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 →

Dijksterhuis, O. W. (1996) Finding 1

Document information and outreach work to help improve ability to assess the relationship between outreach and outcomes and to exchange materials and knowledge with others. Evaluate progress toward clearly defined objectives. Continue reading →

Dijksterhuis, O. W. (1996) Finding 2

Understand the roots of the environmental management problem and select your target audience based on a specific need. For example, if economic activity is most closely associated with the environmental problem, outreach initiatives should relate to the needs and interests of the target audience engaged in the economic activity Continue reading →

Fedler, A. J. (Ed.) Finding 10

Develop program design and content to adhere to guiding principles for boating, fishing, and aquatic stewardship education. The program:

  • Relies on a variety of systematic and continuous approaches to the assessment of participants and evaluation of programs so as to improve and eventually validate those programs.

Continue reading →

Fedler, A. J. (Ed.) Finding 11

Develop program design and content to adhere to guiding principles for boating, fishing, and aquatic stewardship education. The program:

  • Recognizes the critical role and the need to adequately support ongoing professional development for all personnel associated with these efforts and programs, including those suggested or implied in the above principles.

Continue reading →