Best Education Practice: Class or Group RSS Feed

See below for: research findings about a class or group.

For the Class or Group, the learning experience:

  • Presents accurate and balanced information, incorporating many different perspectives.
  • Incorporates methods for assessing the value of the experience, especially as it relates to desired outcomes.
  • Is based on and shaped by some form of needs assessment and use of a planning model (such as the logic model)
  • Content and delivery is determined in cooperation with the target audience and stakeholders
  • Is facilitated by quality instructors who have been trained in effective teaching methods and are supported by the program sponsor.
  • Is designed to focus on a targeted audience and is built on an understanding of audience skills and interests.
  • Is relevant to and accessible by people with diverse backgrounds and influences.
  • Uses creative approaches.
  • Values lifelong learning.
  • Builds from key principles underlying environmental education. • Systems and interdependence are characteristics of the biological and natural order. • Natural sciences, social sciences, and humanities disciplines contribute to understanding of the environment and environmental issues. • Learner connections to immediate surroundings provide a base for understanding larger systems, broader issues, causes and consequences.
  • Builds environmental literacy. • Questioning and analysis skills. • Knowledge of environmental processes and systems. • Skills for understanding and addressing environmental issues. • Personal and civic responsibility.

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Giordano, R., Passarella, G., Uricchio, V. F., & Vurro, M. (2007) Finding 2

To address the complexity of water resource management problems, engage stakeholders in structuring, i.e. systematizing the knowledge which emerges during the participative process, in order to make it comprehensible for the other participants and functional for the decision process. Cognitive mapping (concepts linked to form chains of action-oriented argumentation) and analysis is an example of a system that can be used to produce different points of view and information, in order to enrich a collective ‘‘knowledge base’’ with creative ideas and concepts around the problem. Continue reading →

Habron, G. (2004) Finding 1

In developing conservation programs, planners should not assume homogeneity of landowners. Uniform solutions might not apply. Motivation variables differ according to the specific conservation practice. In Oregon, those who adopted conservation practices in watersheds were characterized by several variables:

  • those using irrigation practiced riparian management
  • shared management decisions with a spouse
  • information networking (i.e., landowners who desired more information regarding the landowner survey)
  • belief in scientific experimentation on private lands, and a tendency to tell other landowners about conservation decisions.

Continue reading →

Habron, G. B., Kaplowitz, M. D., & Levine, R. L. (2004) Finding 1

Capture the social dynamics of grounds maintenance operations units including social, physical, and environmental responses to watershed management concerns to reveal key decision-making points in the system. Develop a framework of these dynamics, to illustrate activities needed to implement sustainable watershed and environmental management at large institutions. Continue reading →

Bidwell, R. D., & Ryan, C. M. (2006) Finding 2

To assure that watershed groups can play a valuable substantive role in states’ watershed management programs, encourage active recruiting to include a variety of perspectives. As collaborative policies are developed, sponsors must strike a balance to achieve an appropriate balance of participants to address each concern. Continue reading →

Howarth, D., & Butler, S. (2004) Finding 1

To increase resident interest in water conservation, three urban case studies (Phoenix, Copenhagen, Singapore) highlight the following successful strategies:

  • Active involvement from citizens sought as opposed to passive response from consumers
  • Citizens asked what sort of conservation measures they would be willing to adopt and brought into the process early
  • Multi-faceted approach supported by pricing, technical assistance and inter-agency co-operation
  • Well publicised target set for per capita consumption giving customers and the water department a collective goal
  • Involvement of Copenhagen Energy in ongoing dialogue and city wide environmental initiatives
  • “Turn it off” campaign brought home the reality of water not being conserved – it ceased to be an abstract concept
  • Very high profile and comprehensive communication campaign that, although varying in content and intensity, has been in existence for several years
  • Campaign led by multi-agency committee (i.e. not just the water utility or the government)

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 →

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 →