004) Finding 1

In facilitating development of a watershed group, encourage participation from a balance of public versus private sector stakeholders. More balanced (mixed public/private) groups are more likely to be engaged in planning and research, group development and maintenance, and watershed restoration and protection, than are citizen-based groups. Citizen-based groups may be more likely than mixed groups to achieve government pressure as a primary accomplishment. Continue reading →

Koontz, T. M., & Johnson, E. M. (2004) Finding 2

Focus on a contextual approach to prescribing widespread stakeholder involvement in collaborative environmental management. Prescriptions calling for broad community participation in all cases are unwise; recognize which objectives are likely to be met by broader participation, and which are not. Continue reading →

Koontz, T. M., & Johnson, E. M. (2004) Finding 3

In facilitating development of a watershed group, consider these potential indicators of success:

  • Group development and maintenance (e.g., start group, get funds) *Education and outreach (e.g., educational programs, canoe floats)
  • Increased public awareness (e.g., websites, media attention)
  • Networking (e.g., information sharing, development of partnerships)
  • Plan development (e.g., watershed plan, action plan, strategic plan)
  • Policy changes (e.g., change zoning or regulations, block permits)
  • Government pressure (e.g., lobbying, petitioning)
  • Land acquisition (e.g., purchased land or easements in the watershed)
  • Restoration (e.g., remediation, restoration activities and results)
  • Research (e.g., inventory, monitoring)
  • Identifying and prioritizing issues
  • Preservation designation (e.g., stream designated as a heritage resource)
  • Changes in land use practices

Continue reading →

Hayward, G., A. Diduck, & B. Mitchell. (2007) Finding 1

To address problems characterized by high degrees of ecological and social complexity, uncertainty and indeterminacy, as well as conflicts over values and interests; and to generate positive change in dynamic social-ecological systems, consider applying social learning approaches, i.e., adaptive and participatory approaches that facilitate learning by the individuals and social organizations involved in resource and environmental governance. Social learning takes place within collaborative management strategies and may focus on building assessment, planning, implementation, monitoring, adapting, communicating, and understanding skills; using management interventions as learning platforms, enabled by active community facilitation, conflict resolution, negotiated settlements, mutual learning, convergence of goals, monitoring, and concerted action; or generally relate to interacting and overlapping processes: participation, negotiation, integration, systems orientation, and reflection. Continue reading →